北師大版英語教學設計（通用3篇）
作為一名教職工，就有可能用到教學設計，教學設計是把教學原理轉化為教學材料和教學活動的計劃。教學設計要怎么寫呢？以下是小編收集整理的'北師大版英語教學設計，希望對大家有所幫助。
英語教學設計1
教學內容：
Unit11 Clothes Lesson Three.
教學目標：
1、Vocabulary:umbrella, violin, watermelon, watch.
2、Find and color. Trace and match.
教學目標的檢測途徑 通過Find and color. Trace and match.來檢查學生的掌握程度。
重點難點：
Listen and say the words .
Understand using the words.
突破教學難點的方法 通過單詞、圖片的對比進行鞏固，umbrella比較難讀，利用實物呈現(xiàn)。
教具準備：
recorder, tape, pictures, slide show, computer.
教學過程：
一、Warm-up
1、Sing the song .“ Its a dress.”（ Page 37 of Book 2 ）
2、Greetings.
T: Hello. Good morning, boys and girls.
Ss: Hello. Good morning , Miss Liu.
T: Nice to meet you.
Ss: Nice to meet you,too.
3、Review the words and sentences.
T: Whats this?
Ss: Its a dress / shirt/ sweater.
T: What are these？
Ss: They are pants / shoes /socks.
二、新課呈現(xiàn)（Presentation）
1.T:Its rain ,open up your……?讓學生說下雨了怎么辦？打開什么？Look at the picture with the computer. Umbrella.Listen and say .打開雨傘讓學生逐一說，小組說.
T:Look at the umbrella .Does it look like a star? A square? Ss:No ,it a circle. T: Yes,Look at the umbrella Its round, round, round. 板書，教說學習round.學生看教室內的物品說什么是round.
2.T:Look at the picture with the computer. Trace and match.Is it round？Listen and say . T:Look at the watch. Its round, round, round.
3.呈現(xiàn)watermelonT:Look at the picture with the computer. Trace and watermelon. Is it round？ T:Look at the watermelon Its round, round, round.
4.T:Look the violin. Its not round.
5、Play a guessing game:Ask and answer. What is it?
三、鞏固和延伸（Consolidation and extension）
1、Trace and match. （ Page39） Find and color. （Page 41 of Book2）
2、Check up on the answers.
3、Say the rhyme.
4、Summary.
四、作業(yè)布置
1.Read the words.
2,listen to the text.
板書設計：
Look at the watch.
Its round, round, round. umbrella, violin, watermelon, watch.
英語教學設計2
一、教學目標：
知識目標：
What are these/those? Theyre/ They are ?. Are these?？ Plural nouns （regular）
能力目標：
Listen and talk.
情感目標：
鼓勵學生大膽開口說英語，培養(yǎng)學生的自信心.
二、教學重難點：
Asking and answering question about plural objects.
三、教學過程：
1. Review.
Use this activity to review structures introduced in Unit 7, and the vocabulary introduced in Unit 2 and Unit 5.
Whats this? Its a ? Is it a ?？ Yes, it is. / No, it isnt.
2. Model the dialog.
Borrow three pens, pencils, and rulers from the children.
Hold up one pen and ask, “Whats this?” Elicit the answer, “Its a pen.” Repeat the procedure for pencil and ruler.
Hold up a pen and repeat the question, “Whats this?”
Now hold up two or three pens and say, “What are these?”
Repeat the procedure using the pencils and rulers.
Now have the children repeat each sentence as you hold up first one object, and then more than one. Explain that we use these when we are referring to more than one object.
Practice the structure “What are these/those? Theyre ?” with some objects.
3. Talk about the story.
Have the children open their books at the story. Display your copy of the page and ask these questions about the pictures.
Where are Ann, Ken, and Mocky?
What is Mocky looking at?
What is Mocky holding?
What other vegetables does Mocky find?
Who chases Mocky?
4. Story.
Play the tape, pausing at each new picture. Have the children repeat the words before you move on to the next picture.
Play the tape again, this time without stopping.
Divide the class into three groups. One group will be Mocky, the second group will be Ken, and the third group will be Ann.Teacher read the vendors line.
Play one sentence at a time and point to the matching story picture. Have each group repeat its characters sentence.
Read after the teacher.
5. Set homework.
Tell your families the English names for the vegetables.
Read the text.
四、 教學后記：
基本的蔬菜名稱都能掌握，但是要注意what are these的提問和回答不能和what's this混淆。
英語教學設計3
一、Greetings.
二、Presentation.
Step1,
Trace the words.
Take out a colored pencil.
T: What color is it? Elicit from Ss “Its red.”
Have students open their books at page 44. Show your copy of the page.
Show two pencils of the same color. Repeat the procedure. But this time ask “What color are they?”
Repeat the procedure for the other sentences.
Step2,
Do and say.
Take out the set of water color paints you prepared. Mix the red and white paints together and paint the picture of fish.
T: What color is it?
Have students check the correct word on their books.
Repeat with other picture and color.
Step3,
Uncle Bookys story time.
Tell students to open their books at page 49. Draw their attention to the pictures. Explain that these pictures tell a story about a butterfly reading a book with her mother.
Ask questions about the pictures. Have Ss talk about the story and what they think each character is saying.
T: Now we are going to listen to what the characters say.
Play the tape. Tell students to listen to the story, pointing to the matching pictures. Encourage them to guess the meaning of unfamiliar words.
Play the tape of the whole story again. This time have students touch the speaking character.
Step4,
Touch and say.
Draw students attention to the bottom half of the page. Ask them what things they can see in the picture. Elicit their English names snake, duck, bird, butterfly, fish and flower.“What color is it?”
Have students repeat the question. Then elicit the answer.“Its blue.”
Put students into pairs to practice asking and answering the questions.
Step5,
Homework.
Tell students that you want them to finish tracing the words.
三、教學后記
重點還是在單詞和字母的拼寫上。
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