- 相关推荐
英语教学设计学习祈使句的用法
教学设计师教师资格面试的一个重要部分。以下是小编分享的英语教学设计学习祈使句的用法，希望对您有所帮助!更多内容请关注应届毕业生考试网!
一、教材分析
本单元是新外研版六年级上册第十模块第一单元，这个单元以Daming和Simon在图书馆的见闻为主题而展开的对话教学。内容比较生活化，是学生们感兴趣的话题之一，文本主要讲述的是祈使句的用法。通过本单元的学习，要求学生能够使用祈使句“Don’t…和Please…”发出指令或要求遵守基本的规定，并执行指令，培养学生的综合语言运用能力。
二、教学目标
(一)知识目标
1.学生会读、会写：line, stand in line, close, rule, quiet, problem, No problem.
2.掌握和运用新句型Don’t talk in the library. Please stand in line.
(二)能力目标
1.能够在情境中运用句型Don’t talk in the library. Please stand in line.
2.会使用祈使句“Don’t...”及“Please ...”发出指令或要求。
(三)情感目标
通过学习文本，逐步培养学生的时间观念，养成珍惜时间的习惯;培养学生遵守各类规章制度的意识，懂得无规矩不成方圆;对于做错的事，要主动承认错误，有知错就改的意识;要有善于学习、学无止境、积极进取的思想品质;对于别人的需求，能积极伸出援手，互帮互助，赠人玫瑰手留余香;逐步培养学生的合作意识和应变能力。
三、教学重难点
教学重点：
掌握和运用句型“Don’t talk in the library. Please stand in line.”
教学难点：
会使用祈使句“Don’t ... ”和“Please ...”发出指令或要求。
四、教学方法
情境教学法、任务型教学法、小组合作学习
五、教 具
PPT，word cards(单词卡)，Class rules贴，自制Class rules表格，星星奖章
六、教学过程
Step1.Warm up and lead in
1.Greetings
T: Hello, boys and girls!
S: Hello, Mr Wang.
T: I am very happy to see you. Today I will be your new English teacher. I can speak English and Chinese. I like riding my bike and reading books. Can I be your pen friends? Yes, of course. Can you be my pen friends? You can write to me! OK?
I think we can be pen friends. Do you want to learn English with me? Let’s go inside our English world!
【设计意图】由于借班上课，为缩短师生之间的距离，更方便开展教学活动，所以向学生介绍教师自己的部分爱好和能力，以盼望得到学生的肯定答复，使用之前学过的交笔友内容与学生开展交流，搭建语言学习的支架。
2.分组
T: Now I will divide you into Four Teams. Team R, Team U, Team L, Team E. If you can do a good job, you will get a star(星星粘贴在黑板上). Which team is the winner? Clear? Everybody, come on! 学生呼应 Come on!
R→U→L→E介绍
【设计意图】《英语课程标准》2011年版对于评价建议这样描述：“评价要有利于学生不断的体验英语学习过程中的进步与成功，有利于学生认识自我，建立和保持英语学习的兴趣和信心;评价要有利于教师获取英语教学的反馈信息，并对自己的教学行为进行反思和调整。”分组竞争比赛符合小学生的心理发展规律，教师抓住这一教学策略，可以更好的了解学生学习情况，在竞争中磨炼学生的合作学习意识和团队凝聚力，体验到成功的快乐。
3.Move our body
T: Now, let’s do some actions! Move your body!
For example, play table tennis(教师通过动作示范)
Please stand up! → Point to the blackboard! →Point to your nose! →
Play basketball! → Run fast! → Ride a bike! →Swim!
Take pictures! → Talk to your friends! → Eat fast food!
→Open your books and turn to page 56! →Please sit down!
All of you did a good job.
T: Who is the team leader? (伸出四个手指) Please come here! 教师手拿星星，(Please hurry! ) Please stand in line! Here’s your star! Please stick it on the blackboard. GIVE ME FIVE! Yeah! Take your seat! 四组都加星
【设计意图】通过Move our body，开展热身活动。句型的练习是建立在大量的数据分析基础之上，通过复习回忆学生脑海中学过的语言点，从而达到浮现旧知导入新知的目的。通过Team leader到台前参与师生活动为每一队赢得贴纸这一教学设计，为part 1内容铺路搭桥。
4.导入Part1
T: We can stand in line(手势). How about Daming and Simon? Let’s have a look.
Ss watch.
T: They can stand in line, too. (引导学生说出stand in line)
line单词教学 fine-nine-mine-line(课件呈现)
Please stand in line!(板书位置：第三行)
T: Now let’s say it together! (播放音频，学生跟读) Let’s look and say.
出示一张school bus. Please look at them. Ss say, “Please stand in line! ”
We should obey the rules.
【设计意图】通过part 1学习Please stand in line;通过自然拼读教学单词line;通过学生上放学要坐school bus创设符合学生真实生活的排队上下车语境，引导学生学会运用学习到的新知识，提升学生“用英语做事情”的能力。最后通过人人都要遵守规则这一德育教育渗透，把德育教学目标夯实在每个学生心底。
Step2.Task presentation
T: In our school, there are lots of school rules.
In our class, there are many class rules.
In the library, there are some library rules.
This class, we will talk about rules(手指：黑板-分组RULE).
使用单词卡片教学单词rule，TEAM RULE
After learning, I hope you can make class rules in English. So that we can grow up healthily and study happily. Clear?
【设计意图】通过介绍school rules, class rules, library rules等，突出本单元的话题rules，告知学生我们将要在学习完本课内容之后，使用所学新知为自己的班级制定class rules。在class rules的制定和实施过程中，学生为营造一个更为积极向上的班集体所付出的努力，将推动德育目标的达成。呈现本课的任务Make class rules in English，让学生在任务的驱动下学习新知，最后运用所学新知完成任务，以达到学以致用的目的。
Step3. Text learning
1.看动画，整体感知，了解大意，提出问题
T: First, let’s look at this picture.
Ss: They are Daming and Simon.
T: Let’s watch a video and answer, “Where are they going?” Ss watch.
T: Where are they going?
S: To the library.
练习：课件呈现三张图书馆图片，练习句子This is the Rizhao/Qingdao/Shandong Library.学生说This is...Library.
评价Excellent! Wonderful! Clever!
【设计意图】学生通过观看视频，整体感知文本大意;通过问题Where are they going?为学生搭建语言学习的支架，锻炼学生提取有效信息的能力;通过呈现日照、青岛、山东图书馆三张照片，训练学生掌握library的发音。新知学习与练习巧妙结合，使用学生身边所熟悉的资源，便于学生快速掌握并学会运用。
2.分段学习，问题引导
第一段：(Listen and find)
T: Please look at part 1. Let’s listen and find，“What time is it now?” Ss listen.
T: Have you found it? S1: It’s twenty to five now. T: Bingo!
T: What time does the library close?
自然拼读讲解close(单词卡)朗读句子 you , you two, boys, girls, together!
T: What time does the library close?
T: The library closes at...
出示日照图书馆，练习closes at…
The Rizhao Library opens at 8 o’clock.
It cloeses at… S: Half past five. T: Pretty good! 加星
So Please hurry! Beacause Time can’t be won again.
【设计意图】分段学习第一部分，通过Listen and find活动让学生寻找现在的时间，以及图书馆何时关门的时间，这一时间差的对比渗透学生要有时间观念的德育教育，培养珍惜时间的意识。通过自然拼读教学close，以及呈现日照图书馆开放时间的练习设计及时训练close这一新单词，通过思维导图to the library以及为什么hurry归纳出第一部分的知识框架。
第二、三段：Read and find
T: Now read part 2 and 3 and find the answer, “What are the library rules?”
板书Library Rules 注意把握朗读的时间
Try to underline sentences with “don’t…”and “please…” OK? GO!
T: Have you found the answer? (教师在学生听的时候伺机指导)
(预设方案：小组合作)
S1：Don’t talk in the library. T：Good! 加星
Now, please talk about it in your groups.
(时间到)Eyes on me!! Sit up straight! Who can answer?
S1: Don’t talk in the library(学生回答) T: Is he right?(板书Don’t talk.)
S2: Please be quiet! T: 教师讲解quiet(动作和声音呈现) (单词卡片)
S3: Please stand in line!(学生朗读句子) T: Perfect! [p:fkt] 加星
练习：通过场景练习be quiet. 就餐、图书室、午休。
通过场景练习 Don’t…
T: What does the old librarian say to Simon?
Say it in roles.
Ss: Look at the library rules. It says....
T:What does the young man say to Simon?
T: Here’s my library card.
S: Please stand in line!
T:Oh, sorry.
This time, please say it in roles with your partner. One, librarian, one, Simon.
师生师范之后，同桌练习，展示。 分两组学生展示即可。
Who wants to be ….? Simon? Wonderful!
When the librarian says to Simon,..... Oh, sorry. Try to Imitate.
Please say “Sorry”! when you did something wrong. Clear?
What are the library rules? 齐读三句话(思维导图)
【设计意图】通过学习第二、三部分，紧紧围绕着library rules的学习,逐步渗透任务达成环节class rules的内容。Read and find，“What are the library rules?”共三项图书馆制度，学生说出其中一项，后续紧跟相应的练习进行训练补充。比如Don’t talk in the library.之后的练习设计呈现图片，学生看图说出Don’t talk in the class! Don’t swim! Don’t run! Don’t argue! 再比如Please be quiet!的练习设计呈现图片等。新授与练习紧密结合，随学随用，学生轻松习得语言。通过Listen and repeat.学生模仿跟读环节的设计，进一步加深对文本的认知，为后续的Say in roles和Task completion服务。通过Simon答复Old Librarian 和Young Librarian说的话Oh,sorry!这一模仿朗读获得，引导学生在实际生活中要合理使用sorry!通过思维导图In the library.再次回顾library rules，为制定合理class rules搭建框架。
第四段：Read and find
T: Now look at part 4. Please read by yourself.
What did Simon find? S1:A book and a CD.
T: Cool! What’s it about? (预设：引导have got;直接出现，学生朗读)
S2: It’s Learn Chinese in Four Weeks. Cool! I love your pronunciation.
S3: It’s Learn Chinese in Four Weeks. Terrific ![trfk]
T: Simon is an American. He’s learning Chinese. We should learn from him. Keep on learning!
预设：Can he learn Chinese in four weeks? 直接告知I think that’s…
S: No! T: So Daming says…播放录音，学生跟读。
Ss: I think that’s difficult. Chinese isn’t easy to learn, you know.
T: You know , Chinese isn’t easy to learn. Can Daming help Simon?
S: Yes. T: How do you know?
S: Daming says “No problem.” (动作展示) (卡片展示)
Please help others! Helping others to enjoy yourself.
思维导图回顾第四段
【设计意图】学习第四部分，通过Read and find,“What did Simon find?”导入，学生在自读完后回答问题，紧接着教师通过询问What’s it about?引导学生再次寻找课本并回答Learn Chinese in Four Weeks.由于Simon是美国人,但是对于中国文化却有着非常浓厚的学习兴趣，这种跨文化意识的学习态度是值得每个中国人学习的，导入Keep on learning这一德育教学环节，引导学生学习要永无止境。通过difficult 和not easy 的训练，导出Daming的答复No problem. 从而再次进行德育渗透Please help others!最后思维导图After borrowing books,归纳本部分的知识要点。通过这种“整体感知；分段学习；归纳总结”的教学过程将文本框架再次形象的呈现给学生，帮助学生有效的使用学习策略，不仅有利于他们把握学习的方向，采用科学的途径，提高学习效率，而且还能有助于他们形成自主学习的能力，为终身可持续性学习奠定基础。
Step4.Practice
1.Listen and imitate
2.Now it’s your reading time! Read by yourself, then act it out.
T: Team R /U/L/E 整体分角色。
朗读看剩余时间，如果很充足，可选一组展示。
Which group wants to show?
【设计意图】通过Reading time 和Show time的练习设计将文本知识再构，通过听、说、玩、演、练等进一步巩固新知，学生根据板书提示，对本课知识进行归纳和总结，达到提高学生整理、分析和运用信息能力的目的。
Step5. Task completion
T: In our class, we have got some rules.Let’s look and say! (教师准备好一份示范)
For example,
1. Please stand in line!
1. 2. Please hurry!
1. 3. Don’t talk in the class!
1. 4. Please be quiet!
1. 5. Please say “Sorry”!
1. 6. Please study hard!
1. 7. Please be helpful!
1. This time, let’s make class rules in English.
T: Please talk about rules in your groups and write down on this paper. When you have finished, please come here and stick it on our rules paper.
教师挑选比较好的一份rules,让这个组上台朗读并展示。(实物投影)
【设计意图】在本环节中，教师让学生在真实、自然的任务型活动中拓展运用信息。教师通过呈现本节课师生在文本中学习到的class rules给学生做出示范，引导学生使用don’t…和please…句型开展组内讨论并书写在自己小组的class rules纸上,完成之后由小组长粘贴到黑板上，然后教师选择部分作品由小组展示等三个流程来实现任务达成。通过小组合作讨论设计class rules，不仅培养学生的合作意识，也达到了训练思维、提高写作技能的目的。
Step6. Summary and homework
1. Recite the library rules by blackboard-writing. Make class rules.
2. Good rules! Good life! Rules make our world beautiful.
3. 评价：Team R/U/L/E
Homework for this lesson
1. Listen and read, then recite.
2. Make home rules with your parents.
Goodbye, boys and girls, I love you! Say goodbye to all the teachers!
【设计意图】通过一个小短片“最美的风景叫文明”，来渗透德育目标“Good rules! Good life!”让“德”和“善”在美丽的日照大地上遍地开花。分层作业的设计，充分考虑到了全体学生的学习水平，学生可选择适合自己的家庭作业，同父母一起制定Home Rules 的作业设计更有现实意义。
【英语教学设计学习祈使句的用法】相关文章：
Be 动词用法教学设计06-10
英语教学设计12-13
中考英语祈使句专项训练习题06-08
C语言学习中的指针用法教程04-01
PHP面向对象程序设计之接口用法03-02
《推断文言虚词的意义和用法》教案设计04-03
英语教学教学设计01-12
小学英语教学设计03-21
英语教学设计范文03-28