小学英语优秀教学案例(实用3篇)

小学英语优秀教学案例 篇一

标题：Using Technology in English Class: A Case Study

Introduction:

In today's digital age, integrating technology into classroom instruction has become increasingly important. This case study explores how a primary school English teacher effectively uses technology to enhance students' language learning experience.

Background:

Ms. Li, an experienced English teacher at a local primary school, noticed that her students were struggling to grasp certain English concepts. She decided to incorporate technology into her teaching to make it more engaging and interactive for her students.

Lesson Plan:

Ms. Li planned a lesson on vocabulary building for her Grade 3 students. She selected a mobile app called "Word Power" to facilitate the learning process. The app offered a variety of interactive games and quizzes to help students learn and remember new words.

Implementation:

Ms. Li began the lesson by introducing a set of new vocabulary words related to animals. She used flashcards and real-life pictures to make the words more visual and memorable. After the initial introduction, she divided the students into pairs and asked them to use the "Word Power" app on their tablets to practice the new words. The app provided multiple-choice questions, spelling challenges, and memory games to reinforce the vocabulary.

Results:

The use of technology in this English lesson had a positive impact on the students. The interactive nature of the app increased their motivation and engagement. The students enjoyed competing against each other to achieve high scores in the games, which further enhanced their learning experience. Additionally, the immediate feedback provided by the app allowed students to correct their mistakes and improve their understanding of the vocabulary.

Conclusion:

By incorporating technology into her English class, Ms. Li successfully created a more interactive and engaging learning environment. The use of the "Word Power" app not only helped students improve their vocabulary but also enhanced their overall language skills. This case study highlights the effectiveness of technology in facilitating language learning in primary school classrooms.

小学英语优秀教学案例 篇二

标题：Project-based Learning: Enhancing English Language Skills

Introduction:

Project-based learning (PBL) is an effective teaching strategy that encourages students to actively participate in their own learning process. This case study explores how a primary school English teacher implemented PBL to enhance students' English language skills.

Background:

Mrs. Wang, a passionate English teacher at a local primary school, noticed that her students lacked practical application of their language skills. She decided to incorporate PBL into her teaching to provide students with authentic language experiences.

Lesson Plan:

Mrs. Wang planned a project-based lesson on "My Dream Vacation." She divided her Grade 5 students into groups and assigned them the task of planning a dream vacation to an English-speaking country. The students were required to research their chosen destination, create a detailed itinerary, and present their findings to the class.

Implementation:

Mrs. Wang provided guidance and support to her students throughout the project. She introduced various online resources, such as travel websites and videos, to help students gather information about their chosen countries. She also taught them how to use presentation software to create visually appealing slideshows for their final presentations.

Results:

The project-based lesson had a significant impact on the students' language skills. The students were highly motivated and actively engaged in the research process. They used English extensively to communicate and collaborate with their group members. The final presentations showcased their improved speaking and listening skills, as they confidently shared their itineraries and answered questions from their peers.

Conclusion:

By implementing project-based learning in her English class, Mrs. Wang successfully created a student-centered learning environment that fostered creativity, collaboration, and critical thinking. The project allowed students to apply their language skills in a meaningful and authentic context. This case study highlights the effectiveness of PBL in enhancing students' English language skills in a primary school setting.

小学英语优秀教学案例 篇三

本课内容是以PEP小学英语第二册第二单元B部分的第一课时为蓝本，主要学习有关家庭的词汇，以及用这些词汇表达自己家庭成员的情况。学生在A部分学习了father, mother, brother, sister, grandfather, grandmother,以及句型 Who＇s that woman/man?的表达方式. 对家庭成员的称呼和询问有一定的基础;在本课时中,可以在学习新句型Who＇s this boy/ girl?的基础上,进一步的整合对话内容.

二. 教学目标

1．认知目标：能正确听、说Who’s this boy/girl? He’s my.../She’s my ...；

　 正确理解、运用感叹词Cool, Great, Wow;及常用口语Really?

2．能力目标：正确的运用Who’s this boy/girl?这个句型询问，并能正确回答；

流利的介绍自己的家庭成员

3．情感态度目标：增进学生之间交流合作表演能力；

了解其他同学的家庭成员。

三.教材重点、难点

重点：熟悉并掌握句型Who＇s this boy/girl?

难点：正确运用口语常用词Come on ! Really ? 及 brother ,really ,watch的发音。

四.课前准备

1．本课有关的录音磁带、图片、头饰、教学挂图。

2．一张自画的全家福照片,学生自备照片。

3．四张邀请单

4．CAI课件

五．教学过程

一． Warm up

1.师生一起边说边做前一课所学的Let’s chant:

A B C D E F G ,

Father mother and me,

C D E F G A B,

Sing and dance under the tree.

２．日常口语对话

Hello, How are you? How old are you?

Where are you from? Nice to meet you.

设计意图：营造轻松愉快的教学气氛，抓住学生的注意力，吸引学生参加活动。与学生间对话，问候既可以缩短师生的距离又可以培养学生的交际能力

二．Presentation

１．口语对话结束之后，教师在黑板上粘贴“全家福”，

教师指着图介绍This is my dad /mum/sister…

Ss: 学生介绍全家福:

This is my father (dad)/ mother (mum)/sister/brother …

游戏1：对号入座

教师出示单词卡片，如father(dad)，学生迅速找到相应的照片，请动作最快的学生上台将照片贴在正确的位置上，并大声说出：I’m…This is my dad.表达能力较强的学生还可以在教师的帮助下做进一步介绍，如：He’s from China. He’s a teacher.

设计意图：通过游戏活动使学生从一开始就有一种愉快的体验，以至于使他们忘记了是在学习外语，在无意识注意中积极吸收活动所使用的语言。

1.句型Who＇s this boy/girl?及回答

教师注意this的发音,让学生感受this 和that的区别

T (引用旧句型)Who＇s that woman?

Ss :She＇s my mother.

T : Who＇s that man

Ss :He＇s my father.

（引出新句型,感知的this and that的区别）

T: Who ＇s this boy ?（注意问句的语音语调）

Ss : He＇s my brother.

T :Who＇s this girl?

Ss : She’s my sister.

学生跟读Who＇s this boy/girl?之后，男女生互问互答

设计意图：利用图片的作用，引出新知识。

以句子为单位，有利于培养学生直接运用外语的能力。模仿朗读的语言实践练习，在助于培养学生的语言训练技巧和语言习惯。

２．句型Come on ! Let＇s watch TV.

教师在图片外框用粉笔描绘出的TV框架

T: Come on !（手势） Boys and girls.

Let’s watch TV.（做出电视的样子）　

　 学生明白其意，教师注意watch的发音。

引导学生说出相应的回答。

Ss: Good! Great! Wonderful! （重点指导Great!）

游戏2：约会

一个学生手持邀请单，邀请他的好朋友一起watch TV。他的好朋友只要回答Good! Great! Wonderful!中的一个，就可以和他一起去看电视节目了。要求学生表演到位。

S:　Come on! XXX. Let＇s watch TV.

Ss: Great!

设计意图：再次整合图片，利用情境引出新句型。培养学生用英语表达对朋友发出邀请的能力，在交流中发展表达能力。

三．Practice

游戏3：认读练习：

让学生分小组认读family tree上的单词，读对的最多的小组为优胜组。

游戏4：猜猜他是谁？

让学生在黑板上，画出任意一个人物（家庭成员或是朋友）教师提醒学生画出人物最突出特点。玩Let’s practice中的游戏,教师指着画中的人物问：Is she /he your mom/ dad/brother/ sister…? 反复问几次，提醒学生用 yes, no做简单回答。注意brother, sister这两个单词的发音。

Example: Ss: Who’s that girl?

S: Guess!

Ss: Is she your sister?

S: No, she’s my mom.

播放录音磁带，要求学生听录音，看挂图，了解对话部分内容。

注意语气词的教学，如：Great! Cool! Really? Wow, how funny!

然后学生四人一小组，练习对话，表演对话

四．Assessment

内容：本单元B Let’s talk部分（活动手册10页）

操作步骤：

1．理解图意

教师通过看图猜意，编对话的方法，引导学生理解图意。

T: Let’s make dialogue!

A: Who’s this boy?

B: He’s my …

Who’s this boy/girl? He’s my.../She’s my …

2．讲解题目要求，指导操作方法

要求学生根据录音内容以及录音顺序，给对应的图标序号。

放录音，指导学生标序号。

五．Add activities

介绍自己的家庭成员给同学认识

设计意图：让学生在真实的情况下练习英语，运用英语。

六．教学反思

1．在教学模式上,注重体验和实践。我从学生的心理和生理特点出发，让学生通过体验和实践进行学习,我设计了对号入座的游戏，把学英语与用英语做事情联系起来，创设良好的语言环境和语用环境，使学生在愉快和自信的情绪中，保持积极的学习态度，在大量的语言实践中形成语感，养成良好的英语学习习惯。

2．在语言教学上，注重语感和语音语调基础。在教学中，我特别注意本课brother, sister,的发音，让学生反复听，反复模仿，练习的[th]的发音。注重语气词Great! Cool! Really? Wow, how funny!的感情色彩。特别是Come on! Let’s watch TV.在设计了一个情境, 让学生在有意义的语境中进行训练，在真实的情境中运用句子，真正的做到注重语感和语调。

3．在情感态度方面，培养学生的交际能力。使学生在可理解的和具有实际意义的语言环境中接触英语和学习完整的语言。必须通过学习主体的积极体验、参与、实践，以及主动地尝试与创造，获得认知和语言能力的发展。因此，小学英语课程我们必须从学生的心理和生理特点出发，遵循语言学习规律，从改变学生的学习方式入手，通过听做、说唱、玩演、读写和视听等多种活动方式，达到培养兴趣、形成语感和提高交流能力的目的。