基于信息技术环境下的小学英语教学设计策略有哪些？

在课堂里，教师包办的事情要尽量少一些，学生主动学习的机会要尽量多一些，师生共同融入情境教学中去，营造一个和谐民主的学习气氛。

课堂成为师生心灵交融、情感呼应的园地。

小学英语课堂教学设计

一、教学目标：

1. 能够听、说、读、写句型：

Where did you go on your holiday ? I went to Xinjiang.

2.能够在实际情景中正确运用所学对话。

二、教学重点：

四会掌握句型：

Where did you go on your holiday ? I went to Xinjiang.

三、教学难点：能够在实际情景中正确运用所学对话。

四、教具：录音机、录音带、相关图片、地名卡片和单词卡。

五、教学过程：

Step 1: Warm-up:

1． Greetings

2． Listen to the song : A Trip to China

Step 2: Revision:

1． Game : Good brothers

将全班学生分为两大组，教师针对上节课所学的五个动词短语做动作，学生抢说其过去时，反应较慢的一组学生说出其原形。

2．Ask and answer

教师抽取A Let’s learn部分的短语卡片，两组学生轮流问答：A: what did you do on your holiday? B: I took pictures/….

Step 3: Presentation:

1．T: I often go to Songyang Park on the weekend. Do you often go to the park, too?

Ss:….

T: Where did you go last weekend?

Enable the student to answer with “I went to ….”

( 板书这两个句型, 让学生理解Where did you go…？并带读。 )

2. T shows some pictures of Shaolin Temple, Songyang Park, Shenquan Square etc.and asks the students to practise in pairs.

A: Where did you go last weekend?

B: I went to ….

3. T：What did you do there? ( 强调there的读音并释义,带读。)

Ss: I ….

4．T shows the pictures of Beijing, Shanghai, Guilin, Xinjiang etc..

T: Have you ever been to Xinjiang ?

Ss: Yes / No.

T: John went to Xinjiang last year. The people in Xinjiang like singing and dancing. Do you want to know what John did in Xinjiang? Let’s look at the book and listen to the tape.

Step4. Practice:

1. Listen and emitate the dialogue.

2.Read after T: Fast and low speed.

2. Role read the dialogue in pairs.

3. Write the dialogue.

4. Read and recite the dialogue.

5. Talk show.

Step 5.Consolidation and extension:

1．Make a dialogue.

教师将一些地名卡片和上一课时的动词短语卡片出示在黑板上，让学生自行选择，并进行如下替换练习：

A：Where did you go on your holiday?

B: I went to Shanghai.

A: What did you do there?

B: I ate good food.

2. Act out the dialogue.

Step 4: Sum-up:

Step 5: Homework: