英语新目标教学设计案例
说课稿能够帮助教师更好地理解教材和教学内容，从而更好地制定教学计划和教学方法。下面给大家整理一些英语新目标教学设计案例，方便大家学习怎么写英语新目标教学设计案例。
教学目标
1. 认知目标
(1) 能够听、说、认读Read and write部分的对话，完成相应的活动。
(2) 能够掌握四会句子：Is he playing chess? Yes, he is. Is he counting insects? No, he isn’t.并在情景中运用。
2. 能力目标
(1) 培养学生语言运用能力与创造力，能够运用语言去完成一些任务型的活动。 (2) 培养学生通过自主阅读获取信息和处理信息的能力和阅读技巧。
(3) 培养学生的阅读策略，注重对学生阅读策略的指导,让学生养成良好的阅读习惯。
3. 情感目标
(1) 通过在课堂上创设的情景，使学生感受一次实地考察的野外旅行，增长有关的课外知识。
(2) 激发学生热爱大自然的美好情感，培养学生仔细观察的良好习惯。
教学重难点
(1) 能够听、说、认读Read and write部分的对话，完成相应的活动。
(2) 能够掌握四会句子：Is he playing chess? Yes, he is. Is he counting insects? No, he isn’t.并在情景中运用。
教学过程
Step 1 Warm-up
Let’s chant: “It is a nice day.”
(在愉快的说唱中，创设情境，为引入新课做好准备。)
Step 2 Pre-reading
1. 教师快速出现Miss White 和同学们在树林里的图片，问：Where are they? 引导学生回答：They are in the woods. They are on a trip.
2. T: Let’s go on a field trip. What can we do on a field trip? …. Look at the pictures. What are they doing?
(运用What is …doing? He is … / Are they….? Yes, they are. No, they aren’t./ Is he/she…? Yes, he/she is. No, he/she isn’t.等句式复习A Let’s learn与 B Let’s learn的短语。为本课的阅读扫清障碍。)
Step 3 While Reading
1. T: Do you remember Wu Yifan and Shara? What are they doing? Ss: They are watching Mike.
What is Mike doing?
He’s catching butterflies.
T: Yes, they are having a lot of fun. But it’s late. It’s time to go. Everybody is leaving for home. (出示课件学习理解leaving)
2. T: The teacher and the students are leaving. Is everybody here? Now, listen and watch. (第一遍通过听，获取简单信息) T: Is everybody here?
Ss: No. John and Amy are not here.
3. T: Open the book. Turn to page 75. Read and answer the questions on the book. (课件出示课本中的两个问题)
(通过第二遍阅读，获取主要信息)
Listen and choose
4. T: Now, read the text again. And fill in the blanks.
(通过第三遍阅读，获取详细信息。)
It’s sunny today. The students and the teacher are in the woods. They are on a field trip. Everybody is having fun. It’s five o’clock now. It’s time to go home. But where is John? He is playing chess . Amy is not writing a report. She is not counting insects, either. Look! She is running to the teacher.
5. Watch the video and read.
Step 4 Post-reading
1. Act and guess.
(通过让学生表演动作，其它同学猜测的形式巩固四会句型。)
T: Is he/she…..? Ss: Yes, he/she is.
No, he/she isn’t.
2. Look, read and write.
(通过让学生写一写，检测学生对语言的运用情况。)
Step 5 Homework.
1.Listen and repeat the text twice.
2. Read, look and write.
英语新目标教学设计案例（篇2）
教学目标
(1)能够理解并会朗读Let"s read部分的对话;能完成排序练习。 (2)能够使学生简单了解中、西方地图不同的标语。
教学重难点
(1)重点：能够引导学生阅读并理解Let"S read部中的对话。
(2)难点：能够引导学生理解对话中出现的新时态和指点路线的新语言现象，如：Whataye you going to do after school?Get off at the cinema.Then walk straight for three minutes.
教学过程
1.Warm up/Revision(热身/复习)
(1).Let’s sing!
(2)根据学生设计的城市进行问答。
Where is the hospital?It’s next to the post office.
(3)教师出示学生放学的图片。
T：L00k! School is over.What are you going to do after school?
S1：I’m going to do home-work.
T：Oh，I’m going to buy apair of shoes.
(出示词组buy a pair ofshoes并跟读)
2.Presentation(呈现)
(1)教师出示一位旅行者找不到旅行团的课件，而该团则在科学博物馆参观。
T：HeHo!I’m a tourist.I can’t find my way to the science museum.How can I get to the science museum?(教师出示句子并要求学生跟读)
(2)A: Excuse me, is there a ______ near here?
B: Yes, there is. / No, there isn’t.
A: Where is the ______ ?
B: It’s next to the ________.
引导学生在帮助这位旅行者的过程中学习词组及句子。
Get off，get on，walk straight等
3.Practice/Consolidation(操练/巩固)
(1)引导学生整篇阅读该对话。
(2)根据对话回答问题。
What is Mike going to do?Whereis he going?
Where is the bookstore?Which bus can he take?
4.Let’s read
(1).Now let’s read the dialogue and find out how Mike goes to shoe store.Can you draw the route on your paper?
T ask the questions.
Where is the shoe store?
How can we get to the hospital?
First…/then…/last…
Can you draw the route on the paper.
(2).Read the dialogue by the students themselves and answer the questions.
(3).Listen to the tape and repeat.
(4). Read and act.
Students read the dialogue and draw the route.
Students answer the teacher’s question.
Students talk about the route .
Students read the dialogue and answer the questions.
Listen to the tape and repeat.
Read and act.
Post-task
5.Pronunciation
(1).Listen to the tape
(2).Try to read the words.
(3).Find the rule.
(4).Read and match.
6.Good to know What’s the meaning?
(1). Listen to the tape
(2).Try to read the words.
(3).Find the rule.
(4).Read and match.
7.Let’s guess:
8. Answer the questions:
9.It’s on the left.
It’s on the right.
I want to buy a pair of shoes.
Can you help me?
First, you can _____________________;
Next， Then you can ________________________.
First, you can ______________________;
Next, you can _____________________;
Then you can ________________________.
10.听录音回答问题。
11. Homework
1.听录音并背诵P18，签名:_____;
2. 明天到组长处背诵过关，并“√”
3. 完成作业本P10中的2、3小题。
英语新目标教学设计案例（篇3）
教学目标
1、 能够听、说、读、写单词或短语hospital、cinema、bookstore、science museum、post office.
2、 能够听说认读句型Where is the cinema?It’s next to the bookstore?并进行关键词的替换练习。
3、 初步了解合成词的相关知识。
4、 初步学会如何问路和指路。
5、 会唱歌曲《Where is the hospital?》
教学重难点
1、 掌握Let’s learn部分的四会单词和短语。
2、 准确书写四会单词和三会单词museum的发音。
3、 掌握句型Where is the cinema?It’s next to your bookstore?并进行关键词的替换练习。
教学工具
多媒体课件
教学过程
Step1、Warm-up
1、 Greeting
2、 Let’s sing
3、 复习短语
4、 用句子Where is the book?It’s…….复习介词in、on、under、near。
Step2、Presentation
1、①出示一本有趣的书，说自己想读，问学生Where can I go?I can go to the bookstore。引出单词bookstore。教读，板书，指名学生读。
②出示书店和学校图片,T:Where is the bookstore?
S:It’s near the school。再次出示书店和学校图片T:Where is the bookstore?S:It’s next to the school。
引出短语next to教读，板书句子，教读。
③问一排学生，Where is he\she?练习句型It’s next to…….
④let’s chant
2、①在书店看到一本关于机器人的书，想看机器人，T：Where can I go?I can go to the science museum。教读，并板书.重点教读museum的发音。
②让学生欣赏机器人。
③出示图片学生做对话。
A:Where is the …….?
B:It’s next to ……….
3、①看到有趣的机器人，想到一部电影，想去看，应该去哪?T：Where can I go?I can go to the cinema。引出cinema教读、板书。
②学生欣赏电影片段
4、①在电影院吃了太多的爆米花喝了太多的可乐胃疼，
T：Where can I go?I can go to the hospital。引出hospital，教读板书
② let’s chant
5、①这是好的一天也是坏的一天，想把自己的经历告诉自己的朋友，于是写了一封信，想去寄信，T：Where can I go?I can go to the post office。引出post office，教读板书
② let’s chant
6、①打开书第五页，吴一凡和Robin去了一个新城市，他们看到了哪些地方，把它们找出并圈出来。
②Listen and repeat
③Role play
7、小结：Compand word
Step3、Practice
1、 Throwing the dice(掷骰子说骰子上的单词)
2、 Big lucky wheel(幸运大转盘。用转盘指针指出的单词两人做对话)
3、 Group work(三人一组)
设计自己喜欢的城市布局，小组内进行讨论
A:Is there a……in your city?
B:Yes,there is.
A:Where is the……..?
B:It’s ……..
B:Is there a……in your city?
C:Yes,there is.
B:Where is the……..?
C:It’s ……..
Step4、Expand
1、 Listen to the mucic
2、Asking and giving directions
Step5、Homework
1、Copy English words three times
抄写英语单词3遍。
2、Design your own favorite imaginary city .Use the sentences we‘ve learned lesson to talk about it .
设计你自己喜欢的想象中的城市，使用本节课学过的句型和你的朋友一起讨论。
询问别人的出行方式;并能够用句子,I go by…'进行回答。4. 能够听懂、会吟唱Let’s chant的歌谣。
教学重难点
教学重点、难点分析 ： 本课时的教学重点和难点是掌握四会短语和A Let’s learn部分中运用某种交通具去某地的表达法，并能替换关键词进行问答。
教学过程
1.热身(Warm-up) Let’s start
(1) 教师说：Today I go to school by bike/bus.Usually I go to school by bike/bus. 教师利用肢体动作帮助学生理解句子意思。然后问学生：What about you?Do you go by bike or by bus?Do you go on foot?Or by car?师生之间自由会话，引出几种常见的交通方式。
(2)自由会话之后，教师继续说：There are many ways to go somewhere.Look at these pictures.Do you know what they are?引导学生看本课时Let’s start部分的标图并回答问题。
2. 预习(Preview)
(1)复习频度副词：always，usually，often，sometimes，never的tob_id_3091读音与词义。有关活 动可借鉴五年级下册教师教学用书第一单元。
(2)Let’s chant 教师放本课时Let’s chant部分的录音，学生先静听一遍，再跟录音轻声吟唱一遍。教师再放录音，带着学生一起边唱边做动作：唱到on foot时，全班跺跺脚;唱到by Car/bike/bus/plane/train的时候，学生举起自己带来的玩具。然后教师根据歌谣内容随机出示Let’s learn部分的单词卡片加深学生印象，全班学生再跟录音边唱边做一遍。
3. 新课呈现(Presentation) Let’s learn
(1)教师拿出一辆玩具自行车，自问自答：,How do I go to school?I go to school by bike.'并在黑板上写下：by bike。教师再重复刚才的句子并问某一学生：0jWhat about you?How do you go to school?’’学生如果回答：,Me too!'教师就继续问下一名学生，直到有不同答案，教师帮助学生说出完整的句子：,I go。。to school by…'并将相应的短语写在黑板上。
(2)看短语贴卡片游戏 教师依次出示画着不同交通工具的短语卡片，让学生迅速地贴在黑板上的,by’’短语旁边，教师领读短语和句子,l go to school by…'
(3),快速反应'游戏 教师说出某个短语，如：by bike，让学生做相应的动作或迅速举起相应的道具(单词卡片)并说出句子，如：I go to school by bike.
(4)教师拿出刚才学生可能没有提到的交通工具的图片，如：by plane/subway/ ship/boat等，呈现和练习这些短语。然后指着课本上的配图问：,What can you see in the pictures?'注意引导学生，尤其是农村学生理解,地铁'的。含义：,It’s an underground railway in a city.It travels very fast.'教师领读新学短语。
(5)学生听录音，跟读Let’s learn部分的内容。教师注意纠正学生的语音、语调
(6)教师引导学生进行单词的拼读竞赛。可空出单词中的元音字母让学生填写,也可打乱组成单词的字母的顺序，让学生重新排序，组成单词。
(7)教师还可利用学生卡片背面的灰体词引导学生进行单词描红，学生边描边读，看谁又快又好。 Let’s play 教师请学生制作简易的单词卡片，一摞是地点，比如：school，Beijing，the US，the moon等;另一摞是交通方式，比如：by ship，by bike，by train等。教师鼓励!生大胆想象出行方式和所去地点。然后学生两人结对进行句型操练，一人问,How do you go to Beijing/the USA/the moon?'另一学生给出答案：,I go by train/plane/spaceship.'对于词汇表述上有困难的学生，教师要及时地提供帮助。对一些特别有创意的想法，教师可以写在黑板上加以鼓励。
4. 巩固和延伸(Consolidation and extension)
(1)Main scene 教师引导学生看主情景图，说出其中表现的交通方式。学生多能说出：on foot by bike，by subway。如有学生问及小丑骑的独轮车以及幼儿骑的三轮儿童车教师可补充说明那分别是unicycle和tricycle;而自行车bike的另一说法：bicycle，意为两轮车。
(2)学生做Let’s learn部分的活动手册配套练习;教师指导学生规范书写。新学伊始，教师非常有必要对学生重申一下书写的要求。
(3)学生背诵并抄写四会单词;复习说唱歌谣。 (4)学生预习c Let’s sing部分的歌曲。
英语新目标教学设计案例（篇4）
教学目标
(1)能力目标： 能够在实际情境中正确使用询问路线的语言并能简单回答，如：Where is the library? It’s near the post office.
(2)知识目标： 1)能够听、说、读、写单词hospital、cinema、post office、bookstore，能够听、说、认读science museum。 2)能够听、说、认读句型Where is the library? It’s near the post office.并能进行关键词的替换。
(3)情感、文化目标： 1)培养学生团结友爱、乐于助人的优良品质。 2)培养学生合作学习能力、创新思维意识。
教学重难点
(1)重点：掌握Let’s learn部分的四会单词和短语。
(2)难点：正确书写四会单词和掌握三会单词museum的发音。
教学过程
Step1. Warm-up
(1). Sing a song: How Do You Go To School? (P12)
(2)Greeting:
(3)Ask questions;
T:What day is it today? What’s the date?
Ss:…
T: Today, I go to school on foot. What about you?
Ss:
(设计意图：在音乐中活跃气氛，使学生身心得到放松，积极主动地参与到课堂中来。进一步复习第一单元的重点句型。)
Step2. Presentation
T: On our way to school we can see many tall buildings. Do you know what they are? Now let ’s say together.
(school，park zoo post office hospital cinema bookstore)
Teacher takes out a letter and say: This is a letter. I want to post the letter. Where can I go? (post office)
Show the word card: post office
I feel bad, I need to see a doctor. Where can I go? (hospital )
Show the word card: hospital
I want to see a film, Where can I go? (cinema )
Show the word card: cinema
I need to buy some books, where can I go? (bookstore )
Show the word card: bookstore Read the new words. Then add the new word : science museum Read and spell .
(设计意图：采用上学路上所见的建筑物的名称引出本节课的重点单词，解释这些建筑物具体是进行哪项服务来扩展学生的单词，训练学生的理解能力。加强对新单词的记忆。) Step3: Play a game
(1) Teacher hides the word card ,les a student find it out .The other students read highly and lowly according to the direction.
(2) 进行闪卡游戏，老师闪动单词卡片，让学生快速读并拼读。
(设计意图：通过玩游戏来提高学生的学习积极性，激发学生的学习兴趣。掌握和巩固新单词)
Step4 Drills T: Sarash wants to borrow some books in the library. but she does know where the library is .So she must ask a policeman how she can get to the hospital. How does she ask ?Now let’s listen and repeat. Play the tape. Ss listen and repeat.
(设计意图：创设Sarah 想到图书馆借书，但不知道图书馆在哪里，向警察问路的情景，帮助学生更容易的理解，引出本节课的目标语。通过听录音并跟读这一环节，再次训练单词和句子的发音并且纠正学生的错误发音，同时也锻炼了听力。)
Step4 Practice
Use pictures to practice the main sentence. Make dialogues Q: Excuse me, Where is the library? A: It’s near ( in front of ,behind next to)…
(设计意图：就刚学的句型进行对话练习，并应用其他的方位词拓展练习。加强巩固。) Step 5 Act out Do the pair work. Then let some groups act out the drills .
Chant and sing
(设计意图：Pair work练习完后，设计了小组比赛的环节，展示的环节，让学生能学以致用 ，增强自信)
Step6 Summary: T: What did we learn in this class?
Ss:…
Chant and sing
(设计意图：指导学生自己复习本节课所学的重点，记得更牢。)
Step7 Homework
Copy the 4-skilled words, each 5 times.
Blackboard design: Unit2 Where is the science museum?
Hospital bookstore cinema post office Excuse me, Where is the library? science museum It’s near ( in front of ,behind next to)…