高一英语微课教学设计精编4篇

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小学4年级英语微课教案【第一篇】

教学课题: there be 句型专题

一、教学目标:

1、掌握There be 结构所表达的意义。

2、能听懂和看懂包含There be 句型的简短对话。

3、能运用学过词汇和there be 句型来简单描述一下某处有某物。

二、重点难点：

there be 句型的肯定式、否定式一般疑问句及其回答方式。

三、教学过程：

1、There be概念。

There be 。.。句型，表示的是“存在”， “某地有某人或某物”，其结构为There be(is，are)+某物 / 某人 + 某地。

2、be动词的用法。单数名词和不可数名词用is, 复数用are.

3、There is的句子结构： There is a book on the desk. There is some water in the bottle.

5、There are的句子结构： There are some pictures on the wall.

6、练一练。

7、There be句型就近原则及练习。

四、小结及There be口诀。

高一英语微课教学设计【第二篇】

（1）课题：Friendship

（2）教材分析与学生分析： 本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的√差异网★√真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解； Using about Language 部分教学本课重点词汇和重点语法项目。

（3） 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading

The third period: Grammar

The forth Period：Listening

The fifth period: Writing

（4）教学目标：

①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.

②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善不善交朋友； 5. 朋友的重要性。

③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的。理解，以及如何正确交友，处理朋友之间发生的问题等。

（5） 教学重点和难点：

词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

重点语法项目： 直接引语和间接引语的互相转换

难点：Understand the real meaning of friends and friendship;

Discuss the answers to the questions (Reading)；

How to teach the Ss to master the usage of Direct Speech and Indirect

Speech(Statement and Questions)。

（6） 教学策略： Discussion, Student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation

（7） 教学煤体设计： A projector and a tape recorder.

（8） 教学过程：

Period One：Speaking (Warming Up and Pre-Reading)

Aims

Talk about friends and friendship.

Practise talking about agreement and disagreement.

Step I Revision

Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.

T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

Step II Warming up

T: / think most of us have some good friends. Do you know why people make friends with one another?

Step III Talking(WB P41)

First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.

T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.

1 Do you agree with her?

2 What do you think of people from foreign countries?

Agreement Disagreement

I think so, I don't think so.

I don't agree

That's course not.

That's exactly my opinion. I'm afraid not.

You're quite right. I don't think you are right.

Step IV Speaking(B P6)

First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.

At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1、 Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will

A. ask him / her to pay back as soon as possible; or you'll end the friendship.

B. ask him / her to pay back if he / she has.

C. tell him / her not to return it.

2、 Your friend said your bad words behind you. You will

A. ask him / her to say sorry to you ， or you'll stop your friendship.

B. excuse him / her and forget it.

C. ask others to tell him / her that he/she is wrong.

3、 You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will

A. tell him your parents ask you to do homework at home.

B. tell him / her a lie that you are ill.

C. say sorry to him / her and plan to meet him / her another time.

4、 You borrowed a bike from your friend, but you had it stolen. You will

A. buy a new one which is the same as his / hers.

B. just tell him / her you had it stolen.

C. say sorry to him/her and buy him/her an old one

After they finish choosing the answers, show the scoring sheet on the screen.

Instructions:

2-5 A fair-weather friend

Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.

You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.

6-11 A school friend

You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.

12-17 A best friend

You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.

18-21 Forever friend

You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.

课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

英语微课教学设计【第三篇】

教学目标

（一）认知目标能够听、说、读、写句子does he live in Sydney? No, he doesnt. Does he like doing word puzzles and going hiking? Yes, he does.并能在实际生活中运用。

（二）能力目标能够运用所学句型来询问他人一些日常生活情况。

（三）情感目标教育学生要养成良好的学习和生活习惯。

教学重难点

（一）重点灵活运用本节课的重点句型。朗读时做到语调自然，语音准确。突破方法：反复朗读，小组互听朗读，提出建议，突破重点。

（二）难点在实际情景中正确运用所学对话。突破方法：创设情景，表演对话，突破难点。

教学过程

Step 1: Warm-up

1、播放歌曲My new pen pal，师生齐唱。

2、师生进行日常会话。如：T: Where are you from? S: Im from China. T: What do you do on Sundays? S: I often read books. T: How do you go to school? S: I go to school by bike. T: Do you go to school by subway? S: No, I dont. T: Do you have a pen pal? S: Yes, I do.

Step 2：Presentation

看图描述：She teaches English。He goes to work。

He watches TV。 He reads newspapers。

Whats your hobby?出示图片：hobby?

I say you say。

Let s try

What does ZhangPengs mother teach ？

She teaches English.

Does she teach English?No ， she doesnt 。

Does she teach Chinese?

No ， she doesnt 。

Does she teach math ？

Yes ， she does 。

教师先引导学生看问题，然后播放Lets try部分的录音，学生回答问题。教师再次播放录音，让学生找出回答问题的关键信息，核对答案。最后让学生反复听轮，尽量听出原文并进行复述。

Lets talk

1、教师请一名学生介绍他笔友的有关情况，如:

I have a pen pal. She lives in Beijing. I live in Wuhan. She likes climbing mountains, singing and swimming, but I like drawing cartoons and dancing. We often write emails.教师根据这名学生的介绍问其他学生：Does his pen pal live in Beijing/Wuhan…？帮助学生回答：Yes, he/she does./No, she doesnt. She lives in…教师板书并教读句型：Does he/she live in …？ Yes, he/she does./No, she doesnt.

2、教师用单词卡片指导学生进行替换练习。如：Does he live in the city? Does she live in the country?

3、教师出示简单字谜游戏，教学生玩，学生完成后，教师说：These are word puzzles.教师板书并教单词word puzzles。注意单词中word puzzle的发音，可用拆分法：puz-zle。教师问：Do you like doing word puzzles?引导学生回答：Yes, I do.

4、教师出示远足图片，提问：What are they doing?引导学生回答：They are going hiking.教师板书并教读单词go hiking。教师可做适当解释和拓展。继续提问：Do you like going hiking?引导学生回答：Yes, I do./No, I dont.

5、教师向一位学生提问：Do you like doing word puzzles and going hiking?学生回答：No, I dont.教师向全班提问：Does he like doing word puzzles and going hiking?学生回答：Yes, he/she does./No, she doesnt.教师板书句子：Does he like doing word puzzles and going hiking? Yes, he/she does./No, she doesnt.

6、教师播放Lets talk部分的录音，让学生带着问题静听两遍录音后回答问题。① What do the two Johns like? ② What is Wu Yifan doing? ③Where does Wu Yifans pen pal live?

教师引导学生回答问题，并答疑。再放一遍录音，学生跟读，然后同桌两人分角色操练对话，最后选派几名学生上台表演对话。

7、教师示范书写四会句子，学生仿写。

Step 3: Practice

1、教师准备一些卡片，正面写人名，反面写动词短语或住址，如：watch TV, read newspaper, Shanghai等。请一名学生上台抽取一张卡片，这名学生把抽到的卡片正反面内容展示给其他学生看，再请一名学生只看正面并进行提问：Does your uncle/aunt like watching TV.。.？ Does your uncle/aunt live in.。.？其他学生用Yes, he/she does. No, he/she doesnt.来回答。

2、教师让学生将个人信息填在卡片内。 Name: ___________ I am a boy/girl. I live in ____________. I like ______________. I go to school___________.请一名学生上台从一堆卡片中抽取一张，告诉台下学生：Its a boy/girl.学生分成两组，轮流提问，如：Does he/she like drawing pictures? Does he/she go to school by bus?等等，看哪一组先猜出填写卡片的人是谁。

3、学生分组讨论自己的兴趣爱好，然后完成Lets talk下面的练习。

Step 4: Consolidation and extension

1、让学生听Lets try和Lets talk部分的录音，并积极与他人交流。

2、抄写本课四会句子。

3、做活动手册上的配套练习。

板书设计

Unit 4 I have a pen pal word puzzles go hiking Does he/she live in…？ Yes, he/she does. No, he/she doesnt. Does he like doing word puzzles and going hiking? Yes, he does./No, he doesnt.

英语微课教学设计【第四篇】

教学目标

1、能够听、说、认读Lets read部分的短文，完成相应的活动。

2、能够运用所学语言较好完成“招聘会”的活动。

教学重难点

1、本课重点是操练巩固本单元11个职业名称的单词和重点句型：What does he/she do? Where does he/she work? How does he/she work?

2、本课难点是帮助学生理解短文中的`新语言，如：help the bank use their money well. likes helping people. help tourists find their way.以及三个小建议。

教学过程

1、Preparation

（1） Greetings

（2） Lets chant（课本第56页）

(2)Free talk

预设问题：

How many people are there in your family? Who are they?

What does your father / mother do ？

Where does your father / mother work?

How does your father / mother go to work?

How does your father / mother go to work?

（设计意图：课前chant热身，让学生迅速进入学习状态并复习旧知。通过日常会话，复习巩固本单元主要职业名词及句型，达到温故而知新的目的。）

：Now, I will introduce some my friends to you. What do they do ？ Can you guess?

Ss: OK!

T:OK!Lets meet my first friend. （投影出示卡片：She works in the school. She teaches English in the school. She loves her children very much. What does she do? She is a ___________）

师生一起读卡片上的内容后，让学生猜所描述人物的职业，然后揭示答案。

II.用同样的方法阅读第二个片断。（投影出示卡片：He works in a car company. He likes math and drawing very much. He can design（设计） many cool cars. What does he do? He is an ______________.）

师生齐读内容，出示单词卡，教读design。之后师问：What does he do ？ can you guess?

S3: Maybe he is an : Yes, he is an engineer. You are very clever!（揭示答案）

， lets go on ， meet my friends. I have many friends. （投影出示卡片：They like beautiful cities. They like traveling(旅游） very much. Who are they? They are ______________)

Can you read the passage? Have a try, please!

（学生试读小短文，教师和学生一起读后，教师说出答案并出示tourists单词卡，并领读。）

IV.投影出示一张城市交通图，在图上标出两个旅行者。

学习本课难点句子：Help the tourists find their way.并引导学生用英语描述路线。

V.出示周杰伦照片，讨论交流信息：

（出示提示句子） Look! I think Zhou Jielun is a singer. He goes to work by car. He likes singing very much. What do you think of Zhou Jielun?（学生看提示语和同位讨论）

(投影卡片内容：

请学生说说自己的想法：I think Zhou Jielun…

投影出示句子。Zhou Jielun is a singer. He goes to work by car. He likes singing very much.

VI.出示另一张照片（教师自己的照片）用同样的方法让学生讨论交流信息。

VII.出示一名银行会计的工作照片。

用同样的方法讨论交流并学说句子：helps the bank use their money well.

投影出示提示：

学生两人一组讨论交流。教师巡视指导，纠正句子中的用词、发音等。

VIII.投影出示刚才的三段短文。Can you read the passages by yourselves?学生看投影自由阅读。

T：Can you answer these questions? Ask and answer in your groups.

投影出示问题：

1、 What does Zhou Jielun do?

2、 What does Xiao Hong do ？

3、 Who works in a school?

4、 Who likes singing?

5、 How does Miss Liang go to work?

6、 Who help the bank use their money well?

教师提问投影上的问题，学生抢答。

（设计思路：通过先阅读部分与课文相似的片段，引出文中的难点句子，进行教读、理解。排除阅读障碍，降低阅读难度。并且用反复出现的方式操练重点句型。）

—reading

（1）略读。简单回答问题

学生打开课本，自由阅读课文。教师巡视指导。

参考问题：

A. How many friends do we have?

B. Who are they?

C. What do they do?

（2）细读

逐段阅读，根据短文内容判断：

第一段：

A. Wang Li is an engineer.

B. She likes reading English very much.

C. She designs many cars and buses.

D. She goes to work on foot.

第二段

A、 Li Xiaobin is a policewoman.

B、 He works is a hospital.

C、 He helps the bank use their money well.

D、 He goes to work by bus.

第三段：can you answer my questions?

A、What does Yuan Yuan do?

B、What does Yuan Yuan like?

C、How does Yuan Yuan go to work?

T: （学生口头回答上面三个问题后）

（设计思路：通过简单判断，给与学生阅读的自信。就短文的内容提出yes-no等的简单问题，让学生带着问题阅读并通过快速阅读理解语篇的大意）

（3）读写

Lets read all the passages together, OK?（齐读全部课文一遍）

Now questions for you? can you answer the questions on your English books?

Ask and answer in your groups, then write the answers on your English books.

学生读短文完成文后问题，教师巡视指导。

教师借一个同学的课本，投影展示答案。

（4）听录音，跟读课文。

（5）自由朗读课文，品味语感。

（设计思路：通过阅读解决语篇内的主要内容，让学生回答有一定思维深度的问题检测学生理解程度。培养学生获取信息、处理信息的能力。然后通过做课本上的问答题落实到写上。）

—reading

T: Look! there are three tips here.（课前将文中的三条建议贴在黑板上）

老师读完三条建议后说：I want to be a singer, because I like singing very much. What about you?

S1: I want to be a teacher, because I like children.

T: Thank you. What else?

S2: I want to be an accountant. Because I like math very much.

T: Thank you. What else?

S3: I want to be a teacher, because I like students.

T: Thank you. What else? What about you?

S4: I want to be an English teacher. Because I like English very much.

（设计思路：将书上学到的知识运用于真实的生活场景之中，并得以拓展。体现了用英语的思想。）

(1)T: Now you are the managers in the many companies, and you need somebody work for your company.请你根据你们公司的工作性质，到人才市场去聘用一些人员为你的公司服务。（课前在学生的桌子上分好小纸条，上面写着虚拟身份的相关信息，每组为一个公司。）

（2）教师示范在求职介绍中找到自己需要的人才，并用英语表述理由。

Zhang Yong is a happy man. He likes helping the sick（病人） likes white.

He wants to be a doctor. So I choose Zhang Yong. Because he wants to be a doctor, and Yongxin hospital needs a doctor.

I work in Yongxin hospital. I choose Zhang Yong. Because Yongxin hospital needs a doctor. And Zhang Yong wants to be a doctor.

Can you tell me? What about you?

Now you can stand up and look for the personnel for your company. OK?

（3）学生以小组为单位在教室内寻找、阅读求职信息，在小组内讨论并寻找自己所在公司需要的人才。试着用英语表述聘用原因。教师巡视指导。

(4小组推举一名代表介绍自己聘任的人员并说明理由。在班内介绍。

（设计思路：设置扩展活动，让学生在真实自然的任务型活动中扩展运用阅读信息。）

(5)T: Boys and girls, toady, its very difficult to find a nice job. So we must work hard, and make a new day. OK?

Ss: OK!

（设计思路：通过创设一次招聘会的场景，让学生在相对真实的语境中运用所学英语。同时也培养了学生用英语思辨的能力，真正做到“用中学，学中用”。）