作为一名老师，往往需要进行教学设计编写工作，教学设计是教育技术的组成部分，它的功能在于运用系统方法设计教学过程，使之成为一种具有操作性的程序。那么你有了解过教学设计吗？下面是小编收集整理的英语课堂词汇的最新教学设计范文，欢迎大家分享。
六级词汇课教案 篇1
教学目标
知识目标：
1、能够听说读写句型：--How did you go there? I went by train .
2、能听懂、会说本课对话，并能在实际情景中应用。
能力目标：
能够用一般过去式询问别人在过去的时间里乘坐什么交通工具去了哪里并作答。如Where did you go on your holiday? I went to Xinjiang. How did you go there? I went by train.
情感目标：
1、能在游戏中积极参与，激发学生学习英语的热情，积极运用所学英语进行交流，加强合作式学习，共同完成学习任务。
2、通过竞争，培养学生的集体荣誉感和竞争意识。
教学重难点
1.教学重点是掌握句型How did you go there? I went by train.
2.教学难点是在实际情景中正确运用并书写所学对话。
教学过程
step1 warm up
1. let`s chant where did you go on your holiday?
2.Let` s review ;利用单词卡片复习动词短语和句型What did you do on your holiday?
3.Free talk:
what did you do on your holiday?
I took pictures.
Good !What about you?
I went ice-skating .
设计思路：Let`chant设计是为了活跃气氛并引出本课主题：Where did you go on your holiday?Let`s review.不仅可以复习短语和句型，还为拓展本课句型做了铺垫。
step2 presentation
1.present Let`s try
What did you Chenjie do on her holiday? Let`s listen and circle.
listen again and check your answers
(设计思路)通过处理本部分，达到呈上启下的作用。
2.Present let`s talk
What`s the weather like today?
It`s warm and sunny.
What`s the weather like in Harbin in winter?(课件出示哈尔滨的一张下雪的图片)
It`s cold and snowy.
Did you go to harbin on your holiday?
Yes, I did.
How can you go to Harbin?
I can go there by plane or by train.
That`s right .Sarah went to Harbin on her holiday.How did she go there?Let`s have a look.听录音let`s talk。
Ask and answer.
Look and repeat.
Read in roles.
Act out the dialouge.
Step3 practise
看图问(Where did you go ?How did you go ?What did you do ?学生根据图回答。
Step4 Consolidation
1、快速枪答
过程:全班学生分成4大组，请两名学生上来，A学生抽取地点卡片，B同学抽取交通方式卡片。
(1)A同学问大家：Where did you go on your holiday?大家根据A同学的卡片回答：I went to
(2)B同学把卡片上的交通方式用动作或模拟声音表达出来，边做边问大家。How did you go there?每组同学根据表演者的动作猜并快速回答：I went....
看哪个组抢答又快有对。
(3)然后有AB两同学分别在其他组任选两个同学，做轮换练习。
2、采访活动
请一名同学任意抽取一张动词短语过去式的卡片，对任一个小组进行采访，抽取卡片的同学根据卡片内容边做动作边提问：What did you do?被采访的'小组同学看动作猜出短语是什么，并回答：I....
全体同学大声重复答I....(然后这名同学再抽取不同的卡片对其他组进行采访)
3、小组活动
学生以前后桌为单位分成若干小组，组内几人分别准备好写有交通方式、动词短语的过去形式、地点，以及时间的卡片，小组内部以表演动作并提问的方式操练整个对话。
(1)一人抽取卡片并根据卡片的内容(地点、时间)提问：Where did you go on your holiday?其他同学根据卡片上的内容回答：I went to ....
(2)然后其他同学自由抽取卡片根据内容(交通方式或者动词短语)用动作或模拟声音表达出来并体问：How did you go there?或What did you do there?其他学生根据动作猜短语并回答。
(3)小组内部每人轮流抽卡片并体问。
教师请一名学生说出曾经去过的地方和所乘做的交通工具，学生两人一组进行调查。教师可请几名学生汇报调查结果。
设计思路：通过前面的小组活动充分为学生搭建了语言交流的平台，这一环节教师可以放手让学生自主操练，使学生积极运用所学英语进行交流，加强合作式学习，共同完成学习任务。
Step5 :Homework
1.听音朗读对话内容并背诵、默写四会句子。
2.调查其他朋友的假期旅游情况，下节课汇报交流。
设计思路：通过课内外相结合的方式，让学生学习英语的兴趣不仅停留在课堂上，而且能延伸到课外。这一开放性的作业设计，引导学生养成课外自主学习英语的习惯，锻炼学生在生活中运用英语的能力。
板书设计
My holiday How did you go there? I went by train.
六级词汇课教案 篇2
教学目标
1.能够理解对话大意，并回答对话下问题。能按照正确的语音、语调及意群朗读对话，并能进行角色表演。
2.能够听、说、读、写，并在情景中运用句型How was your weekend? It was good. Did you do anything else?提问并回答有关周末活动的安排。
3.能够在语境中理解生词drank的意思,并能正确发音。
教学重难点
1.重点：运用句型How was your weekend? It was good. Did you do anything else?提问并回答有关周末活动的安排。
2.难点：一般过去时动词词尾的规则变化。
教学过程
一、课前展示
1.师生相互问候。
2.教师利用头脑风暴活动激发学生的背景知识，复习相关的动词及动词词组。教师请学生说出周末一般做什么，复习有关周末活动的词汇。如果学生不能够说出很多单词或词组，教师可在课件上出示词组，引导学生描述自己周末一般做什么。
二、情境导入
1.呈现重点句型
(1)教师展示日历，请学生回忆上周末做了什么。教师引导学生说出上周末的活动安排,并用一般过去时的.句子转述，请学生感受使用一般过去时的语境。师生对话示例如下:
T: How was your weekend? Busy? Happy? What did you do?
Ss: I do my homework.
T: Oh, you did your homework last weekend.
T: What else did you do?
…
(2)教师说出自己上周末所做的事，并将句子呈现在课件上。课件内容示例如下:
I was very busy last weekend.
I cleaned my room last Saturday morning.
I washed my clothes last Saturday afternoon.
I cooked a meal last Sunday evening.
I watched TV last Sunday evening.
三、自主合作
教师在课件上呈现两组句子，引导学生认真观察，并尝试找出规律。
What do you usually do on weekend? What did you dolast weekend?
I clean my room. I cleaned my room last Saturday.
I wash my clothes. Iwashed my clothes last Sunday.
I cook a meal. I cooked a meal last Sunday.
I watch TV. I watched TV last Saturday.
教师引导学生小结一般过去式动词的规则变化，即一般情况下，在词尾加-ed，大多搭配表示过去的时间短语，如:lastweekend, last Sunday。教师在课件上用红色标注-ed及last。
师生进行即席问答，对话示例如下:
T: Who cleaned your room?
Ss: …
T: Who washed your clothes?
Ss: …
T: Who cooked a meal?
Ss: …
T: Who watched TV?
Ss: …
2. Let’s try.
(1)教师在课件上出示主情景图，引入Mike的周末活动。询问学生:Whatdo you think of Mike’s weekend? Was it interesting?教师在课件上呈现日历，使学生初步了解本课要学习的内容涉及过去的时间。
(2)教师要求学生读题并猜测答案。
(3)学生读题并猜测答案。
(4)教师播放本部分录音，学生听后选择正确答案。
(5)教师校对第一题答案时，请学生说出原因，引导学生推导时间,引出lastweekend。
3. Let’s talk.
(1)教师播放本部分录音两遍，学生带着问题听录音，听后回答问题:
What did Mike do last weekend?
What did Grandpa do?
How was their weekend?
(2)游戏:听对话，做动作
教师请学生听对话的录音，当听到描述Mike与Grandpa周末活动及感受的语句时，教师暂停录音，请学生起立，重复读一次,如下所示:
It was good.(起立并复读)
I stayed at home with your grandma.(起立并复读)
We drank tea in the afternoon and watched TV.(起立并复读)
I watched TV, too.(起立并复读)
I watched some children’s shows on TV.(起立并复读)
I cleaned my room and washed my clothes.(起立并复读)
(3)教师播放课文动画，请学生看完后完成以下连线活动。
(4)师生核对连线题的答案。
(5)教师放录音，学生跟读。教师解释单词drank的意义。
(6)教师播放课文录音，学生逐句仿读。(提醒学生在跟读的过程中注意模仿录音中的语音、语调)
四、检测提升
1. Role Play
师生分角色朗读课文；同桌分角色朗读对话；教师可挑学生上台表演对话。
2.活动1:教师在课件上呈现Mike’s grandma周末活动的图片，提问学生:How was Grandma’s weekend? What did she do? Did she do anything else?组织学生创编新的对话并进行表演。
3.活动2:教师与学生对话，提问该生上周末做了什么以及下周末打算做什么。对话后教师示范如何转述该生的话，然后请学生依照示范与同学对话，并尝试转述同学的活动安排。师生对话示例如下:
T: Hi, Lily. How are you? How was your weekend?
Lily: I’m fine,thank you. It was good.
T: What did you do?
Lily: I went to the park with my father and mother.
T: That’s nice. Didyou do anything else?
Lily: Yes, I cooked a meal and washed the dishes. Iplayed chess with my dad.
T: Wow! You are a good girl. What are you going to donext weekend?
Lily: I’m going tovisit my grandparents.
T: That’s good.
教师转述示例如下:
Lily was happy last weekend. She went to the park withher family. She cooked a meal washed the dishes. She played chess with her dad.She is going to visit her grandparents next weekend.
五、改编对话
和自己的伙伴讨论上周做了什么,可参照课文内容进行改编
