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二年级英语下学期Unit 11 I Can Climb教学设计
作为一名优秀的教育工作者，常常要写一份优秀的教学设计，借助教学设计可以让教学工作更加有效地进行。那么问题来了，教学设计应该怎么写？下面是小编收集整理的二年级英语下学期Unit 11 I Can Climb教学设计，欢迎阅读，希望大家能够喜欢。
一、课例名称：Unit 11 I Can Climb.
二、执教教师：张倩敏
三、指导教师：游佳、曾庆华
四、课型：第3课时( Uncle Booky’s Storytime)
五、学段：二年级下学期
六、教材版本：北京师范大学出版社《先锋英语》
准备材料：磁铁若干；7个小组共7套角色扮演用的动物头饰；一套用于做拼图的动物图片；哭脸笑脸图片各一个；草丛图片5张；sing,climb,dance,jump动作单词卡片；Can I join you?/ Come on,join us!/What can I do?/ Come here./ Let’s sing.的句子卡片；5个代表小组的名片牌；皮球一个；旗子一面；powerpoint课件。
七、教学流程图：
Warming-up→Preview→Presentation→Drills→Practice→Consolidation→Summery and homework
八、教学设计：
⑴学生分析：
Analysis of the students：
Most of the students are eagering to have English classes, they are very confident in themselves. Our shool is a bilingual one which focuses a lot on English learning, so most of the students have a very good foundation for English. They have learned these language points in grade one : “run, dance, swim, sing, walk, jump” and “Can you.. ? Yes, I can. No, I can’t.” Students can listen to and do actions according to the orders. Therefore, the students have reserved some knowlege for this lesson.
⑵教材分析
1．本册共有6个语言功能单元，本单元《I can climb》共有4个课时，本课时是本单元的第三课时。
2．从教学题材上来说，是围绕谈论个人能力的话题。这样的话题跟学生的生活实际有密切的联系，能引起孩子积极的学习兴趣。第一课时围绕的Text和Words to Learn两个版块让学生学会询问对方及描述某人是否能做某事，如Can you …? I can/ She can/ He can …。旨在让学生掌握基本句型和重点单词；第二课时《Talk Together》是第一课时的巩固拓展部分，引导学生学会在真实的情景中灵活运用所学的句子进行交际。如Can you fly? No, I can’t, but I can dance./ I want to dance./ Ok, let’s try.这之前的两个课时都为本课时的学习内容做了很好的铺垫，本课时旨在让学生把所学的语言知识运用在故事的表演上，既提升了运用语言的技能，又培养了学生学习英语的策略。
3．从学生认知水平来说，本单元符合学生的认知水平。学生在一年下期学习《I can swim》单元里，通过学习掌握了句子I can…，单词swim, walk, run, jump, dance.二年下期本单元《I can climb》在之前单元的知识点上进行了增加，如用句子Can he/ she…?来询问第三人称是否会做某事；用He/ She can …来描述别人是否能做某事，增加了单词fly, climb, write, draw, read, see。
4．由于本节课的故事教学旨在让孩子把掌握的语言知识通过表演故事的方式展现出来，因此一方面，在表演的基础上锻炼了学生小组合作的意识和能力，获得了成就感和自信；另一方面，又让孩子养成了初步的阅读习惯，为以后高年级的阅读教学起了铺垫的学习。
⑶教学目标：
Teaching aims and demands
a) Knowledge objectives:
Vocabulary: sing, climb, dance, jump, swim and so on.
Structures: Can you … ? Yes, I can. No, I can’t. You can …
b)Ability objectives:
Ss can act out the story in groups, some of them can even create a new story. Their ability for imagination and creation will be fully developed.
c)Moral objectives:
Ss learn to appreciate others.
⑷教学策略：
Teaching methods:
Task—based languange teaching, situational teaching.
九、教学过程：
Teaching procedures
1.Warming-up and revision: ( 3 minutes)
①Greetings.
Students’ activity: Do some daily greetings, such as: How are you?/ Can you … very well?
②Revision: Look and read.
Students’activity: Students read the action words (run, dance,swim,sing,read,write,walk,talk,jump,draw) which were learned in the previous lessons while doing actions.
Purpose for warming-up: Quick and fun warming up activity can make a warm classroom atmosphere in which the students would feel relaxed and cheerful.
2. Preview: ( 5 minutes)
①A guessing game to introduce the main character and the title.
Students’activity: Ss guess what the teacher draws on the Bb. They will be given more and more tips to guess the answer---a turtle. Then read the title for this lesson: Uncle Booky’s Storytime.
②Sing a song <>
Students’activity: The Ss act as little turtle,they stand up and sing this song <> actively with the teacher.
③Do a puzzle to lead in the characters for this story.
Students’activity: There are some animal pictures and some grass pictures on the blackboard. Students will see the eyes for each animal hidden behind the grass. They will guess what animal it is: It’s a bird, a monkey, a butterfly, a frog, a fish. 5 Ss come to the Bb to do the puzzle for the above animal pictures.
④Talk about these animals’ abilities.
Students’activity: A bird/a monkey/ a butterfly/ a frog/ a fish can … . Some individual Ss stick the word cards(sing, climb, dance, jump,swim) on the Bb according to the animals’abilities.
Purpose for preview: In this part, students will guess the following animals: a bird, a monkey, a butterfly, a frog, a fish. It’s easy to raise the Ss’ learning interests by a guessing game. And it is important to form a better English learning surrounding for the Ss. At the same time it provides situations to review what they have learned and get ready for the story in this lesson.
3.Presentation ( 7 minutes)
①Introduce the new sentences to the Ss: Can I join you? Come on, join us.
Students’activity: Ss will be showed a ball and asked, “Who can catch the ball?”They will answer, “I can catch the ball.”Some individual Ss come to the middle to play. Ss learn to say the new sentences“Can I join you? Come on, join us.”with the guidence of the teacher. Read the sentences for several times.
②Introduce the story to the students.
Students’activity: Teacher acts as Little Turtle and says, “I am sad, I am not happy.”Ss listen to a question before they watch the flash for the story. The question is: Why am I sad?
③Students answer the above question.
Students’activity: Students will answer the above question after they watch the flash. They will be guided to answer, “Because I can’t sing/climb/… .”
Purpose for presentation: The above steps are based on task—based languange teaching. The teacher gives a task to the Ss, then the Ss finish the task while their language skills are to be developed.
4. Drills ( 6 minutes)
①Read after the video sentence by sentence.
Students’activity: Students will read after the video sentence by sentence.
②Role play for this story.
Students’activity: Students will be divided into 5 groups and act as different roles while the teacher acts as Little Turtle.
③Try to identify the key sentences.
Students’activity: Read the key sentences for this part(What can I do?/Come here./Let’s sing.)and learn to use them.
Purpose for drills: These steps help the Ss to identify the dialogue, which sets a good foundation for the next step.
5. Practice ( 10 minutes)
①Read with the video.
Students’activity: The Ss read the story loudly with the video. They will be very active to join in this part.
②Read the story in groups.
Students’activity: Group leaders organize the group members to read the story with their books open.
③Game time:Look and read.
Students’activity: Ss will be showed some sentences by PPT on the screen, each group will be called by the teacher to read. And some smiling faces showed after each sentence will be given to them as a prize.
Purpose for practice: Conversation is an important part in this lesson. Students should be able to read the dialogue and act it out after class.
6. Consolidation. ( 7 minutes)
①Try to act out the story in groups.
Students’activity: Ss can get some minutes to practice to act in groups. Group leaders are in charge of it. They are encouraged to add more facial expressions and actions to the performance.
②Show time:some individual groups act out the story.
Students’ activity: Ss will be chosen to act in the class, they can get the chance to show.
Purpose for consolidation: Young students like acting very much. By acting out the story, their listening and speaking ability will be developed, which is the main teaching aim of this lesson. In this step, the ability of the Ss creation and co-orperation is to be well developed. They will act out the story in front of the class. Ss are allowed to add more language they know to the story.
7. Summery and homework. ( 2 minutes)
Summery: Summerize the story and read the key sentences together.(Can I join you? /Come on, join us! /What can I do? /Come here. /Let’s sing.)
Homework:Try to act out this story to your family in English.
8. Blackboard Designs:
十、教学检测安排：统一在整个单元完成后，进行综合检测，侧重点在学生听和说的检测。(见单元检测安排)
十一、课后反思：
本节教学层层递进，环环相扣。由于活动形式多样，非常吸引学生，如：①我开始在黑板上画一笔问“What’s this?”让学生去猜时，开始学生并没猜中，并且答案五花八门：ear; snake; butterfly等。我再逐渐增画几笔后学生就猜出是乌龟了。在教学中，我会根据课文的需要，向学生展示一幅色彩绚丽的图画，形象直观、生动活泼。不但有助于学生直接理解所学的内容，而且便于加深印象，强化记忆，训练口语表达能力，以“趣”为核心，又能唤起学生浓厚的学习兴趣。②我把5个小动物的眼睛从草丛中神秘地展示到黑板上，问“Whose eyes?”再把提前分割成好几块的小动物的身体分给学生，“These are their bodies.”进而请他们上来做拼图环节。全体学生积极参与，打破了沉闷的教学气氛，给课堂带来了勃勃生气。又如：老师在引入句子Can I join you? Come on, join us!时是通过巧设情境：展示一个球给学生，学生高举小手喊着“I can catch the ball!”时，老师又引导他们说出Can I join you?才可以加入游戏中。这样赋教学内容于演，玩，游戏之中，既增强了学生学习活动的动力，发挥了学生的学习自主性，又能在这种贴近生活的教学情境中唤起他们对学英语的欲望，激发他们的兴趣。小学英语进行“情趣教学”，可以让学生在形式多变的教学中，始终处于兴奋、活跃的状态，对于激发学生喜爱学习英语的兴趣，培养学生主动学习英语的求知乐趣，鼓励学生增强学习英语的成功志趣，引领学生探讨学习英语的创新奇趣都具有十分重要的作用。再如：在引导学生小组表演故事环节中，学生的思维一直处于积极的状态，他们的想象力被完全打开，合作的精神被完全开启。因为只有贴近学生生活的教学活动，以“展现”为突破口，才能将所学知识运用到实际中去，有助于培养学生的实际应用能力，有利于开发学生的创新能力和求异思维能力及口语表达能力，这样的活动既体现了“情趣教学”增加了趣味性，又有利于提高课堂教学质量。
我认为本节课还有不足之处：例如：在做拼动物图片的环节中，是由我直接把各个动物的身体派给几个同学，让他们自己拼自己的动物。大部分没有被邀请到参加拼图活动的同学都十分渴望得到这个机会，如果把这些动物的身体都随意地装在一个袋子里，他们要挑出自己要拼的动物身体部分，然后在老师给出规定的时间进行拼图比赛。那么全班剩下没有参加做拼图的同学就要按照分工集中注意力做评判。这样改进后，就能在有限的时间内，达到事半功倍的效果。
十二、课例评析：
评价人：周艳云，黄莹
对于刚接触英语不久的二年级学生而言，英语课令人向往且神秘。他们渴望在课堂上有好的表现，吸引老师和其他同学的注意，却又惧怕说错了惹人笑话。在这堂课上，老师给了他们最好的礼物：一个宽松、和谐的学习氛围，让他们没有心理负担地开始英语学习的第一步。
老师引入新授内容的方法很自然，感觉不到她的做作；学生对于精美的黑板设计很有兴趣，参加课堂活动的兴致也很高，达到了预期的效果。
在这个单元里，前面的教学已有大量的知识铺垫，这节课的要求是让学生有条理的把故事表达出来，让学生在这些情景中自由发挥想象，自由表演这些故事情节，自由运用所学的英语知识，在活动和表演中共同把故事讲完。戏剧表演既锻炼了学生的听力，又发挥了他们的想象，既操练了他们的口语表达能力，又满足了他们的表现欲望，既活跃了课堂气氛，又把整个课堂变成了一幕幕生活场景。
新课标注重学生的情感因素，着力培养学生的学习兴趣，激发学生的学习动机和培养他们热爱生活的品质。在英语教学中适当运用活动教学可使学生在玩中学，变无意注意为有意注意，使学生在活动之中实实在在地进行语言信息交流，避免了枯燥的死记硬背，激发了学生的学习兴趣，增强了学生学好英语的信心和决心，使良好的英语学习心理素质在教学活动之中逐渐培养起来。
在引导学生回答Why is Little Turtle sad?时，先让学生带着问题听，听的环节是“输入”的过程，让学生在听的过程中有的放矢，有效捕捉信息。这种让学生在具体的语境中发现新句型的教学方法，能有效地提高学生分析问题和解决问题的能力，调动了学生思维积极性，给学生提供了提高观察能力，分析能力和归纳总结能力的发展平台。
在巩固故事让学生小组表演环节中，能让学生体验不同的角色，参与实践，合作交流，从而提高语言的运用能力。让所有学生全面参与，使学生的思维一直处于积极的状态，从而提高课堂教学质量。
新课程标准从某种意义上说对老师提出了更高的要求，作为英语老师，我们要及时转换自己的角色和观念，做一名出色的节目主持人，组织好每一项课堂活动，把表演的机会给学生，让学生成为真正的“主角”，让学生时刻处在体验，实践，参与，合作与交流的活动中，使他们的语言技能，语言知识，情感态度，学习策略和文化意识等素养得到整体发展。
在设计上,老师别出心裁,各部分都比较实用且恰到好处.譬如,让孩子拼图那部分,孩子兴趣很高,而且把课堂引入到了一个小小的高潮。对于低年级的孩子来说,老师在这一点上贯彻了锻炼学生动口动手动脑的的能力,符合新课程标准。对复习单词的那部分,我认为也是比较新颖的。整节课老师的状态都非常好,可见老师的用心,那么多的道具让孩子眼前一亮,感觉好象是带他们到了一个动物世界。那么多的游戏,让他们觉得上这样的课好幸福。新课程标准中提到：寓教于乐,我想,老师做到了!
对于该堂课,如果在表演之前,老师能将文中重点难点进一步突破,顾及到大部分孩子,我认为在表演的时候能更加顺畅,而且表演是一个让孩子自由发挥的机会,也就是说,可以在表演的时候有自己的内容,这样一来可以培养孩子的创新思维,也能丰富孩子的表演。同时,本堂课在如何体现分层次教学上,可以值得反思。毕竟,一个班的孩子参差不齐,如何让他们各有所学,在设计上可以有一个过渡。
总之,这是一堂精彩的课,值得孩子学习,更值得我们老师学习。
十三、教学建议：
学校简介：本校是21世纪第一所纪念伟人孙中山先生的学校。应我国加入WTO和全球经济日益一体化，双语人才紧缺，三鑫贸易有限公司和全国名校纪中强强联合而创建，以培养“三双”（双语、双脑、双手）并进的国际型创新双语人才为特色的全寄宿制民办学校。
执教老师简介：执教教师系三鑫双语学校小学部张倩敏老师。张老师20xx年加盟三鑫，自20xx年参加工作以来一直带小学低段一、二年级的英语教学，现任小学部二年级英语科组长、全国少儿剑桥英语口语考官。张老师在教学上主张寓教于乐，在教学过程中穿插做游戏，学唱英文歌曲，编排课本剧，猜谜等多种形式，培养学生学习英语的兴趣，使其主动学习，在快乐中学习，教学成绩突出。在注重学生学习成绩提高的同时，也注重学生人品的培养，教书育人，深受学生的喜爱和家长的好评。在教学的同时，不忘加强自身的学习。20xx年获中山市说课比赛二等奖，20xx年优质课比赛一等奖，所带班级成绩名列前茅。在培养学生良好的英语学习习惯和口语能力方面形成了自己的特色和风格。
参考本课例应注意事项：
1、学生分7个人一小组坐，教室的桌椅摆放要注意留出一块地方给学生走动，让他们有表演的空间。
2、老师最好能给每个小组准备好表演用的头饰，虽然教具准备会很烦琐并且工作量大，但教学效果会好很多。
3、在表演完课文故事后，老师适当引导学生进行故事改编，学生都是充满想象力和创造力的。如：可以把中心人物Little Turtle和Mommy Turtle换成别的动物；或把其他小动物：Little Bird, Little Monkey，Little Butterfly等换成另一组动物。甚至可以在表演中加入他们曾经学过的语言知识，如：Nice to meet you./ Be careful./ What’s the matter?等等。
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