《牛津小学英语》教案(通用14篇)
《牛津小学英语》教案 篇1
Unit 8 Open Day胡埭中心小学 王菁菁一、教学内容:《牛津小学英语》4B第八单元第一课时 二、教学目标 :1、 能听懂、会说,会读,会拼写单词a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground 。2、 能听懂、会说,会读,会写句型 There's a / There are some ...in/ on/ near the ... 3、 熟悉歌曲 In the classroom 。三、教学重点和难点: 1、 能听懂、会说,会读,会拼写单词a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground 。2、 能听懂、会说,会读,会写句型 There's a / There are some ...五、课前准备 教具准备 :本课课件 及磁带录音机。 六、教学过程 Step1. Free talk: 1.师生用Good morning/afternoon. How are you?互相问候。 2.出示课件,看图片复习学过的单词(食物类、水果类、职业类、家庭用品类)。重点复习本课中的复现单词:a computer, a chair, a bookcase. 3.复习句型:Let's go to the library. Great! How do we go there? Shall we go to there by bus? OK.练习"there" ,并书写。 4. Let's sing the song 《The wheels on the bus 》,(出示课件音乐,并在每个地点类单词图片出现前播放)。 Step2. Presentation and practice 1、 出示library的图片。 T: Look at my picture. 出示单词picture 并领读 S: 跟读. T:(指图片) What's this ? S: It's a library. T: What can you see in the library? S: I can see a picture , a computer and some bookcases. 2、出示课件歌曲《Wheels on the bus 》T:(出示office的图片)What's this ? S: ……T: It's an office .. 出示单词 office 示范朗读 S:跟读 T:What can you see in the office ? S: I can see a computer .T: So you can say: There is a computer. Can you say like me? 出示句型:There is a/an ……Can you say like me? S: There is a computer.There is a ... S:造句练习。 3、听音乐,做动作,出示classroom的图片 。T: What's this ? S: It's a classroom . 出示单词 classroom 并领读 S:跟读 T: What can you see in the classroom?出示blackboard 的图片。 S: There's a blackboard . 学生造句练习……T: 出示复数句型There are some …… S: (在教师帮助下 ) There are some desks . 学生学说并做造句练习。4、同法教 a playground, a music room. Step3 A short break 1、Enjoy a song 欣赏本课的歌曲 In the classroom 2、A game" Magic ears” 游戏规则:教师说本课单词,不发出声音,仅让学生看口型,学生根据教师口型猜测是什么单词。 Step 4. Learn to say 1、在黑板上写出课题Unit8 Open day 并领读 2、出示本课单词图片。学生看图说单词。 3、T:(示范)This is an office. There is a/ an... on/ in the... There are some ...on/ in the ... Can you say something like that? S:模仿教师练习句型。 Step5 Consolidation 1、看图说话比赛 ,练习书上Part.C教师出示书上图片。 学生分两大组比赛哪组说的多,说的好。 用句型: There is /are.... in / on the... Step 6 Homework 1、听磁带,跟录音读对话。 2、单词抄写,各三遍。 附板书: Unit 8 Open Day There is a /an…… There are some ……
《牛津小学英语》教案 篇2
一、教学内容
part b, c
二、教学目标
1. 能听懂,会说,会读单词:storybook, copybook, knife, toy train, tape, stapler, school bag, , in, on, in english
2. 能听懂,会说,会读句子:
a) what’s this/that in /on the …?
b) what’s this/that in english?及其应答句。
3、初步学会用英语询问物品的名称。
三、教学重点
1. 能正确朗读以下单词:knife, tape, stapler, crayon
2. 能正确区分this/that, in/on, tape/tap
四、教学过程
step 1. greeting.
t:happy new year to you all, boys and girls.
ss: the same to you.
t: how is your vacation?
s1: good.
s2: not so good.
…
step 2. revision
t: look, this is my …
it’s +color. how nice!
look, that’s his/her …
示范后,学生操练。
step 3. presentation
t:(指着课本)what’s this in english?
s1: it’s a book. (引导回答)
t: where?
s1: on the desk. (引导回答)
领读in english,on/in
示范后,生生利用身边的文具,操练新句型
step 4. learning new materials:
1. 将要学习的新单词实物放进袋子里,让学生随意挑选后,主动发问:what’s this/that in english?可求助老师,也可以求助同学。
2. 逐一板书新单词时,要求学生拼读。领读新单词,注重音节划分,单词构成,字母组合,新旧单词区分等方面的渗透。
如storybook, copybook ; crayon, day, bay ; knife ; toy train, boy ;tape , tap ; school bag ; sta pler
3. 游戏操练新单词。如高低声,看口形猜单词等。
4、利用图片或实物,操练单复数。a stapler? yes/no. some crayons? yes/no. …渗透复数概念,并强调knife---knives.
5.看b图说话。what can you see ? i can see a …
6.通过图片、实物、多媒体等方式创设情境,操练新句型:what’s this/that in/on the …?
step 5. consolidation and practice
1. 指导完成c部分的看图说话。
2. 条件允许的情况下,可将四段对话打印出来,让学生阅读后配对。
step 6. homework
1. 抄写b中词汇,每个两遍,中文一遍。
2. 跟磁带朗读b中词汇五遍,并拼读。
3.看图说话,自己操练c部分。
4. 准备一个自己感兴趣的物品,下节课带到课堂上。
注意点:
1. 教学内容较多,把握好时间分配,尤其是新授部分内容要予以充足的时间保证。
2. 新授单词,句子不要苛求每个学生都掌握得很熟练。
教学过程中要高频率,快节奏,充分激发学生的兴趣。
《牛津小学英语》教案 篇3
教学内容: 《牛津小学英语》4b第八单元第一课时
二、教学目标 :
1、 能听懂、会说,会读,会拼写单词a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground 。
2、 能听懂、会说,会读,会写句型 there's a / there are some ...in/ on/ near the ...
3、 熟悉歌曲 in the classroom 。
三、教学重点和难点:
1、 能听懂、会说,会读,会拼写单词a chair, a blackboard, a picture, a bookcase, a classroom, an office, a playground 。
2、 能听懂、会说,会读,会写句型 there's a / there are some ...
五、课前准备
教具准备 :
本课课件 及磁带录音机。
六、教学过程 step1. free talk:
1.师生用good morning/afternoon. how are you?互相问候。
2.出示课件,看图片复习学过的单词(食物类、水果类、职业类、家庭用品类)。
重点复习本课中的复现单词:a computer, a chair, a bookcase.
3.复习句型:let's go to the library. great! how do we go there? shall we go to thereby bus? ok. 练习"there" ,并书写。
4. let's sing the song 《the wheels on the bus 》,(出示课件音乐,并在每个地点类单词图片出现前播放)。
step2. presentation and practice
1、 出示library的图片。 t: look at my picture.
出示单词picture 并领读 s: 跟读. t:(指图片) what's this ? s: it's a library. t: what can you see in the library? s: i can see a picture , a computer and some bookcases.
2、出示课件歌曲《wheels on the bus 》 t:(出示office的图片)what's this ? s: …… t: it's an office .. 出示单词 office 示范朗读 s:跟读 t:what can you see in the office ? s: i can see a computer . t: so you can say: there is a computer. can you say like me? 出示句型:there is a/an …… can you say like me? s: there is a computer. there is a ... s:造句练习。
3、听音乐,做动作,出示classroom的图片 。 t: what's this ? s: it's a classroom . 出示单词 classroom 并领读 s:跟读 t: what can you see in the classroom?出示blackboard 的图片。 s: there's a blackboard . 学生造句练习…… t: 出示复数句型there are some …… s: (在教师帮助下 ) there are some desks . 学生学说并做造句练习。
4、同法教 a playground, a music room.
step3 a short break
1、enjoy a song 欣赏本课的歌曲 in the classroom
2、a game" magic ears” 游戏规则:教师说本课单词,不发出声音,仅让学生看口型,学生根据教师口型猜测是什么单词。
step 4. learn to say
1、在黑板上写出课题unit8 open day 并领读
2、出示本课单词图片。学生看图说单词。
3、t:(示范)this is an office. there is a/ an... on/ in the... there are some ...on/ in the ... can you say something like that? s:模仿教师练习句型。
step5 consolidation
1、看图说话比赛 ,练习书上part.c 教师出示书上图片。 学生分两大组比赛哪组说的多,说的好。 用句型: there is /are.... in / on the...
step 6 homework
1、听磁带,跟录音读对话。
2、单词抄写,各三遍。
附板书:
unit 8 open day
there is a /an……
there are some ……
《牛津小学英语》教案 篇4
一、教学内容
part a
二、教学目标
1. 能初步熟练地听、说、读上节课所学单词、句型。
2. 能听懂,会说,会读句子:
a) come here.
b) excuse me.
c) oh, i see.
3、能听、说、读、写单词bag, book ,tape
4、初步学会用英语有礼貌地询问物品的名称。
三、教学重点
1. 能正确朗读课文。
2. 能科学记忆四会单词。
四、教学过程
step 1. greeting.
t:good morning.
ss: good morning.
t: how are you?
…
step 2. revision
1) free talk
师示范: excuse me, what’s this/that in english?
it’s a …
领读excuse me。师生,生生间相互问答。
2)小诗复习单词
a crayon, a crayon.
it’s in the desk.
a knife, a knife.
it’s on the chair.
鼓励学生自己边摆文具,边创作小诗。
3) 完成教材e1听力练习。
4) look at these words carefully.
bag , cat , fat , dad
book , look , cook , hook
tape , name , kate
大声读完后,让学生试着总结后,集体背诵单词。
step 3. presentation
a: come here, …
b: all right.
a: excuse me, what’s this/that in/on the box?(利用遮盖等方式创设信息差,提高语言运用的真实性)
b: it’s a …
a: oh, i see. thank you.
b: that’s ok.
step 4. learning new materials
1. 领读新句子:come here,oh, i see.
2. 看课文插图,回答问题。
1) who are they?
2) where?
3) what color is the …?
3. 分两次听磁带,回答问题。
1) what’s that on the desk?
2) what’s this in english?
4. 跟读课文两遍。
5. 小组读课文。
6. 分角色朗读课文。
step 5. consolidation and practice
1. 鼓励学生看着课文插图,给图中人物配音。
2. 结合练习册内容,做适当练习。
step 6. homework.
1. 跟磁带大声朗读课文a,b五遍。
2. 抄写四会单词四遍,并背诵。
注意点:
1.课文朗读时间应尽量长一点,不能走过场,或寄希望于课后。
2.复习环节要方式多样化,扎实操练。
课文处理环节要注重教材资源利用。
《牛津小学英语》教案 篇5
一、教学内容
part a,b,c,e2,e3
二、教学目标
1. 学会唱字母歌。
2. 能在熟练掌握本单元所学单词、句型基础上,巩固复习3a中文具类,动物类,交通工具类,食品类单词。
3. 能将本单元句型熟练地运用到日常交际中。
4. 能在教学活动中,感受到成功和快乐,增加学习英语的兴趣和自信。
三、教学重点
1. 能将本单元句型熟练运用到交际中。
四、教学过程
step 1. greeting.
learn to sing the song ”a b c” together.
step 2. revision
1) have a dictation
可以适当增加听音填字母的项目,促使学生尽快熟悉简单的读音规律,为记忆单词打下基础。
2)小组竞赛,说出文具类词语。
3) game. 模仿教材e2中形式进行。句型可以略作调整。what’s this in my school bag? it’s a …
规则:
1. 四人小组进行游戏。
2.摸物品,每人2次机会,答对的同学可以将物品放在自己的位置上。
3.最后物品最多的同学即是赢家。
4.若有同学用中文,失去一次猜谜机会。
step 3. consolidation and practice
1. t: you did a good job. i’d like to buy a toy for my nephew. would you like to go with me? guess, what can you see in the toy shop?
复习动物类,交通工具类,家具类词汇。
2. 情境一,示范对话,并让学生跟读。
a: hello, … how are you?
b: fine, thank you. and you?
a: i’m fine , too. let’s go to the toy shop by bus.
b: ok, let’s go.
a: here we are.
b: look, what’s that on the door?
a: it’s a …
b: oh, i see. come here, … what’s this on the desk?
a: it’s a …
b: how nice!
a: a …, please.
c: ok, here you are.
…
3. 小组合作,看图编对话。
4.情境二,买完玩具,一起去kfc吃了点东西。正巧遇到了一位外国人,相互自我介绍后,又相互请教了食品名称。
示范:(根据本班实际情况,选择是否继续示范)
a: hi, my name is … what’s your name?
b: my name is …i’m an english … i’m from …
nice to meet you.
a: nice to meet you, too. excuse me, what’s this in english?
b: it’s a packet of chips. what’s this in chinese?
a: han bao.
b: oh, i see. thank you.
5. 同桌模仿例子,编新对话。(师将提供的食品图片贴在黑板上)
step 4. homework
1. 跟磁带,大声朗读本单元课文五遍。
2. 提供图片及句子,请学生给句子排序,变成对话。
注意点:
1. 要在充分复习后,给学生创设表达的机会。
2. 情境创设要简洁,大情境中设置若干个小情境。
3. 运用前有示范。若学生情况好,可以逐渐放手。
《牛津小学英语》教案 篇6
一、教学内容
单元小练习
二、教学目标
1、 熟练掌握本单元的(三会、四会)单词、词组、句子及对话。
2、 运用已有语言知识解决问题。
3、 通过难度适中的适量小练习,帮助学生进一步了解自身学习状况,以促进以后的学习。
三、教学重点
引导学生学会发现本单元知识的薄弱环节,以便及时调整教学策略。
四、教学过程
step 1. greeting
sing an english song.( what is this in english?)
step 2. revision
1. 师提供本节课的话题“my stationery”,鼓励学生围绕此话题与教师或同学进行交谈。
2. 生齐读a、b部分,鼓励学生总结本单元学到的知识。
1) 一些文具类的单词,并初步接触了它们的复数形式。(knife是特例)
2) 会默写3个四会单词
3) 介词in/on, 借助这两个词语,我们可以表达物品的位置。让学生举例。
4) 初步掌握my/your/his/her +名词,表示某人的东西。
5) 用途很广的几个交际用语: come here. excuse me. oh, i see.
6) 询问物品的英文名称或中文名称时,我们可以用句子……
7) 询问近处或远处东西时,可以用句子……
3、完成小练习
小练习内容如下:
一、 请读一读下面的英语,你能写出对应的中文吗?
1. storybook_______ 2. copybook_______ 3. knife_______
4. toy train_______ 5.tape_______ 6.stapler_______
7. school bag_______ 8. in english_______ 9. in chinese_______
10. my pen_______ 11. your ruler_______ 12. his rubber_______
13. on the bookcase_______ 14. in the school bag_______
二、看图写单词
考察book, tape, bag.(可以适当增加1-2个与它们发音类似的单词)
三、模仿例子写复数
for example: a toy train------some toy trains
选择本课及以前学过的部分单词,其中可以设两个不规则的单词,数量控制在10个以内。
四、根据所给情境,从方框中选择合适的句子:
主要考察交际用语的掌握情况。
如:1. 需要打扰别人时,可以说:
2. 当你弄明白一件事情的时候,可以说:
3. 请某人过来,说:
4. 做错事情时说:
…
五、提供图片和句子,让学生给图中人物配上句子,并写出中文翻译。
建议: 对话控制在4句内,以本单元重点句型为训练重点。
注意点:
1. 让复习课不要成为老师的个人演讲。不要低估学生的三言两语,耐心的引导他们学会梳理知识,培养学习能力。
2. 练习内容的设计不同考试,目的重在单元基础,不可以难、偏、怪。学生通过练习可以客观的了解知识的掌握情况,老师也可以为下面的教学找准目标。
《牛津小学英语》教案 篇7
一、教学内容
part a,b,c
二、教学目标
1.能熟练地听、说、读本单元所学单词、句型。
2.能初步将本单元句型运用到日常交际中。
3.能在教学活动中,感受到成功和快乐。
三、教学重点
1.能初步将本单元句型运用到交际中。
四、教学过程
step 1. greeting.
(日常问候语)
step 2. revision
1) free talk
师出示与本课内容相关的文具残缺图片若干,操练句型:
what’s this/that in english? 及其应答
2) 学习歌曲what is this in english?师示范后,学生跟唱。
3) 鼓励学生挑选喜欢的图片,小组创作新歌词,并集体演唱。
step 3. activity
1.i can draw a …跟着老师画文具类简笔画
2.listen and point.
3.listen and color.(师提供颜色,生自己涂色)
4.让学生将这些新文具摆放到合适的地方。建议:in the pencil box/desk/book; on the pencil box/desk/book等
5.师示范新对话,并让学生跟读。
如:
a: come here ,…
b:all right.
a: excuse me, what’s this on your book.
b: oh, it’s my tape.
look, it’s new.
it’s green and white.
it’s from my dad.
it’s on my book now.
6.学生以小组为单位,编新对话,并表演。
step 4. homework
1.将课上自己编的歌曲歌词以小报的形式展示出来。
2.口头向父母介绍自己的文具。
注意点:
1.活动课不能搭建花架子,所设计活动要紧紧围绕教学重点。
2.活动过程中要用语言,不仅用本单元,更要考虑到前面的知识联系。
活动资源要用足,用好。
《牛津小学英语》教案 篇8
good afternoon, everyone. i’m fan jiayin. i come from dongzhongshi experimental primary school. it’s my great pleasure to be here sharing my lesson with you. the content of my lesson is “a busy day” part a from unit 7,fun with english 5b.
一.teaching contents
the topics on fun with english are well organized focusing on the pupils’ world. unit 7 is intended for pupils to talk about their daily lives. they have learnt many verb phrases. such as watch tv, have breakfast, clean the library, watch a football game, do homework and etc. you know they are bilingual class pupils, so maybe these phrases will be more easier for them. “a busy day” mainly talks about the time and what they should do at the time.
considering the contents of the lesson and the levels of the pupils, i design the following teaching aims.
二、teaching aims
1. aims on the knowledge: pupils will learn the new words “busy, past, to, on duty, brush teeth, really, half, a quarter ”, the new structures “ what time is it? it’s time for… do you want to…? i want to…
2. aims on the abilities: to develop pupils’ abilities of listening ,speaking, reading and writing. to develop pupils’ communicative skills
3. aims on the emotion: to develop pupils’ sense of co-operation. to let pupils know they should cherish the time.
三、important points:
1. to help the pupils say the new words and use the key sentences correctly.
2. to write whole sentences correctly.
四、difficult points
1. how to make dialogues and act them out.
2. pupils can talk about the time and what they should do at the time.
五、teaching aids
and in this lesson we’ll need cai , tape recorder, school things and so on.
六、teaching methods
now i’d like to talk about my way of teaching(不必写在教案里).
1. communication method
i’ll set up a real situation, in this way , pupils can practise in pairs or in groups, they can speak freely and needn’t worry about making mistakes
2. task-based method
that is to say i’ll let the pupils finish a task by making a short dialogue and acting it out. to help the pupils get a better understanding of the key structures, i will arrange these kinds of activities: singing, guessing game, finishing a survey and having a competition.
七、learning methods
let pupils study in a relaxed and agreeable atmosphere. thereby, develop the pupils’ abilities of studying and working with the learning language independently.
八、teaching procedures
now i’ll mainly talk about my teaching procedures. i’ll follow five steps.
step 1( warm-up and revision)
it is important to set up a better english learning situation for the pupils . so i ‘ll design
activity 1. sing a song: do some exercise with me? this song is from unit6
activity2. tpr( total physical response ) to ask pupils to follow my instructions, “get up, have breakfast, watch tv, do homework” then ask and answer: what are you doing? i am…
t: look, what am i doing?
present the new phrases: brush my teeth
t: who is on duty today?
let the child give the orders which are on the paper.
i design this activity to get pupils to warm up and review the present continuous tense. i also infiltrate two phrases in this step, “brush my teeth, on duty”. because they will be presented in the text.
step 2 (presentation )
to present and practice the key structures one by one, that’ll be much easier for the pupils to learn and grasp the meanings. so in this step, i’ll design 3 activities.
activity1: guess and learn.
guess a riddle, then learn to express time in english. in this step, i will use cai to help me with my teaching. let children practice the time first. then learn to use “past” and “to”
activity 2: ask and answer. what time is it? it’s time for…
let pupils talk about the time : what time is it? it’s time to… because pupils have already learned this structure .then teacher can make a model first : it’s time for… then practice in groups.
as we all know, using the pictures, this is one of the easiest ways to show the meaning of the words and sentences.
activity 3: talk and match
talk about the time and the things first, then listen and match . if time is enough, pupils can talk about their own time and their own things.
children’s attention span is very short. and proper exercises can help pupils focus on their attention and practice the key structures better.
activity4: think and say
t: oh, what time is it now? it’s time to watch vcd. do you want to watch vcd?
s: i want to watch vcd.
teacher shows them a list, look at the time and things: what do you want to do? then invite your friend: it’s … it’s time for… i want to … do you want to…?
in this activity, pupils are encouraged to put themselves in the situation and make a face to face talking. all the pupils are involved in this activity. they can talk as much as possible.
step3. (production)
to help pupils put the language into using, i design a task to help pupils have a production.
first watch vcd. let the ss listen and imitate the dialogue. pay attention to their pronunciation and intonation. at last i’ll ask the pupils to think hard and act it out. then find out which group will act it out well. i’ll give them red stars.
purpose of my designing: this step makes the pupils get the general idea of the dialogue as a whole one. at the same time let the pupils have a chance to practise their listening and spoken ability.
step 4. (consolidation)
to develop pupils’ abilities of listening and speaking, that’s the main instructional aims of learning english in primary school. so in step 4, i’ll design some listening exercises to check what they have learned. for example: think and fill in the blanks. everyone will have a piece of paper. in this step i’ll give the pupils a free space to show their abilities.
purpose of my designing: “task-based” teaching method is used here to develop the pupils’ ability of communication and co-operation. tell the pupils we should cherish our time, time and tide wait for no man.
step 5. (homework )
after step 4, some pupils can grasp the knowledge well, but some pupils can’t. revision is so important, pupils should speak english after class as much as they do in class. it is necessary for the pupils to do some exercise after class. so i design the following homework.
1.listen and read.
2.try to talk about the pictures.
3. try to finish your timetable
my timetable
time
time
what for?
6:30
half past six
it’s time for breakfast.
九、.blackboard design
unit7 a busy day
what time is it? busy 繁忙
it’s … past… on duty 值日
it’s … to … brush teeth 刷牙
it’s time for…
do you want to…?
i want to…?
proverb: time and tide wait for no man. 时间不等人。
in a word, the teaching of this lesson aims to develop not only the pupils' language abilities, but also the diverse intelligence. as eachers, to make our english classrooms shine with vitality, we still have a long way to go.
above is the lecture notes of my lesson. thank you!
《牛津小学英语》教案 篇9
一 教学内容:《义务教育课程标准实验教科书 牛津小学英语》3b第三单元第一课时。
二 教学目标:
1 能正确听说运用词汇 grandfather, father, uncle, son, brother,
grandmother, mother, aunt, daughter, sister。
2 能较熟练地在情景中运用句型who’s he/she? he’s/she’s….
3 能正确区别he和she。
三 教学重点:
1 能够正确听说运用家庭成员类单词。
2 能运用who’s he/she? he’s/she’s….进行问答交流。
四 教学难点:
正确区别he和she。
五 课前准备:
1 制作与家庭成员类单词及句型有关的课件。
2 磁带,录音机。
六 教学过程:
(一) free talk:
1 师生之间用交流语进行问候。
a good morning/afternoon.
b hello! nice to meet you !
c how are you?
d are you happy today?
2 电脑出示实物(钟,小刀,故事书,收音机)通过“猜物”游戏与学生做问答练习,复习巩固上一单元内容,同时为新内容做铺垫。
t:look, what’s this?
s:is this/that a/an…?(教师点击图片,揭示正确答案。)
3 听音乐,渗透歌曲教学,以此来激发学生的兴趣。
listen to the music “family song”.
(二) presentanition and practice:
1 oh ,what’s this?(学生猜is this a…?)it’s a family photo.电脑出示全图和短语family photo,理解并领读。
2 教师以helen的身份出现
a i’m helen. this is my family photo.there are many people in my family .guess! who’s he?依次点击照片上的男性,教师引导学习。
点击父亲图片:who’s he? he’s my father.(学习father)
点击祖父图片: look at the old man. he’s my father’s father.who’s he?he’s my grandfather.( 学习grandfather)
点击叔叔图片: look at the man in the brown coat. he’s my father’s brother.(学习brother) who’s he? he’s my uncle.( 学习uncle)
点击mike图片look at the boy. he’s my brother. he’s my father’s son.(学习son)
出示所有男士图片,与学生进行交流问答,领读who’s he?并理解he,用he’s….造句介绍自己身边的同学。
学生利用自己的照片,对照片上的男士进行对话练习并表演。who’s he?he’s….
b 同法学习mother,grandfather,aunt,daughter,sister.
点击母亲图片: who’s she? she’s my mother.(学习mother)
点击祖母图片: look at the old woman. she’s my father’s mother. who’s she?she’s my grandmother.( 学习grandmother)
点击阿姨图片: look at the woman in the blue coat. she’s my mother’s sister.(学习sister) who’s she? she’s my aunt.( 学习aunt)
点击helen图片: look at the girl. she’s mike’s sister. she’s my father’s daughter.(学习daughter)it’s me.
出示所有女性图片,与学生进行交流问答,领读who’s she?并理解she,用she’s….造句介绍自己身边的同学。
学生利用自己的照片,对照片上的女士进行对话练习并表演。who’s she?she’s….
c 教师总结 this is a big family.they are all very friendly. do you want to make friends with them?出示friend,领读并理解。用he’….和she’s….介绍自己的朋友。
(三)play a game:(通过游戏复习所学单词及短语)
在教师的叙述中猜猜他或她是谁,比比谁最快。
your uncle’father is….
your aunt’s mother is….
your mother’s son is….
your mother’s sister is….
学生模仿老师进行叙述,继续游戏。
(四)work in pairs:(三人一组。模仿家庭人物进行表演。)
a: who’s he/she?
b: he’s/she’s….
c: nice to meet you!
(五)homework:
1听录音读听单词。
2用所学句型介绍自己的全家福照片。
3 欣赏歌曲“family song”。
《牛津小学英语》教案 篇10
设计理念:
本课是《牛津小学英语》book 4a unit7的课文教学。英语教师在教学中有意识地培养学生对英语的持久兴趣,激励学生不断地追求进步,使他们对英语乐学、善学、会学。四年级学生对英语有一定的基础,但都为口语基础,为了更好的与五年级教学连接紧密,本单元教学采用课文教学。对于学生来讲,本单元重、难点较多,学习内容较多,因此教师要灵活运用多种多样的教学方法,组织学生进行广泛的语言实践活动,加强学生的英语阅读理解能力,从而真正达到学习英语的目的。
教学目标:
1.知识技能
a.听、说、读、写单词: seven、 four空
空 听、说、读单词: have breakfast 、fifteen、thirty-five、 forty
b.听、说、读、写句型: what’s the time?空 it’s…
空 听、说、读句型:what time do you…?空 i…at…see you.
2.情感态度:让每个学生都能主动参与到教学活动中,发挥学生的主动能动性,并在参与活动中获得情感体验,从而使学生更加热爱英语、增强英语学习的信心。
3.过程与方法:在教学过程中,充分以学生为中心,引导学生积极参与游戏、表演等多种活动,培养学生在活动中进行语言交际的能力。
教学重点:
1.能听懂、会说:what’s the time?空 it’s…
空空空空空空空空空空空空空空空 what time do you…?空 i…at…
空空空空空空空空空空空空空空空 see you.
2.能听懂、会说时间
教学难点:
1.能正确掌握时间的说法
2.能用所学句型进行简单的对话
3.have breakfast的读音
教具准备:cai,钟
教学步骤:
一、warm up
1. greeting
t: what is the weather?
ss: it is…
what day is it today?
ss: it is…
t: let us sing a song: ten little indians
ss sing a song
(新课伊始,欢快的歌曲配上吸引人的动画,充分吸引了学生的注意力,调动全班同学的学习积极性,缓减了学生的紧张情绪,打破了“开口难”的局面,并为下面数字的学习打下铺垫。)
2. free talk
t: what’s this? / what’s that over there?
s: it’s a …
t: is this/that your…?
s: no, it isn’t.
t: whose … is this?
s: it’s …’s.
(这个“热身运动”让学生通过口语交际,培养初步运用英语进行交际的能力,同时也创设了浓厚的英语氛围。)
二、presentation
1.t: there’re many numbers. can you read?(出示数字1-19)
ss count the numbers(a. count by themselves空空空 b. count together)
(ppt出现20)
t: look, is it ten?
ss: no. it’s twenty
t: what about this one?(出现30,40,50)
learn thirty空 forty空 fifty空
空 ss read these numbers
(a. read the numbers one by one空空空空空 b. read together)
t: it’s…(ppt出现35)
ss: thirty-five.
t: right. it’s thirty-five.
ss read
(ppt出现45,55)ss learn forty-five 、fifty-five
(从学生已学的1到20的数字出发,引出30、40、50等整十的数字,并在其基础上让学生自我探索如何说35、45、55,充分发挥学生主体性,让学生成为课堂的主人。这些数字学习也为本课下面学习打下铺垫。)
2.t: look, what’s this?
ss: it’s a clock.
t: clock can tell us time. look.(t拨钟,如:11:00、12:00)
t:what is the time?
ss: it is eleven o’clock.
t: oh, i see.
(t再次拨钟,如:eleven twenty-five, seven thirty-five)
t:what is the time?
ss: it is eleven twenty-five.
t: oh, i see.
t:what is the time?
ss: it is seven thirty-five.
t: oh, i see. like this, work in pairs.
ss practice and act
(由钟引出时间,形象、自然、明了。而在学习时间时,由整点到非整点,由简到繁,由浅到深,符合学生的认知规律,使学生在不知不觉中学习)
3.t: in different time, we can do different things.空
now listen to me and repeat.
i have breakfast at 6:35.
ss try to repeat: i have breakfast at 6:35.
learn and read “have breakfast” “at”
a.read it one by one空空空空空 b. boys/girls read
c.read it together(t纠正读音)
t: hello, i have breakfast at 6:35. what about you? what time do you have breakfast?
ss: i have breakfast at…
(ppt出示一些图片,如:get up)
t: what time do you get up/go to school/have lunch/come home/go to the bed?
s: i …at…
let ss make a dialog like this in pairs and act.
(由教师自身说法学习本课句型及一些单词,形象、具体,让学生具有模仿的对象,充分调动学生的积极性,激发学生的模仿能力。在教“have breakfast”时,由于其读音是一大难点,通过“开火车”等形式,既集中学生的注意力,又能很好的帮助学生纠正个别的语音错误。在教学句型时,利用一些漂亮的图片,让学生用不同的词组、时间操练所学句型,激发学生兴趣,并使英语学习变得生活化。)
4. t: today we will learn unit7.
空first,listen to the tape and answer my questions.
空q1: what is the time now?
q2: what time does mike go to school?
q3: what time does mike come home?
ss listen and answer. a1: at 7:35.
空空空空空空空空空空空空空空空空空空空空空 a2: at 7:40.
空空空空空空空空空空空空空空空空空空空空空 a3: at 4:15
t: “late” what is the meaning ?
a 早的(地);b 时间正好;c 迟的(地);晚的(地)(ppt)
ss choose and learn “late”
t: listen to the tape and read after it.
ss read ①read it after the tape.
② read it by themselves
③ read it in groups
④read it together
ss act the dialogue
(让学生带着问题有目的地去听录音,既集中了学生的注意力,使学生学习热情高涨,也锻炼了学生的听力与思维反应能力。在学习课文中学习“late”,让学生在语境中猜词意,锻炼了学生的阅读理解能力。在英语学习中,原声语音的模仿时必不可少的,有利于培养学生良好的语感,为英语的终身学习创设环境。而在表演课文这一环节中,充分调动学生的积极性,发挥学生的主动性,也培养了学生的合作精神。)
三、consolidation
make a dialog like the text(课件出示)
星期天,你和同学要一起去公园秋游,你们约好7:40在学校见面,但是早上你起床晚了,想象一下在这种情况下,你和爸爸、妈妈、奶奶之间会有一段怎样的对话呢?你可以选择用下面的句子哦!
mum: get up, .
:空 oh, no, what’s the time?
mum: it’s...
: it’s late.
dad : what time do you go to…?
: i go to … at...
gm : what time do you come home?
: at ...
gm :see you in the afternoon/evening!
: bye ,grandma!/…
(每个学生都有一双创造的翅膀,通过上述学习,学生已基本掌握本课内容,教师模仿课文,创设情境,由学生小组合作完成对话,这不仅锻炼了学生的语言表达能力,有助于培养学生的合作创新精神,更增加了学生学习英语的兴趣和完成任务的信心。)
四、homework
1.read the text five times
(让学生能及时复习所学内容)
2.make another dialogue with your friends.
(可以让学生进行对话拓展训练,运用课文中所学句型及情景,将知识灵活运用,增强学生的理解能力和语言交际能力。)
《牛津小学英语》book 4a unit7 来自第一范文网。
《牛津小学英语》教案 篇11
一、教材简解
本单元是前五个单元的复习单元,着重归纳了这五个单元的主要语言项目.教师尽可能地通过多种形式的复习,帮助学生巩固已学的单词及日常交际用语.教师可根据学生的年龄特点及学习的实际状况,采用多种活动形式,调动学生的学习积极性.
这五个单元的日常交际用语主要是围绕打招呼,问候,介绍以及请求和命令这几个功能项目展开,教师在复习过程中一定要注意语言与情景结合.
这一课时主要是围绕人物,颜色,动物,水果单词展开,在复习过程中,教师要根据学生的实际情况,处理好重点复习巩固内容.
二、目标预设
1.通过复习,学生掌握所学人物,颜色,动物,水果单词,并能熟练区分运用.
2.对于读音容易混淆的单词,重复其读音,使学生能正确的诵读,从而辨别单词.
3.培养学生听辨词组的能力.
4.通过复习,学生能熟练地把所学交际用语应用到日常生活中去,能在情境中恰当、得体地运用以上交际用语,与人打招呼、进行问候和介绍。
三、教学重、难点:
1.对于读音容易混淆的单词,重复其读音,使学生能正确的诵读,从而辨别单词.
2.培养学生听辨词组的能力.
3.通过复习,学生能熟练地把所学交际用语应用到日常生活中去,能在情境中恰当、得体地运用以上交际用语,与人打招呼、进行问候和介绍。
四、设计理念:
1.面向全体学生,突出学生主体。教学要面向全体学生,关注每个学生,激发他们学习英语的兴趣,鼓励学生大胆使用英语,通过体验、实践、讨论、合作、探究等方式,发展听、说、读的综合语言技能,做到学与用的结合。
2.采用多种教学方式,使单词和句式的操练富有意义,并激发学生的学习兴趣。
3.采用活动途径,倡导任务型的教学途径,培养学生综合语言运用能力。
4.能使已会的学生学到一些学习英语的方法,使学得不牢固的学生进行巩固.
五、设计思路:
本节课的教学内容是复习人物,颜色,动物,水果类单词,在此过程中,对已学的打招呼、介绍进行复习巩固,并通过歌曲、儿歌等方式吸引学生的兴趣,使他们在复习的同时感受收获的喜悦.我没有按照单元的顺序,而是把所学人物,颜色,动物,水果类单词进行了综合,从人物引到颜色,从颜色引到水果,从水果到动物,衔接自然,在复习的同时,教给了学生新知识.另外,我没有做书上的练习,而是请学生回家完成,这是因为我复习之前了解了学生情况,第六单元题目比较简单,有部分学生已经完成.
六、 教具准备:
课件 实物 图片 录音机 磁带 等
七、教学过程:
step 1. greetings
1. t: good morning , boys and girls.
s: good morning.
t: how are you?
s: fine. thank you. and you?
t: i’m fine, too. thank you.
2.sing a song 《how are you? 》
step 2.revision
1.(打开课件)出示人物,学生开火车朗读。
1)t:read their names.
s:liu tao ,wang bing ……
2) sing a song 《hi, nancy!》
3)(课件显示nancy’s family)t:look,this is nancy’s family.
the man is nancy’s
s: father .
t: we can say :
s: mr black .
read : father mr black
the same way : mother mrs black
brother david black
sister nancy black
4) act 扮演david或nancy介绍自己和自己的家人 :
good morning , .
i’m .
this is my …
nice to meet you . nice to meet you ,too.
5) sing a song 《hello! 》
6) (课件显示helen’s family)介绍helen’s family .
mr brown mrs brown
2.教师去掉mr brown ,mr black , mr green前的mr,并把b和g大写换成小写.
t:what’s this ?
s: black brown green
t: what do they mean ?
s: 黑色 棕色 绿色
t:they’re colours . anything else ?
s: red white …
read colours .
3. 1)t: listen to me :an orange orange
what does it mean ?
s: 一个橙色的桔子
讲解两个orange 的意思.
2)t: an orange 一个桔子,还有哪些水果?
s: an apple , a banana …
3) t: look and say : 一个红苹果 一根黄香蕉 一个橙色的菠萝
一个黄梨子 一个绿西瓜 一个黄芒果
4) say a rhyme 《they are all very good 》
4.1)t: this is a monkey .we can say :
s: nice to meet you ,mr monkey.
t: mr monkey says : i’d like some .
s: peaches
the same way : elephant --- bananas
2)复习动物类单词.
3)say a chant .
4)说一说短语:eg : a brown elephant …
5.用this is …介绍水果和动物.
step 3.drill
(投影仪显示)学生在练习纸上完成.
1. 听和选择:
this is mike’s family .the man is mike’s father , mr brown .he likes bananas. the woman is mike’s mother , mrs brown . she likes apples and watermelons . this girl is mike’s sister, helen . she likes oranges and peaches . mike likes pineapples . they are a happy family .
mr brown ( ) mrs brown ( )
helen ( ) mike ( )
a. apples b. oranges c. bananas d. pears
e. peaches f.mangoes g. watermelons h. pineapples
2.选出与其他三个不同类的一项
a b c d
( )1. a peach a banana hello a pear
( )2. a monkey a sofa a bed a table
( )3. a rubber a ruler a pen miss liu
( )4. miss li brown red blue
( )5. blue an orange an apple a mango
( )6. a panda a zebra a tiger white
3.从 栏中找出 栏的答句。
( )1.what colour is it? a.all right.
( )2.nice to meet you. b.not bad,thank you.
( )3.go to school. c.see you.
( )4.good night. d.i’m yang ling.
( )5.how are you? e.good afternoon.
( )6.see you. f.no.
( )7.what’s your name? g.hello,liu tao.
( )8.hello,david. h.nice to meet you ,too.
( )9.an elephant? i.good night.
( )10.good afternoon. j.red.
4. 选择适合的汉语意思。
( )1、this is my mother . a.一只黑白相间的斑马
( )2、not bad , thank you . b. 早上好!
( )3、a black and white zebra c. 这是我的妈妈。
( )4、good morning . d.不错,谢谢你
( )5、nice to meet you , too. e.见到你也很高兴。
集体校对并且订正错误。
step 4.summary
师生总结所学内容,找出易错的地方进行巩固.
step 5.homework
1. 复习unit 1 - unit 3 .
2. 向家人用this is….句型介绍书中人物、水果和动物。
3. 完成中的unit 6 a,b 两个部分.
《牛津小学英语》教案 篇12
一、教学目标1. 能听懂、会说、会读和会写句型what are these/those? they’re ….how many kilos? …kilos, please.2. 能听懂、会说、会读和会写单词grapes.二、教具准备1、课前在教室四周贴上水果图片,将全班分成6个小组。2、超市小货架,营业员佩带的胸卡、单词、句型卡片、喇叭、帽子、各种水果实物。三、设计思路围绕“听说读写能力的培养”这一主题,通过深入浅出的句型操练,让学生在掌握句型的基础上主动参与购物、自主训练,最终达到把所学知识转化为实际应用能力的目的。三、教学过程step 1 say a rhyme《they are all play》 pears, bananas and pineapple. oranges, peaches and apples. big fruit and small fruit, they are all very good.(设计意图:通过复习三年级学过的一首小诗,充分调动学生的情感因素,变被动为主动,激发学生的学习兴趣。巩固再认各种水果,为呈现任务做好准备。)step 2 presentation(一)teach: what are these/those? they’re ….1. t: boys and girls, now i’ll play a game with you “touch and guess”. look, here’s a big bag. who can come here and touch? (一生上前来摸一下)t: what’s this?s: it’s an apple.t(面向全班):yes, it’s an apple.t: go on .(s继续摸)t:what’s this?s: it’s an apple, too.t: it’s an apple, it’s an apple, too. they’re apples.t 出示卡片they’re ….ss read together.(设计意图:从触摸游戏入手,激起学生的好奇心和积极参与的欲望,同时将学生的注意力集中到水果复数上,引出句型they’re …,同时达到句型what are these?早渗透、勤反复的目的。)2.(出示单词图片)t:what are these? 引导学生回答they’re ….(apples、oranges、pears、bananas、peaches) t 最后出示grapes, 学习葡萄,学生拼读练习。 (拿着葡萄问学生)t:what are these? s: they’re grapes. practice in chains. (学生进行连锁操练what are these? they’re grapes.) t出示句型卡片:what are these? 拼读单词these, 读整个句子。 s拿出自己带的水果进行同桌操练。 check: s1: hello, , what are these? s2: they’re …. s3: hello, , what are these? s4: they’re …. ……(设计意图:用已经学过的水果图片操练句型what are these? they’re…,引出本课新单词葡萄。这样既复习水果单词,又可以让生词、句型结合起来学习。)3. t: now, let’s play a guessing game. i put some fruit over there. can you guess what are those?(手指墙角桌上用布盖好的水果) s: they’re …. 若学生回答不出来,继续问2遍后揭示答案。 t 手指教室四周墙上的水果图片问:what are those? ss answer t 出示句型卡片:what are those? ss 拼读单词those, 读句子。 pair work: what are those? they’re …. check(设计意图:以猜的游戏入手,抓住学生的兴奋点,引出句型 what are those?)4.t: now, let’s play. boys and girls, stand up, please. follw me.t: this, that, these, those.(边说边做手势)ss 站起来跟着做。t:now, listen and do.老师说单词,学生做手势。t: let’s say a rhyme: this this this,that that that,these these these,those those those.5. t: what are these/those? ss: they’re…. t: they are fruit. do you like fruit? ss: yes, i do.(设计意图:在学完两组句型之后,学生应该得到一点放松,因此接着设计一个简单的rhyme,既复习巩固了知识,又活跃了气氛,使学生全身心放松,缓和了紧张的学习气氛。)(二)teach: how many kilos?…kilos, please.1. t: now, let’s go to the supermarket. ok? close your eyes.老师戴上帽子,将贷架摆上桌,戴上售货员的牌子,拿出一只喇叭,扮演水果店老板叫卖:apples, apples, three yuan a kilo; bananas, bananas, four yuan a kilo。(设计意图:创设购物情境,教师将平时的水果店缩小了放进课堂,扮演水果店老板叫卖,同时将卡片3元/公斤three yuan a kilo、4元/公斤four yuan a kilo出示,使学生对kilo有一个初步的印象,为进一步教学kilo打下基础。)2.t 出示卡片:1公斤:one kilo 学生练说1公斤、2公斤、3公斤、4公斤 t(出示1公斤、2公斤):one kilo and two kilos, how many kilos? ss answer. 反复练习几次。(设计意图:用简单的数学加法引出how many kilos?…kilos.学生容易理解接受。)3.t出示句型卡片how many kilos?…kilos ss 读这一句子。 t 出示5公斤、6公斤、8公斤,进行学生之间的ask and answer。 t 拿出小型水果筐(装上水电,贴上重量。)进行小组与小组之间的ask and answer.4.t: now ,boys and girls, you can come here and do some shopping. can i help you?s1 come to the front: i’d like some …,please.t: how many kilos?s1: … kilos, please.t: here you are. (老师与学生之间练习两次。i’d like some …,please.三年级已经学过,若学生一时忘了怎么说将这一句型出示一下。)t: now , who will be a saler?s3: i try.s3: can i help you?t: i’d like some …, please.s3: how many kilos?t: four kilos, please.学生与师对话两次。5. t: now you can buy some fruit from your saler. let’s have a competition.(将学生分成6组,每组一个售货员,其他同学扮演顾客向售货员买水果。每个售货员手里有十几张水果的图片,获知所购重量后,直接写在图片上,卖给顾客。最后比较哪一组的售货员卖出的水果多。)6.t: let me see. group 1 , group 2, group 3, group 4, group 5, group 6.评出优
《牛津小学英语》教案 篇13
一、教学理念
《英语课程标准》提出“学生的发展是英语课程的出发点和归宿”。 因此在本堂课的教学设计中,我充分围绕“学生是英语学习的主人”这一主题,让学生在情境中积极主动地探究语言知识,培养了他们高度的参与意识,提高了他们的学习积极性,让他们通过活动获得知识,形成能力。
根据这一主题,我将这一堂课定位于“活动”这一主要形式上,从以下几方面着手,进行了教学设计:
1、注重学生学习兴趣的激发。
学习是学生的自主行为。我们的教学更重要的是唤醒和激发学生主动参与学习的意识,使学生产生学习需求,因为兴趣是儿童认知活动的动力,最好的学习是学生对所学有内在兴趣。在本堂课中,我从学生所喜爱的游戏、比赛及身边的事物和情境入手,充分调动他们的积极性,激发他们的内驱力,变“要我学”为“我要学”,由被动地学转为主动地学。真正体现了教学的艺术不在于传授本领,而在于激励、唤醒、鼓舞。
2、营造和谐的课堂氛围。
现代教学论认为,民主、和谐、宽松的课堂教学氛围是学生自主学习、主动发展的关键所在。因此,在本堂课中,我采用了合作学习的方法,充分体现了师生间的民主合作性,课堂上师生合作、生生合作,平等讨论、相互补充的气氛极浓。给学生提供充分展示自己的机会,张扬自己的个性。学生无拘无束、轻松愉快地用英语表达自己的见解,在实践中学习语言,在想象中发展思维,在交流中提高能力。
3、让学生获得成功的喜悦。
苏霍姆林斯基说:“成功的欢乐是一种巨大的情绪力量,它可以促进儿童好好学习的愿望。请你注意无论如何不要使这种内在力量消失,缺少这种力量,教育上的任何巧妙措施都是无济于事的”要想促进学生主动发展,在教学过程中就要创设使学生能够获得成功的条件和情境,才能有效地培养学生的自信心,才能激发学生的学习主动性。在本课的教学中,我让学生自己用所学自编小诗、表演对话,不仅把学习的主动权交给学生,而且放手让学生自主学习实践。学生通过讨论探究,交流实践,获取了知识,发展了能力,获得了成功的喜悦。
4、在大胆设想中培养学生的综合能力。
德国诗人海涅有句名言:“思想走在行动之前,就如闪电走在雷鸣之前一样。”只有观念先行,才能产生与时代相适应的教学思想和教育模式。
在本课教学中,我充分贯彻新课程理念,运用了任务教学法,并把它与情景教学法、交际法和多媒体很好地结合,落实到各项活动中。学生通过自己体验,探索学习语言,又通过各种活动来操练语言知识,自己动手、动脑、动口、动眼、动耳,提高了综合语言运用能力,发展了思维。
总之,在设计本课的教学时,我觉得不仅要加深了学生对语言知识的理解,更要转变学生学习的方式,让学生放松身心,敢思、敢想、敢说、敢写;发展他们的思维,这样才能让他们荡起快乐的心灵之舟,在英语学习这片蔚蓝的大海上扬帆远航。
二、教学详案
1、教学目标:
1)知识与技能目标:
a、能听懂、说出词汇 open, close, eat, drink, draw, read, write, copy。
b、能听懂、并用祈使句及其否定句"don't ... ..., please"。
2)运用能力目标:
能用句型"don't ... ..., please"请他人干某事和不要干某事。
3)素质教育(文化、情感态度、策略)目标:
a、通过本堂课的教学,让学生明白在某些场合能干某事和不能干某事。
b、进行必要的文明礼貌教育。
2、教学重点:
1)词汇:open, close, eat, drink, draw, read, write, copy。
2)句型:"don't ... ..., please"。
3、教学难点:
词汇和句型的发音,让学生注意发音到位。
4、课前准备:
1)多媒体课件。
2)学生带一些食品饮料类的实物,教师带好奖品、盒子等物品。
3)将学生按合作小组的座位排列。
5、板书设计:
unit 8 in class nov. 25
don't ... all right.
... , please.
draw an apple apple
6、教学步骤:
warm up
1) chant: please stand up.
2) sing an english song: go to school
(全班进行热身活动,使学生在一开始就情绪高涨,调动他们的热情,提高学生的积极性和学习兴趣,并沟通了师生之间的感情。)
greetings
1)教师和全班同学打招呼。
2)教师和个别学生用以下句型交流:what's your name? your name,
please. what's this/that in english? where is it? is this/that your ...?
(因为在本课中将会带到一些实物的名称和有关地点的介词短语, 在这里既是交流,也是复习,为下面的学习打下伏笔。)
activities
1) let's play. "follow me."
让学生跟着教师做以下动作:stand up. get up. go to school.
have lunch. go home. watch tv. go to bed. sit down.
2)play a game. "simon says"
当老师说“simon says:'get up'”时,学生做动作;但如果老师不
说“simon says”,学生则不做动作。
(游戏的目的是让学生在活动中自然而然地进入到新的句型中去,
激发了学生英语学习的兴趣。)
presentation
1)新授单词:open , close。
在学生做完游戏后,对他们进行表扬:i think you're so clever.
i'll give you a present.拿出一个盒子,who wants to open the box? 打开后
学生会又发现一个书包,oh, who can open the school bag?打开书包又是一个笔袋,学生打开笔袋后,在里面发现了一些“苹果”(用红色的纸做的小礼品)。再让学生帮忙收拾这些东西:close the pencil case.close the school bag. close the box.表演open, close的学生分别可获得“苹果”的小奖品。
多媒体再打出单词:open 和close,进行拼读。然后,让学生用两个词语组词。
(这里新授单词又是一个游戏,学生一点都没有感到枯燥,学习兴趣反而更加浓厚。)
2)新授句型:don't... ..., please.
多媒体打出情境:天气很冷,不能开窗,要关窗。让学生在情境中,一下子就理解了don't... 的句型。
给出两个盒子: i want a pencil sharpener. who can help me?然后请学生don't open this box. open that box, please.两两表演,操练句型。
(这里句型的教学始终在情境中进行,体现了“生活英语”的宗旨。)
3)新授单词:eat和drink
在让上一环节表演后,给表演的学生“苹果”奖品,并巧妙地问:do you like apples?学生回答:yes, i do.老师紧接着:i like apples. ilike to eat apples and drink apple juice.引出单词eat 和drink。
新授单词后,拿出一盘食品和饮料,让学生看着实物,用eat和drink 组词,说对的小组可获得这些食品和饮料。
分完食品和饮料后,教师自己拿出食品,和学生用don't eat...eat ..., please. 进行交流。并分成小组操练。
(这一环节,我和上一环节中用多媒体创设情境不同,采用了用实物创设情境,拓宽了英语学习的渠道,激发了学生进一步学习英语的欲望。)
4)rhyme: open, open, open the door. close, close, close the window.
eat, eat, eat the apple. drink, drink, drink the juice.
说完这首小诗后,让学生用这种节奏自编小诗。
(这里,我让学生用自己所学来自编小诗,让学生体验了成功,既是课堂的调节,又让他们在轻松愉快的节奏中巩固了知识。)
5)新授单词:draw 和read
t: we all like apples. and we like to eat apples.can you draw an apple? look, i can draw an apple. ( draw an apple.)
it's an apple. i can read it. "apple" can you draw and read?
拿出纸和笔,在上面画画并读读。然后教学单词:draw read
新授单词:write 和 copy
(让学生自己动手体验了语言的功能。)
t: we know"draw and read". can you write them on the paper? ...
let's copy them.
新授单词:write和copy
将这四个单词放在一起,用动作表演,然后进行listen and do, do and listen的活动。
6)用simon says的游戏巩固这些动词,并加上don't ...句型。
(这一环节中,我又采用了全身活动法来新授单词和巩固句型,让他们的身心都受到了感染,从而能与教师产生共鸣,产生主动参与学习的热情。)
practice
给出图片情境,小组合作操练对话:don’t … …, please. all right.
1、 公共汽车上,请他人不要坐脏座位,坐在干净的座位上。
2、 时间晚了,爸爸让杨林不要看电视了,去睡觉。
3、 要在厨房读书,到书房读书。
4、 要在课桌上写字,在本子上写。
(将所学语言和生活相联系,培养学生语言的运用能力。)
activities
1) 小组竞赛:抢答,发现了电影院中哪些不文明的行为。
(引导学生用新的表达法运用到生活中,在运用中学习使用并巩固
新的表达法)
2) 给出课堂教学情景,让学生讨论哪些行为在课堂里不能做,自己该
怎样做。
(将所学语言知识转化为学生自己的能力,去解决生活实际问题,是本堂课的宗旨,这一环节进一步巩固了课堂所学内容,发展了他们的语言技能,并提高了学生的综合能力和自身素质。)
homework
1、 copy the new words.
2、 read the new words.
3、 make some suggestions for our english class.
(巩固所学知识。)
三、教学反思
本堂课力求通过一系列贴近小学生生活实际的、生动活泼的教学活动设计,激发学生学习英语的兴趣,培养学生自主学习以及团结协作的能力,使学生初步形成本课话题的会话能力。
1、教学过程中我根据学生的心理及生理特征,让“simons says”的游戏贯穿始终。这种游戏与教学相结合的方法,使学生在学中玩,玩中学,不仅不会感到语言学习的枯燥和疲倦,反而可以激发他们学习英语的兴趣,增强学生的自信心。
2、 教学时,我积极鼓励学生进行情景交际,让学生学用结合,学以致
用,在教师的指导下通过感知、体验、实践、参与和合作等方式实现任务的目标,感受成功。
3、教学过程中,我尽量注重环节与环节之间的有机联系,精心设计,努力使导入自然,不露痕迹,做到环环相扣,步步设营,启发学生,使之感受并且充分运用语言。
4、在整堂课中还是存在一些不足,有些操练教师的示范和讲解还不够到位,这些在以后的教学中还有待完善。
《牛津小学英语》教案 篇14
教学内容:《牛津小学英语》6b unit 3 asking the way a listen, read and say
教学目标:
1. 能正确地理解、掌握对话内容,并能初步朗读和表演对话。
2. 能正确地听、说、读词汇:miss, kilometre, away, only, city, road, far。
3. 掌握句型how far is it from here? it’s about a kilometre away。
教学重点:能正确理解、掌握对话内容,并能朗读、初步表演对话。
教学难点:能比较流畅地朗读对话,并能在掌握对话的基础上运用本课语言进行“问路”的对话交流。
教具准备:本单元的单词卡片、a部分挂图、磁带、录音机。
教学过程:
step1 warm up
1. listen to the song: excuse me
2. listen and do:
show me your left hand. / touch your right leg with your right hand. / stand up. / turn right. / turn left…
3. chant: where’s the bookshop?
4. look and say:快速出示单词卡,说出卡片上的单词,并拼读。
step2 presentation and practice
1. 出示本地区交通图,师生对话,引入本课话题。
t:mr smith is new here. he wants to visit hebing park. but he does not know the way. who can tell him how far is it from here? how to get there?
s:it’s about three kilometre away.
he can take bus no.4
t:how many stops are there?
s:there are two stops.
2. 板书对话中出现的新授句型并讲解,领读。
3. 分段呈现a部分内容,引导学生学习。
①学习第一段背景介绍。
a. 出示问题:
where does mr smith come from?
where is he living now?
what does he want to do?
does he know the way?
what is he doing now?
b. 听录音回答问题。
c. 跟读背景介绍部分的内容。
d. 齐读、个别读。
②学习课文对话的第一部分(从开始至页底),就对话场景提问,引导学生进入对话情景。
a. can you tell me the way to the history museum?
b. how far is it from here?
c. how many stops are there?
(教学程序同背景介绍)
③学习对话教学的第二部分。
本部分重点围绕询问车站在哪里。可通过听录音请学生回答where’s the bus stop?引导学生学习,学习方法同上。
注意帮助学生理解every five minutes的意思,如出示一个当地某公交车的发车时间表等。
④学习对话教学的第三部分。(从i want to go to the city post office, too.至结尾。)
就对话提出问题:
a. where else does mr smith want to go?
b. where is it?
c. how can he get there?
重点训练句型:you can take bus…and get off at the…stop.
4. 学生整体听读课文,利用挂图进一步理解对话内容。
5. 强调重点句型,分段表演对话朗读。
6. 在学生充分理解课文的基础上,指导学生完成对话后的练习。
step3 consolidation
教师在黑板上画交通图,根据图意同位看图编一段小对话“asking the way”并试着表演。
step4 homework
1. 听录音,用正确的语音语调朗读本课对话。
2. 同位练习表演问路。
板书内容:unit 3 asking the way
questions:1. can you tell me the way to the history museum?
2. how far is it from here?
3. how many stops are there?
4. where’s the bus stop?
5. where else does mr smith want to go?
6. where is it?
7. how can he get there?
板书设计: