《牛津小学英语》5A Unit8第二课时 Part A(精选17篇)
《牛津小学英语》5A Unit8第二课时 Part A 篇1
二、教学目标
1、能正确地听说读写词语children, hill, show, fish
2、能正确地听说读词语camping site, a tin of ,camping trip, tent, pot, stove, blanket, telescope, towel, tin-opener.
3、能正确地听说读写句型what do you / they have? i/ we/ you/ they have… what does she /he have? she /he has…
4、能正确地运用对话中的日常交际用语 look, …and… are coming. great!
5、能正确理解、掌握对话内容,并能朗读、初步表演对话。
三、教学重点:能正确地理解掌握对话内容,并能朗读、初步表演对话。
四、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描述野营旅行情况。
五、课前准备
1、教具准备:多媒体,磁带,录音机。
2、板书准备:写好课题 unit 8
六、教学过程
step1. warming up
1. greetings
t: good morning, boys and girls.
s: good morning, miss yin.
t: how are you?
s: fine, think you. and you?
t: i’m very well.
2. free talk
t: i like masks. do you like masks?
s: yes, i do.
t: what masks do you like? i like m masks.
s: i like…
t: i like flowers. what do you like?
s: i like…
step2. presentation
1. t: do you like pumpkin lanterns?
s: yes, we do.
t: i like pumpkin lanterns, too. i like having camping trips. do you like having camping trips? look, they’re having a camping trip. (出示挂图)
teach: a camping trip
(贴课题 a camping trip)
t: boys and girls, do you like having camping trips?
s: yes, we do.
t: this class let’s have a camping trip.
s: it’s great.
t: but, what do we need for a camping trip? let me see. we need a towel and a blanket. (复习a towel a blanket)
t: what else do we need?
s:we need …(复习a pot a stove)
2. t:i have a towel, do you have a towel?
s: no, i don’t.
t: what do you have?
s: i have…
t: show your … to me, please.
s: ok.
teach: show … to …
t: i have a pencil. what do you have?
s: i have a …
t: show your … to me, please.
s: ok. here you are.
t: i have an english book, what do you have?
s: i have a …
t: show your … to me, please.
s: all right.
t: what else do we need? think over. oh, we need something to eat. we need some fruit.
teach: some fruit
3.t: look, i have a tin of fish. (出示实物) i’m very hungry. but i can’t open it. i need a tin-opener.
teach: a tin of fish
t: do you have a tin-opener?
s: no, i don’t.
…
4.t: who can ask me?
s: miss yin, miss yin, what do you have?
t: i have a box of chocolates.
teach: a a box of chocolates
5.t: what do you have?
s: i have …
t: show your … to me, please.
s: ok. / all right.
t: does he/ she have a…
s:yes, he/she does.
t: what does she /he have?
s:she /he has…
teach: what does she /he have? she /he has…
6.work in pairs.
ask two students.
t: what do you have?
s: i have…(问2组)
t: (问全班) boys and girls. what does she /he have?
ss: she /he has…
make a model
work in pairs, four in a group.
step4. watch the vidio
step5. homework
copy the new words and sentences.
《牛津小学英语》5a unit8第二课时 part a 来自第一范文网。
《牛津小学英语》5A Unit8第二课时 Part A 篇2
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:
《牛津小学英语》5A Unit8第二课时 Part A 篇3
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》5A Unit8第二课时 Part A 篇4
教学内容:《牛津小学英语》6b unit 3 asking the way复习本单元内容并完成补充练习。
教学目标:
1. 通过复习,使学生熟练掌握本单元所学的与问路有关的词汇。
2. 能较熟练地在情境中运用本单元所学的句型和日常交际用语。。
3. 能进一步掌握句型can you tell me the way…? how can i …及其答语。
教学重点:can you tell me the way…? how can i …?及其答语。
教学难点:能综合运用本单元所学的单词、句型和日常实际用语。
教具准备:本单元的单词卡,补充练习的听力磁带、录音机、一张自制城市交通图。
教学过程:
step 1 warm up:
1. sing a sang: excuse me
2. chant: where’s the bookshop?
3. free talk:
师生利用地图围绕本单元所学的单词、句型进行问路对话。
t:excuse me. can you tell me the way to…, please?
s:go along this street,…
t:how fat is it from here?
s:it’s about… away.
t:how can i get there?
s:you can take… and get off at…
step2 revision
1. 请学生复述或表演a部分会话。
2. 根据课文内容,教师提出问题,让学生判断正误。
step3 do some exercise.
教师指导学生完成本单元的补充习题。
1. a listen and number
①指导学生仔细观察每幅图的内容,看清图意。
②认清每幅图的场所。
③听录音排序号。
2. b listen and match.
①指导学生说出图中的人物、地点和交通工具。
②听录音连线。
3. c look, read and write
①指导学生看图口头说出完整的句子。
②拼读单词和词组。
③根据图意填词或词组。
4. d read and judge
①指导学生认真阅读短文。
②根据题目中的句子,在课文中找出相应的内容画出来,进行比较,判断句子的对错。
5. e look, read and complete.
①指导学生看图,根据图上的内容口头完成句子。
②在学生整体朗读对话后,再书面完成。
6. f read and write
①仔细阅读句子,联系所给情景,理解句意。
②根据内容给对话排序。
7. 集体校对答案,可指名回答问题。
step4 homework
1. 熟读并抄写补充练习中f read and write图1和图3的对话。
2. 思考:nancy想来我们这儿做客,你能为她推荐两个本地最著名的风景区或最值得去的地方并为他指路吗?课后分小组自编情景对话并画出简图。
板书设计:
《牛津小学英语》5A Unit8第二课时 Part A 篇5
小学生好动,注意力集中时间短,好胜心强,一般来说比较喜欢猜谜等游戏。在教学过程中,如果我们能够结合学生的年龄特点和心理特点,巧妙并且适时地使用 guessinggame,就能把枯燥的单词或句子操练变成学生乐于接受的学习形式,可以激发学生的学习动机和兴趣,取得良好的教学效果。
最近,笔者听了一节课,上课内容是《牛津小学英语》1aunit 6“on a farm”第一教时,主要学习句型“it’s a…/what’sthis?”以及相关的词汇“a cat,adog,a duck'’等,本文主要结合这节课中的几个片段和大家一起探讨猜谜游戏在小学英语教学中的作用。
[片段1]在学生初步掌握了几个动物单词的读法以后。
老师安排了这样一个环节来进行单词的操练。
t:do you like games?s:yes!t:shall we play a guessing game?s:a right.running race动画展示三种动物赛跑场景,请学生们分别选择喜爱的动物,在赛跑过程中大声朗读该动物的名称,为其“加油”。
s:dog,力口油!dog,力口油!cat,力
油!duck,加油!……
如图:
[浅析]一个简单的猜谜游戏把学生从教室“领”到了运动场,学生争先恐后地为自己的“运动员”加油,哪个小动物能赢得比赛呢?结果似乎已经不那么重要,重要的是学生已经很好地掌握了这几个单词。
[片段2]单词学生掌握了,可单词不能离开句子啊?怎么办呢?t:do you want to guess again?s:yes!hide and seek课件展示农场全景以及躲藏着的小动物。
t:what’s this?(引导学生用
it’s a…作答)
[浅析】教师在猜谜游戏之后适时地进行句型的练习,让学生体验到“用学会的语言做事情”的快乐,充分调动了学生的各种智能,激发了学生学习英语的兴趣,使学生在不断的“探究”中不知不觉地进入了模拟情境――on the farm,优化了学习效果。
[片段3]游戏进行得很顺利,大部分学生仍沉浸在猜谜的喜悦气氛中,可有少数的学生开始坐不住了,怎么办呢?t:大家都很喜欢表演,我就请
同学到上面来表演,下面的
同学猜一猜这是什么动物
呢?并用英语说出来。
s:。me,me…
……(表演)t:what’s t}fis?s:a cat.t:cat,cat,it’s a cat..(引导学
生用同样的方法进行练习)
[浅析]教师根据学生的好动的特点,及时安排学生进行act and guess的游戏,把课堂气氛再次推向了高潮,爱动的学生在表演过程中再次巩固了所学的内容,真正实现了“玩中学”的最高境界。学生通过自身的表演与参与,变被动的学习为主动的探究,正如苏霍姆林斯基所说:“在儿童的内心深处都有一种根深蒂固的需要,那就是希望自己是一个发现者、研究者、探索者。”学生通过对小动物的理解,再用肢体语言表达出来,加深了记忆。同时猜的过程不仅能让学生更好地复习巩固,同时也增加了学生的自信心与成就感。
[片段4]通过以上的练习,大多数同学都掌握了所学的内容,教师又安排了一个listen and guess的环节来进行巩固和生成的练习。
t:(课件播放动物的声音)s:a cat.,a cat,it’s a cat.s:a dog,adog,it’s adog.s:a duck,a duck,it’s a duck.
[浅析]通过这个环节有效地巩固了所学内容,也让学生从动态的课堂气氛中逐渐安静下来,因为“听”的过程就是一个安静下来并获取信息的过程。《英语课程标准》明确指出:小学英语教学的主要目标是培养学生的良好语音、语调和良好的听、说、读、写的习惯,为今后的发展打下坚实的基础。而这个listen and~uess环节的设计有效地培养了学生“听”的习惯。执教教师的这个环节真可谓是“独具匠心”。同时,guess的过程还会有效调动学生的潜能。
[教学感悟]
以上是一节精彩的课,针对一年级学生来说,guessinggame游戏带给他们的是快乐的学习,那么中高年级的guessing game是否同样有效呢?以下是笔者根据自己的教学实践所得的几点体会。
一、将guessing game应用于复习已学的单词,引出新的单词
在教授新的单词之前,我先准备了一个magic bag,放人一物品并且指出该物品的类别,让学生猜一猜,学生猜的过程就是一个很好的学习过程。
在教ball这个单词时,我在黑板上画了一个圆,然后问学生:“what am i drawing now?'’学生的回答是各种各样的――“anapple?an orange?a head?…”,最后引出ball这个单词。通过做(~uessing game,学生很好地复习了已学过的知识,还对新的知识产生了非常深刻的印象。
二、将guessing galtle应用于区别单词,强化记忆
在教授完he与she时,虽然经过教师再三讲解,学生对其用法已经很明白,但在实际应用过程中仍有一部分学生犯错。这时我就适时的穿插了 guessing game,邀请一位同学到讲台前背对着大家,再请下面的一位同学用变声的方法说话让讲台上的同学猜,最后请讲台上的同学用“he is/she is,’来指认该同学。如果猜对,同学们会爆以热烈的掌声,如果猜错或是搞错了同学的性别则会引起哄堂大笑。通过游戏学生区分了单词,强化了记忆。
三、将guessing game应用于句子的操练
把guessing game应用于句子的操练也能收到很好的效果。在教“is that a(an)…?”及其回答“yes,it is./no,it isn’t.”时,我带领同学们做了一个guessing game的游戏,我先选定教室里的一样东西,然后把这样物品的单词写在一位同学的手心上,请其他的同学用“isthat a(an)…?”向该同学提问,并请这位同学用“yes,it is./no,it isn’t.”来作出肯定或否定的回答,同学们各个踊跃参加。
通过游戏,学生掌握了句型,增加了英语学习的兴趣,还有效地活跃了课堂气氛。
总之,在平常的教学中,只要教师能够做个“有心人”,善于把握学生的好奇心和学生的兴奋点,用好、用巧guessinggame,就能使课常妙趣横生,引人人胜。
《牛津小学英语》5A Unit8第二课时 Part A 篇6
教学过程]
1、warming up
(1)greeting 用how are you?与学生问好。
(2)reviewing
出示前面学习过的服饰单词的卡片,问:
look at the card, what’s this/that?
引导学生用this is a…回答,再齐读服饰类单词。
2、presentation and practice
(1)学习look at…句型
由于在前面已经有look at the card的信息刺激,教师附以动作对学生说:look at my sweater, is it nice? 引导学生说出it’s nice.教师则回答 thank you.适当讲解中西文化差异,引起学生兴趣。
同样方法练习,引出it’s smart/pretty.等表示夸赞的句子。
(2)学习形容词性物主代词
在学习了look at my…it’s smart/pretty/nice.后,教师指一位女生对其余学生说:
look at her(某服饰),引导学生用it’s smart/pretty/nice来回答,女生说thank you.
教师将两件式样相同但新旧不一的夹克衫拿出,指新衣说:it’s new.this is a new jacket.理解new的意思。
教师指一男生,用上面的方法教学look at his…句型。
将look at my…/look at her… /look at his…进行比较,让学生理解my/his/her的意义和使用。
让学生试着说出这样的句子。
(3)学习look, this is…和look, that’s…句型
创设情景:在面前放一本书,不远处放一刨笔机,教师说
look, this is my book. look, that’s my pencil sharpener.并根据教室里的实际和学生的实际再说一些类似的句子,然后让学生试着说一说,使之理解两个句子的意义及空间上的区别。
3、理解课文
(1)看课文插图,听录音跟读课文。
(2)自由朗读课文。
(3)分角色朗读课文。
4、课堂练习
(1) 分角色表演课文。
(2)教师出示不同服饰图片,让学生依据课文做替换练习。
(3)将学生分组,要求以自己穿的衣服编一段对话。先小组练习,再上台表演,让全体学生参与评价,提高学生积极性。
5、summary and homework
(1)教师与学生共同小结本课知识。
(2)homework
朗读并背诵课文;练习相互评价并对别人的赞美表示感谢。
板书设计:
unit 7 it’s nice!
a:look at my/his/her… b:it’s smart/pretty/nice!
look, this is …
look, that’s… how nice!
《牛津小学英语》5A Unit8第二课时 Part A 篇7
教学内容:《牛津小学英语》6b unit 3 asking the way b look, read and learn及c look and say。
教学目标:
1. 能正确地听、说、读、写词汇turn left / right, post office, get on, get off, along, street。
2. 能正确地听、说、读词汇shopping, centre, middle school, primary school, train station, history museum crossing。
3. 能正确地听、说、读、写句子can you tell me the way to…, please?
4. 能听懂、会说句型和日常交际用语go along this street,and then turn…at the …crossing.
教学重点:
1. 能正确地听、说、读、写词汇turn left / right, post office, get on, get off, along, street.
2. 能正确地听、读、写句子can you tell me the way to…, please?
教学难点:
1. 能正确地听、说、读写本单元的四会单词和句型。
2. 能运用c部分的句型进行问路的情景对话。
教具准备:本单元的挂图、单词卡、磁带、录音机、场所类卡片及一张城市交通图。
教学过程:
step 1 warm up
1. sing a song:do some exercise with me.
热身运动,师生跟音乐边唱边跳,同时复习turn left和turn right,为后面的教学做好铺垫。
2. listen and do.
show me your right hand / touch your left ear / stand up / turn left / turn right…
step2 presentation and practice
1. 师生对话引入本课话题。
t:liu jing is new here. she comes from fu jian. she wants to buy some books. but she doesn’t know the way to the bookshop. can you help her?
s:sure.
t:good. look at the map of the city.(出示本地区的地图)where’s the bookshop?(教师指着地图,引导学生找到书店的位置并导入新授知识)。
2. 利用地图,师生交流学习句型。
a:excuse me,can you tell me the way to the bookshop?
b:let me see. er,…go along this street, and then turn left at the second crossing. the bookshop is there.
①板书对话内容。
②对板书中出现的生词along, street, turn right / left等进行拼读教学,并让学生理解。
③chant:where’s the bookshop?
bookshop, bookshop, where’s the bookshop?
can you tell me the way to the bookshop?
go, go, go, go along this street, then turn left.
you can see the bookshop at the second crossing.
3. 创设情景,用c部分的句型逐一引出b部分单词。
t:andy is yang ling’s friend. he wants to visit some places. this is his timetable. where will he go? let’s try to tell him how to get there. ok?
①用图表展示andy想去的地方。
time(时间)places(地点)pictures(图片示意)mondayhistory museum配相应的图片(下同)tuesdaypost officewednesdayno.1 primary school thursdayno.4 middle school fridaypost office saturdayshopping centre sundaytrain station
②引导学生学习b部分单词,多音节词可分音节进行教学,出示音标,降低读音难度。
③学生听录音,模仿跟读单词。
④利用look and say的方法引导学生复习b部分的词汇。教师可快速闪动单词图片,让学生用英语说出人物所做的动作或所看到的不同场景。
⑤游戏“开汽车去某处”,在玩的过程中强化记忆get on / get off.
⑥利用简单的路线图配上表示不同场所的图片,运用刚才所学句型进行师生交流,生生交流。
⑦小组内操练对话。
step3 consolidation
1. 教师出示c部分的图片创设情景引出句型的操练。
t:先介绍图片,the park is on your left. 让学生模仿说出其他的地点。
t:can you tell me the way to…, please?
这样学生就很容易回答了,用同样的方法操练其他的地点(shopping centre, bus station, wc…)。
2. 利用情景图,师生示范对话,让学生模仿练习。
3. 让掌握较好的学生做示范,然后同桌问答。
4. 教师板书四会句型,由学生集体朗读。
5. 书写指导。
6. chant:where’s the bookshop?
step4 homework
1. 朗读并抄写要求四会掌握的单词和句子。
2. c部分自选两幅图编对话。
3. 用英语介绍自己所在地区的一处景点(或场所),描述其具体方位。
板书内容:unit3 asking the way
①词汇:turn left / right, post office, get on / off, along, street, shopping centre, middle school, primary school, train station, history museum, crossing。
②句型:can you tell me the way to…, please? go along this street,and then turn left / right at the … crossing. the …is on your… that’s all right.
板书设计:
《牛津小学英语》5A Unit8第二课时 Part A 篇8
一、 教学内容
本课是《牛津小学英语》3b第二单元第二课时的教学内容。本课的重点是学习有关things in a room的单词以及日常交际用语is this a …? is that a …?
二、 教学目标
㈠知识教学:使学生能听懂、会说日常用品类单词:a clock,a computer,a camera ,a radio,a watch,a key 以及句型:is this a …? is that a …?
㈡能力训练:培养学生在游戏中熟练运用单词的能力、灵活运用交际用语的能力和知识的迁移能力。
㈢素质培养:培养学生的想象能力、团队精神和创新意识。
三、 教学重点难点
㈠重点
单词:a clock,a computer,a camera ,a radio,a watch,a key的教学。
日常交际用语:is this a …? is that a …?
㈡难点
熟练灵活地在情境中运用日常交际用语:is this a …?is that a …?
四、 教学对象分析
《牛津小学英语》3a中学生已经接触过一些有关things in a room.的单词,而本课的教学内容和学生的实际生活息息相关,因而本课时的教学内容对学生来说不难理解,关键是综合运用能力的进一步巩固强化。所以在教学时我充分运用多媒体教学手段创设真实、生动、有趣的学习情景,来调动学生的积极性,提高学生的学习兴趣。
五、 课前准备
㈠多媒体课件、六面画有图片的盒子(即魔盒)、学生自备的一些小物品。
㈡发给每组学生(四人一组)一张画有房间轮廓的图画,并要求每组学生课前合作,在所发图画上设计好室内物品的摆设。
六、 主要授课思路及方法
㈠巧用多媒体课件。
这节课是单词教学,如果只是单纯出示单词会显得单调乏味,因此我运用多媒体课件辅助教学,多媒体课件的大信息量和多重感官的刺激可以提高学习效率,充分调动学生各个器官的活动。新授单词呈现时,我采用分步出示的形式,让学生猜一猜这会是个什么物体,给学生造成悬念,激发学生的学习兴趣,培养学生的发散性思维和创新意识。在练习巩固时,我充分运用了多媒体信息量大、运行速度快、具有交互性的特点,设计了一个让学生试一试、猜一猜的游戏。学生们在猜猜、说说、做做和玩玩中全面、透彻、完整地感知语言的形式,理解单词的内容,既使学生掌握较为扎实,同时又体现了“以教师为主导,以学生为主体”的教学思想。
㈡采用任务型教学途径。
任务型教学法从新课标的精神出发,突出以人为本的思想,突出实践性和体验性原则,着眼于学生综合运用语言能力的培养,这节课我以学生为主体安排任务性活动,把游戏、竞赛贯穿于整个教学过程中,通过全班活动,增强学生的集体意识,增强他们运用英语的信心。在本课结束前,教师为学生设计了一个综合性小任务,安排四人组成小组听音指图片,编简单对话,其任务是把当天所学的语言点进行扩展,鼓励学生把新学的知识进行运用,让学生的创新能力运用到真实的任务中去。
七、 教学过程
step 1.warming up
师生欣赏英语歌“is that a car ?”
(歌曲是学生喜闻乐见的课堂教学形式之一,让学生欣赏歌曲,不仅仅吸引学生的注意力,激发学生的学习兴趣,而且能为本课教学句型做好准备。)
step2.free talk
t:who’s on duty today?
s:i am.
t:come here,please.you’re a little teacher now.
(教师事先让学生带一些外形奇异的物品放在课桌上。)
s1:is this a box?(s1拿起s2的物品。)
s2:no,it isn’t.it’s a walkman.
s1:what a nice walkman!can i have a look?
s2:sure,here you are.
s1:thank you.
(设计意图:通过学生与学生面对面的交流,复习了学生以前学过的物品单词和第一课时的内容。同时由学生做小老师,缩短了学生间的距离,激发了学生开口说的欲望,变被动为主动,让学生真正能够学以致用,体验成功。)
step 3.learn the new words
1.t:now,let’s look and guess.(显示图片1)
what’s this?
s:it’s a tv/a desk/a book/a box ….
t:go on guessing.what’s this? (显示图片2) (图片1) (图片2)
is this a clock?is this a …?(学生猜)
t:oh,this is a watch.(显示图片3) (图片3)
ss:no,it isn’t.(多媒体显示图片及句子this is a watch.同时播放读音。)
2.领读a watch,学生跟读,先齐读,再叫个别学生读。
3.拿起学生桌子上的实物询问:
t:is this a watch?
s:yes,it is./no,it’s a ….
4.同法学习单词a clock,a computer,a key(因a camera,a radio第一课时已初步教过,故此处不用此法教学)。
(设计意图:本课的单词虽不难,但不易创设情境。因此我利用多媒体分步出示图片,让学生在猜的过程中无意识地自觉地大量运用语言,体现了语言知识的再现,培养了学生的求异思维和发散性思维。)
step 4.practice .
play a game.
t:it’s a magic box.what’s on it?(让学生看魔盒的六面,齐说单词。)
ss:it’s a computer/camera/radio/watch/clock/key.
t:now,let’s play a game.
教师指出魔盒一面问一学生:is this a radio?然后将盒子扔向该同学,如朝上一面是radio,该生回答:yes,it is.如不是,则回答:no,it’s a ….然后扔给其他同学。
(设计意图:以游戏、会话的形式将生词和句型融为一体,这样既复习句型又不让生词孤立存在。游戏中教师应给予适当的评价,激发学生的上进心,让每个学生都参与到游戏中来。)
step 5.consolidation.
1. 多媒体演示若干图片(如图4)
ask a student(sa) to the front and face to the students.
(教师点击任意一幅图,屏幕即显示该图,如图5)
ss:what’s that?
sa(背对屏幕):is that a radio/computer/…?
如图4 如图5
如三次以内猜中,即给其所在小组加一颗星。
2. 让一些学生亲自操作,选择图片。
3. 教师独自算一组,参与竞赛。
(设计意图:运用多媒体的交互性和信息量大的特点,巩固单词,复习句型,让学生亲自操作,提高学生的积极性。教师的参与给了学生心理上的支持和精神上的鼓舞,使学生的思维更加活跃,探索热情更加高涨。)
step 6.discuss.
1. 每组学生拿出事先设计好的房间图。
2. 分组练习:说单词、指图片、编简单对话。
3. 小组推选代表向全班同学表演。
(设计意图:在合作中学习,既巩固拓展了所学知识,又培养了学生灵活运用交际英语的能力。)
step 7.homework.
1. listen to the tape and read the words.
2. 要求学生给家居用品贴上英文名称。
(设计意图:把任务延伸到课外,给学生提供更多时间和空间展示自我。)
unit 2 yes or no 反思
在单词上口较快,一些学生通过预习已能较好地认读,三个四会单词多数人在课堂上就能记住并拼写。因此,虽是起始年级,但安排相应的课前预习作业还是很有必要的。 、学生对于一般疑问句is this/that…?的说法表现出较大的困难,很容易说成this is/that’s…这是自己课前没有意识到的。在课上便及时进行调整加以区别,告诉他们从两个方面去区分:一.从句意上“是……吗?”为一般疑问句,用is this/that…?二. this is/that’s…是告诉别人这或那是……,而is this/that…?是问别人。这样一来,基本上能够解决这个问题了。事后想来,一些基本的语法知识讲解必不可少,有时直接讲解还是比反复说句子去感觉更有效果,更能节省时间资本。
《牛津小学英语》5A Unit8第二课时 Part A 篇9
教学内容:《牛津小学英语》6b unit 3 asking the way b look, read and learn, d read and talk。
教学目标:
1. 进一步巩固四会单词:stop, turn left / right, post office, get on, get off, along, street, way。
2. 熟练运用四会句型:can you tell me the way to… please?掌握句型:how can i get to…及其答语。
教学重点:
1. 进一步掌握四会单词和句型,并能熟练运用。
2. 能够听懂d部分的会话,并能灵活运用相关句型进行情景对话。
教学难点:利用d部分的对话,指导学生在具体情景中运用恰当的语言进行交流,培养学生活学活用的能力。
教具准备:本课的挂图、单词卡片、磁带、录音机、一张城市交通图。
教学过程:
step 1 warm up
1. greetings.
2. free talk
①教师自制交通图,把表示场所类的图片随机贴到不同的地方与学生交流。
t:look at the map, boys and girls. here’s a cinema. what’s near the cinema?
s:there’s a shopping centre / middle school / history / post office / primary school / train station.
②复习词汇:教师快速从地图上拿走几张场所类图片,让学生回答:what’s missing?猜出拿走的卡片,并把要求四会掌握的单词拼出来。
③教师拿出一面小红旗贴到地图上,表示自己的位置,说look,i’m here. can you tell me the way to …, please?引导学生运用句型go along… turn left / right…来回答,进一步巩固c部分的对话内容。
3. chant:where’s the bookshop?
step2 presentation and practice
1. 出示一张本城的交通图和学生交流引出how can i get to the…?
t:tomorrow is my mother’s birthday. i want to buy some presents for her. who can tell me, how can i get to the shopping centre?(板书)
2. 根据地图和图片,帮助学生试着看图填空完成答语。
s:it’s on huazhong road.
it’s about a kilometre away.
you can take bus no.4 and get off at the second stop.
3. 再次让学生看图回答。
4. 小组内操练对话。
5. 出示d部分挂图,指导学生看图,整体阅读对话,了解大意。
6. 在学生理解的基础上指导学生读句子。
7. 小组内表演对话,并利用28页上的图自编对话。
8. 找几组学生表演对话。
step3 consolidation.
1. listen to the song:excuse me
在欣赏中巩固有关句型。
2. place and say.
教师在黑板上画一些简单的线路,随机把一些表示场所类的图片贴到不同的地方,让学生利用学过的句型进行有关问路对话。(how can i get to the…?)
3. 看图编一段问路的对话,并写下来。(可以让同位先交流讨论,再书写。)
4. look and write.
例:holsoc school
①iaostnt ②yrotsih ③ertcne
④gtrhi ⑤eettrs ⑥ngloa
step4 homework
1. 抄写本课四会单词,每个3遍,并会听写。
2. 画一张从家到学校的路线图,向别人介绍如何找自己的家。
3. 预习a部分。
板书内容:unit 3 asking the way
1. 单词卡、地图。
2. 句型:can you tell me the way to…, please?
how can i get to the shopping centre?
it’s on _________ road.
it’s about _________ kilometre away.
you can take bus _________ and get off at the _______stop.
板书设计:
《牛津小学英语》5A Unit8第二课时 Part A 篇10
教学内容《牛津小学英语》3b unit 1 b look and learn教学目标1.ss can understand and read these eight words: a school bag, a crayon, a storybook, a copybook, a tape, a stapler, a toy train, a knife.2. ss can understand and say the new sentences “what’s this/that?” and can use “it’s…” answer.教学重点难点1.pronunciation of the eight words.2.expression: the new sentences “what’s this/that?” and can use “it’s…” answer.教学准备tape and tape player. cards of new words.教学环节过程目标教师活动学生活动 free talk presentation practice home work greeting and motivation. ss can under- stand and read these eight words: a school bag, a crayon, a storybook, a copybook, a tape, a stapler, a toy train, a knife..2.ss can under- stand and say the new sentences “what’s this/that?” and can use “it’s…” answer. use game to help studentspractice the eight new words and the new sentence pattern. organize:good morning, class.hi.hello.what’s your name?what’s your name?a this is b. (1) teaching the new words:(show a new word card to students.)school bag. (show students a card of new words.)crayon.(show the card of new words to students.)storybook.(show students a card of new words.)copybook.read these cards.(use the same way to teach the other four new words),read these cards one by one.(2) teaching the sentence:(show the card of crayon).what’s this? (ask self).it’s a crayon.(show the card of tape).what’s that? (ask students).(use body language and countenance to help students understand). let’s play a game.let’s guess.(show the back of the cards to students).no, it isn’t.yes, it is.what’s this/that? 1. repeat picture 1&2 of part a.2. read new words of this unit. good morning, miss.hi.hello.i’m a.i’m b.a: nice to meet you b.b: nice to meet you, too school bag. (read one by one). crayon.(read one by one). storybook. (read one by one). copybook. (read one by one).school bag, crayon, storybook, copybook school bag, crayon, storybook, copybook…. (look at teacher and try to understand). it’s a tape. ok.tape?knife? it’s a …
《牛津小学英语》5A Unit8第二课时 Part A 篇11
教学内容:h. sing a song 练习册c、d、e、f部分
教学目标:
1.全面复习巩固本单元所学的单词句型。
2.理解歌曲内容,能准确唱出歌曲i wish i was taller。
3.通过练习,检查学生对所学知识的掌握情况,并以此提高学生的语言实际运用能力。
教学重点:熟练掌握并运用所学的单词、句型。
教学难点:培养学生阅读理解及书写的综合能力。
教具准备:录音机、磁带、图片、词卡等。
教学过程:
step1 warm up
1. greetings
2. sing a song.
①listen to the tape. ②简单介绍歌词大意. ③sing after the tape.(2遍)
3. free talk
结合学生的实际情况及室内现有物品,围绕本单元词句与学生展开闲谈。
step2 revision
1. listen and repeat.(a部分)
2. listen and answer.(d部分)
①who’s younger, su hai’s aunt or su hai’s mother?
②is the man is black su hai’s uncle?
③is su hai’s father stronger than su hai’s uncle?
④who’s older, su hai’s father or su hai’s uncle?
3. listen and write.(b部分形容词及其比较级)
4. look and write. 出示c部分图片,指导生写出对话。
5. choose and write.
bird, girl, skirt, t-shirt
the tall in the yellow and the blue has a .
step 3 do exercise.(练习册)
1. look, read and write(c部分)
①指导看懂题意. ②指导读懂表格内容及句子内容.
可采用问答形式帮助学生理解如:t: who is taller thon jack? who is younger than jack? who is heavier than tom?…
③生自由练习. ④read and check.
2. look and write.(d部分)
①指导生看图,谈论图意。
如:p1: who’s taller the boy or the girl.
p2: who’s stronger, the policeman or the doctor?
p3: who are heavier, the oranges or the pears?
p4: whose hair is longer?…
②生自由阅读并补充句子。 ③read and check.
3. look, read and write.(e部分)
①talk a bout the pictures.
t: what are they? who’s heavier? whose ears are longer? whose nose is shorter? who’s stronger?
②read the passage in pairs.
③complete the sentences. ④read and cheek.
4. read, write and answer.(f部分)
①read the dialogues in pairs.
②指生对话 ③指导理解对话内容
④answer the questions.
a: who is taller than john? b: is marg stronger than john?
c: what is john good at? d: where are they going?
⑤生自由阅读并完成练习 ⑥check it.
step 4 homework
1. read the text two times(a部分)
2. write the words two times(b部分)
3. make dialogues use the sentences of part c.
板书内容:
b部分词组 c部分句型及图片
板书设计:
教后笔记:
《牛津小学英语》5A Unit8第二课时 Part A 篇12
教学内容:a部分 listen, read and say.
教学目标:
1. 能听懂、会说和会读单词和词组jog, do well in, need help with ,do more exercise。
2. 能听得懂、会说和会读日常交际用语that’s true. well done. mike runs as fast as ben.
3. 当堂掌握四会单词strong,四会句型ben runs faster than me.
4. 能正确朗读课文,读懂课文。
教学重点:正确流利地朗读课文中的重点句型,能读懂、听懂原文。
教学难点:正确运用as…as结构
教具准备:幻灯片、录音机、小星星(well done评价)、红线、小蛋糕图片(用于玩游戏)。
教学过程:
step1 warm up
1. sing after the tape‘i wish i was taller’.
2. play a game:bingo 游戏、猜单词。
s t r o n g , l a t e, s l o w , h i g h
3. choose one word and make a sentence.选择其中一词造句。
step2 presentation
1. 学习do well in, jog, do more exercise.
①free talk:are you good at english? do you like english? are you good at pe? do you do exercise after school? what do you usually do?(引出jog to school并板书)。
i do well in pe(板书do well in)。
i hope you do more exercise. you’ll get stronger.(板书do more exercise)。
②what do they mean? ( jog, do well in , do more exercise ).
③read after the teacher.
④practise.
2. judge:判断句子中哪些句子是谈论有关运动或体育课上的话题(幻灯片出示)。
①he is good at chinese.
②she has an english book.
③a pe teacher is showing their students how to jump, run and pass balls.
④she likes having sports, so she does well in pe, too.
⑤the old man likes fishing very much, but he is not good at sports.
⑥all the students in our school have sports at half past four every afternoon.
⑦ben runs faster than me in a pe lesson.
⑧he goes home later than me.
⑨she gets up earlier than her mother.
⑩mike runs as fast as ben.
在判断的过程中强调be good at 和do(does) well in 的用法及四会句型ben runs faster than me.
3. 学习mike runs as fast as be n.渗透jim is not as strong as the other boys.
①由上一题的第10句引出mike runs as fast as ben.这一三会句型。
②what does it mean?(it指 mike runs as fast as ben.)
③who can make a sentence like this?
④who can read it?
注意变换读的形式,提高学生读句子的兴趣。
⑤talking:mike runs as fast as ben. so mike runs fast. ben runs fast, too. can you run fast? can i run fast? yes, i can run fast. because i’m strong(教师做有力量、很强壮的动作)。
i’m strong. are you strong? you are (not) as strong as me.(板书as strong as)
⑥saying.学生以as strong as 为话题谈论本班同学们的身体状况。
引出××is not as strong as the other boys.
⑦拓展:the other boys/ childen/ students/ …
4. listening exercise.
①listen to the tape.注意关键词(key words)。
②what have you heard?(汇报所听到的句子,能说多少说多少)
③read the sentences then listen again(浏览课后的判断题,带着问题再听对话录音)。
④group work.小组合作完成判断。
⑤group work.小组内合作朗读课文,找出不懂的句子和词语。
5. learning:need help with. that’s true.
通过小组内合作学习引出三会句型和词组。
补充学习:a good football /… player
step3 consolidation.
1. reporting:what have you learnt?
教师注意引导学生说出主要句型和词组。
2. play a game:help jerry get the cakes.《帮杰瑞取蛋糕》
游戏规则与过程说明:
背景是小老鼠杰瑞没有东西吃,大家帮他取蛋糕。
①教师在盒子里放上很多语言卡片(内容为课文中的主要句型,比如:jim is good at english and maths. jim is not as strong as the other boys.句子多少自定)。周边放上警戒线(比如染成红色的线)。
②要求很小心地取出语言卡片而不碰到警戒线。
③然后要求学生读出卡片上面的单词或语句,就为杰瑞获得一份蛋糕。
3. read the text together
step4 布置作业
1. group work. 小组合作,制作纸袋偶,并分角色表演课文。(具体要求见第四课时),下一节课检查并表演。
2. writing work.你知道这些短语的意思吗?
a. get stronger b. after school c. be good at
d. do well in e. the other children f. a good football player
g. play ball games
g. some of the boys h. jog to school i. do more exercise
3.完成练习册11、12页。
板书内容:
词组:jog to school, do well in, do more exercise
句子:mike runs as fast as ben. jim is not as strong as the other boys.
ben runs faster than me.
板书设计:
《牛津小学英语》5A Unit8第二课时 Part A 篇13
利用多种资源 搞活课堂教学---《牛津小学英语》3b unit3案例
一 教学目标
1.技能目标:
①三会掌握句型:who’s he? he is …
who’s she? she is…
②能正确区分he和she
2.功能目标:能将所学的句型运用到现实生活中。
3.情感目标:进一步培养和加强学生对英语学习的积极情感。
二 教学重难点:掌握并在现实生活中灵活运用句型who’s he/she? he’s/she’s…
三 教具准备:多媒体 照片 图片
四 教学过程:
step1 warming up:
1 greetings and introductions
t: hello,boys and girls . ss:hello.
t: my name is han lili. what’s your name?
s1:hello, miss han. my name is…i’m… (2or3 students)
t: please introduce your friend to me.
s:…
2 sing a song
t:let’s sing a song “hello” ,ok?
step2 presentation and practice
1 introduce gogo.
t: today i will introduce a new friend to you. its name is gogo. (拿出玩具gogo) what colour is it?
s:it’s red.
t:do you like it?
s: yes.
t: let’s say hello to gogo. (学gogo的声音)hello, boys and girls.
s: hello, gogo.
t: nice to meet you.
s: nice to meet you, too.
t: i’d like to tell you gogo’s story. now,look!
2 watch the media of gogo’s story.(让学生看整个故事)
3 learn the name of the characters: tony and jenny
t: it’s a lovely story, isn’t it? again,ok?(播放剪辑)who is this?
s: gogo . t: and this is jenny. this is tony(把图贴上黑板,并读) t:now,listen carefully and repeat!
4 learn to say: who’s she? she’s my mother.
t: (继续播放剪辑)repeat, please.
s: (repeat)who’s she?
t: a good job! (教学句子who’s she?板书。先领读who’s,学生two by two 同样教she & who’s she?)
t: i will ask you a question(教师手画一个问号形状)who’s she?(手指班级的一女生)
s: χχχ(老师在旁提示she’s)she’sχχχ
t: (板书she’s…读,告诉生she refers to girls画上简笔画,再问两组这个对话,然后指向班级其他四个女生让学生齐答。然后pair work,再指向大屏幕问who’s she?)
s: she’s gogo’s mother.
t: yes or no? let’s see.(继续播放故事,gogo 说:she’s my mother.)(教师领读两遍gogo 的话)
5 learn to say: who’s he? he’s my father.
t: let’s go on.(继续播放多媒体,让学生复述who’s he? 然后教学此句)
t: (指向大屏幕,大屏幕出现名人的画像)who’s he?
s: he’s yao ming…(板书he’s…)
t: (问gogo)who’s he? (老师用gogo 的声音回答)he’s my father. (教师领读两遍此句)
6 pratise “who’s he/she?” " he’s/she’s…”
t:now tell me he refers to boys or girls.
s:boys.
t: (画简笔画)he he he,she she she
now, look at the family tree.(出现helen一家的全家福) who’s she/he?
t: (出现nancy 一家的全家福)who’d like to be a little teacher?
7 read after the media.(对话录音)
8 show 扩展资料。
step 3 production
1talk about family photos
a.t: i have some photos here.
t: hello, χχχ who’s he? s: he’s my father.
t: who’s she? s: she’s my mother.
t: thank you.
b.t: please look at the media.(老师介绍自己的一家人)
t: (指着自己的照片)who’s she?
s:miss han!
t: (指向较年老的男士)who’s he?
s: … t: ask me questions? for example:who’s he/she?
s: (指向照片中的人问)who’s he/she? t: he’s/she’s my…
2.act
1 t gives an example
2 act by themselves
3 sing a song with gogo.
t: let’s relax ourselves, ok? sing a song with gogo.
step 4 asign homework
blackboard design
family members
who’s she? she’s…
who’s he? he’s…
《牛津小学英语》5A Unit8第二课时 Part A 篇14
一、教学目的、要求
1.能 听说读写单词及短语class, over, say, after school, look for 。
2.能听 说 认读日常交际用语和句型:perhaps they are. i’ll go and join them. where are you going?
二、教学重点、难点
i’ll go and join them 的读音。
三、教具准备
单词、 句型卡片,录音机和磁带,课件,抹布,脸盆,篮球和yo-yos
四、教学过程设计与分析
step1 warming up
1.greeting
2.sing the clapping song
line part f in each unit together to make a clapping song ,to consolidate the phonetic alphabet.
lead-in the title―after school(equal to after class in the clapping song.)
teach:after school
3.daily freetalk
invite several groups to perform their freetalk prepared before each lesson.
(设计意图:拍手歌和每日对话,是每节课上课前都让学生准备进行操练的。前者通过不断诵读,有利学生对音标这一较难知识点的扎实掌握。后者为学生提高自身的口语水平帮助很大,同时对学过的句型进行了很好的巩固和运用。)
step ii presentation and practice
1. t: (递抹布给s6) s6, come here . please clean the window.
s6: all right.
t: what is he doing?
ss: he is cleaning the window.
t: (将盛着水的脸盆递给s7) s7, please go and help him.
s7: ok.
t: boys and girls , is s7 cleaning the window?
ss: no.t: she’s not cleaning the window. she’s helping s6. s6, is s7 helping you?
s6:yes.
teach “is… helping you” and practice.
2.课件展示miss li的图片。
(1).t: look, who’s she?(miss li) now i’m gao shan.(带gao shan头饰) excuse me. i’m looking for wang bing .is wang bing helping you in the office?
miss li: no, he’s not.
teach “is wang bing helping you in the office” and practise.
(2).gao shan: is wang bing helping miss li in the office?
ss: no.
gao shan: i’m looking for wang bing. do you know where he is?
ss: sorry, we don’t know.
teach “look for, looking for, i’m looking for wang bing” and practise.
gao shan: i’m sorry. i can’t find wang bing. (脱下头饰)
课件展示一个男孩找自行车的画面。
t: look at this boy. what’s he doing?
ss: he’s looking for the bike.
课件展示男孩找钥匙的画面。
t: what is he doing?
ss: he’s looking for his keys.
(3).t let ss use look for to make some sentences.
exercises:
_______ is looking for _________.
_______ are looking for _________.
_______ am looking for _________.
(4)t: who can guess where my key is?
perhaps it’s ….
s1: perhaps it’s in your bag.
s2: perhaps it’s in your jacket.
t: yes. it’s in my jacket, in my pocket.
teach:perhaps
(设计意图:在教学句型is wang bing helping you in the office?时,利用学生间互助擦玻璃这一生活情景引导学生学习新句型,不仅形象,而且易于被学生接受和理解,并且他们学会在生活中运用英语。通过找钥匙,承接让学生猜猜我的钥匙在哪来引出perhaps they are 的教学,这避免了句型教句型的枯燥,营造了轻松、愉快的学习氛围。)
5. teach “i’ll go and join them” and “let’s go and join them” and practise.
t: (手拿篮球) look, what’s this?
ss: it’s a basketball.
t: s8 and s9, please come here and play basketball.(问其他学生) are they playing basketball?
ss: yes, they are.
t: i like playing basketball. i’ll go and join them.
(说两次,并和两名学生一起玩篮球)
teach “i’ll join them, i’ll go and join them” and practise.
t: (拿出两个yo-yos,让两名学生玩) i like playing yo-yos, too. i’ll go and join them. who wants to play?
s10,11,12,13: i’ll go and join them.
t: ok. (问s14) do you like playing yo-yos?
s14: yes.
t: let’s go and join them.
ss: ok.
teach “let’s go and join them ”and practise .
(设计意图:通过创设真实的体育活动情景引出句型的教学,极大地调动囝学生的积极性,使学生能主动参与到英语学习中来。)
6. 课件显示时间4:30pm。
t: what’s the time?
ss: it’s 4:30pm.
t: classes are over.
teach “class, classes, over, classes are over” and practise.
课件出示放学的画面。
t: what’s the time?
ss: it’s three o’clock.
t: yes, classes are over.
what is gao shan doing?
(show the picture and the sentence: where is wang bing?)
ss:he is looking for wang bing.
7.listening exercises.
(1).show a dialogue about half of part a.let ss fill in the blanks and complete it by listening to the tape.
(2).check the answer and read it together.
8. 课件展示一个人走路的图片。
t: what’s he doing?
ss: he’s walking.
t: (出示zoo的图片 ) are you going to the zoo?
man: (运用课件对话) no, i’m not.
teach “are you going to the….” and practise.
课件展示park 和garden图片。
ss: are you going to the park / garden?
man: no, i’m not.
t: where are you going?
man: i’m going to the reading room.
teach “where are you going”.
ss: where are you going?
man: i’m going to the reading room.
teach:
a:are you going to the …?
b: no, i’m not.
a: where are you going?
b: i’m going to the….
替换下列地点名词toilet, sports hall, playground, table tennis room进行pair word 练习,教师巡视。
pair work:
a: are you going to the…?
b: no, i’m not.
a: where are you going?
b: i’m going to the….
(设计意图:创设情境学习句型并在学完后用所学句型进行操练。做到了当堂学习当堂巩固,收到了良好的学习效果。)
9.listen to another dialogue ,answer two questions.
(1).where are su hai and su yang?
(2).are they studying in the library?
10.listen to the tape ,following it to read unit 7 part a.
step iii learn the text
t: now, let’s listen to the tape. before listening, i’ll give you five questions. let’s have a look.
1.ss read the questions and listen to the tape, then answer the questions one by one.
2.ss read after the tape and the teacher.
step iv homework
1try to read the dialogue in part a fluently.
2 have a role play to perform the dialogue.
《牛津小学英语》5a unit7教案第二课时(a部分) 来自第一范文网。
《牛津小学英语》5A Unit8第二课时 Part A 篇15
教学内容:《牛津小学英语》6b unit 6 e read and number
教学目标:
1、听懂、会说和会读单词project, zebra, africa, elephant。
2、能在教师指导下正确理解语篇内容,提高学生的朗读和阅读理解能力。
3、能在理解的基础上,指导学生找到相应的图片。
教学重难点:正确理解语篇的内容,并能实际运用。
教具准备:录音机、磁带、图片、小黑板(投影片)等。
教学过程:
step1 warm up
1. sing english songs
教师组织各小组进行英语歌曲的演唱比赛。
2. everyday english
学生以小组形式自由交谈本单元所学内容。
step2 revision
1. listen,read and say
①小组内分角色表演课文。
②教师抽查几个小组的课文表演情况。
③学生自由准备复述课文。
④教师抽查几个学生复述课文的情况,全班学生评议。
2. listen and write
①listen to the tape and repeat.指名学生重复,以抓住全体学生的注意力。
②学生小组内准备课文背诵或复述情况。
③抽查学生课文背诵或复述情况,全班学生评议。
step3 presentation and consolidation(e read and number)
1. 教师先指导学生阅读本课的语言材料,大致理解句子含义,想象活动场景。
2. 学习project, zebra, africa, elephant
教师可采取不同的处理方法:①可在阅读前讲解;②可启发学生通过上下文猜测;③也可指导学生借助课文插图理解词意。通过多种方法,使学生养成良好的学习习惯和形成有效的学习策略。
3. 引导学生阅读对话,选择合适的图片,完成本部分阅读练习。
4. 学习短语。
①学生自由画出短语。
②教师和学生共同讨论并出示短语:a class outing, your class project, at the bus stop, meet at the bus stop, at 10:30, what animals, look at, look at the monkeys and the elephants, a new zebra, in the zoo, be from africa, what time, come home, at 4:30。
③choose and complete.
to about for at from in
1. we’re going _________ the zoo.
2. you told me ________ it.
3. it’s ________ your class project.
4. we are going to meet ________ the bus stop ________ 10:30.
5. what animals are you going to look _________?
6. there’s a new zebra _________ the zoo.
7. it’s ________ africa.
学生自由完成练习。
集体订正。
全班齐读。
④学生自由读课文。
⑤指名学生读课文。
⑥学生试背课文。
step4 homework
1. 熟练朗读并背诵e read and number。
2. 表演e read and number。
3. 默写四会单词和四会句型1遍,将错误的地方默会。
4. 预习 f play a game, g listen and repeat 和 h sing a song。
板书内容:
a5 b1 c4 d2 e3
板书设计:
《牛津小学英语》5A Unit8第二课时 Part A 篇16
教学内容:f. play a game g. listen and repeat
教学目标:
1.通过游戏,复习巩固本单元所学的知识。
2.帮助学生了解字母组合or在单词中的发音规律。
3.通过观察、听录音,复习检查对知识掌握情况,并进一步提高听力水平。
教学重点:能熟练掌握本单元所学的词、句,并能灵活运用形容词的比较级。
教学难点:根据所听内容,做出正确判断。
教具准备:录音机、磁带、词卡等。
教学过程:
step1 warm up
1. greetings
2. listen to a song: i wish i was taller!
step 2 revision
1. listen and repeat(a部分)
2. read the text in groups.(分组分角色朗读a部分对话)
3. look and read.
①出示图片背面,生猜单词。
②出示词卡(形容词原形)生抢答说出其比较级。
③教师读单词,只展示口型,不出声,生猜单词。
4. look and write
①出示图片,生写出相应单词。
②出示形容词原形,生写出其比较级。
5. look and say
出示c部分图,根据提示,生与生之间进行对话。
step 3 play a game
1.教师指导生读懂游戏内容。
2.讲解并与生示范游戏规则。
3. groups work.
step 4 listen and repeat
1.指导看图,谈论图意,从而引出单词:bird, girl, skirt, t-shirt
2. listen to the tape.
3. read after the tape.
4.体会并总结发音特点,鼓励生归纳。
5.read the sentences.
step 5 do exercises(b部分)
1. look at the pictures and talk about then.
引导学生讨论四幅图中人物的特征,告诉学生抓住人物的主要特征听录音,并进行判断,如:p1: the girl is fat. p2: the girl is short. p3: the girl is tall. the girl’s eyes are big.
2. listen to the tape.
指导生记录关键词语
3. listen and repeat.
4. listen and find.
5. listen and check.
板书内容:
词:bird, girl, skirt, t-shirt
句子:the tall girl in the yellow skirt and the blue t-shirt has a bird.
板书设计:
教后笔记:
《牛津小学英语》5A Unit8第二课时 Part A 篇17
课前准备
1.多媒体课件。
2.上课所需的食品及饮料。
3.本课单词卡片及句型挂图等。
教学过程
1.warming up
[设计理念】课前的热身活动已经成了英语课的必要步骤,目的是集中精力,把学生的思想和情绪转到学习英语上来。教师可设计说一说、唱一唱、猜一猜等环节来促使学生能够快速地进入“角色”,全身心地做好学习英语的准备。
2.t:(多媒体出示星星、月亮图片)hello,boys
and girls.
ss:hello,miss cao.
t:look at the picture.what’s the time in the
evening?
ss:it’s 8:45.
t:shall we do the puzzle/watchtv,now?
ss:no.it’s time to go to bed.
t:yes.it’s 8:45 in the evening.let’s go tobed.ok?
ss:ok.
t:(做出趴在桌上睡觉的姿势,并以此引导学生跟着“睡觉”)now let’s sleep on the desk.
ss:(sleeping.)
3.t:(启动闹钟响:“起床啦!起床啦!”)0h,i’m sorry.boys and girls.it’s time to get up.get upboys and girls.
ss:all right.
t:(多媒体出示早晨6:30太阳升起时的图片)what’s the time in the morning?
si:it’s 6:30 in the morning.i’m hungry.1want to have breakfast.
who can help me?(出示hungry单词图片)
s1:(在老师引导下做出相应回答)here’s a
cake/hamburger/sandwich…for you.
t:thank you.
ss:not at a11.
t―s(2―3组)
t:now,who can read this word?(手举“hungry”单词卡片)
引出教学及拼写该单词。
【设计理念]一是利用旧知引出新知,使学生在原有知识的基础上产生正迁移。二是“入境始与亲”,利用多媒体为学生、为课堂创设情境。这样,一方面避免了教师与学生、学生与学生之间单调、抽象、乏味的口头交流,取而代之的是生动、直观、形象的视觉效果,从而更好地培养了他们说英语的能力。另一方面,由此带来的效果会使学生对学习产生好奇感,从而大大提高学习的积极性。
t―s do action(手摸肚子,并做揉状)and say:i’m hungry.
t:excuse me.i’m hungry.are you hungry?
si:yes,i’m hungry.
t:here’s a…for you.
s1:thank you.
t―s(2组)
(引导学生问老师)si:are you hungry?
t:n0,i’m not hungry.i’m thirsty.(出示“thirsty”单词图片,并用手摸喉咙,咳嗽几声表示口渴)
s:here’s…for you.
s―t(2组)引出“thirsty”,并对其进行拼写教学。
t:excuse me.i’in thirsty.are you thirsty?
si:yes,i’m thirsty.
t:here’s a…for you.
s1:thank you.
t―s(2组) s―t(2组)
[设计理念】“体态语”是小学英语教学中的辅助教学方式之一,它形象、生动,能帮助学生理解课文内容,还可活跃课堂气氛,查看更多文章请访问小学课堂网增强学生学习英语的兴趣和求知欲,从而提高课堂教学质量。
准确、恰当地运用体态语,将会对整个课堂教学起到“此时无声胜有声”的效果。
t:excuse me,i’m hungry.are you hungry?
s:no.i’m not hungry.
t:what’s the matter?(出示“what’s the mat―ter?”的中英文卡片)
(在老师引导下做出回答)ss:i’m thirsty.
t:ok.here’s a…for you.
s:thank you.
t―s(2~3组)
教学该句型:matter,matter.what’s the mat‘
ter?
ss read one by one.
[设计理念】对本课的重点句型“what’s the
matter?,’进行分解教学――先教单词“matter'’,再
教句型“what’s the matter?”。这种循序渐进的教
学方法,消除了学生学习新句型前的紧张心理。
t:excuse me,s1.what’s the matter?
si:i’m hungry/thirsty.
t:here’s a…for you.
s1:thank you.
t―s(2~3组)
s1:what’s the matter,miss cao?
t:i’m hungry.
s1:here’s a…for you.
t:thank you.
s2:what’s the matter?
t:i’m thirsty.
s2:here’s a…for you.
t:no.1 want to drink some water.
在老师引导下,s2拿水(冷水)走上前给老师
喝。
t:thank you.
t:(喝水)oh,it’s too cold.(出示“cold”单词
卡片,同时,老师用手捂着嘴,表示水很凉。走到
学生跟前,将同样的水递给学生喝)t:drink the
water,please.
s1:thank you.
(在生喝完水后)t:what’s the matter?
s2:(跟着做,学着说)it’s cold.
t:oh.i see.
t―s(2组)
以此引出教学单词“cold”,并对其进行拼写教学。
[设计理念】课堂教学中,学生的切身体会如摸一摸、猜一猜、尝一尝等都是为课堂教学打出的一种最有效的“广告”。一方面,增强了学生的学习欲望。另一方面,由亲身体验得来的结果将会让人难忘。
ss say and d0 actions after t:边说“c-o_l―d。。ld”边用力搓手,一直到手发热。
t:oh,my hands are hot now.i’m hot.are youhot?(出示“hot”单词卡片)
(在老师引导下做出回答)s1:yes,i’m hot.
t:thank you.
t―s(2组)
引出并拼写教学“hot”。
4.t:n0w,please say and do after me.(利用多媒体出示)
matter。matter,what’s the matter?
hungry,hungry,i’m hungry.
thirsty,thirsty,i’m thirsty.
cold。cold,i’m cold.
hot,hot,i’m hot.
(重复多遍)
『设计理念]在教学过程中,适时地穿插一个小结.既能使学生缓解因为长时间学习产生的疲劳感,又可让学生系统总结前半节课的内容,理清学习思路。这对正处于“乱如麻”思绪的小学生来说无疑是“锦上添花”。
5.t:exeuse me,what’s the matter?
si:i’m thirsty/hungry/cold/hot.
t:here’s a cup of tea/hamburger/coat/fan
for you.
s1:thank you.
t―s(2―3组)
t:now,let’s say a chant.
hungry。hungry,eat,eat,eat・
thirsty,thirsty,drink,drink,drink.
hot,hot,fan,fan,fan.
cold.cold,run,run,run.
(重复多遍)
t:oh.stop.please.i’m very tired now.what’sthe matter?
(出示“tired”单词卡片,并作出气喘吁吁的样子,表示很累。)
(在老师引导下做出回答)s1:i’m tired.
t―s(2―3组)
教学“tired”这个单词,并引导学生对其进行拼写。
t:now.we are all very tired.let’s have arest.ok?(示意学生坐在位置上休息片刻,并走到一学生面前)excese me,how are you now?
sl:i’m fine.
t―s(2组)
t:(出示一小男孩脱掉衣服后“ill”的图片)look。he is xiao hai.is he fine,too?
(在老师引导下做出回答)ss:no,he is i11.
引出并拼写教学单词“ill”。
t:excuse me,are you ill?
s1:yes。i’m i11./no,i’m not i11.
t―s(2组) s―t(2组)
6.t:now.1et’s say the new chant.
hungry,hungry,eat,eat,eat.
thirsty,thirsty,drink,drink,drink.
hot,hot,fan,fan,fan.
cold,cold,run,run,run.
tired,tired,sit,sit,sit.
ill,ill,go to bed.
(重复两遍)
【设计理念】说说、动动是孩子的天性。一首简单明了的歌谣(小诗),将本节课的生词全部包括在内,让孩子们在边说边做动作的过程中,记住这些原本相对他们来说比较难记的单词。对孩子们来说.这将是件乐此不彼的事情。另外,也舒缓了学生的疲劳感,活跃了课堂气氛。
7.t:now.1et’s play two guessing games.
(1)what’s missing?(老师挨个抽掉所贴的单词卡片,然后问学生:“what’s missing?”,生回答。对于回答对的学生,老师会把该生答对的那个单词卡片作为奖品发给他)
(2)where’s“hungry/thirsty”?(和游戏(1)相反,老师问“where’s‘hungry/thirsty’?”,手里有那张对应卡片的学生会说“it’s here”,然后上前把卡片重新贴到黑板上)
[设计理念]多样化的教学方式能让学生眼前一亮。猜谜游戏更是激发了学生的求知欲,活跃了课堂气氛,让学生在掌握原有歌谣(小诗)的基础上,更加牢固地记住这些单词。
8.t:excuse me.what’s the matter?
s1:i’m hungry/thirsty…
t:here’s a…for you.
s1:thank you.
t:that’s all right.
t―s(2组) s―t(2组)
9.t:(出示uunit 9 what’s the matter?课文的part c部分图片)now you can practice the sen-tences with these pictures with your partner.one is
the boy,and the other is the girl.
ss practice&act.
1 0.make a dialogue with your friends.
modle:
t:good morning.s1.
s1:good morning,miss cao.
t:it’s sunnv today.let’s go to the cinema,ok?
s1:au right.let’s go.
t:0h.i’m sorry.(手捂着肚子,皱着眉头,慢慢地弯下腰,表示肚子疼。)
s1:what’s the matter?
t:i’m i11.
si:let’s go to the hospital,ok?
t:en.. [设计理念]在课尾,安排一个拓展对话练习时间,是为了操练本课所学的单词和句子。另外,在学生的操练过程中,教师要善于启发学生把新旧内容串起来,在情境发展中适当地应用所学语言,让学生的个性在这里得到充分的张扬。
1 0.homework.
(1)copy the new words.
(2)make a new dialogue with your friends.
[设计理念]英语作业要巩固课内知识,还要引导学生开阔视野,让英语走进学生的生活。布置一些生活化的英语作业,让学生体会到自己是学习英语的主人,也让家长逐渐重视自己孩子的英语学习