《牛津小学英语》教学设计(通用14篇)
《牛津小学英语》教学设计 篇1
课题:《义务教育课程标准实验教科书・牛津小学英语》6a第六单元第二教时(look, read and learn 和read and write)。
教材简释:
本单元围绕“谈论节日里所做的事”这一话题展开教学活动。第一教时已完成a部分的教学。学生已能在掌握对话的基础上初步运用本课语言谈论自己最喜欢的节日。本教时内容是b和e,介绍了剩下的几个传统的节日及相关活动。
目标预设:
知识能力目标
a.要求学生掌握本单元所学的有关东西方传统节日的名称及日期。
b.学生能运用本单元的四会句型和日常交际用语谈论节日中人们的活动以及自己曾做过的事。
c.能运用所学知识谈论自己最喜欢的节日。
情感态度目标
a.培养他们自信、善于合作、互相帮助的良好品德。
b.让学生了解东西方传统节日风俗的异同及相关的文化知识,教育学生热爱祖国、尊重国际友人、做个文明的小使者。
c.激发学生学英语的兴趣,逐渐养成积极用英语与他人交际的好习惯。
教学重点:能正确地听、说、读、写festival,mid-autumn festival, easter,dragon boat festival。
教学难点:
a.能用本单元所学的词汇、句型和交际用语谈论不同的节日。
b.引导学生正确理解过去时,并学着用过去时描述过去发生的事。
设计理念:
《英语课程标准》强调,关注学生学习兴趣,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力、培养跨文化交际意识。小学英语教学要为学生创设良好的语言环境,充分利用多媒体教学优势,使学生在愉快和自信的状态下,充分发挥自己的想象力、创造力和实践力,培养学生的合作意识,使探究式学习和个性发展得到最大的融合,并培养学生的创新思维和创新能力。本节课很好地实践了新课程的理念,把培养学生学习英语的兴趣和运用语言的能力放在首位,教学设计很好地把握了语言与生活的关系,教学评价积极而有效。
设计思路:
本单元重点是学习节日名称、日期及节日中人们的活动。设计时本着“激趣、创新、运用、拓展”的原则。首先以兴趣为导向,激发学生的学习热情。在唱歌、创编歌曲、游戏竞赛以及师生互动等丰富多彩的课堂教学活动中,激发学生的求知欲和好奇心,使其变被动学习为主动学习。其二,根据《基础教育课程改革纲要》和,《英语课程标准》灵活处理教材。其三,充分利用多媒体和网络优势,优化课堂教学。其四,充分利用和开发英语课程资源。综上所述,这节课我采用了任务型的教学途径,设计了五步教学程序。(1)复习激活;(2)导入与呈现学习任务(3)呈现学习的内容,开展运用能力目的的任务教学;4)游戏强化;(5)迁移巩固。
教学过程:
step 1. warming up and revision
(1)greetings
t:hello,boys and girls .how are you?
ss:fine,thank you .and you?
t:i’m fine,too.thank you.wow,so many teachers are here with us .let’s shout:welcome,welcome. ok?
ss:ok!(面对听课老师大声说) welcome,welcome.
(说明:师生亲切交谈,文明礼仪伴我行。)
(2)sing a song
t:yeah, you are so great and i’m vevy happy .are you happy?
(教师语言提示学生做出各种高兴的表情和动作,活跃课堂气氛)
t:ok,now let’s sing a song “happy new year”(师生边唱边用手拍出三拍子节奏或者表演唱)
(说明:通过演唱幼儿园就耳熟能详的英语儿歌,激起学生们学习英语的兴趣,也为后面的节日教学做了很好的铺垫。)
(3)free talk (复习上一课时内容)
t:very good .do you like new year’s day?why?(个别问几个学生)
t: me,too.i like new year’s day. because i can go to a party.i like dancing.
(老师秀几个舞蹈动作调节气氛。)
t:what else holidays do you know?(学生收集了好多的节日资料)
(和学生交流,反馈上一课时内容并填表)
主要句型如下:
t:when’ s…? s:it’s in/on…
t:what do people/you usually do at/on…? s:they /i…
t:did you…last….? s: yes ,i did . /no,i didn’t.
cai表格内容如下:
holidays
when
what
(说明:师生运用前一课时学过的句型自然地进行交流。本活动既可以帮助学生复习和巩固已学知识,又可以培养学生的语言运用能力,为进一步学习其他节日做好准备。)
step 2 . presentation
(1) 日期与节日
a. t:what date is it? (cai 呈现日期5月1日)
s:it’s the first of may?
t:it’s may day. (cai 呈现过五一时人们活动图片)
teach “may day”
b.children’s day .national day 的教法同上
(说明:教师询问一年中特别的日期与相应的节日,很自然地传授给学生新的知识。多媒体课件是精美的小书:“a little book”自由点击小书的每一页。除了有节日类单词的中英文外,还配有赏兴悦目的插图或音响资料,如国庆节national day ,一段庄严的国歌旋律即刻响在学生耳畔,伴随着国歌声一幅雄伟的中国地图出现了,地图下面还有两段话:we are chinese ,we love china !we love our national day!看到这一段热情洋溢的话语,学生不约而同地齐声朗诵,爱国之情油然而生)
c.创编歌曲演唱 -------
(cai 呈现题目) -------
happy -------- day!
--------
t:先运用所学节日的名称自由填空,然后用生日歌来唱这些节日名称。
(说明:教师根据小学生的心理和生理特征,使学生的思维在歌声中自然的动起来,找到事物的共性,进一步强化记忆)
(2) 实物与节日
t:what’s this ?(从袋子里拿出粽子和龙船)
s::a rice dumpling and a dragon boat .
t::what holiday ? guess.
s::dragon boat festival (cai 呈现端午节图片)
teach::dragon boat festival
(说明:学生看到实物联想节日、猜节日。思维活跃起来,他们真正想说,爱说。注意力更集中,兴趣也更浓了。cai中有历史名人屈原的人物图,有一段详细的有关屈原、粽子、龙舟的介绍。在渗透中国传统文化知识的同时,再次进行了爱国主义教育。)
(3) read and learn
t::what holiday?(cat 呈现easter图片)
t::easter (cai呈现图片和关于easter 的文字介绍)
(说明:easter 是西方的节日,学生可以欣赏到一个个可爱有趣的象征彩蛋,加上文字的描述,让学生自己去阅读了解。不知不觉中,学生已经接受了西方文化知识的熏陶,在了解异国文化背景之余,学生的人文素养也在不经意间不断提升)
(4) listen and read
t::read after the tape .read after the teacher.read by themselves .
(说明:再听录音跟着读节日名称,让学生模仿外籍人士朗读单词时的语音语调。自由读时养成互相请教,互相帮助的好习惯。)
step 3 . practice
(1)guessing game
a.t:now,boys and girls ,try to guess which holiday this is. it is a popular holiday in china .it is in january or february. people eat a lot of food .they usually spend time with their family and friends.
s:it’s spring festival
b..同法继续让学生猜谜,复习所学单词。
c.教师出示e部分的五组句子,让学生自己阅读,在理解句子含义的基础上完成方框中的内容。
(2)设计一个任务,引导学生在小组内以“my favourite holiday”的方式,选择一个节日进行介绍,形式不限,每组评出一个优胜者汇报。奖励游戏卡。奖励卡时可运用“this is for you .thank you ,you’re welcome! 等进行交际。(卡片内容学生已经知道:“看标志物品猜节日名称”卡。正面是福字,圣诞树,面具,国旗,月饼,粽子,复活彩蛋等标志性物品。反面是老师用中英文写的谚语。如:a young idler ,an old beggar. 少壮不努力,老大徒伤悲。)
(说明:这个任务在第一课时就布置学生整理了,要求在本节课交流。因为它内容不限,学生可以自由发挥;长短不限,不至于使学生感到紧张。每个学生都想得到老师亲手做的,精美的游戏卡,但时间有限每组只能选优秀者汇报。奖品多多,机会多多。诱惑真大啊,但是竞争也好激烈呦!每个同学都精心准备,跃跃欲试。形式真不少:有打电话的,写信的,聊天的……)
(3)do some exercises
a.t:make dialogues and match (cat呈现节日单词、时间与各个节日图片)
s:连线
b.make sentences (用所给的三个词或词组造一个过去时的句子,可设计成“抽卡片”对话游戏。)
例如:cai 打出三张卡 david have a big lunch new year’s day
学生写:david had a big lunch last new year’s day.
t:投影展示个别学生的作业
(说明:第一项作业主要检查学生对节日的掌握情况。第二项作业让学生理解过去时,并学着用过去时描述过去发生的事。教师通过对学生听、说、读、写技能的训练,让学生灵活运用所学知识。当堂反馈,有错误及时订正。)
step 4 . sum up
t:what have you learned from this lesson?
(教师与学生朗读本课所学的节日名称以及动词词组。)
(说明:让学生回顾本节课所学的内容是非常必要的,这对学生记忆和再现所学知识很有帮助,同时也能进一步引导学生掌握梳理知识的学习策略。)
step 5. homework
每个学生根据自己不同的兴趣,爱好和特长,完成一份属于自己的“特色作业”。喜欢画画的,用五颜六色的画笔描绘一幅欢快,热闹,丰富多彩的节日图,喜欢弹奏歌舞的,合作创编歌曲“happy new year” 弹奏一曲,配上自编的舞蹈,表达对节日的美好祝愿;喜欢动手制作的可以亲手设计制作节日贺卡或各种小礼物,然后将小礼物送给好朋友或长辈;喜欢演讲的,可以搜集中国小朋友和外国小朋友过节的有关资料,并加以比较;喜欢写作的,试写一篇小短文“my favourrte festiral”。
(说明:这样的作业对于学生来说,不是一种负担,而是一种享受,他们在完成作业的过程中有了自由发挥、自我创新的机会,所以他们会完成得轻松、愉快,作业的质量也高,学习兴趣也越来越浓。)
板书设计
unit 6 holidays
may day meet friends and relatives
children’s day sing and dance
national day go to beijing
dragon boat festival eat dumplings
easter make easter eggs
《牛津小学英语》教学设计 篇2
教学内容:
1、b部分单词:an e-mail, a fax machine, a telephone number, an e-mail address。
2、c部分第2、4、6幅图。
教学目标:
1、能听懂、会说、会读单词和词组an e-mail, a fax machine, a telephone number, e-mail address。
2、能熟练地听、说、读、写句型can i have…? what for? i want to…。
教学重点:
熟练地运用句型can i have…? what for? i want to…表达索要某种物品。
教学难点:单词machine的发音。
教具准备:单词卡片、句型卡片、磁带、挂图。
教学过程:
step 1 warm up
1、greeting.
2、sing a song: i wish i was taller.
3、duty report.
请学生拿出前一课布置准备的谜语,念给同学们猜。
4、revision
①出示b部分单词卡片,开火车读单词,遇到四会单词要拼写,看哪一组火车可以不断,即为获胜组。
②出示c部分句型卡片,集体朗读句子,读完后贴在黑板上。
step 2 presentation
1、teach: an e-mail.
该词在5b就已学过,在这里教师中需要出示单词卡片集体认读两遍,注意强调e-mail的字母全是小写。
2、teach: e-mail address.
①t: my e-mail address is ×教师顺势板书于黑板。
②出示卡片,教师范读address,分节读ad-dress→address。
③学生齐读address。
④开火车读e-mail address。
⑤教师询问: what’s your e-mail address?
⑥同桌互问,构成信息差。
3、teach: a fax machine.
①出示图片后,教师简单介绍传真机多应用于公司,家庭中不常用。
②教师范读a fax machine,特别是machine的发音,教师要多做几遍示范,从不同角度向学生们展示发音口形。
③学生分组读machine, machine, fax machine。
④指名读。
4、teach: a telephone number.
t: my telephone number is what’s your telephone number?
通过这个问句检查学生理解程度,telephone number虽未出现过,但两个单词学生都理解,因此这个词不论从认读和理解词义来说都不难。
step 3 consolidation
1、先听录音,再模仿跟读,最后指着单词按录音顺序齐读。
2、小组合作,四人为一组,分别读b部分词汇,请其他成员查找错误并纠正。
3、play a game: a good memory.
游戏规则将b部分挂图的每一物品标号、一学生说序号,请另一学生不看,而只凭记忆说出其相应单词。
step 4 look and say
1、教师引导学生读黑板上的句型。
a: can i have a/ an some…?
b: what for?
a: i want to…
b: sure. here you are.
2、教师可与学生作示范。
t: can i have a post card?
s: what for?
t: i want to write to tim.
s: sure here you are.
3、任务型活动
游戏规则:教师将全班学生分为a、b两个大组,每组分别担任不同的角色,如a组担任班级的“材料保管员”,b组负责完成教师布置的任务。教师可设计“writing to teacher”,“drawing a picture”,“making a kite”等任务,b组学生在完成以上任务时首先向a组领取材料,在此过程中,a、b两组学生必然要用can i have…? what for? i want to… sure. here you are等句子进行交流,在完成各自任务的过程中自然运用语言。
4、回到课本中,请学生两人一组,操练c部分第二、四、六幅图。
5、指名两至四组表演对话。
6、同桌合作,用身边所有的学习用品来操练本部分句型。
7、教师范写第二幅图。
8、学生模仿练写第四、六幅图,教师巡视指导。
9、指名读自己所写的句子。
step 5 homework
1、听b部分录音半小时,跟读单词各五遍,预习a部分二十分钟。
2、自选c部分(二、四、六图)两幅图写下来。
3、自由扩充c部分句型。
板书内容:1、 unit 7 a letter to a penfriend.
2、单词
e-mail address:
telephone number:
3、句型
a: can i have a/ an/ some ?
b: what for?
a: i want to .
b: sure. here you are.
板书设计:
《牛津小学英语》教学设计 篇3
the first period一、teaching contentsi. words:housework, ring, morning, home, help, maths, at home, sweep the floor, clean the windows, do housework, do homework, come and help…with…,ii. sentences what are you doing? i’m… what is he/she doing? he/she is…is that…? can you come and help..with…?二、teaching steps step1: greetings t: ok! it’s time for class. today i’m your english teacher. i’m miss feng. hello! boys and girls! ss: hello, miss feng! t: nice to meet you. ss: nice to meet you, too.step2: free talk (1) t: you know, i’m new here. so i want to know something about you. excuse me, may i have your name? s: i’m / my name is … t: nice to meet you. s: nice to meet you, too. t: oh, i am writing down your name.(教师记下该学生的名字,并且给他看)(2)t: excuse me, may i have your name?s: i’m /my name is… t: what is your telephone number? s:… t: i am writing down your telephone number.(3) t: excuse me, may i have your name? s: my name is… t: do you like english? s: yes, i do./ no, i don’t. t: do you like maths?s: yes, i do./ no, i don’t.t: look! this is a maths book. (教师出示一本数学书,拿出单词卡片maths,学生跟读单词) do you like maths? how about you? (复习已学句型)step3: presentation(1) t: now, i know something about you. do you want to know something zbout me? it can help you.(课件出现两个“风车”,风叶上写有关于教师的一些个人信息,学生根据这个向老师提问)s: what is your telephone number? what animals do you like? … what can you so?t: i can dance. look! i am dancing now. (教师一边做动作,一边说)(2) 学习新句型what are you doing? i’m…t: i can play baketball. (教师打篮球)can you play basketball? s: yes. t: can you show me ? ( 学生打篮球) s: oh, you are playing basketball.(3) t: can you play basketball? s: no, i can’t. t: what can you do?s: i can…s:学生做相应的动作(动作要有持久性) (4) t: what are you doing? s: i am sitting./ i’m having an english leaaon. (教师注意提醒学生动词后要加ing,并纠正读音)(5) t: what are you doing, boys and girls? s: we are having an english lesson. t: but where is my english book? i can’t find it. who can come and help me?(学生帮助老师找书) oh, there are some pictures here. you can choose one picture and do the action. (教师英语书里夹有一些图片,学生抽出一张并做相应的动作)t: what are you doing?s: i’m…(教师与学生示范对话→学生与学生示范→)(6) students use the pictures and make some dialogues with their partners. (7) 学习新句型 what is he/ she doing? he/she is…t: now, let’s have a rest and sing a song ‘what are you doing?’ then tell me what mike is doing? (学生看课件齐唱)(8) t: what is mike doing? what is he doing? (从歌曲中获知信息) s: he is sleeping. t: is he sleeping? (教师指向一个做得不端正的学生) s: no. t: what is he doing? s: he is sitting. t: how about that girl? what is she doing? s: she is… (教师呈现句子卡片what is he/she doing? he/she is…,学生跟读)(9) t: what is she doing? (教师在一个学生耳边说,单词,让该生做动作)s: she is… (学生问学生答)(10) look! it is saturday afternoon. what are my friends doing? what is wang fang doing? what is qianqiang doing? do you know? (让学生猜猜老师的朋友在做什么事,设置一定的悬念) s: no.t: i don't know either. but s1 knows. why? because there is a piece of paper in her hand. the answers are on the paper. let me call her. (教师拿出一个玩具电话,与该生打电话,教师与学生之间的对话为下面学生之间的交流,起到一个很好的示范作用)( 教师呈现打电话用语hello! is that…? yes, this is …speaking.)(11) t: let’s count the numbers and pass the paper. if miss feng says stop. you can call the student who gets the paper. (学生传递着有答案的那张纸,教师喊停,其他学生可以打电话给拿到该纸的学生,这个活动既有效巩固了句型what is he/she doing?又操练了电话用语)(12) t: oh, i know my friends are doing different things. how about su yang and su hai? what is su yang doing? (课件呈现苏扬在做什么的模糊图片) s: she is cleaning the windows. (学习词组clean the windows) t: clean the chair? can you make somne phrases?s: yes. clean the desk/ door…t: can you spell the word’door’? can you read this word?(课件呈现单词floor)同法教授新词组sweep the floort: su yang is cleaning the windows. su hai is sweeping the floor. what are they doing?(13) t: su yang and su hai are doing housework. suddenly, the telephine is ringing.(课件里有电话声音) listen! what are they talking about? let’s look, listen and judge. (14)多媒体呈现课文引言部分,学生跟着老师读(15) what is nancy doing? let’s listen againnames what is she doing?su hai is su yang nancy (16) 多媒体呈现课文左半边对话,学生跟着老师读,教师讲解新句子can you come and help me with my maths? (17) 学生自由读对话→学生表演对话(把全班学生分成两大组,分别扮演两个角色,背对背表演)step4: consolidationstep5: homework
《牛津小学英语》教学设计 篇4
一、教材分析:
《牛津小学英语》3a教材按“话题---功能---结构---任务”相结合的原则编写,内容贴近小学生的生活和学习实际。倡导教者从视听说入手,通过听、说、读、写、演、唱、画等丰富的语言实践活动,帮助学生获得良好的语音基础、初步的语感和用英语进行简单日常交流的能力。并培养学生的学习兴趣、学习自信心和良好的学习习惯,形成有效的学习方法和自主学习能力等。
根据英语课程标准,对教材进行灵活处理,本节课把unit 2.part b、d两部分组合成一个课时的教学内容,主要学习red、yellow、blue等八种基本颜色的单词,并运用句型what color is it? it’s…进行简单描述,让学生能将所学的语言知识与生活实际联系起来,真正运用到今后的生活和学习中去。
二、学生分析:
三年级的学生大都天真活泼,有强烈的求知欲。他们初学英语,对英语课有浓厚的兴趣和向往,在课堂上表现积极大胆、乐于实践,而且善于模仿,因此教师要把握好这一契机,通过组织丰富多样的教学活动来让学生充分体验语言实践的成功喜悦和信心,从而优化教学效果。但是,他们大都好动贪玩,有意注意时间还比较短,因此在课堂上教师也要注重运用激励和引导,把握好教学活动秩序的“松弛度”。
三、教学目标:
1、语言知识目标: 能听说、认读八种颜色的单词red,yellow,blue, green, orange,brown,black,white 。
2、语言技能目标: 能用句型what color is it? it’s…进行简单的物体颜色描述并能真正运用到生活中。
3、意识和情感目标: 培养学生的审美情趣和创新精神;让学生在活动中体验互帮互助的乐趣,培养学生的合作能力。
4、学习策略:从学生的学习和生活实际入手,融语言于情景之中,鼓励亲身实践;利用学生的信息差,通过同学间的合作,使学生在活动中手、脑、口、眼并用,加深学生对语言知识的记忆和运用。
四、教学策略:
1、教学方法:情境教学法、活动教学法和任务型教学。
2、教学手段:flash课件,录音机、单词卡片,八种颜色的卡纸,服装卡片,调好各种颜色的水数杯,大烧杯两个,小书签(作奖品用)。
五、教学过程:
i. warming-up
1、听录音唱英文歌曲《hello!》。
2、free talk
t: good morning s1: good morning,mr xie.
t: what’s your name? s1:my name is…
t: nice to meet you. s1: nice to meet you ,too.
【 通过师生唱英文歌曲和简单的问候,创设浓厚的英语氛围,并自然复习了之前所学的交际用语。】
ii.presentation
1、通过课件的动画显示,整体呈现新授内容,并用八种颜色的卡通小朋友来逐个呈现新授单词:
红色的卡通小朋友从集中的画面跳出: hello,i am red. red,red,red,i am red.→教师出示带颜色的单词卡片→反复领读单词。
2、让学生和八个颜色卡通逐个交朋友,动画显示:hello,i am red. nice to see you.引导学生说:hello! nice to see you, red .
(同样的方式呈现另外七个单词)
【 利用flash动画生动呈现语言知识,让学生获得感性认识,同时自然的结合了新旧知识。】
3、出示八种颜色的卡纸,逐个领读数遍(t:red, it’s red .),然后顺势呈现句型:
t:what color is it?
ss:red.
t:yes. it’s red.
(同样的方法用另外七张卡纸呈现,然后板书句型what color is it? it’s…)
4、以开火车或分组比赛的形式,用八种颜色的卡纸反复进行问答练习,初步识记所呈现的单词和句型。
【 将单词与句型的教学相结合,词不离句,即学即用。】
5、做实验,猜颜色。
教师出示一杯用颜料调好红颜色的水,
t: what color is it? ss: it’s red.
再出示一杯用颜料调好黄颜色的水,
t: what color is it? ss: it’s yellow.
将两种水进行适量的混合(教师像魔术师一样夸张神秘的动作),
t: what color is it? ss: it’s orange.
( 同样的方法进行黄与蓝、红与黄等调色的尝试 )
【 让学生结合美术常识仔细观察教师实验后回答问题,既为学生创设了感知和操练语言知识的情景,又培养了学生的观察力和注意力,学生的兴趣十分浓厚,教学效果不言而喻。】
6、看课本并跟录音朗读,检验和纠正学生的发音。
iii. practice and consolidation
1、快速竟猜游戏:屏幕高速闪动一动物的画面,让学生用英语猜一猜每个动物的颜色,对猜对的学生给予奖励。
【 竟猜游戏是孩子喜闻乐见的活动,活动时学生的注意力高度集中,充分调动了学生的积极性,将知识机械操练情趣化。】
2、小小设计师:小组同学齐动手,把不同的服装卡片(课前给每小组发四张)涂上自己喜欢的颜色,然后小组间相互展示或上台介绍(要求用句型it’s red/blue…)
【 动手操作与语言实践相结合,让学生学会欣赏颜色与美,同时体现英语教材与跨学科知识的整合。】
3、看屏幕说歌谣:把本课所学的句型和八个单词套上儿歌《两只老虎》的旋律,用问答的形式分组或分男女角色进行说唱。
【 让学生在宽松、有趣的氛围中巩固本课所学的内容,虽然课临近结束,但学生的兴趣犹存。】
.homework
1、教教自己的父母或兄弟姐妹所学的颜色单词,将身边事物的颜色说给他们听。
2、制作一幅简单的粘贴画,在画的不同部分标上颜色单词,下节课向同学展示。
【 作业应突出操作性、实践性和兴趣性;将作业延伸到生活、家庭,有利于促进家庭英语学习环境的形成。】
六、板书设计:
unit 2
red 卡片 yellow 卡片
blue卡片 green 卡片 what color is it?
orange卡片 blown 卡片 it’s…
black卡片 white 卡片
《牛津小学英语》3a unit 2 .part b、d教学设计 来自第一范文网。
《牛津小学英语》教学设计 篇5
一、教学内容:《牛津小学英语》1blet’s learnlet’s play
二、教学目标:
1、能听懂、会说、认读以下八个有关颜色的单词: red、blue、yellow、green、pink、purple、brown、orange;
2、能用what colour is it? it is…进行问答。
三、教学重点:八个有关颜色的单词
四、课前准备:
1、师:水彩笔、彩色卡纸、彩色气球、磁带;
2、生:水彩笔、纸。
五、教学过程:
1、warming-up
(1)sing a song;
(2)greeting with everyone;
(3)ask some question, call some student answer it。
2、presentatio
(1)show a red colour chalk to students
t: what colour is it?
s: red.
t: yes, it’s red (write the word on the blackboard) follow me [red](repeat three times)
(学生在幼儿园时对有些颜色单词有过初步的认识,所以可试着通过学生的口引出单词,如果不知道则由教师引出,以下几个颜色单词的教授也如此)
(teach the word “blue” in the same way)
(2)ask a student on the yellow clothes
t: what colour is it?
s: yellow
t: right! it’s yellow (write the word on the blackboard) follow me [yeleu](s repeat it, say it one by one)
t: look, chen wear a green clothes. (write the word on the blackboard) follow me (s repeat it, say it group by group)
(3)show students a pink balloon
t: what colour is it?
s: it’s pink.
t: good! it is pink (write the word on the blackboard) follow me (s repeat it, say it one by one)
(teach the word “purple” in the same way)
(4)show student a brown colour card
t: what colour is it?
s: it is brown.
t: yes, it is brown. (write the word on the blackboard) follow me (s repeat it, say it with other words)
(teach the word “purple” in the same way)
3、practice
(1)listen to the tape and read after the tape while look at the word;
(2)work in group of 4:one say a colour, the other three point at the right colour card as quickly as possible;
(3)play a game : guess what colour it is?
t: (hide a colour card, then say) what colour is it? guess!
s: it is red
t: no, it is green./ yes, you are right.
4、consolidation
(1)put all the colour cards together , then ask the students say them out one after another;
(2)look at the words and read them out;
(3)do what teacher say: teacher say a colour ,all students draw the right colour on the paper, then show it。
5、homework
(1)do the workbook ;
(2)say out the colours in your bedroom, then tell them to your parents。
六、教学反思
1、采用歌曲、师生交谈的方式开始一堂课是激发学生兴趣,活跃课堂气氛的有效途径;
2、采用通过粉笔、学生穿着的衣服、气球、有色卡片等多种教学手段创设情景引出新知识,能够有效地吸引学生的注意力,使新授的过程不至于太呆板;
3、运用游戏巩固新知识是本节课的特点,取得了良好的教学效果;
4、由于学生人数较多,教学中操练速度与密度要把握好一个度,做到点面结合。
《牛津小学英语》1b unit 3 colours 来自第一范文网。
《牛津小学英语》教学设计 篇6
教学内容:6b第五单元第三课时。
教学目标:part a listen, read and say.
教学重点:
能听懂、会说、会读和拼写单词weather, spring, autumn, winter, hot, cold.
能听懂、会说、会读和拼写句型 what’s the weather like…?
教学难点:能听懂、会说、会读单词season, because, countryside, warm, cool, rain, rainy, sunny, windy, snowy, cloudy, rowing, snowball fights.
教具准备:单词卡片、教学挂图、录音机。
教学过程:
step 1 pre-task preparation:
1.daily report.
what’s the weather like today?
1.revision.
revise the following words: season, because, countryside, warm, cool, rain, rainy, sunny, windy, snowy, cloudy, rowing, snowball fights.
step 2 while-task procedures:
1.look and say:
look! this is new york. what’s the weather like there? say something about it.
2.listen to the tape. pay attention to the following questions:
who’s going to new york?
what does su yang want to know?
who is su yang asking for?
what’s the weather like in summer in new york?
what about autumn there?
does it often rain in spring there?
is it beautiful in spring?
listen and imitate sentence by sentence.
3.fill in the blanks:
su yang’s dad is going to____ ____ next week. he is going to work there for _____ _____. su yang wants to know about the _______ there. she is
asking ben some questions about the _________in ______ ______.
4.some explanations:
as hot as in nanjing, the best season, in the countryside, sounds great, most of the time, make snowmen, have snowball fights, colder than in nanjing, new york.
5.listen to the tape again.
listen to the tape and follow it.
step 3 post-task activity:
1.ask and answer:
what’s the weather like in spring in new york?
what’s the weather like in summer in nanjing?
what’s the best season in new york?
what clothes does dad need?
2.complete the sentences with the correct words:
in new york, there’s a lot of rain in _____. the weather in summer is as ________ as in nanjing. autumn is the best ________ in new york. it’s ________ and ________. in winter it’s _________than in nanjing. dad, you need to buy some ________clothes.
step 4 homework:
1.listen to the tape.
2.surf the internet about the weather in new york.
板书内容:
which season do you like best? i like… why? because it’s…
what’s the weather like…?
板书设计:
《牛津小学英语》教学设计 篇7
教学内容:d. listen and write e. read, think and write
f. think and write
教学目标:
1、能听懂,会说和会读单词finish。
2、向学生介绍英文书信的书写方法,渗透跨文化交际的意识和能力。
3、大体了解e-mail与书信的不同之处。
教学重难点:
1、培养学生良好的听力习惯,提高听力水平。
2、搞清中西方书信的不同写法。
教具准备:磁带、挂图、小黑板
教学过程:
step 1 warm up
1、greeting
2、listen a rhyme: i want to write a letter.
3、duty report
请几位学生上台进行自我介绍。
4. revision
①默写单词:also, a penfriend, glue, write a letter.
②开火车朗读对话。 ③男、女生分角色背诵对话。
④小组合作表演对话。
step 2 presentation
1. listen and write
本部分为一段有关helen在笔友俱乐部征集笔友的对话,要求学生通过听录音完成填表练习。
①在学生听录音前,教师可先引导他们看练习的引言部分,简单介绍对话背景,让他们了解对话主题(at the penfriend club),预测可能听到的内容,做好心理准备。
②教师可播放全文录音,鼓励学生逐步养成整体接受语言材料的习惯。
③根据表格内容师生、生生间采用一问一答形式进行操练。
④指导学生完成填表练习。
⑤教师与学生共同讨论练习答案,并分析错误原因,找到解决方法。
2.read, think and write.
本部分展示了liu tao写给peter的信,要求学生在阅读来信的基础上帮助peter给liu tao回信,重点训练了学生的阅读理解能力和写作能力。
①教师先引导学生自己阅读本课的语言材料,理解句子含义。读时本部分出现的生词,教师可采取不同的处理方法:可在阅读前讲解,也可启发学生通过上下文猜测。如单词finish就可以联系上下文猜测。
②引导学生分组讨论liu tao 的来信和peter的回信,通过问答,如询问“how old is liu tao?”、“where does he live?”、“does he have any brothers or sisters?”等问题让学生理解信中内容。
③让学生仔细观察并自己总结信件的格式、写法,包括地址,日期,起首语,结尾问候语的处理方法,注意提醒学生英文书信中的地址书写要从小到大。
3. think and write
本部分是peter给liu tao的回信,介绍除书信以外的另一种通讯方法e-mail,或称电子邮件。
①通过问答如who’s peter? where does he live?等让学生回忆起a部分的一些资料。
②让学生仔细阅读f部分有关peter的资料,让学生加深对peter的了解。
③教师介绍书信以外的一种通讯方法-e-mail。可询问学生是否有用电子邮件的习惯,鼓励学生说出新通讯方式的好处与坏处。
④让学生观察书中e-mail的格式,引导他们说出与书信的不同之处。
⑤请学生两人一组完成填空练习。
⑥集体订正。 ⑦集体朗读一遍,分组朗读一遍。
step 3 homework
1、朗读e、f部分各一遍。
2、熟练背诵a部分对话,并自创对话。
3、模仿e部分,用英语给同学或老师写一封信。
板书内容:
1、课题:unit 7 a letter to a penfriend 2、单词:finish
板书设计:
《牛津小学英语》教学设计 篇8
一、教学内容:牛津小学英语3b第三单元第二教时二、教学目标:1、 能听懂、会说单词grandfather,grandmother,uncle,aunt,son,daughter,friend及词组a family photo2、 能听懂会说日常交际用语 is this your …? yes,he/she is. no,he/she isn’t. who’s he/she? this/he/she is …, i think.三、教学重点:能正确理解掌握对话内容,并能朗读,初步表演对话四、教学难点:1、 掌握单词photo的正确发音;2、 能在情景中自如的运用who’s he/she? is this your …? this is …, i think.来询问和猜测人物关系;五、课前准备:1、 教具准备:a、准备多媒体教学设施;b、准备磁带和录音机;c、准备3b歌曲(family song)2、 教学准备:a、扫描helen的家庭照片两张到电脑内;b、学生和老师各准备1张自己的全家福照片。六、教学过程:1、 free talk:a、 听歌曲<<family song>>,学生齐唱,在歌声中走进课文情景.b、 教师点击电脑,出示从课文中扫描的两张helen的家庭照片,一张是helen的全家福,学生戴上helen的头饰,用this is ….进行家庭成员的介绍。另一张是helen的爷爷奶奶外出钓鱼的照片,师生间用who’s he/she? he’s/she’s ….进行对话练习,复习已学内容。2、 presentation and practice:a、 介绍句型this is my family photo.教师拿出自己的家庭照片,“look,this is my family photo.”学生跟读family photo;学生出示自己的家庭照片并操练这个句型。b、 介绍句型is this your …?请几位同学将照片拿到台前,师生对话let me guess.is this your father/uncle/mother/sister?帮助学生说出yes,he/she is.no,he/she isn’t. c、 出示板书,学生跟读肯定和否定回答。板书设计 unit 3 is this your father/uncle/…? is this your mother/sister/…? yes,he is.no,he isn’t. yes,she is.no,she isn’t. this(he/she) is …, i think.学生跟读板书数遍,再以同桌问答,小组合作的方式操练句型。告诉学生这里的this可用she/he代替。d、 介绍句型:this(he/she) is …, i think. 老师将学生全家福照片遮住一部分用this(he/she) is …, i think.来猜测人物并板书。当说到i think 老师用手指指头表示我想我认为的意思,教师拿出自己的全家福遮住一部分,引导学生用此句型练习。e、 扩展句型:教师出示以前学过的文具、动物等图片让学生继续操练this is …, i think.3、 learn to say:a、引出情景:杨玲去helen家做客。b、看多媒体的课文幻灯片并回答问题:is this helen’s family photo? (yes, it is.)who is he? (he’s helen’s father.)is she helen’s grandmother? (yes, she is.)c、学生逐句跟读。d、学生表演对话。4、 homework:听磁带,跟录音读对话,根据课文和手中的照片自编对话。
《牛津小学英语》教学设计 篇9
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》教学设计 篇10
教材简析:
“planning for the weekend”是译林版《牛津小学英语》6a unit6part a,主 要 教学内容是关于娱乐活动类的单词词组,和一般将来时在句中的应用。要求学生围绕这类词组在一定的语境下用“be going to”进行说话,并能在实际生活中熟练地使用,真正让教材服务于生活。设计思路:本节课利用多媒体辅助教学,培养学生学英语的兴趣。通过屏幕呈现动画歌曲“will you join me?”把学生引入课堂教学中。热身运动复习旧知识,也给新课学习作了铺垫。课上教师通过创设真实或半真实的情景与学生进行语言交际,学习、运用本节课词组和句型。“体态语”的运用,座位以小组为单位的排列,为学生创设轻松愉快的英语学习环境,有利于发挥学生最大的能动性。通过课件学习本节课“周末计划”的教学内容,并以各种形式由浅入深的强化训练来巩固课文内容。在拓展运用阶段,让学生通过打电话这一真实的情景进行交际运用,把语言真正应用于实践,做到“学以致用”,最后渗透思想文化教育。
教学目标:
1 能正确地听、说、读、写单词和词组plan, play, have school,take part in 和句型what are you going to... ? we are going to...
2 能正确地听、说、读单词和词组concert, opera, singing contest 和句型is that gao shan? yes, speaking. by the way, what are you going to do... ?
3 能根据图片提供的情景进行描述。
教学重点与难点:四会单词及句型的拼读和运用。
课前准备:
1 教具准备:单词图片、与奥运会有关的福娃图片和国旗、五环旗以及多媒体课件。
2 学生准备:事先布置学生预习本单元的单词。
3 板书准备:预先写好课题unit 6 planning for the weekend
教学过程:
i. classroom management
(歌曲导入,激发兴趣,热身运动,引入新知)
1. listen to a song “will you join me?”
(歌曲能把学生的注意力很快吸引到课堂上来,做好上课前的一切准备。)
2. free talk
t: what day is it today?
what date is it today?
what’s the weather like today?
it’s warm and sunny. let’s do some exercise.(引导学生复习学过的活动类单词及词组。)
3. warming up exercise
t: follow me, please. (多媒体课件上呈现各种运动的场景,教师引导学生边说边做动作。)
t: run, run, running. i like running.
ss: run, run, running. i like running.
t: fly, fly, flying. flying a kite.
ss: fly, fly, flying. flying a kite.(老师说半句,让学生完成下半句,培养学生大脑思维的灵活性。)
t: surf, surf, surfing.
ss: surfing the internet...
(运用体态语及各种操练形式,复习打球类运动、演奏乐器类以及娱乐活动类的词组。)
ii. presentation and practice
(复习导入,联旧引新,自然过度,强化操练。)
1. introduction
t: boys and girls, we have lessons from monday to friday. theyare weekdays. but we don’t have lessons on saturdays and sundays. they are weekends. we don’t have school at weekends.
(板书、操练)
t: i usually do housework at weekends. but this weekend,i’m going to go shopping.
t: what are you going to do this weekend? (板书、操练)
s1: i’m going to go to the park this weekend. (t: good!)
(表扬学生,每发言一次,就奖励一张福娃贴画)
t: (to s1) please ask him.
s1:(to s2)what are you going to do this weekend?
s2: i’m going to do housework this weekend .(t: very good! ) (to s3)
what are you going to do this weekend?
s3: i’m going to play basketball this weekend. (t: well done!) …
(屏幕上呈现各种图片,为学生提供说话的材料)
t: who can ask me the question?
s4: what are you going to do this saturday, miss yin?
t: i’m going to visit the zoo. by the way, what are you going to do this saturday? (板书)
s4: i’m going to …
2.practice and then acting out the dialogue
(幕上呈现多幅娱乐、运动等画面以及句型,师生之间进行强化操练后,学生两人一组讨论周末计划并在小组内进行充分地操练,然后以问答的形式师生、生生、小组之间表演对话。)
eg. --what are you going to do this weekend?
--i’m going to play basketball. (替换词)
by the way, what are you going to do this weekend ?
--i’m going to go to a farm.
t: today we are going to learn “planning for the weekend”
(呈现课题, 并操练)
3 . learn part a of unit 6
a introduce the text.
(通过声音、图片、体态语渗透新内容,并进行操练)
a. t: now, boys and girls, listen carefully. what’s the sound? can you guess? (钢琴声)
yes, the sound of the piano. (课件呈现南希弹钢琴图片,运用体态语) nancy can play the piano. she is going to play the piano at the concert this weekend. (板书、操练)
b. but david can’t. what can he do?
(课件呈现大卫拉小提琴及琴声。)
ss: david can play the violin.
t: good. you are right. he is also going to play the violin at the concert.
c. (师唱京剧片段) what’s song?
ss: (京剧)
t: yes, you are right. it’s beijing opera. do you like to see a beijing opera? (板书及操练)
ss: no, we don’t.
t: i’m sorry. but i like seeing beijing operas.
b. listen, read and say
a. (多媒体播放课文第一部分内容,然后请学生回答问题)
(多媒体呈现语言材料,显得生动、形象、逼真,能引起学生的有意注意,容易激发求知欲,有利于他们更深刻地感知和准确、牢固地记忆所学知识。
what are gao shan and david’s plans for the weekend?
what are they going to do ? let’s listen and watch carefully and find out the answers.
q: what’s the weather like there?
q: do the children have school today?
q: what are they talking about?
b. (阅读课文,根据课文内容判断正“t”误“f”。)
david is going to see the beijing opera with us. ( )
he is going to meet us at six in front of the garden theatre. ( )
...
c. (讲解语言点,角色朗读,然后填写下列表格)
(学生填完表格后,老师检查答案)
(精讲重难点,强化训练;朗读操练,培养学生纯正的语音语调;表格填写,培养学生自主学习和总结概括的能力)
plan for saturday
who : gao shan and his dad, david
plan : see a beijing opera
where : the garden theatre
when: on saturday afternoon plan for sunday
who :david /nancy/gao shan
plan :play the violin /play the piano /go and watch the concert
where:at the concert /at the concert /in the school
when:on sunday afternoon
d. (根据表格内容,让学生复述课文)
(复述课文能加强学生对所学知识的记忆,增强学生的自信心和成就感,提高他们的英语口头表达能力。)
iii. consolidation
(创设情境,巩固新知,角色对话,提高口语会话能力。)
1.(电话铃声,把学生的注意力引导到现实生活中来)
t: i’m sorry, boys and girls. my friend is calling me.
can i answer the phone?
ss: ok.
a: (接电话) hello!
b: hello! is that jenny?
a: yes, speaking.
b: what are you going to do this sunday?
a: i’m going to see a beijing opera.
by the way, would you like to join me?
b: yes, i’d love to.
a: that’s good. see you this sunday.
b: see you.
(电话内容也是教师给学生操练对话内容的示范。)
2.(示范表演对话,分组强化操练,鼓励角色表演。)
(分组活动体现了面向全体的教学原则,使每个学生都能得到参与,都有均等的学习机会,体现了以学生为主体的原则,也增强了小组和班集体的凝聚力,操练可以加强对对话内容的进一步理解。分组活动学生由于无心理压力,交谈环境宽松,因而乐于说话,讲话能力也得到了提高。)
iv. strengthen
(联系生活实际,自由运用对话,渗透思想教育,提高综合素质)
(多媒体画面呈现北京奥林匹克图标及五个福娃的图片,让学生讨论你为奥运会将做些什么?)
1. t: boys and girls, when is the olympic games held?
sa: it’s on …
2. t: what’s liu xiang going to do during the olympic games?
sb: he is going to …
3. t: is yao ming going to take part in the olympic games?
ss: sorry, we don’t know.
t: but we hope he is going to be better soon.
4. t: what are you going to do for the olympic games?
sd: i’m going to do more exercise to get stronger.
se: i’m going to …
(师生交流,并以一首奥运歌曲结束课文。)
(学生每回答一个问题,就奖励他一幅福娃的图片或一面国旗、奥运旗,激发学生踊跃讲英语的热情。通过学生们的热烈讨论,我们将课堂教学延伸到学生的生活实际,真正做到“学以致用”,提高了学生的语言运用能力,也把这一课推向高潮,把学生的思想升华到一个更高的境界。)
v. homework
1.和同学、家长讨论,你为奥运将做些什么?
2.打电话问一问你的亲戚朋友,他们的周末计划是什么?
在下一课上告诉大家。
板书设计: unit 6 planning for the weekend
what are you going to do this weekend?
i’m going to ...
have school
beijing opera
by the way
at the concert
【参考文献】:1、《英语课程标准》(实验稿)中华人民共和国教育部制定
2、《小学英语教学法教程》王蔷
教学反思:
六年级课文较长,光通过听录音,模仿、跟读、示范、操练、角色表演等实施教科书上的内容是远不能达到《新课程标准》的要求。针对教学内容,我抓住本课的重点与难点,利用小步子,快节奏,勤反复的教学方法,根据“由浅入深,由易到难,循序渐进”的教学规律, 精心设计课堂教学,强化单词、词组及句型的操练。利用表格中的“关键词”让学生复述课文,把书上静止、单调、枯燥无味的文字通过多媒体辅助教学,转变为说话的能力,激发了学生的求知欲。分组活动学生由于无心理压力,交谈环境宽松,因而积极主动地参与学习,提高了英语交际能力。物质与精神鼓励能增强学生的自信心和成功感。他们获得成功,又有了新的追求,再获得新的成功,这种良性循环带来了好的学习效果,并产生了长远的积极作用。思想教育的渗透,能培养学生热爱祖国、热爱集体,关心他人,乐于助人的好品质,提高他们的综合素质。
《牛津小学英语》教学设计 篇11
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》教学设计 篇12
一、教学目标
【知识目标】
1、能听懂,会说,会读和拼写单词a chicken,a duck,a horse,a pig。
2、能听懂,会说句型do you like…?yes, ido./no,i don’t.ilike ….
【能力目标】
1、通过课件教学,培养学生把所学内容运用于实际的英语交际能力。
2、通过课件教学,培养学生提出问题、解决问题的能力,培养学生利用信息技术搜集、整理材料的能力。
【情感目标】
1、让每个学生都能积极主动参与教学活动,发挥学生的主观能动性,从而使他们更加热爱英语学习,增强英语学习的信心。
2、通过小组竞争活动,培养学生团结合作精神和竞争意识,增强学生主动探究知识和获取信息的兴趣。
3、增强学生的信息意识,让学生学会用英语讨论课后的娱乐活动,听与说相结合。
二、教学内容及重点、难点分析
教学内容:《牛津小学英语》5a unit4 halloween第一课时。
教学重点:通过信息技术的展示使学生掌握四会单词a chicken, a duck, a horse, a pig以及句型 do you like...? yes, i do. / no, i don't. i like...
教学难点:通过信息技术解决所提出的问题,让学生进一步掌握名词复数的词形和读音的变化,培养学生正确的信息使用的道德情感。
三、教学过程设计与分析
step 1. greeting
1. s:hello,boys and girls.how are you?
t:fine,thank you,.and you?
s:i’m fine,too.
t:can you sing the song《boys and girls》?
s:yes ,we can.
t:le’s sing it together.(课件中播放歌曲音乐和图片)
2.学说歌谣: halloween。本歌谣是本单元的新内容,课前学习既可以营造学习英语的氛围,又可以为新知识的学习作铺垫。
t:today we will learn 《unit 4 halloween》
[设计思路]:儿童心理学特征告诉我们,教唱英语歌是一种很好的教学手段。课前一首歌,是组织进行教学的好方法,它能使学生以饱满的精神、激昂的情绪,为上好一堂课作前奏. 将歌曲放在课堂开始,加上英语歌谣的朗诵,一来可以活跃课堂气氛,是学生渐渐进入学习英语的环境,二来又可以为新知识的学习作铺垫,从而揭示新授课题。
3. listen to a story: about halloween. (课件中播放万圣节的画面和故事)
在西方国家,每年的十月三十一日有个halloween万圣节,即传说中的鬼节。节日的那天,许多公共场所乃至居家院落, 都会布置上诸如鬼怪呀、南瓜灯呀还有黑猫以及巫婆的扫帚之类,以祭祀鬼神。南瓜面具是万圣节必不可少的。届时孩子们穿上每年不一样的万圣节服装,戴上各种鬼怪面具或装扮成各式各样的人物、动物,手里拎着南瓜灯去挨家挨户地讨糖,嘴里大声叫着“trick or treak”(不招待就捣乱),邻居们就会让孩子们拿着糖果高兴地离开。 万圣节流传到今天已经完全没有了宗教迷信色彩,它成了一个孩子们的节日,也是年轻人化装舞会的节日。有很多人将此看作秋的结束以及冬的到来。万圣节一过,人们就开始期盼感恩节、圣诞节乃至新年了。
[设计思路]:文化涉及人类生活的衣食住行、风俗习惯和行为规范等各个方面,它反应了一个社会中人们的生活方式。新颁布的英语课程标准明确指出:语言知识和语言技能是综合语言运用能力的基础,文化学习是得体运用语言的保障。因此,教师在教学中应对文化意识的培养给予足够重视,使学生能准确地理解所听和所读的材料,得体地使用所学的语言知识。我利用多媒体辅助工具,利用情景和设置情景进行教学。学生借助形形色色的图片和文字,更好地认识“halloween”场面以及动物面具,有助于调动学生的积极性,使学生兴趣盎然地接受知识。
step 2. presentation1
1. introduce the new word“animal mask” (课件中partb)
2.show the names of animals: call the names of animals
(课件中分别出现chicken,horse,pig,和duck的动画图片)
t:what’s this?
s:it’s a pig.
(升降调读,拼读,板演,书空,为后面句子教学铺垫,也可以加上动作)
3.同法教授单词“a duck, a horse, a chicken”
4.t:do you like animal masks ?
s:yes , we do.
t:i will show you a place. look! what is it?
s:it’s a zoo.
t: shall we go to the zoo?
s:great.
4.show some pictures of animals in the zoo.
t:what can you see in the zoo?
s:i can see a panda and a tiger.
5.play a game : listen and guess “which animal is this?”
t:listen,what’s this ?(猫叫的声音)继而根据声音分别猜出猪,马,鸭,鸡等的叫声
[设计思路]:一个英语教师要在教学中有意识地培养学生对英语的持久兴趣,激励学生不断处于较佳的学习状态之中,使他们对英语乐学、善学、会学,学而忘我,乐此不疲,爱上 english。因此,课堂教学手段必须不断更新,我在运用多媒体课件的过程中充分运用到了声音,动画相结合的方法,并借助信息技术中声音素材的导入,让学生听音辨别动物的游戏牢牢地吸引了学生的注意力,培养了他们学习的兴趣。此外,经常性的成功体验,可使人的需要不断地满足,心情舒畅愉快而求索不止,这对英语教学有着不可估量的促进作用。以学生为主体,以趣味活动为主线,以学生心智发展为重点,让学生经常获得学习成功的喜悦,从而培养学生的浓厚的学习兴趣。我。
step 2. presentation 2(课件中partc)
1.show some pictures of the new words.
t:what can you see in the picture?
s:i can see some chickens. (介绍名词复数的词形和读音的变化,学生齐读单词复数形式)
t:do you like chickens?
s:yes, i do./no, i don’t. i like horses.
2. pair work
do you like…? yes, i do./no, i don’t. i like …
[设计思路]:在英语课堂里经常性地开展小组间的各种竞赛,让竞赛促使学生产生成功的体验。我们可以把学生分成若干个小组,每组分别有一个英文名,名字可以就用学生学过的单词。每一次课堂里都会组织一个竞赛,获胜的小组可以累计分数。过段时间再评比一次,看哪一组累计分数做多。学生具有强烈的竞争意识,这也因此激发学生努力争取成功,从而更加扎实的学好英语。我由单词的单数图片过渡到单词的复数图片,为下面的句型do you like…?教学作铺垫,学生通过神气活现的小动物,自然而然便对他们产生情感。这也正发挥了信息技术的情感导向作用。
step 4 consolidation (课件中呈现商店购物的情景)
1.show a picture of the shop.
t:what can you see in the picture?
s:i can see some masks.
t:now ,i’m a shop assistant.
can i help you?
s:yes, i’d like some masks.
t:do you like rabbits?
s:yes, i do.
t:here you are ?
s:thank you. how much is it?
t:ten yuan, please .
2. make a dialogue in the shop
[设计思路]:小学生的可塑性强,学习和尝试运用语言时喜欢模仿,爱说好学,不怕出错,而对话表演正符合他们的年龄特征和兴趣所在。因此我们应研究并熟知童心,充分利用儿童无意识记的心理特点,在课堂中采用听、说、演等符合儿童心理和年龄特点的方式方法使他们产生兴趣,在轻松、亲切、自然的气氛中学习英语。在教授完本课时的单词和句型后,我通过呈现文中的背景图片让学生自然融入购物的情景中。此时,信息技术将学生以前所学的旧知识,重新输入新的内容中。学生则能在愉快中接受信息,巩固所学知识,并且达到较好的效果。
step5.homework
《牛津小学英语》教学设计 篇13
教学内容:综合实践课
教学目标:
1. 以训练学生基本语言技能为目标,培养学生大胆用英语表达的勇气,养成用英语思维的习惯。
2. 以听说读写的形式,综合训练学生对本课单词、句型的理解应用。
3. 鼓励学生合作学习,共同发展。
教学重难点:培养学生综合运用语言的能力。
教具准备:录音机
教学过程:
step1 group work:what have you learnt?
1. 小组内交流本单元所学内容。(分单词、句型两大块,每块再分重点及次重点)。
2. 记到笔记本上,互相读一读,问一问。
3. 全班交流。
step2 listening exercise 听力练习。
1. listen and judge.(完成练习册a部分)
①look at the pictures.
②what can you see?
③listen to the tape and judge.
④check the answers
2.look, listen and choose.
①look at the sentences.
②listen to the tape and choose the correct answer.
③check the answers.
step3 oral exercise 口语练习
以jump为话题,小组合作,进行英语会话。
1. group work. 小组内进行。
2. english show. 选出优秀选手,全班展示。
step4 reading work. 完成练习册f部分。
1. read and put the sentences in the right order.自由读短文,完成排序。
2. 指名读。
3. 核对答案。
4. 齐读短文。
step5 writing work. 写话练习
练习形式:每组发一张纸,以i’m not happy开头,每人接一句,一直接下去,5分钟之内完成合作。
教师快速阅读一下,再分发下去,学生互相评价,最后齐读范文。
step6 布置作业
1. 完成练习册14、15、16、页。
2. 你能发现多少单词:aslowalkwellateanimalowatchavexercise
板书内容:
(请合理安排)
板书设计:
《牛津小学英语》教学设计 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: