《牛津小学英语》4A Unit 9 What’s the matter?(通用16篇)
《牛津小学英语》4A Unit 9 What’s the matter? 篇1
牛津小学英语4a unit 9 what’s the matter?
the first period
一 教学内容:
a: read and say 图1-图3,四个单词:tired, hungry, thirsty, ill。
二 教学目标:
1.知识目标: 能听懂,会说,会读和会拼写单词tired, hungry, thirsty, ill;能听懂,会说,会读和会操练句型what’s the matter? i’m….
2.能力目标:.会读a: read and say 图1-图3;会用贴切的形容词描述自己的感觉。
3.情感目标:能用单词和句型自编对话,在实际生活中运用语言。
三 教学重、难点:教学目标1,2,3。
四 教具准备:实物,图片,卡片,录音机,磁带,多媒体课件。
五 教学过程:
step 1: greetings
step 2: free talk
由free talk引出 we are happy today.
step 3: say a rhyme
示多媒体课件:say a rhyme: we are happy today.
(通过free talk,把学生自然地带到英语学习的氛围中,由此也自然地引出小诗we are happy today.一首节奏明快,琅琅上口的小诗激发了学生学习的兴趣,调动了学生学习英语的积极性,既复习了以前的知识,又引出了后面的知识,可谓一举两得。)
step4: presentation and practise
1.teach the word “tired” and the sentence “what’s the matter?”
a.由儿歌引出play a game,师戴小兔子头饰与学生边数数边学小兔子跳,由此引出 i’m tired.问:
t: are you tired?
s: yes.
b.示课件与卡片tired,标上音标i-[ąi],授单词。
c.师边做累状边自问自答t: what’s the matter? i’m tired.同时问学生what’s the matter? 让学生做累状并做答,授句型what’s the matter?
d.配上动作同座操练句型what’s the matter? i’m tired.
(游戏学习是学生乐此不疲的学习形式,通过教师戴着小兔子的头饰一起与学生学小兔子跳,学生情绪高涨,经过活动后,确实会感到累,渴……各种感觉都产生了,顺理成章地引出了这些感觉类单词: tired, hungry, thirsty, ill。)
2.teach the word “hungry” “thirsty” “ill”
a. 示课件,师自问自答:what’s the matter with him? oh, he’s hungry.
b. 示课件与卡片hungry,标上音标u-,授单词。
c. 师与生共同做饥饿状,教师顺势问:
t: what’s the matter?
s1: i’m hungry.
d. 生生操练。
e.同法授单词thirsty, ill。
( 教学tired, hungry, thirsty, ill这些抽象的感觉类单词时充分运用手势帮助学生理解,把动耳、动口、动手及动脑结合起来,充分运用多种感官去让学生体验、感受、理解这些抽象的感觉类单词,这个难点在轻松愉快的氛围中突破了。)
3.teach the sentences “here’s…for you.” “have…,please.” “have a break, please.”
a. play a game:师示四张图片:tired, hungry, thirsty, ill.师说tired, 生跳到图片tired旁边, 说i’m tired.
b. 顺着游戏,师问:
t: are you tired?
s1: yes.
t: here’s a glass of water for you.
s1: thank you.
c.示卡片here’s …for you. 授此句型。
d.同法授句型have…,please. 和句型have a break, please.
(将单词tired, hungry, thirsty, ill的复习放在跳格子游戏中,学生个个跃跃欲试,异常兴奋,在这样轻松愉快的氛围中,学生不仅复习了单词和句子,也自然地引出了句型:here’s…for you. have…,please. have a break, please.)
4.practise the words and sentences
a. 师生操练句型,师与生做示范:
t: what’s the matter?
s1: i’m hungry.
t: here’s a cake for you.
s1: thank you.
b. 利用自带的食品同桌互相操练。
(英语是一门语言,语言的教学应以对话为主,以此培养学生为交际而运用语言的能力,利用学生所带食品,把本课所学知识融合在一起,让学生进行对话操练,既复习了本课知识,又发展了学生的语言能力。)
step 5. learn unit 9 a: read and say picture1-picture3
1. read after the tape.
2. read together.
3. practise in pairs.
4. act it.
step 6. consolidation
1.示课件,出现fang ta park,情景如下:
星期天,你与好朋友到fang ta park,到了fang ta park后,你们会感到thirsty, hungry, tired, ill…,自编一段对话。
2.practise in pairs.
3.perform the dialogues.
4.teacher say something about the dialogues.
(通过设计到fang ta park这一情景,把教学过程搞成近乎实际的交际活动,让学生充分发挥主动性,创造性,学以致用,学生在活动中通过思考,交流,合作等方式,学习和使用语言,提高了学生实际运用语言的能力。)
step 7.homework
1. write the words: tired, hungry, thirsty, ill.
2. read unit 9 a: read and say picture1-picture3
blackboard writing:
unit 9 what’s the matter?
what’s the matter? i’m tired. have a break, please.
hungry. here’s…for you.
thirsty. have…,please.
ill.
牛津小学英语4a unit 9 what’s the matter? 来自第一范文网。
《牛津小学英语》4A Unit 9 What’s the matter? 篇2
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
《牛津小学英语》4A Unit 9 What’s the matter? 篇3
牛津小学英语4a unit 9 what’s the matter?(第二课时)
the aims of teaching:
1. review the words: hot、 cold、 ill、 tired、hungry、 thirsty .
2. able to understand, read and write the sentences:
what’s the matter ? i’m…
3. able to understand, read, and say the words and sentences:
words: a glass of water
sentences: are you …? no, i’m not … i’m …
come and have some cakes.
why don’t you go to bed now?
the important points of teaching:
sentences: what’s the matter ? i’m…
the aids of teaching:
1. pictures: hot、 cold、 ill、 tired、hungry、 thirsty .
2. cards: what’s the matter ? i’m… are you …? no, i’m not … i’m … come and have some cakes. why don’t you go to bed now? a glass of water here’s a … for you.
3.toys:a rabbit, a bear, a tiger, a dog
teaching steps:
step 1 warm up
1.greetings
2.say a rhyme: 《a funny goat》
step 2 title
1. a story《gu dong is coming》学习句型what’s the matter? 揭示课题
2. read the title unit 9 what’s the matter?
step 3 revision
a game
a. look and say 师做动作,学生说出相应的单词, 学习句型i’m… .
b.show the pictures and say the words.
c. listen and do 师说单词,学生作出相应的动作。
d.look and say 一生做动作,其他学生说出相应的单词。
step 3 presentat ionⅰ
1. what’s the matter?
i’m …
(1)由上引出 (look and say 一生做动作,其他学生说出相应的单词。)
t: what’s the matter?
s1: i’m …
(2)rhyme:
what’s the matter? what’s the matter? hot, hot, i’m hot.
what’s the matter? what’s the matter? cold, cold, i’m cold.
what’s the matter? what’s the matter? hungry, hungry, i’m hungry.
what’s the matter? what’s the matter? thirsty, thirsty, i’m thirsty.
(3) take a train. s1-s2-s3-…
(4) t-s: what’s the matter? what’s the matter?
s: hot, hot, i’m hot.
t: here’s a fan for you.
(to another)
t-s: what’s the matter? what’s the matter?
s: thirsty, thirsty, i’m thirsty.
t: here’s a glass of water for you.
[read the phase: a glass of water]
(5) pair work
what’s the matter?
i’m …
here’s a …for you.
2.come and have some cakes.
(1)由pair work引入
t-s: what’s the matter?
s: i’m hungry/thirsty.
t: have an egg/ hamburger/ some cakes, please.
drink some juice/ a glass of water, please.
(2)(to another)
….
t: come and have some cakes, please.
(3)s-t
t: i’m hungry/thirsty.
s: (引) come and …
3.are you …?
(1) t-s: what’s the matter? are you hungry?
s: (引) yes, i’m hungry.
t: here’s a … for you.
[read the sentence: are you …?]
(2)s-t: are you …?
t: no, i’m not … i’m …
(3)t-s
(4)pair work
what’s the matter? are you …?
yes, i’m …/ no, i’m not … i’m …
here’s a … for you. / come and …
4.why don’t you …?
(1)t-s: are you…?
s: yes, i’m …/ no, i’m not … i’m …
t: why don’t you …?
[read the sentence.]
(2)s-t
t: i’m …
s: why don’t you …?
(3)rhyme:
why, why, why don’t you,
why don’t you have some cakes now?
why, why, why don’t you,
why don’t you go to bed now?
step 5 practice
1.look at the pictures and listen to the tape.
2.repeat the dialogues.
3.read in pairs.
板书设计:
unit 9 what’s the matter?
what’s the matter?
are you …?
yes, i’m …
no, i’m not … i’m …
here’s a …for you.
come and have some cakes, please.
why don’t you go to bed now?
《牛津小学英语》4A Unit 9 What’s the matter? 篇4
unit 8 review and check
连云港市赣榆县青口中心小学 刘颖
单元教材分析:
本单元是6b的第二个复习单元,也是全书的最后一个单元。各部分教学内容均在前一个单元话题的基础上有所扩展,并提供了一些新的呈现方式,重点复习第五单元至第七单元所涉及的语言项目。通过看图对相关信息进行介绍,看图完成对话及短文,看图对话,同学之间谈论自己的好朋友等方式帮助学生复习巩固三个单元中所学的语音、词汇、日常交际用语、句型等基础知识。某些练习的要求较前几个单元有所提高,更多地要求学生综合以前所学语言灵活地加以运用,从而进一步提高学生综合运用语言的能力。
教学目标:
1、通过复习,要求学生掌握五至七单元的四会单词、词组和句型;
2、通过复习操练,要求学生能综合运用所学的日常交际用语。
教学重点:
通过复习,学生能掌握五至七单元的四会单词、词组和句型。
教学难点:
1、学生能正确地书写五至七单元的四会单词及句型;
2、学生能综合运用所学的日常交际用语。
教具准备:录音机、课前录音、多媒体画面、词汇卡片。
课时安排:本单元共计四课时
第一课时unit8 a look, read and say.
第二课时unit8 b look, read and write.
第三课时unit8 c look and talk
第四课时unit8 d talk and write.
友情提示:
本单元容量大,综合性强,教师在课前有必要对全书所学内容进行归纳总结,以便对全书有个清楚全面、整体的把握。在教学过程中要及时分析学生的现状,针对他们的掌握情况采取灵活有趣、高效的方法,充分利用复习课的机会查漏补缺。
《牛津小学英语》6b unit 8 单元教材分析 来自第一范文网。
《牛津小学英语》4A Unit 9 What’s the matter? 篇5
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》4A Unit 9 What’s the matter? 篇6
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》4A Unit 9 What’s the matter? 篇7
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》4A Unit 9 What’s the matter? 篇8
教学内容:复习第三单元,完成c部分练习。
教学目标:通过复习,操练使学生能熟练掌握与问路有关的日常交际用语。
教学重点:熟练掌握与问路有关的日常交际用语。
教学难点:熟练掌握与问路有关的日常交际用语,并能灵活运用。
教具准备: 投影片,挂图
教学过程:
step 1 warm up
1 greetings
2 sing a song. “excuse me”
step 2 revision
1 出示单词卡,复习第三单元单词。
2 创设情景,复习巩固问路交际用语。
(1)投影出示文字介绍及一幅线路图: sally is on holiday in ganyu now. she wants to go to some place ( xinhua bookshop, the post office, hualian supermarket, the bank of china , the cinema ),but she doesn’t know how to get there, and she meets you at hebing park, can you tell her how to get there?
(2)学生自由读所出示的文字,并辨认线路图。
(3)师生共同操练 how to get to xinhua bookshop,并板书重点句型。
(4)group work .小组间围绕所给信息进行问答操练。
(5)act . 指名小组表演对话。
step 3操练part c look, read and write.
1 读题,明确题意。
2 出示第一幅图,教师与一名学生示范,并讲解此种类型题目的方法.
3 学生试着完成习题.
4 交流填写情况.
5 同桌对话表演,并适当进行改编和扩充.
6 指名表演对话。
step 4 作业布置:
绘制一线路图,创设一情景,自编一组问路的对话,并写下来与同桌表演对话。
板书内容:
unit 4 review and check
can you tell me the way to…,please?
go along this street,and turn… at the …crossing.
how far is it from here?
it’s about…
.how many stops are there?
《牛津小学英语》4A Unit 9 What’s the matter? 篇9
教学内容:《牛津小学英语》6b unit 6 planning for the weekend b look,read and learn 和 c look and say
教学目标:
1、能听得懂、会说、会读和会拼写picnic, play, take part in。
2、能听得懂、会说、会读和会写四会句型what are you going to do …? we’re going to…。
教学重难点:
1、能听得懂、会说、会读和会拼写picnic, play, take part in。
2、能听得懂、会说、会读和会写四会句型what are you going to do …? we’re going to…。
教具准备:录音机、磁带、教学挂图等。
教学过程:
step1 warm up
1. greetings
2. sing a song will you join me?
3. free talk
以what do you usually do on sundays / at weekends?为重点(复习5b中所学的take photos,go shopping,collect stamps,collect coins,grow flowers,keep goldfish,make model ships,make clothes……)
step2 presentation
1. teach: have a picnic,go on an outing,see a play.
①由上步free talk的生询问师what do you usually do…?师答i usually have a picnic.引出have a picnic的教学。
②同法引出go on an outing和see a play的教学。
③指导单词记忆方法并加强拼读练习。
picnic→pi—c—ni—c
play→p—lay
2. teach: see a beijing opera show,take part in the singing contest,take part in the sports meeting及what are we going to do…? we’re going to …
①t:what do you usually do…? s1:i usually… t:you usually…
教师自言自语what are we going to do…? we’re going to… 引出see a beijing opera show.
②全班问师what are we going to do…?师答we’re going to…引出take part in the singing contest,take part in the sports meeting。
③pair work.
④action.
⑤指导单词记忆方法并加强拼读练习
take part in→ta—ke+par—t+in
step3 consolidation
1. listen to the tape and repeat of“b look,read and learn”.
2. play games(b look,read and learn)
①边贴板书,边读单词。
②声音控制师
教师大声说,学生小声说;教师小声说,学生大声说;男生大声说,女生小声说……
③鹦鹉学舌
教师指板书单词,所读单词与所指单词相符,学生跟读,所读单词与所指单词不相符,学生起立不出声。
④摘星游戏
教师将比较难的单词标上3颗星,比较简单的标上2颗星或1颗星,先让学生自评能得多少颗星,再让同桌互相检查能得多少颗星。
3. look and say
①picture 1~2
根据图片,师生示范编对话。
②picture 3~4
groups work.学生小组讨论,根据图片编对话。
action.
③picture 5~6
pair work.学生同桌讨论,根据图片编对话。
action.
④write the sentences.
任选二幅图写下来,集体订正。(两生板演,其余生写本上)
4. play a game(寻宝游戏)
教师将图片藏于教室一处,找一生找,全班问what are we going to do…?此生离目标物越近,全班声音越大,反之亦然。此生找到目标物后用we’re going to…回答。
5. play a game ( look and guess)
教师或学生做某一动作,全班学生竞猜what are you going to do?
step4 assessment
汇总小组评价的结果,评出优胜组,进行教师评价。
step5 homework
1. listen to the tape and repeat of “b look,read and learn”.
2. copy the words four times.
3. write the sentences of “c look and say”.
4. 预习a listen and say。
板书内容:
①短语have a picnic,go on an outing,see a play,see a beijing opera show,take part in the singing contest,take part in the sports meeting。
②句型what are we going to do…? we’re going to…
板书设计:
《牛津小学英语》4A Unit 9 What’s the matter? 篇10
教学内容:《九年义务教育六年制学教科书·牛津小学英语》6bunit8 part b look, read and write, 练习册part e.
教学目标:
1、通过复习,熟练掌握unit 5的四会词汇及句型。
2、熟练掌握unit8 b部分出现的句型。
教学重点:
1、熟练掌握unit5的四会单词及句型。
2、熟练掌握unit8b部分出现的句型。
教学难点:学生能根据情境自由运用语言。
教具准备:天气类词汇卡片。
教学过程:
step 1 warm up
1.greetings
2.say a rhyme “seasons”
step2 revision
1、师快速闪动unit5的词汇卡片,学生抢答。
2、听写四会单词。
play a game.
教师出示四个地名在黑板上,分别为beijing, london,newyork.,sydney, 请一名同学上台背对着黑板,老师标出所要猜的地名,猜的同学用what’s the weather like in summer / winter / autumn / spring there? 向其他同学提问,然后根据问答猜地名。
3、小组内连锁问答。
a: which season do you like best?
b: i like……
a: why?
b: because it is ….. i can……
step 3 look, read and write.
1. talk about the pictures in group.(提醒学生注意秋天里白天变短,夜晚变长)
2. try to write.
3. ask ss to give the answers
4. 小组里朗读比赛。
step 4 look, think and write.
练习册part e
t: bays and girls, do you know the weather in hang zhou? let’s look at the pictures and read the passage.
1.ss talk about the pictures .
2. try to complete.
3. ask some students to read.
4. talk about the weather in hang zhou in group.
5. 指名试着到前面介绍。
step5 homework.
模仿书上b部分的三、四两个片段或练习册e部分的片段介绍我们这里的四季情况及人们的活动,用英文写下来。
板书内容:
unit 8 review and check.
seasons: spring summer autumn, winter.
weather: warm cool sunny cloudy rainy windy
what’s the weather like ?
it’s …..
板书设计:
《牛津小学英语》4A Unit 9 What’s the matter? 篇11
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》4A Unit 9 What’s the matter? 篇12
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》4A Unit 9 What’s the matter? 篇13
一、教学内容 《牛津小学英语》5b第六单元 第二教时
二 教学目标
1、语言技能
⑴能熟练掌握本单元所学的体育课的口令。stand in … line(s) , please.\let’s do some exercise .\ turn left , turn right .\put your …on…\ touch your …with …\bend your …times.
⑵能比较熟练地在情景中运用单元所学的日常交际用语和口令去完成一项任务,即:会做小小的体育老师发命令,并会听口令做动作。
⑶能正确流畅地认读本单元出现的词句。
⑷通过小组合作学习,培养学生的合作意识,并在运用中提高他们的英语口头表达能力和交际能力。
2、学习策略
通过游戏,简笔画,形似词,让学生有意识地记忆、比较、认读单词。
3、情感目标
培养学生学习兴趣;能动手设计简单的运动操,有一定的创意。
三 教学重点
教学目标1、2、3。
四 教学难点
能正确使用和执行所学的口令。
五 课前准备
1\教具准备: 多媒体课件、口哨
2\板书准备: 黑板上预先写好标题 unit6 at a pe lesson.
六、教学过程
step 1 warming – up
1.introduce myself
2.freetalk
3 .sing a song and do some exercise.
teach : exercise / do some exercise
step2 presentation
1.teach: orders / give orders / follow the orders
the way :
t: boys and girls, today we will have a pe lesson. i’m your pe teacher . let’s do some exercise again, i give orders and you try to follow the orders.
b. drill: orders / give orders
c. play the game .
show me your hands
touch your hair / head /eyes /mouth /ears/ hands .
2. teach : left right
3 .teach : stop
4.teach : stand in a line
5. teach :turn left / turn right 转
the way :
a.接上步的游戏, 叫几个学生上去,师发命令学生做,并奖励。
t: now boys and girls . stand in …lines, please. let’s do some exercise.
show me your left hand .turn left .turn left .turn right .turn right.
b. drill: turn / turn left / turn right
c. t: i give orders and you try to follow the orders.
turn left /turn left / turn right one time / turn right two times
6.teach : time 次
practice : pair work
7. teach : bend
now boys and girls . stand in …lines, please. let’s do some exercise.
a. put your hands on your waist and turn left and right …times .
bend your arms…times.
b. drill :bend
b. practice:
师做生说短语 / ss give orders (并奖励stars .)
bend your legs / legs / arms
8.teach: up and down
step 3 drill
1.listen to the tape and answer .
where are they ?
what are they doing ?
how many orders have you hear ?
2 listen and repeat.
step 4 practice
1.orders:
stand in … line(s) , please. let’s do some exercise .
turn left , turn right . bend your …times.
put your …on… and turn left and right …times.
2.practise in pairs.
3.four group
4.check and pried
step 5 consolidation
1. game :i say , you do . i do , you say . (奖励)
2. sing :let’s do some exercise.
3. 四人组合一个队,用今天所学的指令编一套简单的运动操。
4.check and consolidation
teaching design
unit 6 at a pe lesson
stand in … line(s) , please.
let’s do some exercise .
turn left , turn right .
put your …on…
touch your …with …
bend your …times.
《牛津小学英语》5b/unit6 a pe lesson公开课 第二教时 来自第一范文网。
《牛津小学英语》4A Unit 9 What’s the matter? 篇14
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。】
ⅳ.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》4A Unit 9 What’s the matter? 篇15
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》4A Unit 9 What’s the matter? 篇16
教学内容:复习一,二单元,操练part b及part d
教学目标:
1 复习unit1,2.
2 完成书上b部分练习。
教学重点: 检查一,二单元四会单词及句型掌握情况,完成b部分练习。
教具准备:投影片,单词卡
教学过程:
step1 warm up.
1 greetings.
2 say a rhyme “run,rabbit,run!”
3 free talk
教师出示单词卡,采用连锁问答的形式,让学生运用形容词及副词的比较级操练前两个单元的句型.
step 2 play a game. guessing game : who is my friend?
(1)师:(my friend is a girl. her eyes are bigger than mine, but her hair is shorter, and she is shorter than me. she is good at pe, she runs very fast. and she runs faster than the other girls in our class. guess: who is my friend? play the game with your partners ,please.)
(2)指名学生描述(结合上一课时的家庭作业),其余学生猜。
step 3 默写一、二两单元的四会单词及句型。
step 4 操练part b look,read and respond.
1 读题,理解题意。
2 操练picture 1,
(1)投影出示picture 1,指导看图,师读问句,指名学生回答。
(2)work in pairs. 同桌问答操练。
3 group work.
每组选择三幅图,组员间相互讨论,进行问答操练。
4 检查练习情况。指名小组对话表演。
step 4 操练part d look, talk and write.
1 读题,明确题意。
2 教师出示表格,学生自己阅读表格,了解信息.
3 以su yang 或su hai 的身份做自我介绍.并就两个人的介绍作比较.
4 自由答题。
5交流,核对答案.
6学生根据示范自制表格,在小组内边介绍自己的情况边填写表格,然后在小组内交谈.
step 5 作业布置:
1 根据自己的兴趣爱好设计个人名片并做介绍.
2 把书上b部分答句写下来,并读两遍。
板书内容:
unit 4 review and check
name:___________ age:___________ height:___________ cm weight:____________ kg 50-metre ace:_______〃 high jump:___________m long jump:___________m
板书设计:
《牛津小学英语》6b unit 4 第二课时 来自第一范文网。