《牛津小学英语》5A Unit7教案第二课时(精选13篇)
《牛津小学英语》5A Unit7教案第二课时 篇1
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 Unit7教案第二课时 篇2
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 Unit7教案第二课时 篇3
《牛津小学英语》6b unit5 seasons的话题主要是围绕“季节”展开,课文介绍了纽约的四个季节,课文中的这四个季节并不是按顺序逐一介绍的,而是在特定的话题下产生。课一开始,教师在free talk中与学生交流有关天气及四季的相关话题。
[教学片段一]
t: what’s the weather like today ?
s: it’s sunny day.
t: which season is it now ?
s: it’s spring.
t: which season comes after spring ?
s: summer.
t: which season is the last season ?
s: winter.
t: which season do you like best ? why ?
s: i like… because i…
free talk中的等问题,把学生引入他们感兴趣并熟知的“扬州四季”,既为学习课文中“纽约的四季”做了铺垫,也促使学生用英语主动去谈论家乡的季节,大大增强了学生的求知欲。
[教学片段二]
t: su yang’s dad is going to new york next week. but she doesn’t know the weather. who can help her?
t: what’s the weather like in new york?…
(教师提一些问题,学生听完课文对话后,回答问题)
由这一系列的问题,教师把学生带入课文引言部分的学习,在这一学习过程中,教师的话题从学生感兴趣的“summer holiday”转换成new york。但笔者认为教师完全可以改变一下free talk中最后的话题,可以先问where are you going next week? 再转换为where is su yang’s dad is going next week? can you guess?这样,自然地过渡到课文内容的学习,新旧知识点的联系就较为紧凑了。
课文教学是小学高年级外语教学的重点,也是难点。课文是教材的中心,是教授、学习语言知识和训练语言技能的综合教学材料。高年级课文的词汇量大、句型比较长。教师如何有效地让学生学习课文内容呢?教师是直接讲解课文?还是教师设计不同的练习,通过不同的方法,来逐步学习课文呢?课文内容的学习方式需要多样性。魏老师教学课文内容的方式是这样的:
一、通过“听音标号”的形式,学生初步感知课文
教师提了两个问题how long is he going there? what questions does su yang ask about ? 学生带着问题先整体听课文内容,根据课文介绍的先后顺序标序号。
通过“听音标号”这种形式,学生对课文介绍的纽约季节的先后顺序有了一个感知,对课文内容有了一个初步了解,有了一个整体的把握。
二、通过“选词填空”的形式,学生深层学习课文
学生对课文内容有了初步的感知,如何进一步加深学生对课文的理解?如何使学生了解纽约的季节里不同的天气及人们的活动?教师采取了“选词填空”的形式,学生一边仔细听课文录音,一边选词填空。考虑到学生刚刚接触课文,考虑到不同水平的学生,教师并没有让学生直接填词,而是给出了一些关于天气的词,让学生去选词填写,大大降低了难度,学生进一步理解了课文内容。
seasonweatherhotrainycoolwindycloudywarmsummerautumn spring
三、通过“缺词填空”的形式,学生再次理解课文
学生是否已经掌握了课文知识?如何来检测学生的学习效果?魏教师根据课文内容把对话改编成了一篇小短文,让学生根据所学的课文内容填空,通过这种形式,不仅检测了学生掌握课文知识的情况,同时再次让学生理解巩固了课文,更进一步地理解掌握课文知识。
su yang’s dad is going to new york . he is going to work there one year . in new york, there’s a lot of rain in . the weather in summer is
as as in nanjing. autumn is the season in new year.
it’s and . in winter it’s than in in nanjing. su yang’s dad
needs some warm clothes for winter in new year.
整篇课文的学习,教师采取了“总→分→总”的方法,及学生先从整体上把握课文,理解整篇课文的意思,然后分段学习课文,自然新授并讲解知识点,最后再进一步巩固课文。在每个教学环节的过程中,教师采取了不同的教学方法,设计了不同的练习,题目由简到难,并且题型多样,激发了学生学习的兴趣,学生做的不亦乐乎!
这一节课中,教师设计的各个环节都很巧妙,学生学习课文的方式多样,有“听音标号”的形式等。学生运用语言的活动很多,教师对课文内容教学的每一个步骤设计到位,考虑到学生知识水平,循序渐进地,运用多种练习方式,不同难度的题目,让学生学习课文。在学习课文中学生了解了语言知识,掌握了语言知识,并去运用了语言知识,符合学生的认知规律,学生感兴趣,学的轻松,教学效果好。
《牛津小学英语》5A Unit7教案第二课时 篇4
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 Unit7教案第二课时 篇5
good afternoon, everyone. i’m fan jiayin. i come from dongzhongshi experimental primary school. it’s my great pleasure to be here sharing my lesson with you. the content of my lesson is “a busy day” part a from unit 7,fun with english 5b.
一.teaching contents
the topics on fun with english are well organized focusing on the pupils’ world. unit 7 is intended for pupils to talk about their daily lives. they have learnt many verb phrases. such as watch tv, have breakfast, clean the library, watch a football game, do homework and etc. you know they are bilingual class pupils, so maybe these phrases will be more easier for them. “a busy day” mainly talks about the time and what they should do at the time.
considering the contents of the lesson and the levels of the pupils, i design the following teaching aims.
二、teaching aims
1. aims on the knowledge: pupils will learn the new words “busy, past, to, on duty, brush teeth, really, half, a quarter ”, the new structures “ what time is it? it’s time for… do you want to…? i want to…
2. aims on the abilities: to develop pupils’ abilities of listening ,speaking, reading and writing. to develop pupils’ communicative skills
3. aims on the emotion: to develop pupils’ sense of co-operation. to let pupils know they should cherish the time.
三、important points:
1. to help the pupils say the new words and use the key sentences correctly.
2. to write whole sentences correctly.
四、difficult points
1. how to make dialogues and act them out.
2. pupils can talk about the time and what they should do at the time.
五、teaching aids
and in this lesson we’ll need cai , tape recorder, school things and so on.
六、teaching methods
now i’d like to talk about my way of teaching(不必写在教案里).
1. communication method
i’ll set up a real situation, in this way , pupils can practise in pairs or in groups, they can speak freely and needn’t worry about making mistakes
2. task-based method
that is to say i’ll let the pupils finish a task by making a short dialogue and acting it out. to help the pupils get a better understanding of the key structures, i will arrange these kinds of activities: singing, guessing game, finishing a survey and having a competition.
七、learning methods
let pupils study in a relaxed and agreeable atmosphere. thereby, develop the pupils’ abilities of studying and working with the learning language independently.
八、teaching procedures
now i’ll mainly talk about my teaching procedures. i’ll follow five steps.
step 1( warm-up and revision)
it is important to set up a better english learning situation for the pupils . so i ‘ll design
activity 1. sing a song: do some exercise with me? this song is from unit6
activity2. tpr( total physical response ) to ask pupils to follow my instructions, “get up, have breakfast, watch tv, do homework” then ask and answer: what are you doing? i am…
t: look, what am i doing?
present the new phrases: brush my teeth
t: who is on duty today?
let the child give the orders which are on the paper.
i design this activity to get pupils to warm up and review the present continuous tense. i also infiltrate two phrases in this step, “brush my teeth, on duty”. because they will be presented in the text.
step 2 (presentation )
to present and practice the key structures one by one, that’ll be much easier for the pupils to learn and grasp the meanings. so in this step, i’ll design 3 activities.
activity1: guess and learn.
guess a riddle, then learn to express time in english. in this step, i will use cai to help me with my teaching. let children practice the time first. then learn to use “past” and “to”
activity 2: ask and answer. what time is it? it’s time for…
let pupils talk about the time : what time is it? it’s time to… because pupils have already learned this structure .then teacher can make a model first : it’s time for… then practice in groups.
as we all know, using the pictures, this is one of the easiest ways to show the meaning of the words and sentences.
activity 3: talk and match
talk about the time and the things first, then listen and match . if time is enough, pupils can talk about their own time and their own things.
children’s attention span is very short. and proper exercises can help pupils focus on their attention and practice the key structures better.
activity4: think and say
t: oh, what time is it now? it’s time to watch vcd. do you want to watch vcd?
s: i want to watch vcd.
teacher shows them a list, look at the time and things: what do you want to do? then invite your friend: it’s … it’s time for… i want to … do you want to…?
in this activity, pupils are encouraged to put themselves in the situation and make a face to face talking. all the pupils are involved in this activity. they can talk as much as possible.
step3. (production)
to help pupils put the language into using, i design a task to help pupils have a production.
first watch vcd. let the ss listen and imitate the dialogue. pay attention to their pronunciation and intonation. at last i’ll ask the pupils to think hard and act it out. then find out which group will act it out well. i’ll give them red stars.
purpose of my designing: this step makes the pupils get the general idea of the dialogue as a whole one. at the same time let the pupils have a chance to practise their listening and spoken ability.
step 4. (consolidation)
to develop pupils’ abilities of listening and speaking, that’s the main instructional aims of learning english in primary school. so in step 4, i’ll design some listening exercises to check what they have learned. for example: think and fill in the blanks. everyone will have a piece of paper. in this step i’ll give the pupils a free space to show their abilities.
purpose of my designing: “task-based” teaching method is used here to develop the pupils’ ability of communication and co-operation. tell the pupils we should cherish our time, time and tide wait for no man.
step 5. (homework )
after step 4, some pupils can grasp the knowledge well, but some pupils can’t. revision is so important, pupils should speak english after class as much as they do in class. it is necessary for the pupils to do some exercise after class. so i design the following homework.
1.listen and read.
2.try to talk about the pictures.
3. try to finish your timetable
my timetable
time
time
what for?
6:30
half past six
it’s time for breakfast.
九、.blackboard design
unit7 a busy day
what time is it? busy 繁忙
it’s … past… on duty 值日
it’s … to … brush teeth 刷牙
it’s time for…
do you want to…?
i want to…?
proverb: time and tide wait for no man. 时间不等人。
in a word, the teaching of this lesson aims to develop not only the pupils' language abilities, but also the diverse intelligence. as eachers, to make our english classrooms shine with vitality, we still have a long way to go.
above is the lecture notes of my lesson. thank you!
《牛津小学英语》5A Unit7教案第二课时 篇6
教学内容: g. listen and repeat h. say a rhyme及练习册
教学目标:
1、熟练掌握四会词汇和句型。
2、了解字母组合ur在单词的读音。
3、有表情地诵读歌谣i want to write a letter。
教学重点:
1、熟练掌握四会词汇和句型。
2、了解字母组合ur在单词的读音,并能扩充举例。
教学难点:正确理解歌谣含义,并能有表情地诵读。
教具准备:挂图、磁带、小黑板
教学过程:
step 1 warm up
1、greeting
2、listen a rhyme: i want to write a letter.
3、revision.
组织学生听d部分录音资料,提问相关问题:
①how old is helen? ②does helen live in nanjing?
③what’s the name of helen’s school? ④what are helen’s hobbies?
回答时学生间可采用男、女间,半班间,同桌间等多种问答形式进行操练。
step 2 presentation
1、listen and repeat
本部分是语言训练项目,教师应指导学生正确朗读单词及句子,并让他们体会字母组合ur在单词中的读音。
①教师让学生自己朗读单词,边读边体会字母组合ur在单词中的读音。
②出示单词hurt, nurse, thursday, turn,集体认读。
③指导学生听录音跟读单词和句子。
④教师引导学生看黑板朗读,也可在学生中展开朗读竞赛,看谁读得又快又准。
⑤鼓励学生自己归纳整理其它例词,编写成绕口令或句子练习朗读。
2. say a rhyme
①教师播放小诗录音,引导学生分句跟读。
②教师与学生按节奏诵读小诗。诵读时可根据节奏和内容做动作,以帮助记忆。
③指名读。 ④小组间试着编歌谣。
step 3 doing exercises
1. listen and number
听录音,根据所听到内容的先后顺序,在相应图中的方框内写上序号。
教师让学生先看图,用英语说出节目名称,再做此练习。
2. listen read and judge
听录音,读句子,根据所听内容判断句意是否正确。
教师让学生先看句子,读懂大意,听录音时注意进行方法指导。
3. look and write
看图,根据上下文完成句子。
教师指导学生边看图边读句子,在此基础上完成此项练习。
4. read and answer
朗读短文,根据短文内容回答问题。
5. read and complete
朗读并完成句子。
6. look, read and write
看图完成句子。
step 4 homework
1、练习册中的e、f两题作为家庭作业。
2、朗读并抄写本单元要求四会的单词各两遍,句子各两句。
3、鼓励学有余力的学生用英语与外籍朋友或其他学校的学生通信。
板书内容:
1、课题:unit 7 a letter to a penfriend
2、单词:hurt, nurse, thursday, turn
3、句型:last thursday the nurse hurt her fingers and they turned black and blue.
板书设计:
《牛津小学英语》5A Unit7教案第二课时 篇7
教学内容:《牛津小学英语》6b unit 6 a listen,read and say
教学目标:
1、听懂、会说、会读和会拼写单词plan。
2、听懂、会说和会读日常交际用语is that gao shan? yes,speaking. by the way,what are you going to do…?等。
3、能正确理解掌握对话内容,并能朗读、初步表演对话。
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,并能在掌握对话内容的基础上进一步表演对话。
教具准备:录音机、磁带、教学挂图、课件(小黑板)、图片等。
教学过程:
step1 warm up
1. greetings
2. free talk
学生以小组竞赛形式就b、c部分进行自由交谈。
step2 revision
1. words (b look,read and learn)
①声音控制师练单词。
②鹦鹉学舌练单词。
③listen and write.
听写单词,同桌互改,集体订正,写对1个单词加1颗星。
2. sentences(c look and say)
①group work 或 pair work.
②action.
③listen and write.
听写2幅图,集体订正,进行自我评价,写对1个句子加2颗星。
step3 presentation
1. free talk渗透is that……? yes,speaking. do you like……? can you……? what do you do on……?
2. listen to the tape of“a listen, read and say”.
3. 学习引言部分
①教师出示david和gao shan打电话的多媒体课件,上有日历显示为周六,天气暖和,阳光灿烂。
②学生自由描述或交谈,讲清短语on saturday morning,have school, talk about, plans for the weekend.
③听录音介绍场景。
④听录音回答问题,在讨论中学习单词plan,指导学生按音节记忆单词。
what day is it today?
what time is it?
what is david doing?
what are they talking about?
4. 学习第一段(46页)
①在引言的基础上,通过提问的方式导入课文对话部分。
what are they going to do today?
where will they meet?
②听录音回答问题,讲清打电话的专用语is that……? speaking与短语a beijing opera show, this afternoon,last year,at one thirty,in front of……
③课件或小黑板出示表格,学生填写表格。
whowhen activities where
④讲清乐器类前加the,如play the piano;球类前不加the,如play football。
step4 consolidation
1. listen to the tape and repeat.
2. 分角色朗读对话。
3. 在理解课文的基础上,完成对话后面的练习。
4. ask and answer
学生就课文部分的内容自己设计问题并回答,比赛哪个小组设计的问题又多又好。
5. a task
planning for the weekend:学生在小组中交流,创设情景对话。
6. 总结一般将来时
①意义:表示将来某一时间要发生的动作或存在的状态,也表示将来经常或重复发生的动作,常与表示将来的时间状语连用。
+v. 原形
②构成:be going to
will
③时间标志:tomorrow,next,soon…
step5 homework
1. listen to the tape and repeat of“a listen, read and say”.
2. action.
3. little reporter(小记者采访)
用what are you going to do…,? i’m going to…采访同学的周末活动计划并写下来。(至少3位)
4. 预习d listen and write。
板书内容:
单词:plan
句型:①is that……? yes,speaking.
②by the way,what are you going to do…? i’m going to…
板书设计:
《牛津小学英语》5A Unit7教案第二课时 篇8
教学内容:《牛津小学英语》6b unit 3 asking the way e read and number及f play a game
教学目标:
1. 进一步巩固本单元所学的与问路有关的词汇和句型。
2. 正确地听、说、读单词bookshop,out of,follow,shout,stop thief及不规则动词过去式的读音。
3. 复习巩固一般过去时态,注意新旧知识的滚动训练。
教学重难点:
1. 培养学生初步的阅读能力。
2. 归纳并掌握本部分出现的不规则动词过去式及其读音。
3. 鼓励并培养学生讲述自己身边曾发生的故事。
教具准备:e部分的教学挂图,磁带、录音机、与f部分游戏相关的卡片、地图。
教学过程:
step1 warm up
1. listen to the song:excuse me
2. free talk
请学生表演问路。
how can i get to the…?
can you tell me the way to…?
how far is it from here?
how many stops are there?
step2 revision
1. 出示a部分挂图,师生问答,讨论会话。
2. 让学生分段复述a部分内容。
3. 分角色有感情地朗读课文。
4. 出示本单元的四会单词,请学生朗读并拼读(开火车进行)。
5. 教师指地图请学生接龙问路。
step3 presentation
1. 学习e read and number。
①复习一般过去时态的句式结构。
②复习、归纳动词过去式。
③展示e部分出现的几个不规则动词的过去式,进行学习指导。
see→saw steal→stole run→ran
hear→heard come→came say→said
begin→began catch→caught get→got
④出示e部分挂图,创设情景让学生理解,并引出三会单词的学习。(suddenly, out of, shout, thief.)
⑤让学生看图试着用英语描述图中内容。
⑥让学生打开书,仔细阅读e部分内容,在理解的基础上给图编号。(指导学生用斜线把每幅图所表达的文字内容隔开。)
⑦学生完成后,集体校对,然后再集体朗读e部分内容。
2. play a game.
教师拿出课前准备好的a—f六张本部分中表示场所的小卡片,从中抽取一张,告诉学生自己的位置,再用进行时态描述自己的行走路线。让学生猜出自己的目的地。
t:now, i’m at the hotel. i’m going along guangzhou road, turning right at nanjing road. then i’m going along nanjing road. the place is on my left. guess! where am i now?
s:you are at / in …
t:you’re right.
①请一位学生上台抽一张卡片,进行游戏示范介绍游戏规则。
②让学生自由组合进行游戏。
③找几组学生上台表演,教师强调进行时态的用法。
step4 consolidation
1. 复习e部分出现的几个不规则动词的过去式。
2. 分组比赛朗读e部分内容。
3. 强调几个三会单词及动词过去式的读音。
step5 homework
1. 背诵本单元四会单词、句型,达到能默写的程度。
2. 熟读课文,并试着背诵对话。
3. 巩固不规则动词的过去式。
板书内容:unit3 asking the way
1. bookshop, out of, follow, shout, thief.
2. see→saw steal→stole run→ran
hear→heard come→came say→said
begin→began catch→caught get→got
板书设计:
《牛津小学英语》5A Unit7教案第二课时 篇9
unit 5 the seasons
单元分析:
本单元主要围绕“季节及气候”这个话题开展各项活动,所涉及的日常交际项目有介绍,询问,建议等。其中以“询问天气”及应答为重点内容。在设计教学活动时,应用“任务型”教学方法,以活动来支撑课堂。把每一项教学目标看成本课时的主要任务,精心设计,巧妙铺垫,在教师示范的前提下,让学生自己归纳做题方法,培养学生的英语思维习惯。
教学内容:牛津小学英语6b 第五单元。
教学目标:
能听懂、会说、会读和拼写单词weather, spring, autumn, winter, hot, cold.
能听懂、会说、会读单词season, because, countryside, warm, cool, rain, rainy, sunny, windy, cloudy, rowing, snowball fights.
能听懂、会说、会读日常交际用语 which season do you like best? i like… why? because it’s…
能听懂、会说、会读和拼写句型 what’s the weather like…?
了解字母组合ow在单词中的读音。
会诵读歌谣seasons。
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, snow cloudy, rowing, snowball fights.
教具准备:单词卡片、教学挂图、录音机。
课时分配:
第一课时:教材b部分;
第二课时:教材c、e部分;
第三课时:教材a部分;
第四课时:教材d、f 部分;
第五课时:教材g、h 部分;
第六课时:练习册
友情提示:
建议教师在教完b、e、c之后再教a部分,学生会水到渠成地理解。当然,教师也可自行安排各部分的教学时段。
同样,练习册的教学可以放在最后,也可分散到各个课时之间完成。教无定法,仅供参考。
关于课后练习题,主要操练的是四会单词和句型。只有牢牢抓住四会单词和句型,才能在测试中取得好的成绩。而四会单词和句型要靠教师一点一点地教,一定要体现教的过程。
《牛津小学英语》5A Unit7教案第二课时 篇10
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》5A Unit7教案第二课时 篇11
《牛津小学英语》4b unit6 let’s go by taxi教学设计与评析
一、 教学内容
《牛津小学英语》4b unit6let’s go by taxi b look, read and learn和 c work in pairs
二、教学目标
1. 能听懂、会说、会读和会拼写单词 a station, a hospital,by taxi。
2. 能听懂、会说和会读单词a theatre, a minibus
3. 能听懂、会说、会读和会写句型shall we go to……by……?及应答语 all right/ok.
三、教学重点、难点
1.能听说读写单词a station, a hospital,by taxi。
2.能听说读写句型shall we go to……by……?及应答语 all right/ok。
四、教具准备
录音机、磁带、单词卡片等。
五、教学过程
step 1.greetings
t:good morning,boys and girls.
ss: good morning, miss mu.
t: how are you?
s: fine, thank you. and you?
t: i’m very well .thank you. let’s sing a song, ok?
ss: ok.
学生跟着录音唱《go to school》并做动作。
[设计意图:在课一开始,通过warm up让学生在与老师的口语交际中复习旧知识,又逐步培养交际能力。而且歌曲内容与新知联系密切,在唱的过程中不知不觉地为学习新知作好了准备。]
step 2 .free talk
1. t: (出示公园图片)look at this picture. what’s this in english?
s: it’s a park.
t: let’s go to the park.
s: ( 通过看教师手势回答)ok/all right/good /great.
[设计意图:通过tpr教学法,用点头表示all right ,用竖起一个拇指表示good; 用竖起两个大拇指表示great;;用竖起后三个手指,拇指和食指圈成一个圈表示ok,让学生全身心地投入到教学活动中,有利于提高学习效果。]
2. t:(出示超市图片)what’s this in english?
s: it’s a supermarket.
t: (指名编对话) let’s go to the supermarket. but how?
s: (做动作)by bike/bus/ car
3. 教师出示长城图片(the great wall), 指名编对话.
s1: let’s go to the great wall.
s2: great. but how?
s1:by plane.(做动作)
[设计意图:教师让学生编对话可以培养学生的交际能力,教师再多激励,可以激发学生的学习兴趣。教师让学生通过free talk,复习了3a中所学的地点类和工具类单词,并结合句型let’s go to…but how?及其答语,一方面从旧知中引出新知的教学,另一方面为新知的学习作了很好的铺垫。
step 3 . presentation and practice
1. t: today we will learn: unit 6 let’s go by taxi。领读课题并拼读 a taxi
t: let’s go to …… by taxi.(用不同的地点类单词替换)
s:ok/ all right./ good ./ great.(并做动作 )
2. learn: a theatre
①教师出示电影院图片,问what’s this?
s: a cinema
t: (出示a theatre图片) is it a cinema, too?
s : no, it isn’t.
t: a theatre领读,开火车读, 教师指导发音。
[设计意图:利用电影院图片引出剧院图片,让学生自己说 no,既让学生避免了两者混淆,又牢牢地记住了新单词 a theatre。]
②chant: theatre↑↓→go to the theatre→let’s go to the theatre.
t: boys and girls, let’s go to the theatre.
s: ok. (手势)
t: shall we go to the theatre?
s:(看老师手势)ok./all right./good./great.
[设计意图:老师通过学生熟悉的句型let’s go to……引出新句型shall we go to……,学生自然地知道了句意并会在教师的指导下说出应答语。]
③guess: (师出示) it’s a big room . there are many books in it. what is it? (允许学生说汉语)
师在学生猜出后出示图片:a library 领读,开火车读。
t:shall we go to the library?
s: (动作)ok/all right.
t: but how?
s: by bike/bus/ car/taxi. (用动作表示出来)
[设计意图:通过学生喜爱的猜一猜的形式,制造了“信息差”,给了学生一个训练的空间 ,给了学生一个练说的理由。]
t:shall we go to the library by……?(用交通工具类单词进行替换操练)
s:ok/all right/…
[设计意图:通过简短的句型问答后,出示本节课的教学重点句型shall we go to…by……? ok/all right.既减轻了学生的学习压力,降低了学习难度,又顺其自然,水到渠成。]
④learn: a minibus
t:(出示公共汽车图片)what’s this in english?
s: a bus.
t:(出示小型公共汽车图片)what’s this in english?
s:a bus?
t:a minibus .领读,指导发音。
chant: minibus↑↓by minibus
t: shall we go to……by minibus? (用不同的地点类图片进行替换操练)
[设计意图:利用a bus引出a minibus,起到了以旧带新的作用,而且让学生明白了bus与minibus的联系和区别,并及时利用不同地点类图片操练,达到巩固的目的。]
s:ok/all right/….
学生同桌之间,组组之间操练,指名说一说。
⑤practice
出示图片:picture1剧院 出租车
picture2超市 小型公共汽车
picture1指名说一说,师评议
picture2 work in pairs.
⑥learn: a hospital
出示 mrs black的图片
t:who’s she ? s: she’s mrs black
t: what’s her job? s: she’s a nurse
t: where does she work?
s:医院
t:出示图片a hospital并指导发音 ho—s—pi—tal
学生集体拼读,用手指在桌上尝试默写。
教师出示一幅图:david生病了,nancy正在询问他。
t: who’s the girl?
s:she’s nancy.
t who’s the boy?
s:he’s david.
t: now i’m nancy. you’re david.(老师扮nancy,学生扮david)
t:what’s the matter?
s: i’m ill .
t: shall we go to the hospital by taxi?
s: ok.
师生交换角色,指名表演。
[设计意图:利用图片创设情景,让学生通过角色扮演在情景中操练所学句型,使对话操练具有了真实的交际意义。]
step 4 : play games
1、what’s missing?
① 师将地点类图片贴在黑板上(a hospital a supermarket a theatre a library等)
让学生齐读两遍,然后学生闭上眼睛,教师随意抽去一张图片, 问what’s missing? 指名回答。
② 将图片换成交通工具类图片,同法操练。
[设计意图:这个游戏的设计简单,操作方便,而且可以让学生在不知不觉中复习所学的单词。在操练过程中还可以让学生在说出单词后,用该单词说词组、说句子、编对话,达到拓展所学知识的目的。]
2、look and read
① 教师读单词,但只张嘴不出声. 让学生猜。
[设计意图:这个游戏可以让学生集中注意力看教师的口形,纠正自己的发音,同时巩固所学单词。]
② 鹦鹉学舌:教师读单词,如果读对了,学生跟读。如果读错了,学生站起来并读出正确的单词。
[设计意图:这个游戏可以训练学生快速反应能力,在紧张的学习中复习单词,一张一弛,教师设计的多种游戏,孩子们没有感到是在专门学习语言,相反是在活动中、在游戏中、在真实的语言环境中学习了语言、训练了语言、应用了语言,发展学生的情感。]
step5.consolidation
出示c部分。
1. 指名说说图1和图2,教师出示正确答案并让学生齐读。
2. 分组练写图3和图4,教师在黑板上画四线格,指名板演,集体评议。
[设计意图:在小学英语教学中,听、说、读、写要体现“听说领先,读写跟上”的原则。因此本环节教师让学生板演并让学生通过集体评议学习别人的优点,并避免重犯别人的错误。]
step 6. homework
1. 抄写a hospital ,a taxi各四遍。
2. 用所学句型 shall we go to……by……?ok/ all right./造两个句子。
3. 预习a read and say.
[设计意图:课外作业是课堂教学的有效扩展和延伸。教师设计了多项作业,一方面复习本节课所学内容,另一方面预习下节课将要学的内容。这样,学生对知识的学习是前后连贯,浑然一体。]
课后反思:
一. 英语课堂应注重体现由浅入深、循序渐进的层次性教学过程,要通过层层深入的学习掌握知识点。因此在教学句型shall we go to……by……?时,利用旧知识let’s go to……by……引出新内容,采用看、猜、说等多种手段,是本节课的主要线索。
二. 在教学中千方百计为学生营造一个宽松愉悦民主和谐的英语氛围,适时采用chant巩固新单词,并用tpr教学法使学生全身心地投入到学习活动中,降低了对话教学难度,使学生轻松的掌握了对话
三. 在教学中,对学生多进行鼓励、表扬,让各个学习层次的学生都得到进步,使他们能够展现自己,激发他们的学习热情。
《牛津小学英语》5A Unit7教案第二课时 篇12
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 Unit7教案第二课时 篇13
一、教学内容
《牛津小学英语》2a unit7 here you are第一课时。
二、教学目标
a) 知识与技能目标:
1.能听、说、读有关食品类单词a pie ,a cake, a hamburger, a hot dog。
2.能初步运用句型…,please.
b) 情感目标:
1.通过直观有效的教学方法,激发学生的学习兴趣,集中学生的注意力,提高学习效率。
2.通过学习,让学生更好地了解食品,养成不浪费的好习惯。
三、教学重、难点
a) 使学生能够理解并熟练掌握单词a pie,a cake,a hamburger和 a hot dog。
b) 初步运用句型…,please.
四、教学准备
生词卡、课件、练习题
五、教学过程
step 1 warming up
a) greetings
b) free talk
(1)t: what’s this?
s: it’s a pencil box/ rubber/ ruler.
t: look at the…
s: oh, it’s…
(2)t: what are these/ those?
s: they are carrots/ potatoes…
step 2 presentation
1.复习课堂用语(教师发出命令,学生边说边做动作)
stand up!
sit down!
open your book.
close your book.
touch your nose.
…
t: how are you?
s1:i’m fine, thank you.
t: how are you?
s2:i’m fine, thank you. and you?
t: oh, i’m not so good. i’m tired and feel a little hungry now. i want to go to the snake bar. let’s go together. ok?
ss: ok!
(出示课题)
3.教师拿出一个托盘,托盘里放着四个一模一样的盒子, 盒子里分别放着四种将要学习的单词(a pie、 a cake、 a hamburger、 a hot dog)
(1)t: look. what’s this?
it’s a pie.
learn: a pie(采用分组读,男、女声比赛读等方法操练单词。)
chant: a pie, a pie , i like pies.
(2)t: (教师又拿出一个里面放着蛋糕的盒子,请一名学生尝一尝并猜一猜)
is this a pie?
s:no, it isn’t.
learn: a cake(运用小组比赛读、看手势读等方法练习单词)
chant: a cake , a cake , i like cakes.
(3)t: what’s this in the box? who can smell and guess it? (教师再次拿出一个盒子,里面放着一个汉堡包,请一名学生闻一闻并猜一猜)
learn: a hamburger(运用小组读、看手势读等方法读单词 )
chant: a hamburger 、a hamburger,i like hamburgers.
(4)t: anything else? who can touch it and guess it what’s this in the box?(教师拿出最后一个盒子,让学生摸一摸、猜一猜)
learn: a hot dog(采用分组读,男、女声比赛读等方法操练单词。)
chant: a hot dog 、a hot dog,i like hot dogs.
4. play a game
what’s missing?
step 3 consolidation
活动手册p25
1、观察每组图中的物体,请学生说一说;
2、解释做题要求,请学生听句子答题。
step 4 homework
听录音,跟读b部分生词。