一、教材依据:牛津小学英语 5a unit 8 a camping trip
二、设计思想:
⒈教学思路:本节课从学唱本单元的英文歌曲入手,激发学生的学习兴趣,再复习旧知,过渡到新单词和新句型。然后进行巩固训练,课程临近结束时,设计一个小游戏,用以对所学知识的巩固,培养语感和提高语言应用能力。
⒉教学原则:
⑴遵循听、说、读、写,循序渐进,由简入难的教学原则,从已学的单词和句型入手,温习旧知,过渡到学习新句型,操练新句型。
⑵教学过程中,注意词不离句,学练结合。以单词教学为点,以句型教学为主线,始终贯穿整个课堂教学,即教一个单词,便把这个单词融入到句型中去。
⑶承认学生的个体差异,承认学困生的存在。对待不同层次的学生进行分层要求,遵循“优等生吃多,中等生吃好,学困生吃到”的课堂教学理念。注意对学困生学习情感的培养,对他们降低标准,分层要求,让学困生、后进生也能充分体验成功。
三、教学目标:
⒈知识与能力目标:
⑴学习b中的三会单词:a telescope , a tin-opener , a pot , a stove , a blanket , a towel (根据实际教学情况,可以把二个简单的单词a pot,a stove定为四会单词)
⑵熟练掌握句型:you have... and i have ...
we have ... and they have ...
⒉过程与方法目标:
由谈话引入,由浅入深地引导学生学习本课知识,从最简单的句型i have...入手,完成教学目标.
⒊ 情感目标:
⑴ 学会用所学句型描述各自的物品。
⑵ 实际生活中能熟练运用所学句型。
⒋学困生目标:基本能认读b中的简单单词,能用… have…造简单的句子。
四、教学重点:
⒈能准确、熟练地认读所学单词。
⒉句型运用,能用不同的人称代词表达不同的意思。
五、教学难点:
人称代词的切换方式。
六、教学准备:
⒈教学课件。
⒉学生练习材料。
七、教学过程:
step 1 . review
⒈ listen to the song of this unit . get the ss listen and sing following the tape .
⒉organization
greeting each other .make a simple introduction .
⒊ look at the students' things ,and say "you have a nice pencil case ." get the ss say "you have a ..." write it on the bb.
⒋ show my own things ,say "i have a ..." and write it on the bb.
step ⒉ presentation
⒈ say :today we are going for a camping trip. what do you have ? get the ss tell the things they have .共2页,当前第1页12
⒉ show the slides of b, and teach the new words , such as "a telescope " . read and learn .
get the ss make a sentence with "i have..." with the word .
teach the other words in the same way .
⒊ review the 6 words . make sentences in pairs with "i have... and you have ..."
⒋show the words disorderly . get the ss say .
学困生目标:能认读pot stove 等简单的单词,并能用简单的单词造句。
step ⒊ practice
show the pictures of c. talk about the pictures with the pattern learned just now in pairs .
advise how to use "we " and "they " .
the ss learn and report .
step ⒋ consolidation
⒈ play a game
ask one of the ss to come to the front ,choosing a picture of the new words .get the others guess . such as "wang bing ,you have a stove ." say "yes ,you are right . i have a stove ." when they are right .
ask some pairs of them ,do the game in the same way .try the sentence "we have a blanket ." or "they have a towel ."
⒉ hand out the materials . get the ss read and write following the model .
⒊check : read the sentences they make .
学困生目标:至少能写出一个简单完整的句子。
homework:
⒈ read the 6 words we learned this class.
⒉ make 4 sentences with the paterns of c .
八、板书设计:
unit 8 a camping trip
6 words you have... and i have ...
we have... and they have...
九、教学反思:
本课时,按以上流程,教学上显得流畅,学生的学练能结合起来。所有学生都能掌握本课的四会单词(stove,pot),能兼顾学困生的学习情感,学困生基本能掌握句型(1),优、中等生能掌握句型(2)。本课时的目标达成度较高。
值得反思的地方:1. 本课时教学只局限在二个句型上,而且这二个句型的实质是一样的,区别仅仅是人称的不同,不同层面学生的学习内涵和收获大致相同,也就是说优等生“吃得不够多”。如果时间上还宽裕,可以引申到主语是第三人称单数的形式,即“has”的用法。2.游戏的设置简单易行,便于操作,但两次的游戏方式实质一样,稍显单调。