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牛津小学英语3A Unit 8教学设计牛津英语3a教学计划

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牛津小学英语3A Unit 8教学设计牛津英语3a教学计划

  时间流逝得如此之快,我们的工作又迈入新的阶段,是时候静下心来好好写写计划了。可是到底什么样的计划才是适合自己的呢?以下是小编为大家收集的牛津小学英语3A Unit 8教学设计牛津英语3a教学计划,仅供参考,大家一起来看看吧。

牛津小学英语3A Unit 8教学设计牛津英语3a教学计划

牛津小学英语3A Unit 8教学设计牛津英语3a教学计划1

  一、free talk and motivation

  1、songs:《hello!》《hi, nancy!》《nice to meet you!》 (表演唱形式)

  2、free talk:hi /hello / good morning / nice to meet you! /how are you?

  教师面带微笑,走下讲台与学生握手问候。

  3、show a puppet

  the teacher introduces the puppet to the students.

  t: hello, boys and girls, this is peter, now i’m peter. nice to meet you, boys and girls.

  ss: nice to meet you, peter.

  t: who want to be peter? let’s make dialogue.

  t: go to bed now, peter.

  sp: ok. good night.

  t: get up, peter.

  sp: all right.

  t: good morning, peter. how are you?

  sp: fine, thank you. and you?

  t: i’m fine, too. let’s learn to the new unit, ok?

  sp: ok.

  [评析:一个微笑、一个问候、一个简单的弯腰握手动作,缩短了师生间的距离。在这种宽松的氛围中,每个学生都敢于和乐于开口说英语,个个抢着与老师握手,学习热情特别高涨。而且,角色扮演让每个“peter”都更方便地进入情境,参与到与老师、与同学的对话中来。]

  二、revision

  教师拿出已学的四种衣物的单词卡片,边问候边提问学生,“what is it?”记忆力强又比较胆大的学生纷纷举起了手,我点了一个想举又不敢举的学生。一开始他犹豫着吞吞吐吐地说,“shirt.”我点了一下头,说了声,“good!”然后我引导他又把shirt读了三遍,这三遍他说得愈显自信,且声音清晰、响亮。接着我引导大组进行练说比赛,把复习由点到面铺开。学生们在竞赛的激励中都说得那么响亮、清晰,效果还真不错。

  [评析:三年级学生初学英语,既希望得到教师的肯定,又害怕出错羞于尝试。此时此刻,教师及时的肯定与表扬就显得尤为重要。教师一个默许的眼神、一句鼓励的话语、一份由衷的赞许都能极大地调动学生开口说英语的积极性,在实践中树立学好英语的自信。]

  三、presentation

  在认读这些衣物类单词时,如果逼学生死记硬背,只会起到事与愿违的效果。教师只有想方设法帮助学生趣记、乐学,学生才能在愉快中接受信息,巩固所学知识,达到较好的效果。

  1、根据实物学单词。首先,我请了一个学生上前摸着给箱里的衣物把这些衣物一一说出来,然后,让他从纸箱里摸出一件来,说说这件衣服的名称,这里边还有未教的dress让他猜。这位学生当然没法说出来,于是我就在他耳边说了数遍dress,然后让他教给全班同学。我又用同样的方法教了skirt。

  [评析:一次在全班面前的示范让学生体验到了成功的激动。这看似微小的成就却因个体的差异,让他们感到了无比的满足与兴奋。同时,树立起“我能行”的自信心,激发起他们的学习热情。]

  2、听同学们说衣物类单词找出相应的衣服。为了吸引学生的注意力,我设计运用了听指令找衣服的游戏教学了jacket和coat。教学完后,我引导学生小组内进行游戏,有的学生熟练地命令着出示衣物的名称,有的学生则边想边思索着出示衣物的名称,有的学生听着指令迅速地找出相应的衣物……然后我引导学生发出指令让老师找出相应的衣物。

  [评析:利用游戏活动教学新单词,巧妙地激起了学生的学习兴趣。学生在听指令找衣服和说指令让别人找衣服的过程中,达到了用英语思维的效果,也享受到了学习的'乐趣。]

  3、多媒体辅助教学。教学最后一个单词blouse时,我让学生观看录像《gogo学英语》。在观看的过程中,学生们特别认真,特别兴奋,遇到自己认识的衣物马上就自信地说出来,同时也学会了blouse这个单词。

  [评析:利用多媒体,将学生刚认识的衣物逐一呈现出来。通过有趣的卡通人物、生动的情景,美妙的音乐,使学生仿佛置身于实际情景之中,学生边看边兴致勃勃地读着自己认识的单词,稚嫩的心田填满了成功的骄傲与喜悦。对于新单词的学习就不用费太多的功夫了。]

  四、 consolidation

  为了巩固所学知识,教师设计了两个游戏,由易到难、由浅入深,逐步深入。

  1、draw and guess。我先让学生们课前准备一些图片,如t-shirt, skirt,……游戏开始,请一名学生给这些图片涂上颜色,然后,这名学生面对全班站立,把图片藏在身后,让全班同学猜是什么衣物,“a coat?”“no!”“a t-shirt?”“no!”……猜出了相应的衣物,拓展复习继续进行:“what colour is it?”“red?”“blue?”……就这样,学生们在猜的过程中又一次复习了本课所学的衣物类单词,还对以前学过的知识作了一次复习。

  2、速认速记。我准备好衣物的单词卡,从中挑选三张让学生快速认记,我说:“one,two,three。”便拿掉卡片,让学生说出是哪几个单词,最快举手说对这三个词的同学可以获得一个小奖品。

  [评析:在基本掌握单词的基础上,这两个游戏强化了学生的记忆力,也增强了师生、生生之间的互动与合作,使得每个学生有更多的机会更自信地开口说英语,充分调动了学生的学习积极性。]

  五、practice.

  1、 listen and number(p44)

  在练习前再一次复习了本课学到的单词和以前所学和颜色类单词,帮助学生迅速地完成这个练习。

  2、 listen, find and colour(exercise book p22)

  [评析:这里安排的反复地复习,是为了让学生一次性地完成练习,培养他们学习英语的成就感,建立起学英语的自信心。因此,教师应作好充分的示范,放录音时作适当的停顿,让每个学生都能经历成功、体验到成功。]

  六、homework

  要求学生到生活中去说衣物类单词,可以在自己的衣橱里为衣物挂上卡片,从生活中感受到英语远处不在,更好地学英语,用英语。

  在这堂课中,我认为在培养学生的学习自信心方面做得比较成功的有:

  1、重视激情激趣,为学生营造良好的学习氛围

  教师要对教学充满激情,对学生充满爱心。在教学中,我通过自己的言行、表情传递给学生亲切、鼓励、信任和尊重的情感信息,使得学生不怕出错,敢于开口讲英语,从而激发他们的上进精神,帮助他们树立起自信心、自尊心,使得他们获得良好课堂学习环境中的成功体验。

  充分利用课堂四十分钟,精心设计教学过程,利用音乐、美术、游戏、多媒体等形式组织课堂活动,激发学生的学习兴趣,为学生提供开口说英语的机会。

  2、尊重学生个性差异,适时地给予肯定和鼓励

  前苏联教育学家苏霍姆林斯基告诉我们:“让每一个儿童都能抬起头来做人。”教师要尊重学生的个性差异,从他们身上挖掘出积极因素。在课堂教学中,教师要密切关注每个学生,了解每个学生的性格爱好,掌握每个学生的一点一滴的进步,给予学生及时充分的肯定与鼓励,培养学生的自信心。

  3、引导学生表现自我,增强自信,体验成功的喜悦

  没有什么东西比成功更能激起进一步追求成功的努力。从根本上说,要让学生正确认识自我,让他们有机会表现自我,体会到“跳一跳就能摘到桃子”的成就感。因此,在英语教学中,教师应积极创造条件和环境,使学生尽可能多开口,如让学生扮演“小老师”,参加游戏、竞赛,边看录像边读出认识的衣物等。学生在乐趣和活动中积极表现自我,体验到了成功的愉悦,增强了学习英语的自信。

  成功,是靠成功推动的。

牛津小学英语3A Unit 8教学设计牛津英语3a教学计划2

  学情分析:六年级学生刚学了u6 holidays对christmas已有所了解,但对西方国家的受礼知识知之甚少,对形容词性物主代词知之甚多,只是尚不知其名称。就大多数小学高年级学生而言,智力差异并不悬殊,,本课希望通过小组活动引导学生在集体中捕捉自己的亮点,人性最深切的要求是渴望别人的欣赏,尽力发扬他们内在的精神力量去弥补自身的不足,增强集体荣誉感,这节课作为第一课时力求从生活经验和认知水平出发,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,使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。

  教学内容:

  教学目标:

  知识目标:

  1.能听得懂、会说和会读单词和词组a wallet,,a watch,a calculator,a hairdryer,a teapot,a skateboard .

  2.初步掌握名词性物主代词hers,his,mine,yours,ours的用法。

  3.能听得懂、会说和会读1 whose … is it / are they?

  it’s / they’re mine / yours /his/hers /ours .

  2 open it for me,please.

  3 you’re welcome.

  技能目标:

  能运用所学交际用语进行围绕送礼物这一主题简单得体地交谈。

  情感目标:

  感受西方人圣诞节的快乐,并积极地参与送礼与受礼的模拟氛围感悟给予就是幸福。

  教学重点:

  初步掌握名词性物主代词her,his,mine,ours,yours的用法。

  初步掌握句型whose … is it / are they?

  it’s / they’re mine / yours /his/hers /ours .

  教学难点:

  理解并初步掌握名词性物主代词和形容词性物主代词的区别。

  教学准备:

  实物(皮夹等),礼物(笔记本等),cai等

  教学过程:

  step 1 warming up

  a listen to the song “ merry christmas”

  (设计意图:圣诞歌曲烘托,让学生浸润在英语的氛围,促使学生的学习热情升温)

  b greetings and free talk

  t:what date is it today?

  what holiday is coming soon?

  what do people usually do at christmas?

  what did you do last christmas?

  did you get a present last christmas?

  t:sorry,you didn‘t get one .here’s a present for you.

  s:thank you very much.

  t:not at all. you‘re welcome.

  设计意图:

  这是本课要学的三会句型,先在此提前渗透.让学生初步感知)

  t:you’d better open it at once. open it,please.

  s(当场打开)it‘s a watch.

  t:do you like it?

  s:yes.

  t:say out loudly.ok?

  s:it’s a nice watch.

  t:good job .在西方国家有个风俗,收到礼物一般当面打开,并表示感谢,当面表达喜爱之情,夸张一点不算过分.

  设计意图:

  了解交际中的文化内涵和背景,对异国文化采取尊重和包容的态度。)

  step2 presentation 1

  1.教学新单词

  t:boys and girls,there are a lot of christmas presents on the desk . let’s see who can catch the new words,who can get the present.

  t:open it for me,please

  s:all right.

  t:thanks.what is it?i like skating. i can use it to skate.who can have a try?( show the word and a skateboard on the screen skate.board )

  s:read out.

  t:great. it’s for you,it‘s yours. yours means your skateboard .

  the skateboard was mine just now,it’s yours now.how to read the word?(show two words nine/mine on the screen.what does “mine” mean?

  s:mine means my skatboard.

  t:clever,this is my watch,we can also say it‘s mine .my purses we can say they’re mine too.

  teach the word “hairdryer-hers,teapot-his” in the same way .

  t:well done. open it for him/her please.what is in it?

  s:计算器和一个皮夹

  t:who can read out?show these words on the screen.cat-excuse-late- doctor

  设计意图:

  次单词是多音节单词,学生朗读极难,由熟悉的音节带出生词学生既容易上口,又便于背诵,还切身体验到成功的愉悦,学习英语的'兴趣势必大增)

  同法教wallet show those words watch-litter

  2.巩固所学单词及名词性物主代词

  t:let’s play a game “i say you say”

  i say this is my wallet,you say it‘s mine.

  eg:that’s his skatboard. it‘s his.

  these are our calculates.they are ours.

  s work in pairs

  3.教学名词性物主单词。

  t:today i take some presents with me . they’re for you .

  i ask a student to help me

  t:s1,come here,please. whose notebook is it?

  s1:(惊讶地) it’s my present .

  t:yes,it’s your present,it’s yours . (板书:yours )

  1.观察板书,想一想两种物主代词的区别,再找一找规律。

  2.用两首儿歌来表示他们的不同:

  a.一变(my – mine),二留( his – his,),剩余加“s”。

  b.形容词物主代词能力差,自己不能来当家,后面要把名词加。

  名词性物主代词能力强,自己独来又独往,后面什么也不加。

  step4 presentation2

  t:everone did good job just now .everybody was great .(show everybody on the screen)

  now let’s listen what jim’s family got last christmas?open your english book please.

  s listen while reading the book.

  设计意图:

  根据阅读目的确定不同的阅读策略)

  read after the cai

  t;jim is telling david about his family’s christmas presents. match the people with their presents.join the dots.

  s read while matching .

  ask and answer about the exercise above

  talk with a volunteer

  t:whose watch is this?

  s1:it’s dad’s. it’s his.

  ss talk show.

  ask the students to read first then answer the questions about the passage.

  t:you can talk to your partners in the group of four.

  设计意图:

  创设各种合作学习的活动,促使学生互相学习、互相帮助,体验集体荣誉感和成就感,发展合作精神)

  q1 where were jim’s family?how about the presents?

  q2 what present did jim/dad /mum/grandma/grandpa get?

  q3 whose wallet/skateboard/ teapot/ hairdryer/ calculator is it?

  ask the students to read the third time to fill in the blanks.

  passage:

  jim’s family w--- in his grandpa’s house last c---- d----. e---- was e-----.there were many p----- under the christmas tree. jim g----a c-----and a s------.grandpa g----grandma a t----and s-----.because she l-----d-----.the w---and the h----- were from g-------.how h--- they were!

  设计意图:

  着重检测学生综合语言技能和语言应用能力、能从文章中获取主要信息并能摘录要点、能在教师的帮助下或根据图片用简单的语言描述。)

  then check .

  t:well done.how happy we are.everybody here is happy . giving is happy!(show on the screen)

  music is playing .〈〈正大综艺〉〉栏目的主题歌

  设计意图:

  此时歌曲响起学生的学习热情达到了沸点,这利于引导学生形成健康的人生观,促进健康人格的发展,为他们的终身发展打下良好的基础。)

  homework:1 copy the patterns and the phrases.

  2 listen to the tape three times then try to retell the passage frequently

  3 try to talk to your parents in english about christmas.

  教学反思:

  充分预设是精彩生成的前提,,随着教学活动的展开,教师、学生的思想和教学文本曾不断碰撞,创造火花也不断迸发如在学生读第四边课文后,学生在这个过程中兴趣盎然,认识和体验也不断加深。遗憾的是因预设太充分,缺少了学生的自由发挥空间,学生对christmas这一主题没有发挥想象。

  板书设计6a u7 at christmas

  watch

  wal·let

  ------whose skate·board is it?

  tea·pot

  hair·dry·er

  it’s my skate·board=====it’s mine

  your… ===== yours

  his…. ====== his

  her… ====== hers

  our….. ====== ours

  -------thank you very much.

  -------you’re welcome

牛津小学英语3A Unit 8教学设计牛津英语3a教学计划3

  一、教学内容

  《九年义务教育小学教科书·牛津小学英语》3a第八单元第一教时

  二、教学目标

  1、能听懂、会说单词:a park, a zoo, a cinema, a bus, a car, a bike, a plane.

  2、能听懂、会说日常交际用语let’s go to… all right. ok. let’s go. goodgreat. but how? by …

  三、教学难点

  1、a cinema, a bike, plane的读音。

  2、能在情景中正确运用本课所学的日常用语。

  四、教学过程

  (一)唱游激趣,愉快导入

  教师与学生打招呼:good morning, boys and girls, nice to meet you.学生回答:nice to meet you.

  t: what’s your name? how are you? ss: …

  t:now, let’s sing a song ,ok? (师播放歌曲《hello! how are you?》)

  (二)电脑辅助,逼真呈现

  1. t : today i’ll invite some new friends here.look! what’s this?(电脑屏幕依次出现a panda, an elephant和a tiger的图片,)where are they? let’s ask.“where are you?” “we are in the zoo.”教授单词a zoo.

  t: let’s go to the zoo.引导学生说出“ok. let’s go.” “all right.”

  2. (电脑屏幕出现公园的图画) t:is this a zoo? no, it isn’t. it’s a park.教授单词a park

  3. look! there is a cinema near the park.教授单词a cinema.

  由let’s go to the cinema.引出句型goodgreat! but how?

  4.听声音呈现三种交通工具的'声音,让学生边猜边学单词。

  a car, a bus, a bike

  (三)形式多样,积极操练

  1.读儿歌

  zoo, zoo, zoo, let’s go to the zoo.

  but how, but how. let’s go by car.

  park, park, park. let’s go to the park.

  but how, but how. let’s go by bus.

  cinema, cinema, let’s go to the cinema.

  but how, but how. let’s go by bike.

  2. now you can invite your friends to go to the cinema. use the sentences.

  s1: let’s go to the cinema. s2: ok. all right.good. great. but how?

  by…(让学生边表演对话边做动作)

  (四)电脑辅助,再次呈现

  1. t: let’s go to the cinema together.s: ok… t: look. what’s on? there’s a cartoon. let’s watch it. (观看课文录像)

  t : (屏幕定格在西安的图片) t:where is it? s: it’s xi’an.

  t: let’s go to xi’an. s: good. but how? t: by plane.教授单词plane

  (五)巩固实践,学以致用

  1. read the text after the teacher.

  2. read the text together.

  3. look, there are many beautiful places here. you can choose one place to prepare a dialogue with your partner.

  4. acting

  (学生选择屏幕上的一幅图用所学的句型编对话)

  5. homework

  (1) .read the words and the dialogues.

  (2) .make dialogues.

  6. say goodbye.

  跟着音乐同唱歌曲《goodbye!》

  五、板书设计

牛津小学英语3A Unit 8教学设计牛津英语3a教学计划4

  一:教学目标

  知识与技能

  1.巩固book, ruler, pen, pencil, rubber, bag六个单词及日常用语: good morning! how are you? fine, thank you!

  2.通过朗读,比赛,游戏能听懂,会读,会说book, ruler, pen, pencil rubber, bag六个单词

  3.能熟练的在实际的情景中运用日常交际用语: good morning! how are you? fine, thank you!

  二:情感

  培养学生见面用合适的话打招呼的习惯,了解西方国家语言的`特点和习惯.

  三:教学重点,难点及对策

  1.重点:学会book, ruler, pen, pencil, rubber, bag

  2.难点:熟练的运用日常交际用语good morning! how are you? fine, thank you.

  3.教学对策:表演询问法,情景交际法,直观教学法.

  四:教学过程

  step one: warning exercises

  1. greeting

  t: class begins! s: stand up!

  t: hello, class! ss: hello, miss kong!

  2.do the action

  stand up, please! sit down, please!

  open your book! close your book!

  step two: presentation ( learn to read )

  1: teacher shows the pictures to the students, say the words: book, ruler, pen, pencil, rubber, bag.

  2: teacher says the word ‘book’,ask the students to hold up their rulers and repeat the word together. the same way to practice all the words.

  3: teacher asks the students to match the words and the pictures.

  step three: presentation ( learn to say )

  1:利用布偶或玩具将这句话演示出来,让学生感知good morning的发音及意义.

  2:老师依次用good morning和学生打招呼.

  3:让学生和老师打招呼,再让学生分组互相打招呼

  4:顺水推舟,用good morning引出how are you ? fine, thank you.

  5:师生,生生情景操练:

  t: good morning! ss: good morning!

  t: how are you? ss: fine, thank you!

  6:玩游戏:“找朋友”学生围成一圈随音乐拍手,两位学生在圈中走动找朋友,音乐一停,圈内学生必须与各自朋友互相问好good morning, how are you? fine, thank you!然后继续找朋友.

  step four: consolidation

  1: listen to the tape, pay attention to the pronunciation and intonation, then read after the tape.

  2: do pair work, practice the dialogue.

  step five: music time

  sing a song

  good morning, good morning. good morning, teacher

  i take my bag and book. my bag and book to school.

  step six: homework

  workbook page 2: look, listen and respond.

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