牛津小学英语4A Unit4教学案例精编3篇
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牛津小学英语4A Unit4教学案例1
教学内容 unit 9 what’s the matter? 第一课时 b和c部分
教学目的:
能听得懂、会说、会读和会拼写单词hot ,cold ,ill ,tired ,hungry ,thirsty .
听得懂、会说、会读和会写句子what’s the matter? i’m …
能用贴切的形容词表述自己的感觉。
单词tired的读音要到位。
教学重点:
1.听得懂、会说、会读,会拼写单词hot、cold、ill、tired、hungry、thirsty .
2.得懂、会说、会读和会写句子what’s the matter ?i’m…
3.能用贴切的形容词表述自己的感觉。
4.单词tired的读音要到位。
教学难点:
1.能听得懂、会说、会读、会拼写单词hot、cold、ill、tired、hungry、thirsty .
2. 听得懂、会说、会读和会写句子what’s the matter ?i’m…
3 .能用贴切的形容词表述自己的感觉。
教具准备:
实物:牛奶、水、汉堡、热狗、苹果、橘子、扇子、几件衣服等
磁带、录音机、教学卡片。
教学过程:
a: revision
(1)sing the song “we are happy bees”
(2)greetings
t: good morning, boys and girls .
ss: good morning, mr li.
t: sit down, please.
t: now, let’s play a game. “simon says”
t:stand up!/sit down!/sit down!/stand up! (教师辅以手势,渐渐加快)
学生跟着节奏快速反应,错误的学生自动退出游戏,决出优胜组别即可。
b: presentation and practice
“what’s the matter? i’ m tired”
t: what’s the matter? what’s the matter?
(教师做无力状,并轻声说:“i’ m tired.”)反复几遍,让学生了解其意。
出示卡片what’s the matter?
t:read it one by one.
s1: what’s the matter? t: i’m tired.
s2: what’s the matter? t: i’m tired.
----------------------
同理教学单词“ill”
read the words “tired , ill” one by one 注意 “tired”发音。
practice in each pairs.
act it out .
2. t: what’s the matter?
(拿出一把扇子,做出很热的样子,边出示卡片 “hot”。) i’m hot.
t: read it one by one.
师生互动。
s1: what’s the matter?
t: i’m hot.
t: what’s the matter?
s1: i’m hot.
t: here’s a fan for you.
s1: thank you.
t: make the dialogue like this.
the word “cold”
指名学生表演。
师生互动。
s1: what’s the matter ,mr li?
t: i’m hot.
s1: here’s a fan for you.
t: thank you.
教师脱衣并用扇子不断扇风
t: i’m not hot, now. i’m cold.(read after the teacher, spell it together)
t: what’s the matter?
s1: i’m cold.
t: here’s a jacket for you.
s1: thank you.
practice in each groups.
5. teaching “hungry/thirsty”
(1)出示食物, 老师闻了闻,手摸肚子,装出饿的样子:i’m hungry.
read and spell it.
t: what’s the matter?
ss:i’m hungry.
t:here’s a cake for you.
ss:thank you.
学生自由组队模仿对话。
(2)老师继续手摸肚子,表现出很饱的样子:i’m not hungry.
i’m thirsty.(做出口渴的模样)
read and spell it.
t: what’s the matter?
ss: i’m thirsty.
t: here’s a glass of water/milk for you.
ss: thank you.
学生自由组队模仿对话。
把所有单词按顺序朗读。
play a game “magic eyes”
用所学句型把所有单词一一练习,加深印象。
c. consolidation
a rhyme (教师做动作,让学生根据动作自问自答):
a: what’s the matter?
b: i’m tired/ill/hot/cold/hungry/thirsty
in pairs
s1: what’s the matter?
s2:i’m hot/cold/hungry/thirsty.
s1:here’s a fan /jacket/cake/glass of water/milk…… for you.
s2:thank you.
part c
d. homework
1. copy the new words four times.
2. listen to the tape
3. 预习课文
板书设计:
unit 9 what’s the matter?
what’s the matter?
i’m tired/ill.
what’s the matter?
i’m hot/cold/hungry/thirsty.
here’s a fan/jacket/hamburger for you.
here’s a glass of water for you.
教学反思:
本着充分激发学生学习兴趣的宗旨,我充分采用活动课的教学模式,让学生在唱唱游游、听听说说、认认读读、写写做做中参与到学习过程中去,充分激发学生内在动力,培养他们学习兴趣,让他们通过小组合作,pair
work学会与他人交流,从而使学生的思维和想像力、审美情趣和艺术感受,协作和创新精神等综合素质得到发展。
1. 歌曲激趣,营造氛围
英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。"we are happy
bees"这首欢快的歌曲能感染学生,调动学生的情绪,进入学习新课状态。
2. 联系实物
学习新知小学生以形象思维为主。因此,我结合手势,运用图片进行直观教学。
3. 趣味游戏,巩固掌握
寓学于乐,让学生轻松、快乐、高效地学习,是我们的追求。游戏,是我们的好帮手之一。因此,我在本课设计了simon says 和magic
eyes两个游戏。第一个旨在集中学生的注意力,养成静听、细想、快速反映的良好学习习惯;第二个旨在考验学生的记忆力。
4. 反复操练
习得语言先师生之间进行句型操练,再由学生两两操练,自由操练。
5.存在不足
本节课我利用了活动式的教学方法,倡导了任务型教学,但在整个的教学过程中,对学生这头放手得不够“松”,还没达到真正去体现了放手,由学生自主学习的效果。尤其我教的是乡村小学,孩子们在很多方面无法与镇上以及城市里的学生相比,这就要求我们教师在钻研教材的时候,多考虑学生的实际因素,多一点时间让学生去交际,面向全体,使每个学生都机会去交际,那也许会更好些。
牛津小学英语4a unit 9 教学案例 来自第一范文网。
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牛津小学英语4A Unit4教学案例2
一、案例背景
1、教材和学生分析
自从接到了参加江苏省信息技术资源英语录像课评比的通知,我就开始着手设计本课。本课的主题是a camping trip,教学对象为五年级学生。本节课的教学内容既涉及学生在三、四、五年级学过的有关物品的单词,又涉及了表示“有”的说法。根据学习内容和学生情况,采用了以旧带新引入新知识的教学策略,并以新旧知识的整合作为本课的落脚点,以帮助学生在学习过程中不断扩展和丰富语言知识,组增强学生的交际能力。
2、教学目标:
1)能正确地听、说、读、写词汇tent, pot, hill, a tin of, children, show。
2)能正确地听、说、读词汇tin-opener, match, blanket, telescope, fish, camping trip (site)。
3)能理解掌握句型 what do you/ they have ? i/ we/ they have …
what does he/ she have ? he/ she has …
4)能正确地运用对话中的日常交际用语和三会句型,能正确理解、掌握对话内容,并能朗读、初步表演对话。
3、教学重难点:
1)能正确理解、掌握对话内容,并能朗读、表演对话。
2)能正确地听、说、读、写四会要求词汇
3)能初步理解掌握句型what do you/ they have ? what does he/ she have? 及其答语。
4、教具准备
多媒体课件、图片、实物、卡片
二、教学过程
i. greeting
1. greeting
t: good morning, boys and girls. nice to see you ’s on duty today?
s1: i am. my name’s … . i’m a girl. i like reading and dancing. today is … . we have chinese, maths, english and pe in the morning. we have art and science in the afternoon. that’s all.
2. free talk.
t: ok, boys and girls, let’s play a game, ok?
老师做出一个动作,如run, t: what am i doing? guess.
s: you’re running.
学生依次进行问答,一个喊一个的名字
(jumping, walking, sleeping, dancing, swimming, sitting, standing,speaking)
3. t: now, let’s sing a song,ok?
sing a song ---what are you doing? 5’
(设计思路)在教学中,要做到以学生为主体,通过free talk,可以使大部分学生得到发言的机会,另外,学生们在回答自己提问的同时,配合动作,又极大地提高了学习本课内容的兴趣。同时,行为动词的引入,也为进一步的学习埋下了伏笔。
ii. presentation
1. t: please look at the slide. (图)it is spring now. what’s the meaning of
‘spring’? ----春天
t: spring is coming. the trees turn green and the flowers start to grow. do you want to go on and outing? ss: yes, we do.
---- go camping let’s go camping! 让我们去野营吧!(图)
---- a camping trip a camping site
they’re having a camping trip. they’re at a camping site. 2’
2. t: when we go camping, what do we need?
1)ss answer the question.
s: we need … .
( a tent, a telescope, a tin-opener, a pot, a stove, a blanket, a owel, some tins, a tin of fish(四会), a tin of chicken, some fruit, some chocolates, a box of chocolates, some water, some eggs, some biscuits and so on.)(图)
look at the slide.
2) read the words of part b after the tape.
(设计思路)通过对野营所需物品的谈论,可以很自然的引出本课的生词,并且在轻松、和谐的课堂氛围中,可以更好、更快的掌握本课的三会及四会单词,并会带入句型中加以运用。通过we need….这个熟悉的句型,可以很轻松的引出本课have、has的用法。 5’
3. 1) t: we have so many things. we can go camping now,what do you have? ( to s1)
s1: (出示实物) i have …. ( to s2…..s6)
practise ‘i have … .’
2) t: what does he/she have? ss: he/she has …(指着刚才出示实物的学生说)
(设计思路)机械性的操练活动旨在让学生反复练习该句型,为之后的语言输出做铺垫。
4. have 与has 的用法
都表示拥有,但have 用于第一、二人称以及第三人称的复数,而has用于第三人称单数。(生总结,并看幻灯)
(设计思路)这样的练习即符合小学生好奇心强、对未知事物充满兴趣的心理特点,又可以在课堂教学中可以充分调动学生参与和体验的热情。此环节立足整体把握教材的知识体系,在导入新知识时先分析新旧知识的联系,再以旧带新,做到语言知识的融会贯通,不断丰富学生的语言积累。 5’
5. let’s chant.
what do you have? i have a tent.
what do i have? you have a tin.
what do you have? we have a pot.
what do they have? they have some fruit.
what does he have? he has a chair.
what does she have? she has a stove.
go, go, lets go. let’s go camping!
比较do 与does 的用法
do和does都是助动词,用帮助行为动词构成句子。do用于一、二人称以及第三人称的复数, does用于第三人称单数。 3’
(设计思路)在教学过程中采用朗朗上口、简单易读的儿歌,一直是我使用的教学手段之一。通过阅读,可以使学生较好的掌握have、has的用法,培养他们的语感,让他们张口就可以说出正确的用法。
6. t: boys and girls, i think you must be tired. let’s learn a song, ok?
---- what do you have?
7. t: boys and girls, do you like going camping? ss: yes, we do.
t: miss li and her students are having a camping trip. listen to the tape, and try to answer my questions.
questions: 1) where are the children?
they are at a camping site. it’s near a hill.
---- 4-skill words children hill
learn to say: site, a camping site
2) what are they doing?
they are showing their things to each other.
---- 4-skill words show learn to say: each other
3) what does liu tao have? he has a big tent.
what does david have? he has a chair.
what does nancy have? she has a chair, too.
what does helen have? she has a tin of chicken and a tin of fish.
what does yang ling have? she has a tin-opener.
what does mike have? he has a pot and a stove.
what do su hai and su yang have?
they have two blankets and a telescope.
what does miss li have? she has a box of chocolates.
what does mr green have? he has some
(设计思路)在part a 的学习中,我先设计了几个题目。通过课件的展示,让学生边听边思考提出的几个问题。问题涉及到wh-的几个类型。问题的设计应注意层次性、注意启发性、注意广泛性、注意灵活性。 对学生课堂提问的回答给予积极评价。
iii. practice
.1. listen to the tape again, and try to fill in the blankets.
1)now the children and their teachers are the hill. they’re a camping site. they’re their things to each other. liu tao has a big . davida chair. nancy has a chair, too. helen has a tin ofand a tin of . yang ling has a , mike has a and a stove. su hai and su yang have two blankets and a . miss li and mr green have a box of chocolates and some fruit. they’re very happy!
(设计思路)此项练习可以使学生更好的理解part a 的内容,通过对课文的阅读与理解,提高他们的听、说、读写等综合运用语言的能力。
2) read the paragraph together. 3’
iv. consolidation
1. read part a. 2’
2. t: who can make a dialogue with the following drills?
a: the camping trip is do you have?
b: i have … .
a: i have … . how about … and …? what do they have?
c: i have … .
d: i have … .
abcd: great!/ how nice!/ good! let’s go camping! 7’
v. homework
1. listen to the tape and copy the new words .
a dialogue about the camping trip with your classmates. 1’
(设计思路)作业的设计使课堂英语学习延伸到了课外。
三、课后反思
本节课的设计充分考虑了小学英语课程的目的,激发和培养学生的学习兴趣,帮助学生树立自信心,形成有效的学习策略,养成良好的学习习惯;使学生掌握一定的语言基础知识和基本技能,建立初步的语感,获得基本的语言运用能力;把培养学生综合语言运用能力的目标落实到了教学过程中,从而取得了较好的教学效果。本节课的优点与不足表现在以下几方面:
1)优点:
1、从学生的认知水平出发,发展目标
结合本课内容,联系相关旧知识制订了教学内容和目标。在教学中以旧引新,找准新旧知识的结合点,并把新旧知识的整合作为本课的落脚点,体现了发展学生综合运用语言能力的总目标。
2、生动活泼的课堂教学氛围
宽松、和谐、民主和竞争的学习氛围是上好一节英语课的重要条件。本课伊始,设计了边回答问题编做动作的活动,活跃了课堂气氛,充分调动学生的积极性,使学生轻松自然地进入本课的学习。
3、学生人人参与课堂、成为课堂的主人
野营活动学生都十分喜爱,这个活动贴近学生生活,也是一个从分散学习再回到整体运用、整体输出的过程。学生在真实语境中运用语言,有利于其综合语言能力的形成。
4.评价贯穿整个教学过程
精心设计好提问的范例,在课堂上留下学生问的时间和空间,并对学生课堂提问的回答给予积极评价,既激发了学生参与学习的积极性,又发挥了评价的激励作用。
2)不足:
1、在分组调查野营所需要的物品时,由于有些单词学的时间过久,有的学生甚至用中文进行交流,部分学生不会拼写,应在教学中更好的发挥小组合作的作用。
让每个学生都参与到讨论中去。
2、时间安排不够合理,讨论的时间过长,而最后整体输出时留给学生的时间不充裕,前面导入的过程应更简短些。
3、整节课的学习活动中应更多地关注学生之间的差异,从而更好的设计提问。
牛津小学英语4A Unit4教学案例3
教学内容:牛津小学英语4a unit4第一课时
教学目标:
(一)认知目标:1.能听说读写单词:car,bus,bike,kite
2.能听说读单词:puppet,puzzle,doll,balloon
3.能听说读写句型:do you like…?以及回答yes,i do./no, i don’t..
(二)能力目标:能正确掌握单词及句型进行简单的交流
(三)情感目标:能激发学生的兴趣,培养其交际能力
教学重点:单词的发音以及句子的理解,并能灵活运用
教学难点:后面加名词的复数
2.各种名词变复数后的读音
教学准备:1.教具准备:实物,图片,多媒体课件
2.板书准备:课题
教学过程:
step1: warming up
an english song< perhaps>
talk: what’s this in english?
may i have this…?
step2: presentation
1.(课件,出示汽车图片)t: look at the picture,what's this in english?
教授car,并且引导学生拼写
2.(课件出示复数图片及句型)t: do you like cars? 引导学生回答:yes,i do./no, i don’t..
引导学生发现like后面加复数,多种形式操练句型(如小组互问,同桌互问,男女生互问等)
3.(出示公交车图片)t:is this a bus? s: no , it isn’t..it’s a bus.(教授bus)
t: do you like buses?(重点教授buses的发音)
4. (课件,出示部分图片)t: guess, what’s this? s: it’s a bike.
(教授bike并操练句型,s-s,s-t)
: do you like bikes?
t:no, i don’t. i like puzzles.
(出示图片) look,what’s this in english?
let’s listen to the tape.(教授puzzle)
: let’s do a puzzle.( 课件做拼图,洋娃娃)
教授doll
: (课件)what’s in the doll’s hand?
s: it’s a …
t: a balloon.(教授balloon)
8. t:(课件)look, the balloon has flew away. guess, where is it?
s: perhaps it’s in the…
t: perhaps it’s in the sky.(课件)look, is that a balloon?
s: no , it isn’t..it’s a …
t: yes , you are so clever. it’s a kite.(教授kite)
: next,let’s have a rest. let’s go to see a puppet show.
look at this picture. do you know what’s this in english?
s: it’s a …
t:it’s a puppet.(教授puppet)
(在新授单词和句型这一环节中,我精心设计了每一个单词的呈现方法,环环相扣,运用多种方法操练单词,如小组读,男女生读, 开火车读,高低声读等,并且在每教授一个单词的过程中操练句型,做到词不离句)
step3 consolidation
: a. what’s missing?
b. do a puzzle
(这两个游戏主要更进一步巩固单词,并且进行小组竞赛,激发学生的兴趣)
: do you like dolls?
s: yes, i do.
t: ok, we can buy a doll in a supermarket.
shall we go to the supermarket?
s: ok, let’s *差异网 *go.
t: (出示实物)in the supermarket,there are a lot of thing. some toys, some fruits, some pencils and so on.
3.示范对话:
a: hello…!
b: hello…!
a: let’s go to the supermarket.
b: ok!
a: do you like…?
b: yes, i do./no, i don’t.
a: this …is for you.
b: thank you.
a: not at all.
in pairs and act the dialogue
(创设场景,并且加入以前学过的水果,文具,玩具,食物类单词,整合对话,进一步体现了语言的实用性,给学生提供了体验成功的舞台)
step 4 homework
the new words .
your father and mother what do they like.
part a .
教学反思:
这节课我能以学生为主体,以培养学生的兴趣为情感目标,体现了语言的实用性和交际性,学生能基本掌握单词的发音,和句型的理解,教学难点也有所突破,学生能掌握like 后加名词的复数,但是由于单词教学花了过多的时间,最后的对话巩固显得有些匆忙。