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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

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2

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。

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 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。

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