牛津小学英语5A UNIT 8 A CAMPING TRIP教学案例牛津小学英语5A UNIT 8 A CAMPING TRIP教学案例
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过程与办法目标： 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 followindowsg 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 presentation⒈ 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
牛津小学英语5A UNIT 8 A CAMPING TRIP教学案例
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&nbs p; the pictures with the pattern learned just now in pairs . advise how to use "we " and "they " . the ss learn and report .step ⒋ consolidation⒈ play a gameask 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 followindowsg 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 trip6 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。
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