牛津英语 5A Unit 9说课稿.doc

5A Unit 9说课稿教学内容：本课为小学牛津英语5A Unit 9（the second lesson）以培养听说能力为重点的新授课。 主要的句型为 what shape is the ? Its a /an show us how to下面我就从教学目的、教法与学法、教学过程，等几个方面进行说课。教学目的： 分为三个不同程度的教学目标1 认知目标使学生在日常对话中了解并灵活运用此句型what shape is the Its a /an show us how to通过句型的深入使学生更为熟悉和灵活运用语言，使之成为自己的语言。2 情感目标通过各种教学手段，如竞争、小组合作，交流激发他们学习英语的兴趣和热情，体验成功的快乐，注重培养积极向上、自信、善于交际的好习惯。3 能力目标通过大量的语言实践活动, 让英语成为学生进行交际的一种技能,并在交际中培养他们的自信心和口语表达能力。教学难点和重点：为突出what shape is the ? Its a /an.show us how to这个教学重点，突破此教学难点，全面落实本课时的教学目标，教学过程要遵循循序渐进的原则。努力启发学生，变“教”为“导”。针对训练的重点句型，设计富有操练意义的两人合作的pairwork和六人合作的小组活动，多层次、多梯度的操练，引导学生善于开口、积极表达，加强学生对英语口语交际能力培养。说教法:结合本课的句型特点和重点，在本课的教学中，我主要选用“合作学习”和“独立学习”的教学方式，采用创设情境法、和直观教学的方法，运用“任务型”教学途径，引导学生学习,使之成为学习的主人。重在为学生营造一个民主、生动、活泼的学习环境，使学生主动参与到自主学习过程当中，培养学生的创新意识和自学能力。说学法: 根据教材和学生的认知水平，使学生在不断的参与竞争、团结合作的互动环节中渗透“学生是学习的主人”的意识，培养学生自主学习的能力和意识，使学生学到的是学习的方法而提高的是学习的能力。教学过程：1 课前教师把教室布置成上美术课的场所，在教室墙上贴上一些各种形状的物品图，如长方形的橡皮擦图，正方形的手帕图，圆形的足球图。2 课上教师扮演美术老师，说“today were going to have an Art lesson.I am not your English teacher.I am your Art teacher.My name is 指一下墙上的图说We will learn how to draw the shapes.指着墙上的一个原形足球图片，问一位学生Can you draw the football?在学生回答Yes,I can.后，用手势要求学生Come to the blackboard and show us how to do it.引出句型Show us how to ，以最为快捷的方式让学生学习，提高了学生的学习效率。3 待学生画完后，让他们辨认其形状并自问自答，问What shape is the ?It is a/an 进行同桌问答。让学生在同桌合作中，短时间内学习更多容量的知识。而且，很好的激发了学生的合作能力。4 再让学生在黑板上画一些实物图，教师用What shape is the ?Its a/an辨认其形状，引出a square,a rectangle等表示形状的词汇。要求在画的活动中学习moon,sun等生词。并通过在两人合作，更大密度的来操练句型，调动了每个学生的学习积极性，使学生很自然的在这一情境中训练句式。这是本课的重点也是难点，通过多层次，多梯度，让学生掌握的根好。5 本课在注重说的同时也重视听，因此，听力练习也是本课的重要环节。而且，此次听力练习得提示非常的有意思，让学生在cross的字谜游戏中找，很富有挑战性，相信学生很乐意做，真正将动手与动口结合在一会。6出示本部分对话的教学图片，进行背景及人物简单介绍并播放录音，整体呈现对话内容。并让学生听完后进行概括，不仅锻炼听力的能力也培养了学生语言的概括水平和口语表达能力。7。进行多层次的对话朗读练习，如个人朗读，分角色朗读，示范朗读。再熟练朗读的基础上，让学生试着表演，更加激励学生学习的兴趣，在营造的良好的氛围中培养学生语感。板书设计：Unit nineWhat shape is the ? SunIt is a/an . MoonA squareA rectangleShow us how to ? 5A Unit 9 说课稿 来自费尔教育。 点这里回到顶部 5A Unit 9 Shapes说课稿(第17周)一、说教材我说课的内容是小学牛津英语5AUnit9“Shapes”的第一课时。本节课的核心内容是辨别六种形状：rectangle triangle circle square diamond star. 主要学习句型What shape is the.?Itsa.物品形状类单词是第一次接触，所以单词读音的学习上有一定困难。但本课所学习的形状十分贴近学生的生活实际，有利于学生兴趣的激发和积极性的调动。二、说教学目标、教学重点、教学难点及教学准备（一）教学目标英语课程目标提出基础阶段英语课程的总体目标是培养学生综合语言运用能力，结合这一总目标和学生的实际情况，将本课的教学目标设计如下：1知识目标：1、正确听、说、读单词rectangle, triangle, circle, square, diamond, star2、正确听、说、读写单词shape, star3、正确听、说、读写句型What shape is the?Its a2能力目标： 培养学生一定的动手能力和想象创造能力，能用What shape is the?Itsa进行口语交际。3情感目标：学会相互协作交流完成任务 (二)、教学重点：1、正确听、说、读单词rectangle, triangle, circle, square,diamond2、正确听、说、读写单词square, star3、正确听、说、读写句型What shape is the?Its a (三)、教学难点：1、能比较好地掌握六个关于图形的单词。2、能用句子What shape is the?Its a进行交际，并能自如运用。 (四)、课前准备：1、教具准备：课件，图形卡片，剪刀，板书卡片，纸，录音机等。2、板书准备：黑板贴课题。三、说教法、学法针对小学生天真活泼、好唱好动、模仿能力强、记忆力好等特点，基于本节课的教学任务特点，我主要采用了愉快游戏法、电化教学法、真实运用任务法等进行教学，引导学生积极思维，激发他们用英语表达的欲望，从而逐步掌握英语，学会用英语。1愉快游戏法采用游戏方法讲授和巩固知识，把知识寓于游戏中，就可以为课堂创造一种适合小学生身心健康的、轻松愉快的气氛，有效地防止学生疲劳和产生厌烦情绪，充分调动学生的积极性，提高教学效果。2电化教学法电化教学法具有形、声、光、色等特点，能优化教学过程。小学阶段的儿童对具体、形象、鲜明的内容比较感兴趣，符合小学生的心理规律，有利于调动学生学习英语的积极性。3任务教学法运用任务就是需要学生通过学习来完成运用英语的任务，给学生一项任务，学生需要学习如何完成这项任务以达到运用语言的目的。四、说教学过程Step 1Greetings:T: Good morning/ afternoon, boys and girls.Ss: Good morning/afternoon, Miss QIN2. Make phases:I say play, you say.I say have , you sayS1: have an English lesson.I say sing ,you say(sing an English song)3. sing an English song: Twinkle Twinkle little starStep 2 Presentation.T: Christmas is coming. He has so many presents. Lets go and have alook.。2.Teach the words: circle, square , diamond , rectangle ,triangle , stara. T: Whats this? S: Its a cake.T: What shape is the cake?(引导学生回答)S: Its a circle.板书句型,跟读circle.(呈现幻灯片)T: What shape is the?S: Its aT: Now, my children , look. There are some shapes in my hands. Do you have any shapes? Now, please take out your shapes.(学生拿出事先给他们准备的图形) Good. Oh, we all have manyshapes. Right? Teach shape, shapes, shape shape, I like shapes.b. 同法：a star, a rectangle, a squareC ( Fold the square paper in half and cut: triangle )T: How many triangles are there? Ss: There are two.Teach the word: triangleT: what shape is the ruler ? Ss: Its a triangle.T: what shapes are the rulers ? Ss: Theyre triangles.扩充what shapes are the desks ? They are 9. Read the words and sentences together.Step3 Practicea. Christmas is coming. I have so many presents. I want togive someone。(看实物)Ask and answer in pairs: A: What shape is the.?B: Its ab.(看课件)Ask and answer.（设计意图：在这个环节中，我充分运用了游戏、活动进行了师生互动、生生互动，同桌练习，小组活动等，激发了学生学习英语的兴趣，提高学习的积极性。引导学生积极思维，激发他们用英语表达的欲望。激发学生的参与意识和团结合作的意识。例如：在教本课形状时，我以拼纸、剪纸游戏贯穿，使学生时刻感到好奇、新鲜，激发了学生的兴趣，避免了单教形状的枯燥无味。再例如：我运用了chant的方式操练新单词、新句型，避免反复读的枯燥；中途为了让学生放松，缓解长时间学习的疲劳，我设计了与本课联系紧密的歌曲Twinkle,Twinkle, little star，给了学生视觉和听觉上的冲击，放松了学生的心情，又巩固了新知识。）3.a. (课件)引出句型What shapes are the?Theyre（提醒学生注意单复数）b.让学生看看教室里有没有各种形状的物品,找到后用句型What shape is the?ItsaWhat shapes are the?TheyreStep4 ConsolidationThere is a Christmas tree. Do you like shapes? Letschoose.Fill in the blanks.按要求完成句子。（设计意图：在作业环节中运用任务教学法，将任务延伸到课外，发展了学生的交际能力，同时也培养了学生的合作精神。）Step5 Homework:1.抄写P70单词四遍。2.看图写话P71图板书设计：Unit9 ShapesA: What shape is it?What shape is the B: Its a （设计意图：板书出现的对话，突出了本节课的重点难点，亦有利于学生对照板书进行对话。）（设计意图：英语本身事一种实践性很强的语言。课堂教学中应竭力为学生提供真实或逼真得言语交际情景，让学生发挥主动性、创造性，学以致用，学生在活动中通过思考、交流、合作等方式，学习和使用英语，完成学习任务。）5Aunit8教学反思（第16周）在Unit 8 A camping trip第一课时教学时，由于单词和句型是有关野营的，内容学生非常感兴趣，但如果教学方法呆板，也会化“神奇”为“平淡”。新课标中明确指出：基础教育阶段的英语课程的任务是激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神。如何以激发学生的兴趣为出发点，把这些单词自然而又生动地逐一引出是成功教学一关键。 在仔细分析这些单词的特点和关系后，我采用了一些适合小学生认知特点的教学形式。如问题导入式，由Free talk直接切入正题，层层推进，激发学生的发散性思维，新旧知识结合，增加了语言的输入量，又培养了学生的想象力；又如情景式教学，当教完新句型What does he/she have? He/She has后，通过课件给学生提供各种图片及游戏进行交流，让学生操练到位，他们也不觉得枯燥；再如亲身体验式，通过chant 和song形式，让孩子们感到了新奇与宽松，顿时兴趣倍增，学习效果非常好，这一环节较好地发挥了学生学习的主动性，杜绝那种呆板式的读写。让学生在与同伴的交流中运用语言，将语言的学习最终导向语言的使用。在学完句型What does he/she have?及其答语后，让学生做了一些针对性的题目，用have 或has 填空，及时巩固新句型，也让学生在情境中操练运用语言。此外利用多媒体，免去了言语的繁琐，让学生能一目了然，让其了解得更直观，理解得更透彻。Homework的设计有一定的实践性，从学生的实际兴趣出发，体现了语言的交际性，培养了学生自主学习的能力，让他们真正成为学习的主人。教学之余，细细回味，仍有许多不足之处：如在完成了have, has的练习后，应及时归纳何时用have, has，总结难点，这样才有利于学生记忆的加深和巩固。另外， 学生操练句型的时间短了一点，应该安排再多一点时间，这样在以后的运用中就不容易犯错误了。最后，教师应加强对重点词和重点句的阅读。教学设计力求满足不同类型和不同层次学生的需求，使每位学生的身心得到健康的发展，这样不会局限于少部分学生，也为学生提供更多自主学习和互相交流的机会，提供充分表现和自发展的空间。5A Unit 9 Shapes 教学反思（第17周）今天我执教了牛津英语5AUnit 9中的有关shapes的单词教学，在设计时本课教学时我除了思考了整堂课的整体延续性，单词呈现和操练的不同方式，还考虑到教学衔接与过渡，教学活动的设计，组织与安排等等。我把教学融于学生的生活实际，教学中力求面向全体学生，让学生在动中学，在静中思考，在合作中进步，在进步中体验英语学习的成功与快乐，这是我所力求体现的新标准理念。纵观我的教学过程我决得本堂课的特色在于：1单词呈现方法和操练方法多样。本课中有八个单词的教学，我各用了几种不同的呈现方式呈现单词，在呈现shape的时侯是由一首儿歌Twinkle,twinkle,little star引出，并由此引出了star和diamond两个单词形状的教学。最后用手指制作各种形状，由此也引出并学习了triangel,rectangle,square. 然后利用肢体语言make a triangle 和make triangles 操练单词，最后利用两个triangles 拼出一个square和rectangle.利用chain work 和升降调操练单词。2以情景教学和任务性教学为依托，展开教学。在本课的教学中，我事先设计了让学生用八种不同的形状自由作画，拼成一幅极具特色的形状图。再由即将到来的圣诞节为前提，谈论本课的教学重点句型。当学生看到漂亮房子，可爱的机器人等等图片时，显示出极高的兴趣，在与学生交流的过程中穿插学习Can you draw a picture with shapes?What shape is the?How many can you see?Lets make a card for在这个拼图介绍活动中让学生在带着任务与同桌合作完成对话，巩固和输出了所学语言。3学科与学科的整合在英语教学中要注意挖掘与其他学科的联系，增进各学科之间知识和方法上的联系，多方位、多角度、多层次的发展学生的知识技能、情感态度和创新精神。如在教学巩固Shapes的词汇时，安排两个活动：1听听画画，与美术教学相整合，让学生根据自己的生活实践，想象画不同的图形，培养了学生的审美情趣和实践能力。2看看数数，与数学教学相整合，让学生通过观察、思考、讨论，培养学生的观察能力、思维能力和创新精神。这样让学生切实体会到学习中处处有英语、时时有英语，培养学生学习英语的积极情感态度。 牛津小学英语Unit 9说课稿昆山市城北中心小学校 陈玉蓉我新授的内容是牛津英语5AUnit9Shapes的第一课时,这是一节单词，句型的教学课。课中主要要求学生掌握六种图形，学会运用句型What shape is? Its a. Show us how to make a .以及复习句型How many are there? There are .进行对话等，根据这一安排和学生的整体认识水平，从知识教学、能力培养等方面考虑，我对本节课的设计如下：首先Warming up环节，老师与学生之间亲切的交流：Nice to meet you. I like English, what about you? Do you like English songs? 然后由教师的自我介绍I like.来引出图形。接着我由一张长方形的蓝色的纸一一把图形展示出来，由长方形-正方形-菱形-三角形-五角形-圆形，一一演变，在这其中新授单词和句型。在教授句型Show us how to make a .句型时，我让学生用手，铅笔或者橡皮筋来演示图形，共同互动，激发学生的兴趣。最后，我设计了一个游戏，Lucky shapes. 让学生从6个图形中任意选择一个，并完成其后面的练习。在这六个图形后面，我设计了Exercise, Look and say, Look and count, Make a new sentence以及Good luck!等练习，从多个方面来巩固所学，完成本节课的教学任务。Unit 9 shapesSiyang bilingual experimental school Liu BaolinGood morning, ladies and gentlemen: Glad to see you.Step one. The text and the aimThe text Im going to teach is grade 5 A Unit 9 shapes. In this unit, the main content is learning shapes. This lesson is the first period . part A. this part is showing Miss Li and her students are having an art lesson. And from this art lesson. Students are learning different shapes. According to the students learning skills, I design three teaching aims: the aim of language knowledge, the ability of using language and the aim of skills. First, the aims of language knowledge. The students should master the words: teach, shape, fly, sun, moon. And can read the words: circle, square, rectangle. Also there are some sentences: such as what shape is the ? Its a/an how many circles/squares/rectangles can you see? I can see show us how to second, the ability of using language. the students can say different shapes according to the pictures. When they learned sentences, they should use the sentences to make dialogues. The last aim is to create an art lesson surroundings. Helping the students understand the dialogue. The importance and difficulty is the sentence: what shape is the ? Its a/anStep two. teaching methods and learning methods.First, teacher creates an art lesson atmosphere to let the students learning shapes. The students can enjoy themselves from this art lesson, and also they can learn knowledge from drawing and playing.Second, group learning. The students can learn in their groups. This is a good way to train their cooperation.Third, practice. It is necessary to practice in English learning. The students can remember the sentences quickly from practice.Step 3. teaching proceduresFirst. Teaching aidsCAI, shape pictures, some paper.Second teaching processThere are 9 steps in this lesson.The first step is free talkT: hello, boys and girls. Im new here. Do you know me ? Im Mr Liu. Good morning, everyone.S: good morning, Mr Liu.T: Im very glad to meet you. Im new. So I have some questions to ask you. How many lessons are there, today?S: there are 6.T: good. Lets look at this schedule. What lessons do we have? Oh, we have Chinese, maths, PE, Music and so on. This lesson is Art. Lets have an art lesson. OK?S: OK.From this free talk, I create an art lesson atmosphere. The students are very interested in drawing. So they may feel very happy to have an art lesson.The second step is drawing a robot.Show four pictures: robot, house, ship and car. They are all made of different shapes. Then say to students: the robot is very lovely. Lets draw a robot. OK? S; OK. Then draw a robot on the blackboard. The students draw after the teacher. And the teacher should introduce to students: at first, please draw a square. Then draw a big rectangle under the square. Draw two rectangles under the big rectangle. Draw two rectangles on the sides of the big rectangle. Draw two circles in the square. Draw a small rectangle under the circles. Look , this is a beautiful robot. There are two aims to draw a robot. First, let the students know the shapes we will learn in this lesson. Second, from this robot, I can show the title: today, lets learn shapes. This is the third step.Next, I will teach three shapes: a circle, a square and a rectangle.T: look at my paper. What shape is it?Some students maybe say: its a circle. Then teach other students, using different kinds of methods. Such as all the students read, boys read, girls read. Group read. Read one by one and so on. When I teach the words, the sentences will be showed at the same time. What shape is it? Its a after they learned the sentences. They should practice in pairs.The fifth period: look at the pictures and say the shapes.There are five pictures. Olympic rings, kite, window, sun and the moon. Let the students say the shapes of the picture. This step can help the students to consolidate the contents they have learned.Next step is saying a chant.For example: the sun, the sun, what shape is the sun?Students will answer: a circle, a circle, its a circle.We can say more things in our life , let the students say the chant.Chant can help students learn knowledge., and also it can wake up the students interests.Next step is drawing pictures.T: boys and girls, can you draw any pictures using different shapes?And then find a student who can draw well ask:What can you draw?After the student answered. Said to students: show us how to do it.This is an important sentence in this text, so I will say some times for understanding by students. Then write on the blackboard. Let the students read. When they can read, let students draw pictures, two students draw on the blackboard. After drawing, I will ask other students to introduce it.The 8 step is learning the text.After learning our own art lesson, it becomes very easy to understand this dialogue. I plan two times listeni