Unit8Acampingtrip教学设计.docVIP

牛津小学英语5A Unit8 A camping trip (the first period)一、教材简析：本单元的核心教学内容围绕“野营旅行”展开。通过孩子们在营地相互展示各自所带物品的情景，引出一些日常生活用品的词汇。本单元主要教学句型What do you/they have? I/We/They have . What does he/she have? He/She has. 本节课教学内容设计围绕What do you have? I have . What does he/she have? He/She has.句型展开。“第三人称单数”在句型中的运用是个重难点，我将用多种形式操练此句型，化理性知识为感性识记，让学生更容易接受枯燥的语法知识。本单元中涉及到第六、第七单元中学过的现在进行时，在本课教学过程中，我时刻注意把已学过的词语或语法与新授内容有机地进行整合，达到“以旧引新、新旧结合”。小学生学习英语能否取得成功，很大程度上取决于他们对英语学习的兴趣和信心。喜欢学、乐于学，学习兴趣的保持在很大程度上决定了学习的效果，决定了他们能否获得成就感。这个年龄的学生内心存在着强烈的求知欲，他们渴望获取新的更多的知识，以满足他们对外部世界的追求。而且，我们五年级学生对于网络和计算机有着一份强烈的喜爱。因此，教师要通过借助多媒体和网络等多种激励的方式，激发学生积极参与、大胆实践、体验成功的喜悦。有了成就感，就有了自信心在这情景中就能更好得表现自己。因此我以此出发点，将本节课设计成借助多媒体与学科整合的活动方案。二、教学目标1. 知识目标：（1）能听说读写单词：tent , tin, a tin of , a towel（2）能听懂会读单词： a telescope , a tin-opener, a blanket, a camping trip（3）能初步理解掌握句型 What do you have ? I have. What does he/ she have ? He/ She has .2、能力目标：能初步理解掌握句型 What do you have ? I have . What does he/ she have ? He/ She has. 3、情感、态度、价值观： （1）通过野营活动激发学生独立自主的能力，并在活动过程中激发和保持五年级学生学习英语的兴趣。 （2）培养学生“快乐地生活”的情感，让他们学会用积极的态度面对生活。三、教学重难点：1. 能初步理解掌握句型 What do you have ? I have . What does he/ she have ? He/ She has. 并能在交际过程中初步运用。2初步理解第三人称单数形式的用法。四、教学准备：1、多媒体课件2、单词卡片，句型卡片和奖品图片3、教师准备野营包及一些野营实物。4、学生准备一些野营实物。五、教学过程：Step 1 Warming ups:1.Greetings: T: What day is it today? S: Its Wednesday. T: Its sunny outside. (做一个太阳的手势)2. Say a rhyme: T: Its sunny there. (指着幻灯片上) Look, what are they doing? S: Shes . Hes . T: They are happy. They enjoy the day. (加强语气) Lets read the rhyme: Enjoy the day.Enjoy the daySwimming, fishing, summer day!Skating, skiing, winter day!Rowing, climbing, happy day!Jogging, running, every day! (边打节奏边说，愉快地说)（设计意图：这首小诗的运用既能缓解学生的紧张情绪，创设英语学习的氛围，激发学生的学习兴趣，同时，“Enjoy the day”的快乐基调在此做了铺垫，让学生在充满快乐的课堂中学习，也让他们初步理解生活的真谛。） I think we should enjoy the day, too. So, lets have a camping trip after class, OK? S: OK! T: This class we should prepare for it. We have four groups. Lets have a match and look who gets the most things. （教师将班内学生分成四个小组，同时，教师在黑板上写下了这四个小组的名称。）（设计意图：设置板书评价栏，便于及时直观地进行评价，有利于激发学生学习的主动性、积极性、竞争意识以及团队精神。在大班教学中，这种方法有利于提高课堂教学效率。）Today lets go to “Unit 8 A camping trip”.(点题)Step 2 Presentation and practice:1. Teach 词条呈现单词及元音字母音标，分小组读，生个别读。2. Teach T: Look, I have a bag for the camping trip. (出示准备好的野营背包) Learn 出示词条，男女生分别读。（设计意图：I have a/an/some.的完整呈现更有利于学生正确地运用此句型。） T: What about you? What do you have? (渗透新句型) S: I have a Walkman, a bag, an umbrella. (学生指着所带物品操练) T: Look, he/she has a .(随时渗透新句型)3. Teach T: (拿出野营包) I have many things in my bag. Whats in it? Guess, please.(大屏幕上出现提示图案：一只出现一半的帐篷。) S: Its a 帐篷. Learn tentent (读音比较) (词条出示单词和元音音标，分小组读) T: Who has a tent? Show us please. S: I have a tent, look! 4. Teach T: Theres a tent in my bag. Do you want to touch it? S: (摸了摸袋中物品) T: Is this a tent. S: No, it isnt. T: (拿出望远镜) Its a telescope. Learn telephone telescope (发音比较) （词条出示单词和部分字母音标，男女生读） T: Boys, do you like telescopes? B: Yes, we do. T: Me too. I have a new telescope. (举起望远镜看学生桌上的物品)I can see many things on your desks.(作惊奇状)Whats that on your desk, XXX? Show us please. S: Its a blanket. Learn (词条出示单词和元音字母发音，一排排读)T: I can say “a big blanket; her blanket; a yellow blanket”. What can you say? 学生仿照例子说短语。（设计意图：新授单词后，除了对单词反复地朗读，我觉得让学生仿照例子编写短语，这是另一种巩固单词的方法，对于五年级学生非常适用，在小组竞赛机制的促进下，他们参与活动的热情更高涨。）5. Teach T: You have a big blanket. But I dont have. I have a small towel. Learn (词条出示单词和字母组合 “ow”的音标，高低声朗读) T: I have four words for you. Look! (大屏幕出示“now, how, brown, down”四个单词，“ow”发音比较)（设计意图：学单词过程中，将含有相同发音字母组合的单词进行归纳整理，对于刚接受单词的学生来说，这使得他们对单词印象更深刻，同时也让他们对音标知识加深印象，学习音标时充满信心。） I can make phrases “my towel; a big towel; a red towel. Can you make phrases like me? 学生仿照例子说短语。Practice: T: We have learned four words. Read please. (大屏幕出示四个新授单词图片，生读) T: Lets play a game “Whats missing?”. (先后少掉towel, telescope, tent 和 blanket, 学生回答对给与小组奖励。) （大屏幕上剩下一张以tin-opener为背景的图。）T: Whats this? Its a tin-opener. Learn tin a tin of chicken (图片)a tin of fish（图片）学生仿照例子说短语。（给与小组奖励）T: Do you like eating them? When we eat, we need a tin-opener.Learn (词条出示单词，两个学生朗读)6. TeachT: XXX, do you have a tin-opener?S: No, I dont.T: What do you have?Learn (词条出示句子，分单词朗读句子。)(1) Make a model:T: What do you have?S1:I have.(2) Ss ask : Ss: What do you have? S2: I have .(3) Practice in two: 指名说。（说的好的小组，奖励“tin-opener”等的图片）（设计意图：在学完新句型后，我用了三种巩固的方式，层层递进，并由机械操练上升为意义操练，让学生由会读上升到会说，很好地巩固了新句型。）7. Teach T: You have a . I have a . What about him? What does he have? (词条出示句型)S: He has . Learn (重点读准单词has)同法学习 Talk about their partners.（设计意图：为了降低含有“第三人称单数”句型学习的困难，我进行了“分层教学”，在此先教答句。新授结束立即让学生巩固，这样学习问句时降低了混淆度。）8. Teach T: I bring two friends here. They are Liu Tao and Nancy. What does Liu Tao have? (大屏幕出示提示：被遮了一半的毛毯)Learn （词条出示句型，重点读准does, 分组朗读句型。）（设计意图：does的读音和用法都是难点，所以我这里加强了拼读，用了多种读的方式，让学生始终可以用全新的态度来对待同一个单词而无疲乏之感。先让学生会读，进一步让他们会运用。）同法由Nancy引出 Learn (1) Make a model:T: What does he have?S1:He has.(2) Ss ask :Boys: What does he have? S2: He has.(3) Practice in two: Talk about three pictures. (师先做示范)指名说。（说得好的小组，奖励“hamburger”等的图片）Step 3 Consolidation1. Sing a song. T: Lets have a break and sing a song “What do you have?” What do you have? What do you have?I have a tent. I have a tent. What does he have? What does he have? He has a coat. He has a coat.What do you have? What do you have? I have a tent. I have a tent.What does she have? What does she have?She has a blanket. She has a blanket.(大屏幕上显示歌词，用两只老虎的音乐伴奏。)2. Say a rhyme.have, has都是有，他们用法各不一， I, you, 复数用have，其他情况用has。（设计意图：本节课设计到了一些语法知识, 含有“does, has”的句型是个难点，为了突破这个难点，我设计了一系列的教学活动。此处我用一首简短的小诗概括了“have, has”用法的相似和区别，归纳了语法知识，而不是通过说教的形式，学生不感觉枯燥，很好地巩固了知识点。）3. Do some exercises.(1) Listen and match.3. Do some exercises.(1) Listen and match（设计意图：通过听对话选择答案，既帮助学生进一步复习和巩固了本节课的重点内容，又训练了学生的听力理解能力。）(2) Finish the blankets. have / has do/ does Mike: Nancy, lets go for a camping trip with Gao Shan and Helen this Sunday. Nancy: Great! Mike, what _you_ ? Mike : I _ a big blanket. Nancy : Good! What_ Gao Shan _ ? Mike :He_ a new telescope.What about Helen?What_ she _ ? Nancy : She _ a towel. Mike : Its great! What_ you_ , Nancy? Nancy : I _ a nice watch. Mike : OK. See you this Sunday! Nancy : See you!（设计意图：课内练习是学生巩固知识的必要环节，也是检测教学效果的有效手段，我运用预先设计好的练习题(Look，read and fill in the bla