牛津小学英语教案 33页

小学英语教案设计《牛津小学英语》4A第一单元第一课时教学设计设计者：广东平远县第一小学　姚利芬　　1、教学内容：《九年义务教育六年制小学教科书牛津小学英语》4A第一单元第一教时（Readandsay）2、学生分析：通过一年的学习，学生已有一定的英语学习经验，已经能够用英语进行简单的交流。本班学生很活泼，学习英语的兴趣也很浓厚，并且善于表演。3、设计思想：通过各种活动的设计与开展，培养了学生听、说、读、写、唱、玩演、做、画等各方面的能力，增强了学习兴趣，体现了一种和谐、快乐的学习氛围，突出了在教学活动中学生占主体地位，教师占主导地位的指导思想，利用现代化信息技术，加强了学科教学内容的相互结合及知识的渗透。　　4、教学目标：（1）   知识与技能：能正确地听、说、读词语comein,for,sure,here,you,are,goodbye和thankyou.能正确地运用对话中的日常交际用语：MayIcomein?Yes.Comein,please.MayIhaveacopybook?Sure.Hereyouare.Thiscopybookisforyou.Thankyou.Goodbye.（2）   过程与方法：创设一些情景，让学生在愉快的气氛中习得英语知识，并能在现实生活中灵活运用自己所学到的英语。\n（3）   情感态度价值观：知识要在生活中慢慢积累和运用，通过学习此课，要求学生要礼貌待人。　　5、教学重点和难点：　教学重点：能正确地运用对话中的日常交际用语：MayIcomein?Yes.Comein,please.MayIhaveacopybook?Sure.Hereyouare.Thiscopybookisforyou.Thankyou.Goodbye.　　教学难点：正确朗读MayIcomein?MayIhave…?的语调；This…isforyou的句意；比较流畅地朗读本课对话，并能在掌握本课对话内容的基础上用比较正确的语音、语调、表情和动作表演对话。6、教学过程： 教学内容 教学环节活动时间教学活动设计意图老师活动学生活动1、问候和唱英语歌.热身运动2分钟用英语向学生问好：Goodmorning.Howareyou?Nicetomeetyou.唱一首歌：Hello！Howareyou? 学生从漫长的暑假回到学校的学习生活中，老师在课堂上用英语向同学们问好，使他们兴致盎然，跃跃欲试。在课前准备活动中选唱的歌曲Hello！Howareyou?更能把学生分散的注意力调动到英语学习中来。\n2、巩固3B所学句型:MayIcomein?Yes.Comein,please.复习巩固3分钟教师有意让一位学生迟到并敲门说：MayIcomein?老师答：Yes.Comein,please. 学生跟说这2句话；创设情境让五、六个同学表演。MayIcomein?Yes.comein,please.通过真实情景，让学生练说：MayIcomein?Yes.comein,please.从而掌握这一礼貌用语。3、学习新句型：①MayIhave…?Sure.Hereyouare.以旧带新2分钟①先由3B学过的句子MayIhavealook?导入,老师环顾教室，发现学生座位上有一个漂亮书包，到学生座位前说：Wow.Yourschoolbagisverynice.MayIhavealook?引导学生回答：Sure.Hereyouare.再到另一同学桌前，拿起一学习用品问：What’sthis?学生答：It’s….老师问：MayIhavealook?学生很自然地回答：Sure.Hereyouare.       ①学生回答老师提出的问题。      MayIhavealook?是上册学过的句型。先再现这一句子,然后由浅入深引出MayIhavea…？及其回答：　Sure.Hereyouare.　   教学内容 教学环节活动时间教学活动设计意图老师活动学生活动\n学习新句型：①MayIhave…?Sure.Hereyouare.以旧带新6分钟②借助手势语言和表情动作，老师说：Iwanttodrawapicture.ButIhavenotapencil.MayIhaveapencil?从而引出新句型及其回答：Sure.Hereyouare.③老师带读MayIhavea…?Sure.Hereyouare.在此时，老师有意识地呈现这单元B部分的一些新单词：notebook，bookmark.   ②利用学习用品同桌2人操练句型：MayIhavea…?　Sure.Hereyouare.学生是主体,教师是主导，在小学英语课堂上，老师可以充分发挥学生的主体作用，让他们参与课堂活动，这样做不仅符合小学生表现欲强的心理特点，同时也拉近了师生之间的情感距离。②This…isforyou.学习新知识 5分钟老师看同学表演对话，当同学说的好时，老师马上说：This…isforyou.利用实物bus、car、bike、plane等交通工具进行表演对话。利用课件让学生练说：This…isforyou.学生喜欢实物，它既直观又形象，容易吸引学生的注意力。在这里出现不但训练了今天所学句子又复习巩固了以前的单词。操练：MayIhavea…?Sure.Hereyouare.This…isforyou.复习巩固6分钟老师与一个同学示范完成如下对话：MayIhavearubber?让学生答：Sure.Hereyouare.Thisrubberisforyou. 把一些文具放在箱子里，让2人为一组进行会话表演：MayIhavea…?Sure.Hereyouare.  再一次创设情境，让学生学以致用。并且又一次突出训练了重点和难点。MayIhavea…for…?  知识的深入5分钟走到一学生面前：Haveyouamango?学生答：No.老师立即问全班同学:MayIhaveamangofor…?老师提示学生可以把水果给你最想给的人，如father、mother…出示水果课件，让学生再练说：MayIhavea…for…?以及回答。 充分发挥学生的想象，让学生说这句话的同时把学过的称呼也用上。教学内容 教学环节活动时间教学活动设计意图老师活动学生活动听和跟录音读Readandsay.复习巩固5分钟Lookatthepicture.Who’sthegirl?Who’sthewoman?跟录音读对话并正确模仿和练说讲完了新课，\nPleaselistentothetape. 听地道的英语并让学生模仿，这是必不可少的。 让学生进行会话表演。知识的延伸5分钟老师和学生练习一遍对话。学生2人一组会话，然后选5组同学进行会话表演。 让学生充分表现自我。把今天学的知识联系起来。　布置作业 1分钟1、 听录音朗读和表演对话2、把今天学的内容编成小对话说给爸爸妈妈听。 发挥学生学习的自由空间，让学生在家也能说英语。 7、学习评价表： 评价内容评价方式评价等级 自评小组评议教师评议课前准备学习用具情况   A、B、C课堂上大胆开口说英语    A、B、C朗读句子的语音、语调   A、B、C表演模仿能力   A、B、C完成作业情况   A、B、C 《牛津小学英语》4AUnit4Ilike…\n录像课例简介 广东省梅州市平远县第一小学赖秀珍 我依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学活动，以“学生为主体，创设情境为活动中心”的教学。本节课新授内容的导入让学生听节奏欢快的生日歌，不仅营造了英语学习的氛围，激发学生学习英语的兴趣，又为新课学习做铺垫，教学过程进行有序呈现，层次清晰，边呈现边操练，呈现中操练，操练中再呈现，层层逼近，环环相扣；多样化的活动采用了Pairwork,Groupwork等形式；师生互动的多样化，采用了这样的模式：师生——生生——全体学生。通过多种方式激发学生兴趣，在整个教学活动中，我采用了语言激励（如：Good!Super!Cool!等）和奖品激励。鼓励学生大胆地使用英语，对他们学习过程中的失误和错误采取了宽容的态度。在教学的最后设置了情景让学生将学到的语言运用到日常生活中。教学中的各种手段经过巧妙的组合，起到了较好的教学效果，不仅激发了学生的学习兴趣，烘托了气氛，而且又使学生在激动的过程中不知不觉接受与掌握了所学内容并能学有所用。我是这样设计的：1、SingasongHappyBirthday2、实物文具练习“Here’s…foryou.”3、PairworkA：What’sthisinEnglish?B：It’sa/an…C：Doyoulike…D：Yes,Ido/No,Idon’t.4、听、读课文Readandsay，人机跟读，小组角色练习。\n5、设置情境，用玩具、水果等练习：教师先与一学生练习，给他们一个model,接下来进入小组练习。 《牛津小学英语》4AUnit4Ilike…教学设计 设计者：广东省梅州市平远县第一小学赖秀珍1、教学内容《义务教育课程标准实验教科书牛津小学英语》4A第四单元第二课时（Readandsay）。　2、学生分析a、本班学生对人富有热情，喜欢用英语和同学、老师打招呼，也喜欢用英语表演、唱歌等活动。乐于模仿，敢于开口，不怕出错，在课堂上能积极回答问题，能主动参与，富有创造精神。对学习的兴趣以直接兴趣为主，他们的形象思维能力较强，抽象思维不完善，所以他们喜欢在欢乐的情景中学习英语。b、在学习本课前，学生已经掌握了表示文具、动物的英文单词和表达询问对方是否喜欢某物的常用句型。c、经过一年多的英语学习，大多数学生有一定的英语基础，积累了一定的词汇与句型。并具有听、说、读、写技能的综合运用能力，能在情景中按语言功能进行情景对话。3、设计思想：是让学生在活动中学，在做中学，在学中用，关注每位学生，分层设计的理念体现在其中。任务要求层层深入，环环相扣，由生日卡片引出句型再联系到整体对话，先局部再整体，先分再合，先分步练习，再整体操练，但每个分部的环节看似独立，其实又是为后面的整体联系服务的，与后面的整体操练相关联，形分神合。注重动静结合，由易到难，听说结合，由简到繁，学生在听听，说说、猜猜、演演的过程中学会知识，掌握知识，应用知识。4、教学目标\n1）知识与技能a、能正确地听、说、读词语inEnglish,do,you,like,don’t,love,apuppet,apuzzle,akite和adoll.b、能正确地运用对话中的日常交际用语。What’sthis/thatinEnglish?It’sapuppet.Doyoulikepuppets?及其回答Yes,Ido./No,Idon’t.c、初步认识名词单、复数的基本形式。2）过程与方法引导学生在学习过程中注重合作学习，利用课本和课堂中设计的各种活动，培养学生合作学习的意识。3）情感态度与价值观激发学生学习英语的兴趣，培养学习英语的积极态度，使学生乐于合作参与，勇于进行交际实践。运用所学知识，增进相互间的了解，使他们学会相互关心，相互尊重。5、教学的重点和难点教学重点：①   能正确地听、说、读词语inEnglish,do,you,like,don’t,love,apuppet,apuzzle,akite和adoll.　②能正确地运用对话中的日常交际用语。What’sthis/thatinEnglish?It’sapuppet.Doyoulikepuppets?及其回答\nYes,Ido./No,Idon’t.Here’s…foryou.教学难点①正确朗读单词：puppet,puzzle.　　②比较流畅地朗读本课对话，并能在掌握本课对话内容的基础上用比较正确的语音、语调、表情和动作表演对话。6、教学过程：  教学内容教学环节活动时间教学活动设计意图教师活动 学生活动 ⒈SingasongHappyBirthday 兴趣热身约1分钟师生拍手唱歌全班学生拍手唱歌使学生迅速由课前的汉语环境进入英语状态，为整节课做好准备。⒉复习句型Here’s…foryou. 复习过渡约5分钟a、利用学习用具领读句型Here’s…foryou.b、发放学习用具 a、跟老师读句型Here’s…foryou.b、个别学生借助老师发的学习用具操练句型Here’s…foryou. 重现旧知，实行正迁移，为过渡到新课理下伏笔，从而使学生温故知新。\n⒊利用实物doll,puppet,kite和puzzle引出句型a、What’sthisinEnglish?It’sa/an….b、Doyoulike…?Yes,Ido.No,Idon’t.呈现新知约5分钟教师分别用实物doll,puppet,kite和puzzle.向学生提出问题a、What’sthisinEnglish?b、Doyoulike…?学生依问题分别作出回答a、It’sapuppet.It’sapuzzle.It’sakite.It’sadoll.b、Yes,Ido.No,Idon’t. 调动学生眼、耳、口、手等多种感官参与记忆。使学生对于英文的视听信息能够同时到达大脑。⒋Playaguessinggame 练习运用约5分钟当学生解答谜底后向学生发指令Showme….听动物叫声后，同桌练习句型What’sthisinEnglish?It’sa/an….Doyoulike…?Yes,Ido.No,Idon’t.学生在解答谜底的过程中，灵活运用语言，调动了学生学习的积极性，让学生在积极的学习情感中充分感知和理解新的语言项目，培养了学生的想像力和用英语思维能力。\n⒌Readandsay新课呈现约10分钟a、依据课文场景景图向学生提出问题Whataretheytalkingb、老师与一学生示范表演对话a、带着教师提出的问题看图、听录音b、听音并模仿跟读c、利用头饰分角色表演对话 a、课文感知。利用多媒体整体呈现本课会话情景和内容，再次调动学生多种感官，感知语境和语言块b、What’sthis/thatinEnglish?It’sapuppet.Doyoulikepuppets?及其回答Yes,Ido./No,Idon’t.c、培养学生的朗读能力。d、给学生创造了真实的语言环境，帮助他们将所学的知识立即应用到实际生活当中，实现语言的交际性功能。6、a、Guessinggameb、Lookandact巩固提高约8分钟教师巡回指导学生进行pairwork然后示范表演放手让学生完成一些拓展型的综合活动，让学生比较自如地使用所学的语言。\n7、a、完成《达标评价》听力部分P16b、根据所学对话内容自编小对话布置作业约1分钟  巩固运用所学知识 7、学习评价表评价内容评价方式评价等级 自评小组评议教师评议1、听做听音连线听指令选图   A、B、C2、听说听指令说话    A、B、C3、看说看图拼读单词   A、B、C4、读跟读单词、课文；看图读单词，看图读句子。   A、B、C5、表演说课文表演   A、B、C6、写抄写单词、句子。听写单词，看图写句子。   A、B、C 《牛津小学英语》3AUnit3BLookandlearn教学设计\n设计者：梅州市平远县第二小学王春秀 1、教学内容本节课的学习内容为八个水果类单词的单复数形式及其发音，是《牛津小学英语》3AUnit3BLookandlearn部分内容，通过学习，使学生能听懂会说八个水果类单词apples,oranges,pears,bananas,peaches,mangoes,pineapples,watermelons;能初步了解名词的单复数变化形式及其读音；并能运用句型Ilike…Icanseeabanana/somebananas…2、学生分析学生已学习了动物类及颜色类单词和句型What'sthis?It'sa/an…Whatcolourisit?It's…教师在教学时可借助学过的词汇与句型及多媒体课件、水果卡、单词卡、水果模型等导入新课，运用听、说、读、游、唱、画、演等教学手段，由浅入深，由易到难，让学生掌握八个水果类单词的读音。但要掌握名词的单、复数变化形式及其读音，作为初学者来说有一定难度，须耐心引导。3、设计思想：（1）教育理念：《牛津小学英语》这套新教材给我们带来了新思想，也给我们带来了新要求。为了充分发挥学生在课堂上的主体作用，我认为教学首先应面向全体学生，注重素质教育；其次是应采用以学生为中心的教学思路，要设计以学生为中心的教学活动，但同时也应尊重个体差异；再次是要充分利用多媒体课件、图片、实物等，创设听说英语的环境，运用灵活多样的教法、丰富课堂教学、活跃课堂气氛，开发学生的多元智能、培养学生的综合素质。（2）教学原则：①新颖性原则；②动态性原则；③自主性原则；④因材施教原则；⑤启发性原则；⑥应用性原则；⑦整体性原则。（3）教学方法：巧用多媒体课件、图卡、词卡，运用听、说、读、唱、演、游、画、赛等形式多样、生动活泼的教学方式，让全体学生积极参与英语教学活动，在轻松、愉快的教学氛围中乐学、乐说英语。4、教学目标：\n（1）知识与技能：听懂、会说八个水果类单词。初步了解名词单、复数变化形式及其读音，并能套入句型Ilike…,Icanseea/some…句型中进行口语交际。（2）过程与方法：让学生在听、说、读、唱、游、画、演、赛等学习活动中逐步掌握八个水果类单词的读音，初步了解名词单复数变化形式及其发音，并能将学过的词汇与句型进行口语交际。（3）情感态度价值观：①通过灵活多样的教法及创设生动的语言情境，激发学生学习英语的兴趣，培养他们良好的语感及学习习惯；②通过各种游戏与竞赛活动，培养学生的合作精神及团结、互助的品质。5、教学重点和难点：教学重点：能听懂会说八个水果类单词。教学难点：能初步了解名词单、复数变化形式及其读音。6、教学过程： 教学内容教学环节活动时间教学活动设计意图教师活动学生活动1、SinganEnglishsong2、作“EevrydayEnglish”演讲 Warming-up约2-3分钟1、与学生同唱一首英文歌曲。2、叫2-3位学生作“EverydayEnglish”演讲。  1、全体学生演唱歌曲“Hello,Howareyou?”2、2-3位学生上台作“EverydayEnglish”演讲。让课堂一开始就充满了英语气氛，使学生通过参与而兴奋、激动起来，激起学生的学习兴趣，调动他们的学习积极性和主动性。\n                                \n       教学内容教学环节活动时间教学活动设计意图教师活动学生活动\n 介绍八个水果类单词的发音 Presenta-tionandpractice. 约15分钟1、课件展示一幅香蕉图。T:Whatcolourisit?Ss:It'syellow.T:Whatthis?Ss:It's…学生答不出来，教师说：It'sabanana,ayellowbanana.并用升降调说banana2-3遍，学生听明白后将香蕉图卡及词卡贴在黑板上，教师领读2-3遍，再分小组或个人认读该词2、课件展示另一幅香蕉图介绍bananas，领读操练后将香蕉图及相对应的词卡贴在黑板上。3、借助课件、水果模型、水果图、单词卡介绍其他水果类单词，并将水果图及词卡贴在黑板上。4、听录音跟读八个水果类单词的单复数形式。5、大小声反读单词。6、学生基本掌握八个水果类单词的发音后，让学生认真看黑板上的水果图卡和单词卡看上边一排单词卡（单数）和下边一排单词卡（复数）有什么不同，从而引出名词的单复数形式及其发音，教师可组织学生分组讨论，再让学生说说，最后归纳小结。1、全体学生认真看图、听音，读单词，回答问题。2、分小组读单词、读得准确的给所在小组奖一面红旗。3、大小声反读单词。4、分组讨论水果类名词单、复数的形式及发音与什么不同。5、每组选派一人说说讨论结果。          利用课件、水果图、水果模型、单词卡及旧句型导入新课，这样做使较为抽象的水果类名词单、复数很直观的展现在学生眼前，营造了轻松的学习气氛。学生乐于模仿，敢于开口。                     \n教学内容教学环节活动时间教学活动设计意图教师活动学生活动 进行听、说、读、游、画几方面的活动操练八个水果类单词的单复数形式的发音，并将单词套入句型Ilike……Icanseea/some……中进行口语交际。 Practice 约20分钟1、Playagame:Gossip.教师耳语给学生某个单词的单数或复数形式，如：banana,bananas或peach,peaches，以检查学生的专注程度。由每组最后一名学生将该词传到第一名学生，比一比哪组最快，最准确。2、Playagame:What'smissing?游戏规则：将学生分A、B组背对黑板站着，教师拿掉黑板上已贴好的水果图卡和词卡中的任何一张，然后看哪一组学生最快说出说准缺少的那张图片，又对又快者则给所在小组奖一面红旗。3、Touchthefruitsandsayitout.4、Let'sdrawandsay.娜艘蛔楦髯韵仍谥缴匣鲎约鹤钕舶乃旰笤谛∽槟谙扔蒙暇湫?lt;SPANlang=EN-US>Ilike…Icanseea/some…inmypicture进行口语交际。教师可先作示范。最后每组选出一个学生上台演示。如：Ilikepeaches.Icanseesomepeachesinmypicture.1、分两大组参加gossip游戏。2、分两大组参加What'smissing？游戏。3、分两大参加摸水果单词游戏。4、四人小组内画画、说说，再派一名代表上讲台演讲。                   通过听、说、读、游、画等活动，让学生在快乐的游戏与竞赛活动中逐渐掌握名词单复数形式及其发音，让学生易学、乐学，收到了预期的效果。                     \n     \n教学内容教学环节活动时间教学活动设计意图教师活动学生活动总结整节课内容拓展思维扩展小结约两分钟1、评选优胜小组，并给予表扬奖励。2、让学生说说我们本节课学了什么？3、除了水果类名词单、复数形式外，你还会说哪些名词单、复数形式？4、最后教师再对名词单、复数变化形式及其发音作简单的小结。学生谈这节课的收获。通过归纳小结，强化学生对水果类名词单、复数形式及其发音的记忆。  布置作业  1分钟 1、听录音跟读本节已学内容。2、复习前面已学词汇、句型及本节所学词汇与句型，准备明天的“EeverydayEnglish”演讲。  通过学生的听听、说说、讲讲，充分发挥学生的主观能动性、创造性，让他们大胆创新，积极主动参与英语实践活动。   \n   7、学习评价表： 评价内容评价方式评价等级自评小组评议教师评议课前准备演说的情况   A.充分B.一般C.不足知识技能掌握情况   A.优秀B.一般C.尚需努力善于与同学合作   A.能B.一般C.不足大胆运用所学词汇与句型进行英语交际活动   A.能B.一般C.需努力认真的学习态度   A.能B.一般C.不够认真总评       《牛津小学英语》3BUnit7第一课时教学设计 \n设计者：广东省梅州市平远县第三小学王文英1、教学内容：《义务教育课程标准实验教科书·牛津小学英语》3BUnit7BLookandlearn部分的内容（第一课时）。本节主要通过复习一些家具类的单词：bed,desk,table,chair,sofa,bookcase等,引出六个本节要掌握的表示居室类的单词：dining-room,bedroom,study,kitchen,bathroom,sitting-room及介词短语inthestudy/kitchen等。2、学生分析：学生们对以前学过的家具类的单词己很熟悉了，为了能调动学生的积极性，激发学生的求知欲，为学生们创设一个真实的情境，让学生们在不知不觉中掌握所要学的六个居室类的单词，我制作了多媒体课件，对每一幅图的出示，我都运用了以旧引新，以新带旧，直接引入，语言描绘、手势，动作等不同手段吸引学生进入情境，让学生在欢乐、有趣的气氛中学到新的知识。3、设计思想：1）教育理念：①   英语教学应面向全体学生，为学生全面发展和终身发展奠定基础。②   关注学生的情感，营造宽松、民主、和谐的教学氛围。③   培养学生综合语言运用能力。④拓展学生的文化视野，发展他们跨文化交际的意识和能力。2）教学原则：①   注重培养学生学习英语兴趣的原则。②   运用循序渐进，逐步扩展，点面结合不断复现的原则。③   灵活性和开放性原则。④   遵循课时安排的高频率原则。3）教学方法：根据小学生的生理、心理、年龄特点，课堂教学中我常采用：①听、说、读、写、唱、画、游、演等形式多样，生动活泼的教学方法。\n②情境教学法。③启发式教学法④“早渗透”和“重积累”的方法。4）教学目标：1）知识与技能：能听懂、会说并整体认读六个表示居室的单词：dining-room,bedroom,study,kitchen,bathroom,sitting-room及介词短语inthestudy/kitchen等。且能用上述所学的单词进行造句或编简短的对话。　2）过程与方法：①通过各种形式的游戏，会话表演，使学生能在用中学，在学中用，逐步提高学生运用语言的能力。②本着音不离词，词不离句，句不离文的原则，全面加强学生的视、听、说的能力。　3）情感态度与价值观：激发和培养学生学习英语的兴趣，使学生树立信心，掌握一定的英语基础知识和听、说、读、写技能；培养学生的观察、记忆、思维、想像能力；帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观。5、教学重点和难点：1）教学重点：能听、说并整体认读下列六个表示居室的单词：dining-room,bedroom,study,kitchen,bathroom,sitting-room及介词短语inthestudy/kitchen等。教学难点：注意bedroom和bathroom的读音，特别是〔dr〕和〔θ〕的发音。6、教学过程： 教学活动教学活动设计意图\n教学内容 环节时间老师活动学生活动热身活动 组织教学约3分钟师生会话：T:Goodmorning,everyone.S:Goodmorning,MissWang.T:Howareyou?S:Fine,thankyou.Andyou?T:Notbad,thankyou.Now,boysandgirls.Let’ssingasong:OneTwoThreeFourFive.OK?S:OK. 学生们唱英文歌曲 ①师生会话是为了集中学生们的注意力。②唱英文歌是为了让学生放松心情及创设语境。①                 出示两幅图的课件。②                 学习四个表示居室类的单词。 导入新课约5分钟1、展示图①。T:Hello,boysandgirls.Lookatthepicture.Whatcanyouseeinthepicture?S:Icanseeatableandfourchairs.T:You’reright.Canyouguesswhatplaceisit?SayitinChinese.S:餐厅。　T:That’sright.SayitinEnglish:adining-room.老师边说边点击课件出示单词并板书。 ①学生仔细观察说出家具类的单词：table,chair②听录音并模仿跟读单词：dining-room利用以旧引新的方法先复习两个家具类的单词，然后根据画面引出生词。 2、展示图②。①   Hello,boysandgirls.I’mverytirednow.Iwanttohaveasleep.（做睡觉的姿势）。Lookatthebedroom。（比往房间里走的动作。）②引出单词：abedroom老师说边点课件出示单词，并让学生模仿老师的读音。②   引导学生复习：Inthebedroom,youcanseealightandabed. ①认真听老师介绍图片，并仔细观察。②听录音模仿跟读。 ①运用以新带旧的方法，通过介绍bedroom后复习lightbed②初步引出介词短语inthebedroom \n教学内容 教学环节活动时间教学活动设计意图老师活动学生活动①继续展示课件②学习四个表示居室类单词。         导入新课约10分钟3、展示图③Hi,boysandgirls.I’mveryfiveandhappy.Iwanttoreadabook.（比看书的姿势）。Gotothestudy.老师边比动作边点击课件出示单词：astudy.并板书，然后操练。接着引导学生说：Inthestudy,youcanseeadesk,abook-caseandachair.　4、展示图④Hello,boysandgirls.I'mveryhungry,Gotothekitchenandcutthecake.（比进厨房切蛋糕的动作。）引出单词：akitchen.板书并用不同方式进行操练。5、展示图⑤（指着画面）Lookhere,boysandgirls.Ihaveanicebathroom.EveryeveningItakeashowerinthebathroom.（比洗澡的动作）。Now,goandlookatmybathroom.引出单词abathroom板书并用不同形式进行操练。6、展示图⑥Listentome,boysandgirls.Everyday,whenIgethome,Ioftengointothesitting-roomandsitonthesofa.Nowpleaselookatmysitting-room.引出单词asitting-room并板书，然后操练。　  ①认真听老师讲内容模仿老师的口型进行发音练习。②能整体认读所教的四个居室类的单词。③复习家具类的单词:adesk,abook－case及再次复现介词短语:inthestudy. 本着音不离词，词不离句，句不离文的原则，全面加强学生的视、听、说的能力。教学活动教学活动设计意图\n教学内容 环节时间老师活动学生活动学生听、说、读、游、做、演等方面能力的展示。   巩固练习约4分钟①带学生大声朗读六个单词。老师读大声。学生读细声；老师读细声，学生读大声。②老师出示单词卡让学生认读，并用该单词进行造句。然后把单词卡发给其中六位同学。让学生自由朗读单词。 ①集中学生注意力，基本能认读所学单词。②注意知识的滚动。约2分钟出示课件：Let’splayaguessinggame.①出示三幅居室类的图片（扫描成模糊状）让学生猜是什么？②老师手持两张居室类的卡片，遮住每张图的其中一部分，让学生猜是什么？③请一位同学扮演小老师出示最后一张卡片让同学们猜。 猜对答案的学生奖一朵红花。活跃课堂气氛，检验学生对所学内容的领会程度及观察力。约6分钟出示课件：Let’ssayanddo.①Gotothedining-room.Havelunch.②Gotothebedroom.Haveasleep.③Gotothestudy.Readabook.④Gotothekitchen.Cutthecake.⑤Gotothebathroom.Takeashower.⑥Gotothesitting-room.Sitonthesofa. 学生模仿老师的动作边做边大声朗读句子。①充分调动学生的积极性与主动性。②进一步巩固所学的单词。约5分钟找回单词卡。Wherearemycards?①老师边说：Bedroom,bedroom,comehere.其余五个单词如此类推。②老师手持红花奖励上台的同学。 手持老师所念单词卡的同学，走上讲台，跟老师的红花对换，然后一齐说：We’rethebest.①了解学生的反应程度。②增强学生的自信心。培养健康的人生观。约2分钟出示课件：练习P27内容AListenandnumber. 扩展教学内容，对所学内容进行延伸。\n教学内容教学环节活动时间教学活动设计意图老师活动学生活动总结全文重点与难点。小结约2分钟①   本节重点掌握六个表示居室的单词。②   注意sitting-room,dining-room,bedroom,bathroom均以room结尾。③注意bathroom〔θ〕的发音及bedroom〔dr〕的发音。纠正各自的发音。①对以room结尾的单词进行归类，以便学生记忆。②了解字母组合的发音规则。布置作业约1分钟①听录音模仿跟读B部分的内容。②抄写B部分的单词各五个。③预习本单元ALearntosay的内容。  使学生对所学内容真正融会贯通。7、学习评价表评价内容评价标准评价方式自评小组评价老师评价游戏A、积极参与，善于合作，应变能力强。B、主动参与，能够合作，有一定应变能力。C、能参与，有一定的合作意识。　   歌曲A、语音、语调正确，吐字清晰，有感情，有乐感。B、语音、语调较正确，吐字清晰，表情较好。C、吐字基本清晰，有一定感情。   诗歌A、语音、语调正确，节奏及韵律感强，熟练。B、语音、语调较正确，节奏及韵律感较强，较熟练。C、语音、语调基本正确，有一定的节奏及韵律。   观看英语动画片及英语教学节目 A、能简单复述所看内容。B、能回答老师提出的问题。C、能就老师提出的问题作出判断，Yes或No。    \nShopping教学设计设计者：广东梅州平远县大柘中心小学韩丽凤  1、教学内容：Shopping是《义务教育课程标准实验教科书牛津小学英语》3B第九单元ALearntosay中的内容，通过学习，使学生掌握购物时常用的英语表达方式。2、学生分析：购物与学生的日常生活密切联系，因此学生对购物流程比较熟悉，对这种话题兴趣浓厚。本课时部分句型在第八单元中已经掌握，本课时的难点是熟练地运用日常用语，教学过程中教师如果能尽量创设情景，结合多层次的操练，通过不同的语调、手势引导学生学习，应能突破教学中的难点。3、设计思想：①教育理念。使学生通过学习，培养学习英语的积极情感，形成初步的语感，打好语音、语调基础，具备用所学英语进行交流的能力。②教学原则。①在实现总体目标上，体现重兴趣，重成就感，重自信心的原则。②在教学模式与方式上，体现重体验，重实践，重参与的原则。③在语言教学方面，体现重语感，重交流能力的原则。④在教学评价上，体现重态度，重参与的原则。4、教学目标\n①知识与技能：能听懂，会说日常交际用语：CanIhelpyou?Whatcolour?Howmuchisit?…yuan，please.能较熟练地运用日常交际用语回答，并能在情景中运用；能正确理解句子I'dlike…，please.Whatabout…?②过程与方法：通过创设多种购物情景，让学生在较为真实的情景中掌握购物时常用的表达方式。③情感态度价值观：激发学生学习英语的兴趣，培养学生学习英语的积极态度，具有一定的语感和良好的语音、语调基础，使他们形成初步运用英语进行简单日常交流的能力，为进一步学习打下基础，使学生乐于合作参与，勇于进行交际实践。5、教学重点和难点。教学重点：能听懂，会说日常交际用语：CanIhelpyou?Whatcolour?Howmuchisit?…yuan,please.等。教学难点：在情景中熟练运用日常交际用语。6、教学过程：教学内容教学环节时间教学活动设计意图教师活动学生活动创设英语学习氛围Warm-up4分钟1、与学生问好，谈论天气、日期等。2、组织学生唱一首关于数字的英语歌曲。学生与老师自由地交谈，跟着录音唱歌。通过唱歌既复习了数字单词，又营造了英语学习的氛围，激发了学生学习英语的兴趣。\n复习本单元单词及与本课时有关的单词Preview5分钟引导学生参与Touchandguess的游戏并提出问题，如What’sthis?Canyouspellit?等句型，出示四会单词：cap，hat和vest。学生摸物品猜出名称，并大声拼读。借助游戏让学生轻松愉快地复习单词。学习本课重点句型Presentation25分钟1、向学生展示各种颜色，款式的帽子，老师戴上头饰扮演售货员，请一个学生扮演顾客，创设情境引出句子：CanIhelpyou?I'dlik…Whatcolour?Whatabout…?2、出示背心，和学生谈话，并配合手势、表情引导学生理解Howmuchisit？然后让学竞猜背心的价格，老师反复示范Howmuchisit？的发音，待学生掌握后，在背心，各式帽子上标上价格，师生问答。3、师生分角色表演。1、扮演顾客的学生根据老师的引导作答。2、用“开火车”的方式让更多的学生参与操练。3、学生分组表演买帽子的过程4、听课文录音，跟读，分小组读，分角色读。5、学生分组练习,然后表演课文中的对话。真实的生活化情景能激发学生的学习兴趣。竞猜物品价格充分利用了“信息沟”，使学生积极参与到课堂活动中，在不知不觉中掌握了新句型的表达方式，循序渐进，把教学难点逐步分解。\n4、指导学生跟读课文录音。实践应用：知识的巩固与迁移Consolidation10分钟1、检查句子朗读情况。2、出示各类实物，如水果、文具、服装，把教室一角布置成超市，让学生在较为真实的语言环境中操练句型。根据情景运用所学句型，分小组表演购物过程。在较为真实的场景中运用日常用语，避免了枯燥单调地读句子，使学生在游戏中熟练运用句型，体现了英语的交际功能。课堂延伸Homework1分钟1、完成《课堂评价》P50-51。2、把所学对话读给家长听，并完成评价。3、和同学们模仿真实情景购物，在生活中大胆运用英语。将英语学习由课堂延伸到课外，体现英语学习的实践性。 7、学习评价表 评价项目学生自评小组评议教师评议总评 课 内课堂纪律    举手   同学互助   课文学习   学效展示    背单词   \n课后作业情况   自学预习   课外说英语   内部资料仅供参考9JWKffwvG#tYM*Jg&6a*CZ7H$dq8KqqfHVZFedswSyXTy#&QA9wkxFyeQ^!djs#XuyUP2kNXp6X4NGpP$vSTT#UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmUE9aQ@Gn8xp$R#͑Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z8vG#tYM*Jg&6a*CZ7H$dq8KqqfHVZFedswSyXTy#&QA9wkxFyeQ^!djs#XuyUP2kNXpRWXmA&UE9aQ@Gn8xp$R#͑Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z8vG#tYM*Jg&6a*CZ7H$dq8KqqfHVZFedswSyXTy#&QA9wkxFyeQ^!djs#XuyUP2kNXpRWXmA&UE9aQ@Gn8xp$R#͑Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmUE9aQ@Gn8xp$R#͑Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNuGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$U*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89Amv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$U*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz84!z89Amv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$U*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$U*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3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