提示: 此文件暂无参考内容, 请自行判断再确认下载!!
作者很懒没有写任何内容
牛津小学英语 5A Unit 8 A camping trip（第一课时）教案教学目标1、学生三会词汇：children, hill, show，以及B部分词汇stove ,tin-opener, pot ,telescope ,towel, blanket.2、学生能灵活使用句型：What do you / they have? I / We / You / They have…What does he / she have? He / She has… (四会)Look, …and… are coming. Great!3、初步理解have和has的区别以及掌握其用法4、能整体感知课文，并能模仿录音读课文和分角色朗读课文。5、通过教学让学生学会分享和关爱。教学重点1、学生能灵活使用句型：What do you / they have? I / We / You / They have…What does he / she have? He / She has… Look, …and … are coming. Great!2、课文的理解和句型的运用。教学难点1、 理解have和has的区别以及掌握其用法.2、 学生能再日常生活中与人谈论野营话题。3、 学生能自愿分享自己的物品。教学准备第 1 页
多媒体、图片、食物教学过程Step1: Warm up1、Sing the song 《What do you have?>2、Learn: a camping trip T: Hello! Children, I have some picture. Let me show you.let’s have a look. OK?(呈现一些野营照片)T: What are they doing?Ss: They are having a camping trip.Step2: Presentation1、Learn: stove ,tin-opener, pot ,telescope ,towel, blanket What do you have? I have….What does he/she have? He / she has….T:I like camping very much.Do you like camping?T:Where can we go? What can we do at the camping site?T: We can’t go camping without anything. We need some things for our trip. Yes? What do we need for the camping trip? First We need something to eat! Look, I have some oranges, what do you have?第 2 页
S1:See? I have…Please work in pairs and discuss.(学生表演时顺势教学has)T: Oh, she has … What does he have?S1:He has…(教学新单词)T:Yes. Can you read them? 最后用放大镜效果引出telescope的教学。T:Don’t worry. We have a telescope.T: We have so many things. Let’s go for a camping trip.Step3: Text learning一、Extensive reading1、Listen, Who are having a camping trip, too. Where isthe camping site?二、Intensive reading1、Task1: Listen and answer T: Good. We have two questions about the topic. Let’s listen to the first passage and try to find the answer, OK? T: Where are they? What are they doing there?Ss: OK.Learn: children， hill, show第 3 页
2、Task 2: listen and tick T: We know the children and their teachers are having a camping trip. Do you want to know what do they have? Let’s listen and try to find the answers, OK? (Take out your paper.) T: Now, can you tick the answer?3、Task 3: Read and choose T: Good job! So many things are at the camping site. I want to whose things are they? Would you like to have a look?Ss: Yes.T: This time, I’d like you to read the dialogue by yourselves. Find the children and their things. 4、Task 4: Read the dialogue T: Well, it’s time to read the dialogue.When you read after it, please follow the intonations.Ss read after it.Ss read in roles.Step4、Practice1、Task6: Fill in the blanks第 4 页
T: OK, boys and girls. Can you tell something about the story? Please try to talk about it to your partner. OK?2、T checks the answer with Ss, and read it together.Ss do the exercise.Step5、Consolidation1、I think it’s time for us to talk about our camping plan this Saturday. Where do you want to go camping?A: …Let’s go camping near… this Saturday?B: OK/ All right/ Great / Good idea.A: I have… what do you have?B: I have…A: Look. What does he / she have?B: He / She has…A: We have…(学生重复以上物品). A: OK. Let’s …B: All right.Step6、Homework1、Read the conversation follow the tape.2、Retell the conversation. 教后反思：因为这一课时的单词和句型是有关野营的，内容学生第 5 页
比较感兴趣，所以课堂气氛还可以。整节课中小语言的应用还是比较成功的，但是阅读教学做的还不够好，在前面的单词和句型的教学中共花费了20分钟，后面的语篇教学花费20分钟，好像有点平分秋色了，应该把前面的部分缩短点时间，单词不必教那么多，还有在对学生的评价时语气不够委婉，应该多采取鼓励式的语言，最后在创设情境编对话的过程中，我发现自己的示范思维不够开阔，所以学生的语言也显得很苍白无力。我会在以后的教学过程中尽量满足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。第 6 页
多媒体、图片、食物教学过程Step1: Warm up1、Sing the song 《What do you have?>2、Learn: a camping trip T: Hello! Children, I have some picture. Let me show you.let’s have a look. OK?(呈现一些野营照片)T: What are they doing?Ss: They are having a camping trip.Step2: Presentation1、Learn: stove ,tin-opener, pot ,telescope ,towel, blanket What do you have? I have….What does he/she have? He / she has….T:I like camping very much.Do you like camping?T:Where can we go? What can we do at the camping site?T: We can’t go camping without anything. We need some things for our trip. Yes? What do we need for the camping trip? First We need something to eat! Look, I have some oranges, what do you have?第 2 页
S1:See? I have…Please work in pairs and discuss.(学生表演时顺势教学has)T: Oh, she has … What does he have?S1:He has…(教学新单词)T:Yes. Can you read them? 最后用放大镜效果引出telescope的教学。T:Don’t worry. We have a telescope.T: We have so many things. Let’s go for a camping trip.Step3: Text learning一、Extensive reading1、Listen, Who are having a camping trip, too. Where isthe camping site?二、Intensive reading1、Task1: Listen and answer T: Good. We have two questions about the topic. Let’s listen to the first passage and try to find the answer, OK? T: Where are they? What are they doing there?Ss: OK.Learn: children， hill, show第 3 页
2、Task 2: listen and tick T: We know the children and their teachers are having a camping trip. Do you want to know what do they have? Let’s listen and try to find the answers, OK? (Take out your paper.) T: Now, can you tick the answer?3、Task 3: Read and choose T: Good job! So many things are at the camping site. I want to whose things are they? Would you like to have a look?Ss: Yes.T: This time, I’d like you to read the dialogue by yourselves. Find the children and their things. 4、Task 4: Read the dialogue T: Well, it’s time to read the dialogue.When you read after it, please follow the intonations.Ss read after it.Ss read in roles.Step4、Practice1、Task6: Fill in the blanks第 4 页
T: OK, boys and girls. Can you tell something about the story? Please try to talk about it to your partner. OK?2、T checks the answer with Ss, and read it together.Ss do the exercise.Step5、Consolidation1、I think it’s time for us to talk about our camping plan this Saturday. Where do you want to go camping?A: …Let’s go camping near… this Saturday?B: OK/ All right/ Great / Good idea.A: I have… what do you have?B: I have…A: Look. What does he / she have?B: He / She has…A: We have…(学生重复以上物品). A: OK. Let’s …B: All right.Step6、Homework1、Read the conversation follow the tape.2、Retell the conversation. 教后反思：因为这一课时的单词和句型是有关野营的，内容学生第 5 页
比较感兴趣，所以课堂气氛还可以。整节课中小语言的应用还是比较成功的，但是阅读教学做的还不够好，在前面的单词和句型的教学中共花费了20分钟，后面的语篇教学花费20分钟，好像有点平分秋色了，应该把前面的部分缩短点时间，单词不必教那么多，还有在对学生的评价时语气不够委婉，应该多采取鼓励式的语言，最后在创设情境编对话的过程中，我发现自己的示范思维不够开阔，所以学生的语言也显得很苍白无力。我会在以后的教学过程中尽量满足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。第 6 页
内容系创作者发布，涉及安全和抄袭问题属于创作者个人行为，不代表夹子盘观点，可联系客服删除。
