牛津小学英语4B Unit8《Open day》教学设计

牛津小学英语4BUnit8Openday教学设计 一、 教学内容：牛津小学英语4B第八单元第一课时二、 设计思路与方法： 根据和四年级学生的特点.我是这样设计本课的：首先以一个猜谜游戏导入新课,让学生猜一猜老师手里的盒子里有什么.引出了There be 句式，然后运用学生身边现成的书包、文具盒等等道具来操练There be的句型结构。这样不仅能激发学生的学习兴趣和参与热情，也使教学环节之间的衔接十分自然。同时我还从学生的生活出发，设计贴近学生生活的教学活动和任务，吸引和组织学生参与，要求学生介绍自己的教室时,要求学生用所学的知识与技能解决实际问题，完成任务。这样的设计从学生的生活经验和兴趣出发，创设了与完成任务相关的情景，进行了语言知识与技能的训练，尽量使学生在真实的情景和方式中学习英语知识，发展语言能力。三、 教学目标：1. 能正确地听、说、读、写词汇a chair, a blackboard, a picture, a computer, a bookcase, a classroom, a music room, an office, a playground.2. 能正确地听、说、读词汇a music room, Open Day；3. 能正确地听、说、读、写句型 Whats in the.?Theres a /anin the .There are some .in the .4. 熟悉歌曲 In the classroom四、 教学重点：1. 能正确地听、说、读、写词汇a chair, a blackboard, a picture, a computer, a bookcase, a classroom, a music room, an office, a playground2. 能正确地听、说、读词汇a music room, Open Day五、教学难点：1.能正确地朗读单词a blackboard,a picture,an office,a playground2.能正确地听、说、读、写句型 Whats in.?Theres a /an.in the .There are some .in the .五、教学准备：教具准备 ：本课的单词图片 、磁带录音机、教学挂图等六、教学过程：Step1. Warming up1. Greetings T：Good morning,boys and girls.Nice to see you. Ss：Nice to see you,tooT：How are you?Ss：Fine, thanks you.And you?T：I am fine ,too.Thank you. Whos on duty today?S1：I am. T：Time for class. Lets listen to the English song. OK?Ss:OK.T:Whats in the classroom（设计意图：通过英语问候，听英语歌曲，活跃气氛，缓释紧张情绪，将学生带入英语课堂。其次在这首歌曲的学习中，渗透本课的句型Whats in the classroom?可以让学生在轻松的气氛中进入到本课的学习。）2.Free talk and review出示study图片T:This is a picture of my study. Whats in the study?S1:A bookcase.T:Yes,you can say: Theres a bookcase in the study.Whats in the bookcase?S2:Some books.T:Good, we can say: There are some books in the study.S3:A computer.Theres a computer.S4:A chair.Theres a chair.Step2. Presentation (1)1、Teacher takes a box , let the students touch and guess:“Whats in the box?”Like this: T: Whats in the box? S1: A pencil case.T: Yes.Its a pencil case.So you can say : Theres a pencil case in the box.板书Theres a.句型并领读T: Whats in the pencil case? Open it.S2: Theres a rubber in the box.T:You ask me, OK?S2: Whats in the box?T: There are some pens in the box.板书There are some. 句型并领读T:Theres a rubber and some pens in the box.（或者可以说）There are some pens and a rubber in the box.(强调There be句型的就近原则)（设计意图:做这个游戏，学生进行猜测，说出每一个物体，教师可用Yes.Theres/There are来说句子。这样既能巩固以前所学单词，又能引出本课所学句型，而且这个游戏本身就带有趣味性，可以活跃课堂气氛。）2、Work in pairs/groupsPractise the patterns:Whats on the desk/in the bag/in the pencil case?Theres a /anin/ on the .There are some .in/ on the .（设计意图: 运用学生身边现成的书包、文具盒等等道具来操练There be的句型结构。这样不仅能激发学生的学习兴趣和参与热情，也使教学环节之间的衔接十分自然。）3.Let the students come to the frout to act Step3. Presentation(2)1、 Show the picture”classroom” and the teacher ask students: T: Whats this ?S1:Its our classroom .(在老师的帮助下读classroom)T:Its big and bright. (手指黑板)What colour is it?S1:Its black.T:We can say:blackboard-black+boardT: Whats in the classroom?S1: Theres a/an in/ on the .S2: There are some in/ on the .2、 引入单词的教学并拼写a chair/blackboard/bookcase/picture/computer.把本课的单词写在黑板上的四线格里。3、Follow the tape to read the words跟着磁带正确地进行示范朗读，纠正学生不正确的发音。4、 Work in pairs to read the words 让生生之间纠正不正确的发音。5、Show the pictures to read进一步巩固单词的练习。6、Teacher asks students some questions:T: Whats in the classroom ?S3: There are some pictures in the classroomS4: Theres a computer and a TV in the classroom.S5: Theres a bookcase in the classroom.S6: There are some chairs and desks in the classroom.S7: Theres two blackboards in the classroom .（设计意图：让学生对本课的句型进一步进行巩固。）7、Show the picture of“a music room” to teach :T: Whats in the picture?S1: There is a piano in the picture.S2: There is a guitar in the picture.S3: There are some violins in the picture. T: Where is it?S:?T:Its a music room.出示单词 a music room 并示范朗读，让学生跟读。T： Whats in the music room?S1: There is a piano and a guitar in the music room.S2: There are some violins and a guitar in the music room.按照同样的教法教an office 和 a playgroud并把单词板书在黑板上。其中playground按play+ground教学Step 4. Have a rest1.Listen to the music欣赏本课的歌曲 In the classroomT:Boys and girls, whats in the classroom?Ss:Theres a TV in the classroom.2.A game:Magic ears游戏规则:教师说本课生词(a classroom,a playground, a muisc room, an office, a blackboard)不发出声音,仅让学生看口型,学生根据教师口型猜测是什么单词.教师注意对单词读音的纠正.3.Do and say学生两人合作形式完成这一个活动。通过“摆一摆、说一说”的活动过程，使学生运用新知识的能力得到加强，充分体现了“学以至用”的教学理念。Step 5. Consolidation 1、Write the title :Unit8 Open day and Let the students read the title2、Show the pictures of Unit 8 Part C and students look the pictures to say sentences.a.T：（示范）This is a classroom.Whats in the classroom?S:There is a/ an.in the classroom.There are some.in the classroom.Can you say something like that?b.生模仿教师练习句型。(同桌之间互相练习)c.指名小组表演,集体评议(此时要进一步强调There be句型的就近原则)d.男女生之间进行问答操练.e.书写指导.Step 6、 Homework1、根据自己卧室的情景图用英语把句子给说出来。2.小练笔:Our school.用There be句型把自己的学校描写下来.（设计意图：本单元的核心内容是运用There be句型“介绍某地点”，让学生用所学知识来介绍自己美丽的校园，使学生处在真实的情景中发展语言和写的能力）七、教学反思：首先，在上新课之前，我运用了歌曲来营造一个轻松欢快的英语课堂，在听歌曲的过程中引入了本课新内容Whats in the classroom?。然后，通过复习来巩固以前所学的内容，同时让学生对There be句型有一个初期印象。接着，便导入新课。在新授过程中，首先以一个猜谜游戏导入新课,让学生猜一猜老师手里的盒子里有什么.引出了There be 句式，然后运用学生身边现成的书包、文具盒等等道具来操练There be的句型结构。这样不仅能激发学生的学习兴趣和参与热情，也使教学环节之间的衔接十分自然。本节课我采用了在真实有效的环境中学习英语，把以往的枯燥英语真实化、具体化、生活化。而且我在每一步教学环节中都积极去创造浓厚的学习情境，这样不仅活跃课堂气氛，而且也激发学生的兴趣，可以让学生在课堂上大胆地去发言、讨论。让学生感受到用英语交流的乐趣和愉悦感，培养学生进一步用英语进行交流的能力。在这节课中，令我很吃惊的是，对于书上不懂的地方，他们竟然主动地要求学习。这样，学生对英语的学习有原来的被动变为主动。总体来看，效果很好。本课学习了学生非常熟悉的周围环境及事物，并运用There be句型对话，学生十分感兴趣，激发学生说的愿望，从而口语得到了锻炼。记得上那堂课时，因为是校内公开课，有许多老师来听课，最后让学生用There be 句型说一段话时，其中有一个女孩是这么说的“There are many new teachers in our classroom. Welcome to our classroom.” 她把场景和当天所学的知识有机结合，说出了一段让听课老师认为是“经典”的话。 我想在今后的教学中，一定要最大限度地调动学生说的兴趣和能力，从而提高口语能力。