了解字母组合or在单词中的另种读音。教学难点语音判断教具准备录音机图字卡计时器。教学过程stepfreetalkandmotivation心灵感应猜老师心中想哪些字母a,e,l,t。把这个字母a,e,l,t合成个词late,出示late图字卡,用late说句话。种形式awangbinggoestobedlatebmikegoestobedlaterthanwangbingcdoesmikegotobedlaterthanwangbing?yes,hedoes幻灯片出示上面的句话,换词动词练习。指导读这句话。强调句式及语法结构。换词练习。sayarhymedontbelateagain过渡now,letsstartourlessonopenthebookandtuentopagewhowouldliketoreadtheconversations?板书startourlesson,wouldliketosteppresentation学习e部分学习shereadsbetterthanallofus意会whatdoesshereadsbetterthanallofusmean？shereadsbetterthantheotherstudents联系theother词readitlook,readandjudge给学生定的时间,让他们独立完成阅读与判断。checktheanswersreadtheconversationsagainstepplayaf部分completethesentencedoesthebirdflythanthebutterfly?doesthegirlrunthantheboy?doesthewomanswimthantheman?doesthegirlskatethantheboy?doesthegirlsingthantheboy?doestheboygotobedthanthegirl?doesthegirljumpthantheboy?doestheboygetupthanthegirl?根据动词提示,填入合适的副词比较级。lookatthepicturethenanswerthequestionsanswertheteachersquestionswhorunsfaster,theboyorthegirl?whoskatesbetter,theboyorthegirl?practisewho＋vs＋副词比较级结构。playagamea讲解游戏规则,并做示范。b引导学生做游戏。以抢答方式集体做游戏,选出优胜者。steplistenandrepeat出示组词语word,workbook,world,wormreadthem说说or组合发什么音。出示另组词语forty,horse,morning,sports,体会or组合的另种发音。你还能说出其他类似发音的例词吗？listentothetapethenreadafterthetape竞赛,看谁读得又快又准。计时器step布置作业选择填空benislateschoolatobofcforwhohigher,jimordavid?arunsbjumpdoesbenskatethanmike?awellbbettercgood排列句子顺序wellheinpedoesdonotrunsfastastomnancyasboysjumplowerthethangirlsdothe?熟读e部分look,readandjudge板书内容词组startourlesson,wouldliketo句子shereadsbetterthanallofuswhorunsfaster,theboyorthegirl?板书设计牛津小学英语bunit第课时来自第范文网。牛津小学英语教学设计篇教学目标能听懂会说会读和会写句型whatarethesethose?theyrehowmanykilos?kilos,能听懂会说会读和会写单词教具准备课前在教室周贴上水果图片,将全班分成个小组。超市小货架,营业员佩带的胸卡单词句型卡片喇叭帽子各种水果实物。设计思路围绕‚听说读写能力的培养‛这主题,通过深入浅出的句型操练,让学生在掌握句型的基础上主动参与购物自主训练,最终达到把所学知识转化为实际应用能力的目的。教学过程stepsayarhymetheyareallplaypears,bananasandpineappleoranges,peachesandapplesbigfruitandsmallfruit,theyareallverygood设计意图通过复习年级学过的首小诗,充分调动学生的情感因素,变被动为主动,激发学生的学习兴趣。巩固再认各种水果,为呈现任务做好准备。steppresentationteachwhatarethesethose?theyretboysandgirls,nowillplayagamewithyou‚touchandguess‛look,heresabigbagwhocancomehereandtouch?生上前来摸下twhatsthis?sitsan面向全班yes,itsangoons继续摸twhatsthis?sitsanapple,itsanapple,itsanapple,tootheyre出示卡片theyressreadtogether设计意图从触摸游戏入手,激起学生的好奇心和积极参与的欲望,同时将学生的注意力集中到水果复数上,引出句型theyre,同时达到句型whatarethese?早渗透勤反复的目的。出示单词图片twhatarethese?引导学生回答theyreapplesorangespearsbananaspeachest最后出示grapes,学习葡萄,学生拼读练习。拿着葡萄问学生twhatarethese?stheyregrapespracticeinchains学生进行连锁操练whatarethese?theyregrapest出示句型卡片whatarethese?拼读单词these,读整个句子。s拿出自己带的水果进行同桌操练。checkshello,whatarethese?stheyreshello,whatarethese?stheyre设计意图用已经学过的水果图片操练句型whatarethese?theyre,引出本课新单词葡萄。这样既复习水果单词,又可以让生词句型结合起来学习。tnow,letsplayaguessinggameiputsomefruitovertherecanyouguesswhatarethose?手指墙角桌上用布盖好的水果stheyre若学生回答不出来,继续问遍后揭示答案。t手指教室周墙上的水果图片问whatarethose?ssanswert出示句型卡片whatarethose?ss拼读单词those,读句子。pairworkwhatarethose?theyrecheck设计意图以猜的游戏入手,抓住学生的兴奋点,引出句型whatarethose?now,letsplayboysandgirls,standup,pleasefollwthis,that,these,those边说边做手势ss站起来跟着做。tnow,listenand,学生做手势。tletssayarhymethisthisthis,thatthatthat,thesethesethese,thosethosetwhatarethesethose?sstheyrettheyarefruitdoyoulikefruit?ssyes,ido设计意图在学完两组句型之后,学生应该得到点放松,因此接着设计个简单的rhyme,既复习巩固了知识,又活跃了气氛,使学生全身心放松,缓和了紧张的学习气氛。teachhowmanykilos?kilos,tnow,letsgotothesupermarketok?closeyour,将贷架摆上桌,戴上售货员的牌子,拿出只喇叭,扮演水果店老板叫卖apples,apples,threeyuanakilo;bananas,bananas,fouryuanakilo。设计意图创设购物情境,教师将平时的水果店缩小了放进课堂,扮演水果店老板叫卖,同时将卡片元公斤threeyuanakilo元公斤fouryuanakilo出示,使学生对kilo有个初步的印象,为进步教学kilo打下基础。出示卡片公斤onekilo学生练说公斤公斤公斤公斤t出示公斤公斤onekiloandtwokilos,howmanykilos?ss复练习几次。设计意图用简单的数学加法引出howmanykilos?。出示句型卡片howmanykilos?kilosss读这句子。t出示公斤公斤公斤,进行学生之间的askandanswer。t拿出小型水果筐装上水电,贴上重量。进行小组与小组之间的askandnow,boysandgirls,youcancomehereanddosomeshoppingcanihelpyou?scometothefrontidlikesome,howmanykilos?skilos,hereyouare老师与学生之间练习两次。idlikesome,若学生时忘了怎么说将这句型出示下。tnow,whowillbeasaler?sicanihelpyou?tidlikesome,howmanykilos?tfourkilos,。tnowyoucanbuysomefruitfromyoursalerletshaveacompetition将学生分成组,每组个售货员,其他同学扮演顾客向售货员买水果。每个售货员手里有十几张水果的图片,获知所购重量后,直接写在图片上,卖给顾客。最后比较哪组的售货员卖出的水果多。letmeseegroup,group,group,group,group,group牛津小学英语教学设计篇goodafternoon,everyoneimfanjiayinicomefromdongzhongshiexperimentalprimaryschoolitsmygreatpleasuretobeheresharingmylessonwithyouthecontentofmylessonis‚abusyday‛partafromunit,funwithenglishbteachingcontentsthetopicsonfunwithenglisharewellorganizedfocusingonthepupilsworldunitisintendedforpupilstotalkabouttheirdailylivestheyhavelearntmanyverbphrasessuchaswatchtv,havebreakfast,cleanthelibrary,watchafootballgame,dohomeworkandetcyouknowtheyarebilingualclasspupils,somaybethesephraseswillbemoreeasierforthem‚abusyday‛mainlytalksaboutthetimeandwhattheyshoulddoatthetimeconsideringthecontentsofthelessonandthelevelsofthepupils,idesignthefollowingteachingaimsteachingaimsaimsontheknowledgepupilswilllearnthenewwords‚busy,past,to,onduty,brushteeth,really,half,aquarter‛,thenewstructures‚whattimeisit?itstimefordoyouwantto?iwanttoaimsontheabilitiestodeveloppupilsabilitiesoflistening,speaking,readingandwritingtodeveloppupilscommunicativeskillsaimsontheemotiontodeveloppupilssenseofcooperationtoletpupilsknowtheyshouldcherishthetimeimportantpointstohelpthepupilssaythenewwordsandusethekeysentencescorrectlytowritewholesentencescorrectlydifficultpointshowtomakedialoguesandactthemoutpupilscantalkaboutthetimeandwhattheyshoulddoatthetimeteachingaidsandinthislessonwellneedcai,taperecorder,schoolthingsandsoonteachingmethodsnowidliketotalkaboutmywayofteaching不必写在教案里communicationmethodillsetuparealsituation,inthisway,pupilscanpractiseinpairsoringroups,theycanspeakfreelyandneedntworryaboutmakingmistakestaskbasedmethodthatistosayillletthepupilsfinishataskbymakingashortdialogueandactingitouttohelpthepupilsgetabetterunderstandingofthekeystructures,iwillarrangethesekindsofactivitiessinging,guessinggame,finishingasurveyandhavingacompetitionlearningmethodsletpupilsstudyinarelaxedandagreeableatmospherethereby,developthepupilsabilitiesofstudyingandworkingwiththelearninglanguageindependentlyteachingproceduresnowillmainlytalkaboutmyteachingproceduresillfollowfivestepsstepwarmupandrevisionitisimportanttosetupabetterenglishlearningsituationforthepupilssoilldesignactivitysingasongdosomeexercisewithme?thissongisfromunitactivitytprtotalphysicalresponsetoaskpupilstofollowmyinstructions,‚getup,havebreakfast,watchtv,dohomework‛thenaskandanswerwhatareyoudoing?iamtlook,whatamidoing?presentthenewphrasesbrushmyteethtwhoisondutytoday?letthechildgivetheorderswhichareonthepaperidesignthisactivitytogetpupilstowarmupandreviewthepresentcontinuoustenseialsoinfiltratetwophrasesinthisstep,‚brushmyteeth,onduty‛becausetheywillbepresentedinthetextsteppresentationtopresentandpracticethekeystructuresonebyone,thatllbemucheasierforthepupilstolearnandgraspthemeaningssointhisstep,illdesignactivitiesactivityguessandlearnguessariddle,thenlearntoexpresstimeinenglishinthisstep,iwillusecaitohelpmewithmyteachingletchildrenpracticethetimefirstthenlearntouse‚past‛and‚to‛activityaskandanswerwhattimeisit?itstimeforletpupilstalkaboutthetimewhattimeisit?itstimetobecausepupilshavealreadylearnedthisstructurethenteachercanmakeamodelfirstitstimeforthenpracticeingroupsasweallknow,usingthepictures,thisisoneoftheeasiestwaystoshowthemeaningofthewordsandsentencesactivitytalkandmatchtalkaboutthetimeandthethingsfirst,thenlistenandmatchiftimeisenough,pupilscantalkabouttheirowntimeandtheirownthingschildrensattentionspanisveryshortandproperexercisescanhelppupilsfocusontheirattentionandpracticethekeystructuresbetteractivitythinkandsaytoh,whattimeisitnow?itstimetowatchvcddoyouwanttowatchvcd?siwanttowatchvcdteachershowsthemalist,lookatthetimeandthingswhatdoyouwanttodo?theninviteyourfrienditsitstimeforiwanttodoyouwantto?inthisactivity,pupilsareencouragedtoputthemselvesinthesituationandmakeafacetofacetalkingallthepupilsareinvolvedinthisactivitytheycantalkasmuchaspossiblestepproductiontohelppupilsputthelanguageintousing,idesignatasktohelppupilshaveaproductionfirstwatchvcdletthesslistenandimitatethedialoguepayattentiontotheirpronunciationandintonationatlastillaskthepupilstothinkhardandactitoutthenfindoutwhichgroupwillactitoutwellillgivethemredstarspurposeofmydesigningthisstepmakesthepupilsgetthegeneralideaofthedialogueasawholeoneatthesametimeletthepupilshaveachancetopractisetheirlisteningandspokenabilitystepconsolidationtodeveloppupilsabilitiesoflisteningandspeaking,thatsthemaininstructionalaimsoflearningenglishinprimaryschoolsoinstep,illdesignsomelisteningexercisestocheckwhattheyhavelearnedforexamplethinkandfillintheblankseveryonewillhaveapieceofpaperinthisstepillgivethepupilsafreespacetoshowtheirabilitiespurposeofmydesigning‚taskbased‛teachingmethodisusedheretodevelopthepupilsabilityofcommunicationandcooperationtellthepupilsweshouldcherishourtime,timeandtidewaitfornomanstephomeworkafterstep,somepupilscangrasptheknowledgewell,butsomepupilscantrevisionissoimportant,pupilsshouldspeakenglishafterclassasmuchastheydoinclassitisnecessaryforthepupilstodosomeexerciseafterclasssoidesignthefollowingh