认知目标能听懂会说let`sgoto及其应答。为落实以上目标,我设计了以下教学过程以学生为主体,复习导入当课堂奏响以人为本的主旋律,课堂也由专制走向民主。我反思传统课,改复习由老师唱主角的现象,让学生在每节课后评出名优胜者,在下堂课上带着同学们复习。当然复习内容要经过老师指导。本课时也采用此法,以突出学生的主体性,激发其兴趣。其中let`s虽然是新知,但日常用语中已大量渗透,学生早已会说；bus\car\zoo的读音模仿起来不难,但supermarket的读音不易掌握。这就决定了我的教学重点为认知目标,难点为supermarket的发音。《牛津小学英语5A Unit8》说课稿（2篇）。接着我呈现了supermarket\zoo\bus的图片,自问自答what`sthis?let`sgotothezoo等,对语言进行第次呈现,并过渡到下层次的学习。以游玩为方式,模仿说话正如新课标所强调的,传统课注重机械传授,忽略了体验与参与,如步教学法,呈现后就是个个地跟读。本课中,我扮作司机作开车状,学生跟在我后面作搭车状,路开着去动物园,边走边和老师说zoozoo动物园,busbusbybus以这种游玩的方式,在具有定意义的语言场中,饱含情感地学习语言。这样的教学,学生又怎能不快乐效果又怎能不明显呢？以新知为契机,复习旧知温故而知新可以为师也！当学生进入动物园,发现了许多学过的动物,在老师的引导下,不知不觉地用已学语言进行对话,同时主动地向老师问些没有学过的动物,饶有兴趣地记忆着,扩大了知识面。这样的师生不比传统课堂中的师生更快乐吗？同时,结合学生上车排队与否,游玩时的表现,进行社会公德教育,使学生明白自己的社会责任,这不更快乐吗？以上教学也是以下supermarket\bus的教学过程。至于supermarket的难点,可以放在参观超市时,由学生们相互合作学习时而解决,以培养学生的交流合作精神。至此,学生已能初步学说新语言。根据小学生生理心理特点,让他们稍作休息,听首世界名曲,再继续游玩。以巩固为窗口,了解世界与世界名曲样,世界名胜拓展了学习的视野,提高了跨文化交际能力。在多媒体创设happynewyear情景中,学生分组开着车子,在优美的乐曲中,在儿歌般的let`sgotothezoo中,学生飞向动物园,飞向金字塔,飞向富士山,那种把知识当作可乐,把课堂当作幸福生活的快乐不也正是我们的快乐吗？然而,我们的教学就此结束了吗？不变生活为课堂,自主学习课堂教学的终极点在哪里？如果有终极点的话,我想应该在生活中。因此,我以本课为延伸,鼓励学生在课后运用已学语言,收集世界名胜图片及英文名称,并相互交流,使生活处处皆课堂。这时我想我的教学也该结束了。综上所述,可以看出,我努力以课标为指导,以活动为方式,变课堂为生活,运用情景法直观教学法多媒体辅助法等,使学生以生活为课堂,逐步提高自己的综合语言运用能力,形成自主学习的能力,并学会做人。牛津小学英语aunit说课稿来自第范文网。牛津小学英语AUnit说课稿篇thelessoniamgoingtotalkaboutisfromthefirstperiodofunitinoxfordenglishtextbookaiwilldescribemyinstructionaldesigninsevenpartspartoneaboutthestudentschildreningradefivehavelearntandgraspedmanywordsandexpressionsfromoxfordenglishfromatobtheycanusethemcorrectlywhenchattingwithothersallthesearebelongingtotheadvantagesofteachingandlearningparttwoanalysisofthetextbooktheultimategoalofoxfordenglishistodevelopthecomprehensiveabilitytousethelanguagethatistodeveloptheirfourskillslistening,speaking,reading,andwritingpartthreeteachingobjectivesknowledgeobjectsstudentsareabletousethewordsandexpressionstocommunicatewithotherswhentheyaregoingonacampingtripthewordsatent,atelescope,atinopener,apot,astove,ablanket,atowelthesentencestructureswhatdoyoutheyhave?iwetheyhavewhatdoesheshehave?heshehasabilityobjectsnamelylistening,speaking,reading,andwritingskillsandcomprehensiveapplicationabilityofthefourskillsemotionalobjectsmakestudentsbeawareoftheirownadvantagesanddisadvantageinlearning,andteachthemtobewillingtocooperatewithothersmoraleducationobjectteachstudentstolovethenaturepartteachingemphasesanddifficultiesexpressionaboutcampingthingsverbformsofthethirdpersonalsingularformpartteachingmethodsthemethodologyisthreepmodelthatispresentation,practice,productionpartteachingprocedurethefirststageisfreetalkiwillplaythetapeletstudentslistentothesongwhatareyoudoing?andreviewthepresentcontinuetenseafterlistening,wewilltalkaboutthepicturewhatarethechildrendoing?iwillgivethemtheanswertheyarehavingacampingtripmaybestudentsarenotfamiliarwiththecampingtripnextshowaseriesofpicturesofthegreatnaturetothestudents,letthemtellingtheirfeelingafterenjoyingthesepicturesstudentswillsaytheylovethebeautifulnatureverymuch,sothattheywillbearousedtheinterestsinlearningthistopicthenwelltalkaboutthethingsofcampingtrip,accordingtothepictureswheniteachthewordstent,telescope,tinopener,pot,stove,blanket,towel,iwillintroducetheusageforinstance,thetentisusedforsleepingorhavingarestandthetelescopeisusedforwatchingbeautifulsceneandlookingforasuitable,comfortablecampingsiteaftershowingallthepictures,letstudentsreadandspellthewordstoconsolidatethemthethirdstageisthechantillaskstudentstoclaptheirhandsandchantlikethis;blanket,blanket,ihaveablanket,pot,pot,wehaveapotyouhaveablanketandtheyhaveapotitisveryinterestingforthemtochantinrhymethefourthstageisplayingagameihavesomethingswhatelsedoyouhave?letstudentsguessiwillgivesixbagseachbaghasonethingthereisahat,atinoffish,awaterbottle,acoat,somebread,someapplesthetopicofthislessoniscampingtripthesethingsarecloselyrelatedtoitithinkagamewillhelpthemrelaxandletthemlearnenglishinahappyandgayatmosphereonthefifthstage,iwillpresentthesentencestructures,whenthestudentsarefamiliarwiththenewwordsitisthetimetopresentthenewstructureatfirst,iaskstudentstoshowtheirtoyseachstudenthasatoyiinvitesomestudentstoanswerthequestionwhatdoyouhave?theywillanswerihaveatoybearihavethenwritethesentencesontheblackboardthenpracticeyouhaveandihaveletstudentsworkinpairsafterthat,practicewehaveandtheyhaveingroupsonthescreen,itwillgivemodelsweknowthepurposeoflearningenglishistouseenglishstudentsshouldhavemorechancestousethelanguagetheyvelearntsothestepisemployedtocreatealanguageenvironmentforstudentscommunicationintheclassthenextstepisfurtherstudythethirdpersonalsingularpronounshe,she,it,andtheverbformishasitisnecessaryforstudentstopracticethenewstructurewhatdoesheshehave?hesheafterpresentation,iwillaskstudentstodotheexerciseread,talkandwritereadtheshortpassageandtalkaboutthequestionsandfillintheblankstheactivity,fillintheblankshelpsstudentswithwritingandservesasafeedbackandconsolidationofthelanguagepointthelastbutnottheleast,singasongwhatdoyouhave?andiwillencouragethemtochangethesongwordstomakeanewonefinally,iwillassignthehomework。其中let`s虽然是新知,但日常用语中已大量渗透,学生早已会说；bus\car\zoo的读音模仿起来不难,但supermarket的读音不易掌握。这就决定了我的教学重点为认知目标,难点为supermarket的发音。为落实以上目标,我设计了以下教学过程以学生为主体,复习导入当课堂奏响以人为本的主旋律,课堂也由专制走向民主。我反思传统课,改复习由老师唱主角的现象,让学生在每节课后评出名优胜者,在下堂课上带着同学们复习。当然复习内容要经过老师指导。本课时也采用此法,以突出学生的主体性,激发其兴趣。认知目标能听懂会说let`sgoto及其应答。为此,我将本单元划分为课时,并根据实际情况打破编排结构,将第课时中的提至第课时,制定了第课时的目标情感目标激发学生的学习兴趣,发展自主学习的能力,渗透责任教育,对世界文化感兴趣。《牛津小学英语5A Unit8》说课稿（2篇）。技能目标学会表达去某处,以及如何对别人的建议进行回答。为此,我将本单元划分为课时,并根据实际情况打破编排结构,将第课时中的提至第课时,制定了第课时的目标情感目标激发学生的学习兴趣,发展自主学习的能力,渗透责任教育,对世界文化感兴趣。《牛津小学英语5A Unit8》说课稿（2篇）。