牛津小學英語3A Unit 8 Let’s go to the park 教學設計（通用2篇）
牛津小學英語3A Unit 8 Let’s go to the park 教學設計 篇1
�、� teaching aims :
1.can read and listen three words about place, including: park, zoo, cinema;
can read and listen three words about traffic tools, including: car, bike, bus.
2.can use “let’s go to the ……” and “ok./good./all right. let’s go. but how ?” to talk with others.
3.to develop ss’ interests of learning english. and develop ss’ speaking abilities.
ⅱ teaching points & teaching difficult
1. teaching points :
(1) can read 、listen and say six words :
park, zoo, cinema, car, bike, bus.
(2) can read 、listen and say these sentences:
let’s go to the……
ok./ good./ all right. let’s go.
but how ?
by ……
2. teaching difficult:
(1) to use “let’s go to the…… but how?” to make a dialogue and talk with others fluently .
(2) pay attention to the pronunciation of “but﹑bus; zoo﹑too; park﹑car ”, and read the words “cinema﹑but” correctly.
�、� teaching aids
ppt, pictures, tape recording
�、� teaching process
step1. warming—up
設計理念:在開始上課之前給出一手歌曲《hello. how are you?》,給學生營造一個學習英語的氛圍.同時復習了這個句型.為下面的free talk
做了一個小鋪墊.
1.free talk
hello. / good morning.
what’s your name?
i’m……
how are you?
2.i say and you say
i say: “this is ……”
i say: “i can see……”
i say: “go to ……”
ss say: “go to school.”
“go to bed.” (review “all right. /ok.”)
step2. presentation
1.t: boys and girls, today is very sunny. let’s go to the park.
t: now listen carefully. park, park, park. (listen to the teacher to read three times，and at the same time show the ppt /picture)
pay attention to “ar” pronounce / a: / .
teach “a park ,the park”, pay attention to the pronunciation of “the”.
t: do you like the park?
ss: yes.
t: let’s go to the park, ok?
ss: ok.
teach “let’s ”,and tell them it’s chinese meaning.
t: who can read it? (let’s go to the park.)
ss: let’s go to the park.
teach the topic of unit 8 “unit 8 let’s go to the park”
chant: park↗, park↘, go to the park.
let’s go to the park.
ok, ok. let’s go!( ok/ let’s go加上動作)
teach “let’s go.”
t: hello, boys and girls. let’s go to the park. (give ss a sign of “ok” “all right”)
ss: ok. / all right. let’s go.
設計理念:去公園玩這是非常貼近學生生活的一件事.在教授的時候加上相應的動作,不僅有助于學生的記憶,而且可以激發學生的興趣,調動他們的情緒.
2.t: the park is very beautiful , yes? but the zoo is very interesting .
t: look! what’s this? this is a …… (show the ppt, there’re a dog, a monkey, and an elephant.)
s1: this is a dog.
s2: this is a monkey.
……
t: yes! very good. guess, where are they?
ss:動物園.
t：yes. they’re in the zoo.
teach “zoo, the zoo”( here we can compare “zoo” to “too”.)
設計理念:雖然三年級的學生對音標沒有過接觸和認識,但是某些已學習過的字母組合發音是相同的,例如這里的zoo和too, 字母組合oo發音是/u:/,在學習的時候,結合已學過的too,融會貫通的學習,學生記憶起來就非常容易了.
t:(show the sentence “let’s go to the zoo.”) now who can read the sentence.
s1: let’s go to the zoo.
s2: let’s go to the zoo.
……
chant: zoo↗, zoo↘, go to the zoo.
let’s go to the zoo.
good, good. let’s go!(good/ let’s go加上動作)
t: good morning, boys and girls. let’s go to the zoo.(show them the sign of “good. let’s go.”)
ss: good. let’s go.
……
t: now can you invite me?
ss: good morning, miss xu. let’s go to the zoo.
ss: all right. let’s go.(all right加上動作)
……(t-ss;s-s;……)
設計理念:采用互動式的教學方法,師生互動,生生互動.
3.t: the zoo is very interesting. yes? and the cinema is very interesting, too. now, look! this is a cinema? can you guess what is it?
ss: 電影院。
t：good. this is a cinema.
teach “cinema”(listen to the teacher to read three times. then teach this word. )
chant: cinema↗ , cinema↘.
let’s go to the cinema.
all right, all right. let’s go!( all right./ let’s go.加上動作)
t：hi, ⅹⅹⅹ. let’s go to the cinema. (show them the sign of “all right. let’s go.”)
s1：all right . let’s go.
t: good morning, ⅹⅹ. let’s go to the cinema. (show them the sign of “good. let’s go.”)
s2：good. let’s go.
……
設計理念:”cinema”這個單詞有點長,似乎不抬容易記憶.因此我設計了一個rhyme,在rhyme中,音調讀起來朗朗上口,便于孩子的記憶.加以同樣有節奏的音樂,很有吸引學生注意力的效果.
4.practice in pairs
a: hi/hello,ⅹⅹⅹ.
b: hi/hello,ⅹⅹⅹ.
a: let’s go to the ……
b: ok./good./all right. let’s go.
practice & check
t: now. can you invite me?
ss: yes!
ss: hi, miss xu.
t: hi, boys and girls.
ss: let’s go to the ……
5. t: good .let’s go. but how?( “but how?” read three times. give them a gesture of “but how?”)
teach “but/but how?”
t: let’s go to the cinema. but how? listen ! (show the sound of car) what’s this ?
ss: 小汽車。
t: yes. a car. (with gesture )
(here we can compare “car” to “park”.)
t: let’s go to the zoo. but how? (give them a gesture of “by car”.)
ss: by car.
t: let’s go to the zoo.
s1:good.but how?
t: by car.
s1: let’s go to the zoo.
s2: good. but how?
s1:by car. (ask and answer one by one .t-s1, s1-s2, s2-s3,…)
設計理念:有學生邀請老師去某個地方,引出but how?這個句型.之后
在出現小汽車car的時候,我首先給了學生一個聲音,示意他們猜測.聽到小汽車的喇叭聲,在加上開汽車的動作,他們很容易聯想到小汽車.這便引出了單詞car.這樣的無痕設計比較流暢和自然.
6.t: let’s go to the park. (give them gestures)
ss: ok. let’s go. but how?
t: by bus.( show the picture of bus.)
teach “bus/by bus” with gestures.( here we can compare “bus” to “but”.)
ask ss to practice in pairs. then check.
7.t: boys and girls, listen ,what’s this?
ss: 自行車.
t: good, a bike.
teach “a bike/by bike”.(with gesture)
t: hello, boys and girls. let’s go to the cinema.(with gesture “good. but how?”)
ss: good. but how?
t: by bike.
設計理念:在學習三個交通工具的時候,利用聲音一發興趣,利用動作加強記憶,把單詞融入句子中,結合句子記憶.
8.ask and answer “but how? by……”one by one.
step3. listen and read
read the book (part a picture1, 2, 3) after the recorder , then read it together .
�、� practice
hello, …
let’s go to the …
ok. /good. / all right. but how ?
by ……
設計理念:讓學生進行表演式的對話練習,鍛煉學生的口語表達能力和交際能力,樹立他們的自信,鼓勵創新.
ⅵ homework
1.to invite your friends to go to a cinema or a park.
2.to read the book and to make a new dialogue.
設計理念:結尾部分,我加入了一首歌曲《goodbye》,同時設計讓學生用本課時所學習的句型 let’s go to the … 走出教室,結束本課時..
�、� design
unit 8 let’s go to the park
park
let’s go to the…… zoo
zoo
too
bus
but
park
car
cinema
ok. /good. / all right. but how ?
car
by …… bus
bike
教學反思：
本課時主要是對三個表示地點和三個交通工具的學習，以及對句型let’s go to the…… ok. /good. / all right. but how ? by ……的學習。也就是對a板塊中的第一、第二、第三幅圖和b板塊之中六個單詞的學習，內容安排的比較緊湊。但是本單元的內容貼近學生的日常生活，并且在學習過程中我加入了一些動作和手勢，這樣可以很容易地調動他們的積極性和提高他們的參與率。
首先，我通過復習已經學習過的句子go to…..all right./ok.來引出今天的學習內容—let’s go to the…..在學習三個有關地點的單詞時，我利用chant來增強學生的興趣和鞏固所學習的單詞；而在學習三個有關交通工具的單詞時，我插入這些交通工具的聲音讓學生來猜測,這樣學生的積極性一下子提高了，同時還加上了手勢，邊說邊做手勢，便于這些形象思維占優勢的孩子們的記憶。
牛津小學英語3A Unit 8 Let’s go to the park 教學設計 篇2
教學內容：牛津小學英語3a unit8 part b c.
教學目的：
1、能聽懂、會說句子let’s go to …. but how? by….
2、能熟練地運用以上句型表達自己的意愿。
3、能聽懂、會說常見交通工具a bike，a bus, a car，a plane和表示地點的單詞a zoo, a park , a cinema，a supermarket，the great wall .
4、學會表達“去某處”和“如何去某處”。
教學重點： 教學目的1、3
教學難點： 教學目的1、2
教具準備： 多媒體課件
教學過程：
step 1 warming up
1、greetings :
good morning/afternoon. how are you? …
�。ㄔO計意圖：復習前面學過的日常交際用語，培養學生說英語的好習慣。）
2、are you happy today? now, let’s sing, together. ok? hi, nancy!
�。ㄔO計意圖：歌曲是學生喜聞樂見的課堂形式之一，師生共唱一首英語歌曲，創設英語課堂的氣氛，讓學生盡快的融入英語學習的氛圍中去，無形中拉近了師生間的距離，有利于學生學習新知識。）
3、t: i can say a rhyme . can you say with me?
叮鈴鈴，鬧鐘響。get up, get up快起床。
背上書包 go to school。
go home ,go home快回家。
go to bed, go to bed去睡覺 （做動作）
�。ㄔO計意圖：歌謠為了復習短語go to school/go to bed，引出新學短語go to the zoo/park/cinema，并能活躍一下課堂氣氛。）
step 2 presentation
1、學習動物園 zoo
播放大象、猴子、老虎等動物叫聲
t: what？ s: elephant /monkey/tiger---
t: where are they? they are in the zoo.(出示動物園圖片)
�。ㄔO計意圖：從動物聲音引出動物園，既能復習舊內容動物單詞，又能引出新內容，學生很感興趣，學習英語的積極性也提高了。）
t: 領讀單詞zoo，學生個別讀，開火車拼讀zoo zoo z-o-o zoo
t： zoo, zoo 是動物園， 動物園，動物園是zoo， zoo， zoo， let’s go to the zoo. 小組操練go to the zoo
chant: zoo zoo, go to the zoo.
（設計意圖：通過說唱chant使學生對這一主要句式加深印象，同時調節課堂氣氛，吸引他們的注意力，調動起學習的主動性。）
t: let’s go to the zoo. ok? ss: ok.
2、同法 learn : “a cinema，a supermarket, the great wall, a park
3、t: do you like to go to the park? s: yes.
t： look, this is a park. you can invite your classmates to go to the park.
t---s1 s1—s2 train work
邀請老師去ss: let’s go to ----.
t: good. but how? 操練 but how?
4、 play a game :look and guess :what am i saying? (師不出聲說單詞，生根據口形猜單詞。)
5、 learn : by bike/bus/car/plane
1）t: look at this picture ,what is this ? (bike).
引出交通工具 “bike”、 “by bike ”( read and do )
let’s say it: bike, bike 叮、叮、叮， by, by, by bike.
（邊說邊做表示騎車的動作，幫助學生理解“by bike”。）
2）bus, bus,嘟、嘟、嘟by, by ，by bus. let’s go to the park by bus.
3） 同法教授by car/plane.
4） play a game : act and guess (師做動作，生猜)
（設計意圖：聽一聽，做一做。這是一種學生喜聞樂見的方式。教師的語氣及動作能極大程度的調動學生間的競爭，激發學生比賽的欲望。）
step 3 consolidation
導游活動： 學生輪流扮演司機，學生一隊跟在后面作搭車，開著去動物園、公園、電影院，超市，長城，邊走邊說：
s1:（轉動轉盤） let’s go to …
ss：but how?
s1: by …
�。ㄔO計意圖：通過小導游的活動，讓學生在玩的過程中鞏固所學的句型，寓教于樂，玩中學，學中玩，發揮學生的自主性，培養學生的小組合作意識。讓學生動口，動手，說一說，論一論。充分體現了英語的交際功能，也充分調動學生的主體參與性，把整節課推向了高潮。）
step4 have a rest:
enjoy the abc song.
（設計意圖：復習已經學過的字母，為下階段的字母教學做準備。）
step5 homework
1. listen to the tape.
2. make a similar dialogue with your classmates.
�。ㄔO計意圖：在課堂教學的基礎上加以拓展，使學生學會在生活中使用所學知識。）
板書設計：
unit 8 let’s go to the park.
圖1 a zoo
let’s go to the 圖2 a cinema
圖3 a supermarket
圖4 the great wall
圖5 a park
but how?
圖6 bike
by 圖7 bus
圖8 car
圖9 plane