牛津小學英語5A Unit4 Halloween教學設計

but there aren’t any things in it.(cai呈現空的客廳圖)
t: what do they need? learn the word: need
s: they need some…
(板書:what do they/ you/ we need?    they/ we/ i need…)
4.practice and act
s1: what do they need?( in their new house)    s2: they need …
5.t：perhaps. but we are not sure. let’s ask ben. ok?( cai呈現ben的形象)
ss: what do you need?
ben: i need a sofa, a tea-table, some plates, a fridge and something special.
6.t: ben needs something special. what is it? can you guess?
(cai呈現模糊面具,逐漸清晰)teach: mask
t: there are some masks here. do you like masks?
s: yes, i do. / no, i don’t.
(教師準備一些小動物的面具，教師可手拿面具問：what do you like? do you like rabbits ?引導學生正確回答yes, i do. / no, i don't. 教師可用其它動物面具進行操練，邊操練邊引出本節課所要掌握的一些名詞的復數形式，如：masks, flowers, monkeys等。)
7.t: ben needs some masks. why? because halloween is coming.
do you know halloween? do you want to know more about halloween?
s: yes. we do。(cai顯示halloween圖片并進行簡單的介紹)
[設計意圖]：文化背景知識可以說包羅萬象，范圍極廣。作為小學生，不可能也沒有必要廣泛涉及，但是對于一些基本常識應該加以積累。在平時的學習過程中凡是有關的文化背景知識，可以隨時摘錄下來。這樣日積月累，對英語文化背景方面的知識就會有一個大概的了解。利用情景和設置情景進行教學。學生借助形形色色的圖片和文字，更好地認識“halloween”有助于調動學生的積極性，使學生興趣盎然地接受知識。
t: this is a halloween party. what can you see?
s: i can see some masks, some flowers and some chocolate.
8.t: what else can you see? look! where are the flowers?
(cai呈現花瓶)teach: a vase
t: anything else?   s: i can see a pumpkin.
t: good! (cai呈現南瓜燈) we usually eat the pumpkin. but in the west，people like to make pumpkin lanterns at halloween.
(teach: a pumpkin lantern)
9.t: do you like pumpkin lanterns?   s: yes, i do.
t: can you make one?     s: no, i can’t.
t: let’s buy a pumpkin lantern then. shall we go to the supermarket and buy the things to have a party?    s:ok.
(cai呈現書上31頁圖片,學生在3b中已經學過如何購物的話題，經過前面單詞教學的鋪墊，教師可以通過與學生進行購物表演的形式，引導學生練習交際用語 what do you need? we need some...what else do you need? ..., please.以及 how much are they? 等用語，在此基礎上，可引出并學習here's your change. “這是找你的零錢”。)
[設計意圖]：眾所周知，激發學生的興趣則是小學英語教學的一個重要原則。因此小學英語老師應充分利用兒童的心理特點，在課堂中采用聽、說、演等符合兒童心理和年齡特點的方式方法使他們產生興趣，在輕松、親切、自然的氣氛中學習英語。在教授完本課時的單詞和句型后，我通過呈現文中的背景圖片讓學生自然融入購物的情景中。讓學生在情境中學會交際，在交際中學會語。鞏固所學知識，并且達到較好的效果。