牛津小學英語5A UNIT 8 A CAMPING TRIP教學案例
⒉ show the slides of b, and teach the new words , such as "a telescope " . read and learn .
get the ss make a sentence with "i have..." with the word .
teach the other words in the same way .
⒊ review the 6 words . make sentences in pairs with "i have... and you have ..."
⒋show the words disorderly . get the ss say .
學困生目標：能認讀pot stove 等簡單的單詞，并能用簡單的單詞造句。
step ⒊ practice
show the pictures of c. talk about the pictures with the pattern learned just now in pairs .
advise how to use "we " and "they " .
the ss learn and report .
step ⒋ consolidation
⒈ play a game
ask one of the ss to come to the front ,choosing a picture of the new words .get the others guess . such as "wang bing ,you have a stove ." say "yes ,you are right . i have a stove ." when they are right .
ask some pairs of them ,do the game in the same way .try the sentence "we have a blanket ." or "they have a towel ."
⒉ hand out the materials . get the ss read and write following the model .
⒊check : read the sentences they make .
學困生目標：至少能寫出一個簡單完整的句子。
homework:
⒈ read the 6 words we learned this class.
⒉ make 4 sentences with the paterns of c .
八、板書設計：
unit 8 a camping trip
6 words you have... and i have ...
we have... and they have...
九、教學反思：
本課時，按以上流程，教學上顯得流暢，學生的學練能結合起來。所有學生都能掌握本課的四會單詞（stove,pot），能兼顧學困生的學習情感，學困生基本能掌握句型（1），優、中等生能掌握句型（2）。本課時的目標達成度較高。
值得反思的地方：1. 本課時教學只局限在二個句型上,而且這二個句型的實質是一樣的,區別僅僅是人稱的不同,不同層面學生的學習內涵和收獲大致相同,也就是說優等生“吃得不夠多”。如果時間上還寬裕，可以引申到主語是第三人稱單數的形式，即“has”的用法。2.游戲的設置簡單易行，便于操作，但兩次的游戲方式實質一樣，稍顯單調。