《牛津小學英語5A Unit8》說課稿（精選2篇）

《牛津小學英語5A Unit8》說課稿 篇1

　　我要說課的內容是牛津小學英語3a教材中的unit 8 let`s go to the park.

　　在課改的背景下，本套教材避免了傳統課程的缺點，強調了學生的興趣、經驗等，能結合實際，貼近生活，插圖生動活潑。本冊教材除具有以上特點外，作為啟蒙教材，還更加重視了學生的情感，使學生有一個良好的開端。這些特點在本單元中也得到了充分的體現。這一單元分a、b、c、d四部分，主要教學交通工具、地點類單詞，并體現了教材重復出現的特點，復習了前幾單元學過的go to\all right等語言，新語言點將在以后的教材中分散出現。因此，本單元在整冊教材中承上啟下，具有其特殊意義。

　　為此，我將本單元劃分為四課時，并根據實際情況打破編排結構，將第二課時中的 提至第一課時，制定了第一課時的目標：

　　情感目標：激發學生的學習興趣，發展自主學習的能力，滲透責任教育，對世界文化感興趣。

　　認知目標：1、能聽懂、會說let`s go to及其應答。

　　2、能聽懂、會說supermarket \car \bus 等單詞。

　　技能目標：1、學會表達去某處，以及如何對別人的建議進行回答。

　　2、培養學生的觀察、記憶、想象能力。

　　其中let`s雖然是新知，但日常用語中已大量滲透，學生早已會說；bus\car\zoo的讀音模仿起來不難，但 supermarket的讀音不易掌握。這就決定了我的教學重點為認知目標，難點為 supermarket的發音。

　　為落實以上目標，我設計了以下教學過程：

　　一、 以學生為主體，復習導入

　　當課堂奏響“以人為本”的主旋律，課堂也由專制走向民主。我反思傳統課，一改復習由老師唱主角的現象，讓學生在每節課后評出一名優勝者，在下堂課上帶著同學們復習。當然復習內容要經過老師指導。本課時也采用此法，以突出學生的主體性，激發其興趣。

　　二、 變課堂為生活，樂中說話

　　語言的實質是交際，交際的環境是生活。正如葉圣陶所說，只有來自于生活的語言才是自己的語言。因此，我作了這樣的設計：

　　1、 以電教為手段，呈現材料

　　根據心理學研究，人們對初次接觸的材料具有很深的印象。因此，我首先播放課文的vcd片，以聲音、圖像調動了學生的多種感官，使地道的英語在學習中形成定勢。

　　接著我呈現了supermarket\zoo\bus的圖片，自問自答 what`s this ? let`s go to the zoo等，對語言進行第二次呈現，并過渡到下一層次的學習。

　　2、 以游玩為方式，模仿說話

　　正如新課標所強調的，傳統課注重機械傳授，忽略了體驗與參與，如五步教學法，呈現后就是一個個地跟讀。本課中，我扮作司機作開車狀，學生跟在我后面作搭車狀，一路開著去動物園，邊走邊和老師說：zoo zoo動物園，bus bus by bus……以這種游玩的方式，在具有一定意義的語言場中，飽含情感地學習語言。這樣的教學，學生又怎能不快樂、效果又怎能不明顯呢？

　　3、 以新知為契機，復習舊知

　　溫故而知新可以為師也！當學生進入動物園，發現了許多學過的動物，在老師的引導下，不知不覺地用已學語言進行對話，同時主動地向老師問一些沒有學過的動物，饒有興趣地記憶著，擴大了知識面。這樣的師生不比傳統課堂中的師生更快樂嗎？同時，結合學生上車排隊與否，游玩時的表現，進行社會公德教育，使學生明白自己的社會責任，這不更快樂嗎？

　　以上教學也是以下supermarket\bus的教學過程。至于supermarket的難點，可以放在參觀超市時，由學生們相互合作學習時而解決，以培養學生的交流合作精神。

　　至此，學生已能初步學說新語言。根據小學生生理、心理特點，讓他們稍作休息，聽一首世界名曲，再繼續游玩。

　　4、 以鞏固為窗口，了解世界　　與世界名曲一樣，世界名勝拓展了學習的視野，提高了跨文化交際能力。

　　在多媒體創設happy new year情景中，學生分組開著車子，在優美的樂曲中，在兒歌般的let`s goto the zoo中，學生飛向動物園，飛向金字塔，飛向富士山，那種把知識當作可樂，把課堂當作幸福生活的快樂不也正是我們的快樂嗎？

　　然而，我們的教學就此結束了嗎？不———

　　三、 變生活為課堂，自主學習

　　課堂教學的終極點在哪里？如果有終極點的話，我想應該在生活中。因此，我以本課為延伸，鼓勵學生在課后運用已學語言，收集世界名勝圖片及英文名稱，并相互交流，使“生活處處皆課堂”。這時我想我的教學也該結束了。

　　綜上所述，可以看出，我努力以課標為指導，以活動為方式，變課堂為生活，運用情景法、直觀教學法、多媒體輔助法等，使學生以生活為課堂，逐步提高自己的綜合語言運用能力，形成自主學習的能力，并學會做人。

　　《牛津小學英語3a》unit 8 說課稿 來自第一范文網。

《牛津小學英語5A Unit8》說課稿 篇2

　　the lesson i am going to talk about is from the first period of unit8 in oxford english textbook 5a. i will describe my instructional design in seven parts.

　　part one about the students

　　children in grade five have learnt and grasped many words and expressions from oxford english from 3a to 4b. they can use them correctly when chatting with others. all these are belonging to the advantages of teaching and learning.

　　part two analysis of the textbook

　　the ultimate goal of oxford english is to develop the comprehensive ability to use the language. that is to develop their four skills: listening, speaking, reading, and writing.

　　part three teaching objectives

　　(1). knowledge objects: students are able to use the words and expressions to communicate with others when they are going on a camping trip.

　　the words: a tent, a telescope, a tin opener, a pot, a stove, a blanket, a towel.

　　the sentence structures: what do you /they have? i/we/they have…

　　what does he/she have? he/she has…

　　(2)ability objects: namely listening, speaking, reading, and writing skills and comprehensive application ability of the four skills.

　　(3) emotional objects. make students be aware of their own advantages and disadvantage in learning, and teach them to be willing to cooperate with others.

　　(4) moral education object. teach students to love the nature.

　　part 4 teaching emphases and difficulties

　　1.the expression about camping things.

　　2.2the verb forms of the third personal singular form.

　　part 5 teaching methods: the methodology is three p model. that is presentation, practice, production.

　　part 6 teaching procedure

　　the first stage is free talk. i will play the tape. let students listen to the song “what are you doing?” and review the present continue tense. after listening, we will talk about the picture “what are the children doing ?”i will give them the answer: they are having a camping trip. maybe students are not familiar with the camping trip. next show a series of pictures of the great nature to the students, let them telling their feeling after enjoying these pictures. students will say they love the beautiful nature very much, so that they will be aroused the interests in learning this topic.

　　then we’ll talk about the things of camping trip, according to the pictures. when i teach the words: tent, telescope, tin-opener, pot, stove, blanket, towel, i will introduce the usage. for instance, the tent is used for sleeping or having a rest and the telescope is used for watching beautiful scene and looking for a suitable, comfortable camping site. after showing all the pictures, let students read and spell the words to consolidate them.

　　the third stage is the chant. i’ll ask students to clap their hands and chant like this; blanket, blanket, i have a blanket, pot, pot, we have a pot. you have a blanket and they have a pot. it is very interesting for them to chant in rhyme.

　　the fourth stage is playing a game. i have some things. what else do you have? let students guess. i will give six bags. each bag has one thing. there is a hat, a tin of fish, a water bottle, a coat, some bread, some apples. the topic of this lesson is camping trip. these things are closely related to it. i think a game will help them relax and let them learn english in a happy and gay atmosphere.

　　on the fifth stage, i will present the sentence structures, when the students are familiar with the new words. it is the time to present the new structure. at first, i ask students to show their toys. each student has a toy. i invite some students to answer the question“what do you have?” they will answer “i have a toy bear.”“i have…” then write the sentences on the blackboard. then practice “you have…and i have…” let students work in pairs. after that, practice “we have…and they have…” in groups. on the screen, it will give models. we know the purpose of learning english is to use english. students should have more chances to use the language they’ve learnt. so the step is employed to create a language environment for students’ communication in the class.

　　the next step is further study : the third personal singular pronouns“he, she, it,”, and the verb form is “has”. it is necessary for students to practice the new structure “what does he/she have?”“he/she…”

　　after presentation, i will ask students to do the exercise: read, talk and write. read the short passage and talk about the questions and fill in the blanks. the activity, “fill in the blanks” helps students with writing and serves as a feedback and consolidation of the language point.

　　the last but not the least, sing a song “what do you have?”. and i will encourage them to change the song words to make a new one.

　　finally, i will assign the homework.