說課：《牛津小學英語》5B Unit7 A busy day Part A（通用12篇）
說課：《牛津小學英語》5B Unit7 A busy day Part A 篇1
good afternoon, everyone. i’m fan jiayin. i come from dongzhongshi experimental primary school. it’s my great pleasure to be here sharing my lesson with you. the content of my lesson is “a busy day” part a from unit 7,fun with english 5b.
一.teaching contents
the topics on fun with english are well organized focusing on the pupils’ world. unit 7 is intended for pupils to talk about their daily lives. they have learnt many verb phrases. such as watch tv, have breakfast, clean the library, watch a football game, do homework and etc. you know they are bilingual class pupils, so maybe these phrases will be more easier for them. “a busy day” mainly talks about the time and what they should do at the time.
considering the contents of the lesson and the levels of the pupils, i design the following teaching aims.
二、teaching aims
1. aims on the knowledge: pupils will learn the new words “busy, past, to, on duty, brush teeth, really, half, a quarter ”, the new structures “ what time is it? it’s time for… do you want to…? i want to…
2. aims on the abilities: to develop pupils’ abilities of listening ,speaking, reading and writing. to develop pupils’ communicative skills
3. aims on the emotion: to develop pupils’ sense of co-operation. to let pupils know they should cherish the time.
三、important points:
1. to help the pupils say the new words and use the key sentences correctly.
2. to write whole sentences correctly.
四、difficult points
1. how to make dialogues and act them out.
2. pupils can talk about the time and what they should do at the time.
五、teaching aids
and in this lesson we’ll need cai , tape recorder, school things and so on.
六、teaching methods
now i’d like to talk about my way of teaching(不必寫在教案里).
1. communication method
i’ll set up a real situation, in this way , pupils can practise in pairs or in groups, they can speak freely and needn’t worry about making mistakes
2. task-based method
that is to say i’ll let the pupils finish a task by making a short dialogue and acting it out. to help the pupils get a better understanding of the key structures, i will arrange these kinds of activities: singing, guessing game, finishing a survey and having a competition.
七、learning methods
let pupils study in a relaxed and agreeable atmosphere. thereby, develop the pupils’ abilities of studying and working with the learning language independently.
八、teaching procedures
now i’ll mainly talk about my teaching procedures. i’ll follow five steps.
step 1( warm-up and revision)
it is important to set up a better english learning situation for the pupils . so i ‘ll design
activity 1. sing a song: do some exercise with me? this song is from unit6
activity2. tpr( total physical response ) to ask pupils to follow my instructions, “get up, have breakfast, watch tv, do homework” then ask and answer: what are you doing? i am…
t: look, what am i doing?
present the new phrases: brush my teeth
t: who is on duty today?
let the child give the orders which are on the paper.
i design this activity to get pupils to warm up and review the present continuous tense. i also infiltrate two phrases in this step, “brush my teeth, on duty”. because they will be presented in the text.
step 2 (presentation )
to present and practice the key structures one by one, that’ll be much easier for the pupils to learn and grasp the meanings. so in this step, i’ll design 3 activities.
activity1: guess and learn.
guess a riddle, then learn to express time in english. in this step, i will use cai to help me with my teaching. let children practice the time first. then learn to use “past” and “to”
activity 2: ask and answer. what time is it? it’s time for…
let pupils talk about the time : what time is it? it’s time to… because pupils have already learned this structure .then teacher can make a model first : it’s time for… then practice in groups.
as we all know, using the pictures, this is one of the easiest ways to show the meaning of the words and sentences.
activity 3: talk and match
talk about the time and the things first, then listen and match . if time is enough, pupils can talk about their own time and their own things.
children’s attention span is very short. and proper exercises can help pupils focus on their attention and practice the key structures better.
activity4: think and say
t: oh, what time is it now? it’s time to watch vcd. do you want to watch vcd?
s: i want to watch vcd.
teacher shows them a list, look at the time and things: what do you want to do? then invite your friend: it’s … it’s time for… i want to … do you want to…?
in this activity, pupils are encouraged to put themselves in the situation and make a face to face talking. all the pupils are involved in this activity. they can talk as much as possible.
step3. (production)
to help pupils put the language into using, i design a task to help pupils have a production.
first watch vcd. let the ss listen and imitate the dialogue. pay attention to their pronunciation and intonation. at last i’ll ask the pupils to think hard and act it out. then find out which group will act it out well. i’ll give them red stars.
purpose of my designing: this step makes the pupils get the general idea of the dialogue as a whole one. at the same time let the pupils have a chance to practise their listening and spoken ability.
step 4. (consolidation)
to develop pupils’ abilities of listening and speaking, that’s the main instructional aims of learning english in primary school. so in step 4, i’ll design some listening exercises to check what they have learned. for example: think and fill in the blanks. everyone will have a piece of paper. in this step i’ll give the pupils a free space to show their abilities.
purpose of my designing: “task-based” teaching method is used here to develop the pupils’ ability of communication and co-operation. tell the pupils we should cherish our time, time and tide wait for no man.
step 5. (homework )
after step 4, some pupils can grasp the knowledge well, but some pupils can’t. revision is so important, pupils should speak english after class as much as they do in class. it is necessary for the pupils to do some exercise after class. so i design the following homework.
1.listen and read.
2.try to talk about the pictures.
3. try to finish your timetable
my timetable
time
time
what for?
6:30
half past six
it’s time for breakfast.
九、.blackboard design
unit7 a busy day
what time is it? busy 繁忙
it’s … past… on duty 值日
it’s … to … brush teeth 刷牙
it’s time for…
do you want to…?
i want to…?
proverb: time and tide wait for no man. 時間不等人。
in a word, the teaching of this lesson aims to develop not only the pupils' language abilities, but also the diverse intelligence. as eachers, to make our english classrooms shine with vitality, we still have a long way to go.
above is the lecture notes of my lesson. thank you!
說課：《牛津小學英語》5B Unit7 A busy day Part A 篇2
利用多種資源 搞活課堂教學---《牛津小學英語》3b unit3案例
一 教學目標
1.技能目標：
①三會掌握句型：who’s he? he is …
who’s she? she is…
②能正確區分he和she
2.功能目標：能將所學的句型運用到現實生活中。
3.情感目標：進一步培養和加強學生對英語學習的積極情感。
二 教學重難點:掌握并在現實生活中靈活運用句型who’s he/she? he’s/she’s…
三 教具準備:多媒體 照片 圖片
四 教學過程：
step1 warming up:
1 greetings and introductions
t: hello，boys and girls . ss:hello.
t: my name is han lili. what’s your name?
s1:hello, miss han. my name is…i’m… (2or3 students)
t: please introduce your friend to me.
s:…
2 sing a song
t:let’s sing a song “hello” ,ok?
step2 presentation and practice
1 introduce gogo.
t: today i will introduce a new friend to you. its name is gogo. (拿出玩具gogo) what colour is it?
s:it’s red.
t:do you like it?
s: yes.
t: let’s say hello to gogo. (學gogo的聲音)hello, boys and girls.
s: hello, gogo.
t: nice to meet you.
s: nice to meet you, too.
t: i’d like to tell you gogo’s story. now,look!
2 watch the media of gogo’s story.(讓學生看整個故事)
3 learn the name of the characters: tony and jenny
t: it’s a lovely story, isn’t it? again,ok?(播放剪輯)who is this?
s: gogo . t: and this is jenny. this is tony(把圖貼上黑板，并讀) t:now,listen carefully and repeat!
4 learn to say: who’s she? she’s my mother.
t: (繼續播放剪輯)repeat, please.
s: (repeat)who’s she?
t: a good job! (教學句子who’s she?板書。先領讀who’s,學生two by two 同樣教she & who’s she?)
t: i will ask you a question(教師手畫一個問號形狀)who’s she?(手指班級的一女生)
s: χχχ（老師在旁提示she’s）she’sχχχ
t: (板書she’s…讀，告訴生she refers to girls畫上簡筆畫，再問兩組這個對話，然后指向班級其他四個女生讓學生齊答。然后pair work,再指向大屏幕問who’s she?)
s: she’s gogo’s mother.
t: yes or no? let’s see.(繼續播放故事，gogo 說：she’s my mother.)(教師領讀兩遍gogo 的話)
5 learn to say: who’s he? he’s my father.
t: let’s go on.(繼續播放多媒體，讓學生復述who’s he? 然后教學此句)
t: (指向大屏幕，大屏幕出現名人的畫像)who’s he?
s: he’s yao ming…(板書he’s…)
t: (問gogo)who’s he? (老師用gogo 的聲音回答)he’s my father. (教師領讀兩遍此句)
6 pratise “who’s he/she?” " he’s/she’s…”
t:now tell me he refers to boys or girls.
s:boys.
t: (畫簡筆畫)he he he,she she she
now, look at the family tree.(出現helen一家的全家福) who’s she/he?
t: (出現nancy 一家的全家福)who’d like to be a little teacher?
7 read after the media.(對話錄音)
8 show 擴展資料。
step 3 production
1talk about family photos
a.t: i have some photos here.
t: hello, χχχ who’s he? s: he’s my father.
t: who’s she? s: she’s my mother.
t: thank you.
b.t: please look at the media.(老師介紹自己的一家人)
t: (指著自己的照片)who’s she?
s:miss han!
t: (指向較年老的男士)who’s he?
s: … t: ask me questions? for example:who’s he/she?
s: (指向照片中的人問)who’s he/she? t: he’s/she’s my…
2.act
1 t gives an example
2 act by themselves
3 sing a song with gogo.
t: let’s relax ourselves, ok? sing a song with gogo.
step 4 asign homework
blackboard design
family members
who’s she? she’s…
who’s he? he’s…
說課：《牛津小學英語》5B Unit7 A busy day Part A 篇3
一、教學目標
1.能聽得懂、會說、會用短語a bad cold ,a bad cough,a high fever, have a lot of rest.
2.能聽得懂、會說、會讀和會寫句型what’s wrong with you? i’ve got …
3.能聽得懂，會說和會讀日常交際用語i’m sorry to hear that.
4. 能聽得懂、會說、會表演e.read and act.
5. 培養學生關心他人的好習慣.
二、教學重點
能聽得懂、會說、會表演e.read and act.
三、教學難點
能聽得懂，會說和會用what’s wrong with you? i’ve got …,have a lot of rest.
四、課前準備
教師:多媒體課件、錄音機、圖片若干，藥瓶等。
學生:預習課文,紙。
五、教學過程
step1:preparation
1.free talk
2.play a game:listen and touch.
3.sing a song
4.t:are you happy today?
s1:yes,i am.
t:but i feel hot.how do you feel now?
s1:i feel….
t:i can get a …for you.
s1:thank you.
s-s make some dialogues.
step2:presentation
1.s: how do you feel now?
t:i feel cold.i’ve got a cold.
teach : a cold?a bad cold? i’ve got a cold.(ss)
t:look,i’ve got a toothache.i’ve got a headache.（做動作）
can you say and do like me?
2. t:what’s wrong with you?
s:i’ve got a …
teach:wrong?what’s wrong with you?(ss)
3.s:what’s wrong with you?
t:i’ve got a fever.
teach:fever?a high fever?i’ve got a high fever.
(同法teach: cough?a bad cough?i’ve got a bad cough.)
t—s,s-s make some dialogues.
4. t:what’s wrong with you?
s:i’ve got a …
t:i’m sorry to hear that.
t：聽到別人病了，要學會關心。
teach: i’m sorry to hear that.
5.ss practise part d
6.t:you look ill.i think you’ve got a fever.
let’s go to see a doctor.
(教師扮演醫生)
t:what’s wrong with you?
s:i’ve got a fever.
t:anything else?
s:i’ve got a …,too.
t:open your mouth and say ‘ah’
s:ahhh.
t:you’ve got a cold.take some medicine and have a lot of rest.
s:ok.
teach :rest? have a rest?have a lot of rest
have a good rest
s-s
7.read and act.
step 3.presentation
1.i’ve got a stomach ache today.i want to go to see a doctor.you’re doctors.
oh,there are many rooms in the hospital.
s:what’s wrong with you?
t:i’ve got a stomach ache.
s:anything else?
t:i don’t want to eat food.
s:take some medicine and have a lot of rest.
(出示四個科室---內科、牙科、骨科、耳鼻喉科卡片)
內科：take some medicine,stay in bed ,have a lot of rest,drink some hot water,don’t eat rich（油膩的） food .don’t drink cold drink…
牙科醫生（dentist）:don’t eat sweets,brush your teeth…
骨科:stay in bed.don’t jump and run.have a lot of rest…
耳鼻喉科:have a good rest,take some medicine,don’t listen to the walkman…
s-s make some new dialogues.
2.give you a proverb
a good medicine tastes bitter.
step4:homework
1.copy the new words.
2.complete part d
3.make a new dialogue like part e.
聽課隨想
1.本節課的重點是讓學生學會關心他人的身體情況。在free talk環節就注意到了與學生情感上的溝通，為下面的教學打好基礎。
2.在鞏固操練環節中，設計了一個真實的去醫院看病的情景，并教授了一些看病的基本知識，讓學生帶著真實的任務投入操練，使之真正成為交際工具。
3.環節間的聯系還有待加強，say a rhyme 的環節可以放在醫生給出建議之前進行，這樣層次會更清晰。
4.學生在表演時還是像背書，有些言不由衷，要讓學生清楚自己的角色，把握好自己要說的內容。
5.要將看病和課題聯系起來。如通過打電話來談論病情。
說課：《牛津小學英語》5B Unit7 A busy day Part A 篇4
教學內容：6b第五單元第六課時。
教學目標：練習冊a listen and number, b listen and match, c look, think and write,
d look and write, e read, think and write，f read and answer.
教學重點：能獨立完成a、b兩部分聽力測試。
教學難點：能在教師指導下完成c、d、e和f部分筆試練習，找到做題方法。
教具準備：單詞卡片、教學掛圖、錄音機。
教學過程：
step 1 pre-task preparation:
1.say a rhyme: seasons
in autumn, when the leaves start to fall.
i like to run, jump and kick a ball.
in winter, when there’s lots of snow.
the cold winds start to blow and blow.
i stay at home and wait for spring.
and the fine weather it’s going to bring.
i wait for summer when the sun is hot.
then i can play games and swim a lot.
2.say a chant:
spring, summer, autumn and winter,
which season do you like best?
spring, spring, i like spring best.
summer, summer, they like summer best.
autumn, autumn, we like autumn best.
winter, winter, we all like winter.
summer is hot, winter is cold,
autumn is cool and spring is warm
spring is sunny, summer is rainy,
autumn is cloudy and winter is windy..
step 2 while-task procedures:
a listen and number:
本題要求學生聽清每段所描述的內容，看清圖后再標號。重要的是讓學生明白聽錄音中的關鍵詞。
b listen and match:
本題中有的選項會重復使用，有的是空白選項。應先聽懂短文內容，再根據所給內容連線。
c look, think and write:
完成本題前要正確理解圖意，認清所畫地點和季節特點，并正確拼寫單詞。
d look and write:
做本題前要仔細看圖，認清圖畫中季節與相關氣候后在正確寫出所缺內容。注意聯系上下文完成本題。
e read, think and write:
閱讀短文，熟悉課文內容并正確理解意思，再國家所給內容完成。a項注意寫全答案，b項寫句子時應注意完整，特別要注意前后人稱、時態是否正確。
f read and answer:
閱讀短文，正確理解短文意思，再回答問題。教會學生做題方法：帶著問題讀短文，答案就在短文里。
step 3 post-task activity:
1.pair work:同桌核對練習的答案。
2.group work:小組討論，有無不一致的地方。有時答案不是唯一的。
step 4 homework:
1.listen to the tape of unit 5.
2.say a rhyme.
板書內容：
summer, cloudy, winter, windy, autumn, spring, countryside, sunny.
板書設計：
《牛津小學英語》6b unit 5 第六課時 來自第一范文網。
說課：《牛津小學英語》5B Unit7 A busy day Part A 篇5
unit 8 review and check
連云港市贛榆縣青口中心小學 劉穎
單元教材分析：
本單元是6b的第二個復習單元，也是全書的最后一個單元。各部分教學內容均在前一個單元話題的基礎上有所擴展，并提供了一些新的呈現方式，重點復習第五單元至第七單元所涉及的語言項目。通過看圖對相關信息進行介紹，看圖完成對話及短文，看圖對話，同學之間談論自己的好朋友等方式幫助學生復習鞏固三個單元中所學的語音、詞匯、日常交際用語、句型等基礎知識。某些練習的要求較前幾個單元有所提高，更多地要求學生綜合以前所學語言靈活地加以運用，從而進一步提高學生綜合運用語言的能力。
教學目標：
1、通過復習，要求學生掌握五至七單元的四會單詞、詞組和句型；
2、通過復習操練，要求學生能綜合運用所學的日常交際用語。
教學重點：
通過復習，學生能掌握五至七單元的四會單詞、詞組和句型。
教學難點：
1、學生能正確地書寫五至七單元的四會單詞及句型；
2、學生能綜合運用所學的日常交際用語。
教具準備：錄音機、課前錄音、多媒體畫面、詞匯卡片。
課時安排：本單元共計四課時
第一課時unit8 a look, read and say.
第二課時unit8 b look, read and write.
第三課時unit8 c look and talk
第四課時unit8 d talk and write.
友情提示：
本單元容量大，綜合性強，教師在課前有必要對全書所學內容進行歸納總結，以便對全書有個清楚全面、整體的把握。在教學過程中要及時分析學生的現狀，針對他們的掌握情況采取靈活有趣、高效的方法，充分利用復習課的機會查漏補缺。
《牛津小學英語》6b unit 8 單元教材分析 來自第一范文網。
說課：《牛津小學英語》5B Unit7 A busy day Part A 篇6
一、教材分析：
《牛津小學英語》3a教材按“話題---功能---結構---任務”相結合的原則編寫，內容貼近小學生的生活和學習實際。倡導教者從視聽說入手，通過聽、說、讀、寫、演、唱、畫等豐富的語言實踐活動，幫助學生獲得良好的語音基礎、初步的語感和用英語進行簡單日常交流的能力。并培養學生的學習興趣、學習自信心和良好的學習習慣，形成有效的學習方法和自主學習能力等。
根據英語課程標準，對教材進行靈活處理，本節課把unit 2.part b、d兩部分組合成一個課時的教學內容，主要學習red、yellow、blue等八種基本顏色的單詞，并運用句型what color is it? it’s…進行簡單描述，讓學生能將所學的語言知識與生活實際聯系起來，真正運用到今后的生活和學習中去。
二、學生分析:
三年級的學生大都天真活潑，有強烈的求知欲。他們初學英語，對英語課有濃厚的興趣和向往，在課堂上表現積極大膽、樂于實踐，而且善于模仿，因此教師要把握好這一契機，通過組織豐富多樣的教學活動來讓學生充分體驗語言實踐的成功喜悅和信心，從而優化教學效果。但是，他們大都好動貪玩，有意注意時間還比較短，因此在課堂上教師也要注重運用激勵和引導，把握好教學活動秩序的“松弛度”。
三、教學目標:
1、語言知識目標: 能聽說、認讀八種顏色的單詞red,yellow,blue, green, orange,brown,black,white 。
2、語言技能目標: 能用句型what color is it? it’s…進行簡單的物體顏色描述并能真正運用到生活中。
3、意識和情感目標: 培養學生的審美情趣和創新精神；讓學生在活動中體驗互幫互助的樂趣，培養學生的合作能力。
4、學習策略：從學生的學習和生活實際入手，融語言于情景之中，鼓勵親身實踐；利用學生的信息差,通過同學間的合作，使學生在活動中手、腦、口、眼并用，加深學生對語言知識的記憶和運用。
四、教學策略：
1、教學方法：情境教學法、活動教學法和任務型教學。
2、教學手段：flash課件，錄音機、單詞卡片，八種顏色的卡紙，服裝卡片，調好各種顏色的水數杯，大燒杯兩個，小書簽（作獎品用）。
五、教學過程：
i. warming-up
1、聽錄音唱英文歌曲《hello！》。
2、free talk
t: good morning s1: good morning，mr xie.
t: what’s your name? s1:my name is…
t: nice to meet you. s1: nice to meet you ,too.
【 通過師生唱英文歌曲和簡單的問候，創設濃厚的英語氛圍，并自然復習了之前所學的交際用語。】
ii.presentation
1、通過課件的動畫顯示，整體呈現新授內容，并用八種顏色的卡通小朋友來逐個呈現新授單詞：
紅色的卡通小朋友從集中的畫面跳出： hello,i am red. red，red，red，i am red.→教師出示帶顏色的單詞卡片→反復領讀單詞。
2、讓學生和八個顏色卡通逐個交朋友，動畫顯示：hello,i am red. nice to see you.引導學生說：hello! nice to see you, red .
（同樣的方式呈現另外七個單詞）
【 利用flash動畫生動呈現語言知識，讓學生獲得感性認識，同時自然的結合了新舊知識。】
3、出示八種顏色的卡紙，逐個領讀數遍（t：red, it’s red .），然后順勢呈現句型：
t：what color is it?
ss：red.
t：yes. it’s red.
（同樣的方法用另外七張卡紙呈現，然后板書句型what color is it? it’s…）
4、以開火車或分組比賽的形式，用八種顏色的卡紙反復進行問答練習，初步識記所呈現的單詞和句型。
【 將單詞與句型的教學相結合，詞不離句，即學即用。】
5、做實驗，猜顏色。
教師出示一杯用顏料調好紅顏色的水，
t: what color is it? ss: it’s red.
再出示一杯用顏料調好黃顏色的水，
t: what color is it? ss: it’s yellow.
將兩種水進行適量的混合（教師像魔術師一樣夸張神秘的動作)，
t: what color is it? ss: it’s orange.
( 同樣的方法進行黃與藍、紅與黃等調色的嘗試 )
【 讓學生結合美術常識仔細觀察教師實驗后回答問題，既為學生創設了感知和操練語言知識的情景，又培養了學生的觀察力和注意力，學生的興趣十分濃厚，教學效果不言而喻。】
6、看課本并跟錄音朗讀，檢驗和糾正學生的發音。
iii. practice and consolidation
1、快速竟猜游戲：屏幕高速閃動一動物的畫面，讓學生用英語猜一猜每個動物的顏色,對猜對的學生給予獎勵。
【 竟猜游戲是孩子喜聞樂見的活動，活動時學生的注意力高度集中，充分調動了學生的積極性,將知識機械操練情趣化。】
2、小小設計師：小組同學齊動手，把不同的服裝卡片（課前給每小組發四張）涂上自己喜歡的顏色，然后小組間相互展示或上臺介紹（要求用句型it’s red/blue…）
【 動手操作與語言實踐相結合，讓學生學會欣賞顏色與美，同時體現英語教材與跨學科知識的整合。】
3、看屏幕說歌謠：把本課所學的句型和八個單詞套上兒歌《兩只老虎》的旋律，用問答的形式分組或分男女角色進行說唱。
【 讓學生在寬松、有趣的氛圍中鞏固本課所學的內容，雖然課臨近結束，但學生的興趣猶存。】
ⅳ.homework
1、教教自己的父母或兄弟姐妹所學的顏色單詞，將身邊事物的顏色說給他們聽。
2、制作一幅簡單的粘貼畫，在畫的不同部分標上顏色單詞，下節課向同學展示。
【 作業應突出操作性、實踐性和興趣性；將作業延伸到生活、家庭，有利于促進家庭英語學習環境的形成。】
六、板書設計:
unit 2
red 卡片 yellow 卡片
blue卡片 green 卡片 what color is it?
orange卡片 blown 卡片 it’s…
black卡片 white 卡片
《牛津小學英語》3a unit 2 .part b、d教學設計 來自第一范文網。
說課：《牛津小學英語》5B Unit7 A busy day Part A 篇7
一、教學內容
《牛津小學英語》2a unit7 here you are第一課時。
二、教學目標
a) 知識與技能目標：
1.能聽、說、讀有關食品類單詞a pie ，a cake， a hamburger， a hot dog。
2.能初步運用句型…，please.
b) 情感目標：
1.通過直觀有效的教學方法，激發學生的學習興趣，集中學生的注意力，提高學習效率。
2.通過學習，讓學生更好地了解食品，養成不浪費的好習慣。
三、教學重、難點
a) 使學生能夠理解并熟練掌握單詞a pie，a cake，a hamburger和 a hot dog。
b) 初步運用句型…，please.
四、教學準備
生詞卡、課件、練習題
五、教學過程
step 1 warming up
a) greetings
b) free talk
(1)t: what’s this?
s: it’s a pencil box/ rubber/ ruler.
t: look at the…
s: oh, it’s…
(2)t: what are these/ those?
s: they are carrots/ potatoes…
step 2 presentation
1.復習課堂用語（教師發出命令，學生邊說邊做動作）
stand up!
sit down!
open your book.
close your book.
touch your nose.
…
t: how are you?
s1:i’m fine, thank you.
t: how are you?
s2:i’m fine, thank you. and you?
t: oh, i’m not so good. i’m tired and feel a little hungry now. i want to go to the snake bar. let’s go together. ok?
ss: ok!
(出示課題)
3.教師拿出一個托盤,托盤里放著四個一模一樣的盒子, 盒子里分別放著四種將要學習的單詞(a pie、 a cake、 a hamburger、 a hot dog)
(1)t: look. what’s this?
it’s a pie.
learn: a pie(采用分組讀，男、女聲比賽讀等方法操練單詞。)
chant: a pie, a pie , i like pies.
(2)t: (教師又拿出一個里面放著蛋糕的盒子，請一名學生嘗一嘗并猜一猜)
is this a pie?
s：no, it isn’t.
learn: a cake(運用小組比賽讀、看手勢讀等方法練習單詞)
chant: a cake , a cake , i like cakes.
(3)t: what’s this in the box? who can smell and guess it? (教師再次拿出一個盒子，里面放著一個漢堡包，請一名學生聞一聞并猜一猜)
learn: a hamburger(運用小組讀、看手勢讀等方法讀單詞 )
chant: a hamburger 、a hamburger，i like hamburgers.
(4)t: anything else? who can touch it and guess it what’s this in the box?(教師拿出最后一個盒子，讓學生摸一摸、猜一猜)
learn: a hot dog(采用分組讀，男、女聲比賽讀等方法操練單詞。)
chant: a hot dog 、a hot dog，i like hot dogs.
4. play a game
what’s missing?
step 3 consolidation
活動手冊p25
1、觀察每組圖中的物體，請學生說一說；
2、解釋做題要求，請學生聽句子答題。
step 4 homework
聽錄音，跟讀b部分生詞。
說課：《牛津小學英語》5B Unit7 A busy day Part A 篇8
教學內容：f. play a game g. listen and repeat
教學目標：
1.通過游戲，復習鞏固本單元所學的知識。
2.幫助學生了解字母組合or在單詞中的發音規律。
3.通過觀察、聽錄音，復習檢查對知識掌握情況，并進一步提高聽力水平。
教學重點：能熟練掌握本單元所學的詞、句，并能靈活運用形容詞的比較級。
教學難點：根據所聽內容，做出正確判斷。
教具準備：錄音機、磁帶、詞卡等。
教學過程：
step1 warm up
1. greetings
2. listen to a song: i wish i was taller!
step 2 revision
1. listen and repeat（a部分）
2. read the text in groups.（分組分角色朗讀a部分對話）
3. look and read.
①出示圖片背面，生猜單詞。
②出示詞卡（形容詞原形）生搶答說出其比較級。
③教師讀單詞，只展示口型，不出聲，生猜單詞。
4. look and write
①出示圖片，生寫出相應單詞。
②出示形容詞原形，生寫出其比較級。
5. look and say
出示c部分圖，根據提示，生與生之間進行對話。
step 3 play a game
1.教師指導生讀懂游戲內容。
2.講解并與生示范游戲規則。
3. groups work.
step 4 listen and repeat
1.指導看圖，談論圖意，從而引出單詞：bird, girl, skirt, t-shirt
2. listen to the tape.
3. read after the tape.
4.體會并總結發音特點，鼓勵生歸納。
5.read the sentences.
step 5 do exercises（b部分）
1. look at the pictures and talk about then.
引導學生討論四幅圖中人物的特征，告訴學生抓住人物的主要特征聽錄音，并進行判斷，如：p1: the girl is fat. p2: the girl is short. p3: the girl is tall. the girl’s eyes are big.
2. listen to the tape.
指導生記錄關鍵詞語
3. listen and repeat.
4. listen and find.
5. listen and check.
板書內容：
詞：bird, girl, skirt, t-shirt
句子：the tall girl in the yellow skirt and the blue t-shirt has a bird.
板書設計：
教后筆記：
說課：《牛津小學英語》5B Unit7 A busy day Part A 篇9
教學內容：a. listen, read and say（第一、二部分）
教學目標：
1、能聽懂、會說、會讀并會拼寫單詞penfriend, also。
2、能聽懂、會說、會讀i want to write a letter. who do you want to write to?
3、正確理解、掌握對話內容，并能朗讀，表演對話。
教學重難點：正確理解，掌握對話內容，并能朗讀，表演對話。
教具準備：幾封信，a部分教學掛圖，小黑板。
教學過程：
step 1 warm up
1、greeting.
2、revision.
①出示單詞卡片，開火車讀，遇到四會單詞要拼寫。
②學生間自由操練c部分句型。
教師可與一學生問答引出，再由學生進行操練。
③教師現場說一物品，兩位學生合作，如：writing paper,請學生快速按照c部分句型編對話。
for example:
a: can i have some writing paper? b: what for?
a: i want to write a letter. b: sure. here you are.
step 2 presentation
1、因為對話較長，再將a部分分為三部分教學：第一部分為引言部分，第二部分為liu tao向媽媽要一些寫信材料，準備寫信，第三部分為liu tao向媽媽介紹peter的主要情況，并和媽媽討論回信內容。
2、listen to the tape.
3、teach: a penfriend.
①教師出示自己收到的一封信，告訴學生look! here’s a letter from my penfriend,引出單詞a penfriend.
②教師范讀，講解詞義，告訴學生penfriend是合成詞，由單詞pen和單詞friend組成，pen和friend都是以前學過的單詞，pen-friend→penfriend。
③學生齊讀a penfriend。 ④開火車拼讀penfriend。
a. pen, pen, p-e-n, pen, pen.
b. friend, friend, f-r-i-e-n-d, friend, friend.
c. penfriend, penfriend, p-e-n-f-r-i-e-n-d, penfriend, penfriend.
4、 teach: also b. friend, friend,
①教師出示教學掛圖，告訴學生liu tao also wants a penfriend。
②出示單詞卡片also,解釋詞義。 ③學生分組讀also。
④集體拼讀also, also, a-l-s-o, also, also。
5、教師用語音直接導入yesterday afternoon, liu tao read about an english boy, peter, in the newspaper. what does liu tao want to do? let’s listen.教師組織學生聽引言部分錄音。
6、聽完錄音后，請學生回答問題，引導學生看圖學習課文。
question: ①who did liu tao read about yesterday afternoon?
②what did peter want in china? ③what would liu tao like to do?
7、對話第二部分是c部分已學過的句型，可采用鞏固的方式引出新內容。
教師課前將此部分的句子打亂順序寫在卡片上，現將卡片貼于黑板上，請學生四人為一組，共同討論，看哪一組學生可以最先排列好順序，并猜該組成員，每人教讀一句。
for example:
( ) thank you.
( ) i want to write a letter.
( ) sure. here you are.
( ) what for, dear?
( ) mum, can i have some writing paper, an envelope and some stamps, please?
step 3 consolidation
1、聽錄音，跟讀引言和對話部分。 2、師生齊讀引言和對話一遍。
3、分角色朗讀。 4、小組內表演對話。
5、指名表演對話。
step 4 homework
1、聽a部分錄音半小時，跟讀兩遍。 2、抄寫a penfriend, also各五遍。
3、預習第二部分，請學生自編問題，下節課準備同學間交流。
板書內容：
1、課題：unit 7 a letter to a pen rend 2、單詞：a penfriend, also
板書設計：
說課：《牛津小學英語》5B Unit7 A busy day Part A 篇10
一、教學內容：《牛津小學英語》6b unit 6復習課
二、教學目標：
1、知識目標：熟練運用be going to表達計劃或打算。
2、技能目標：能獨立收集信息，并正確處理信息。
3、情感目標：保持英語學習的興趣，能自信地用所學英語交流。
三、教學重難點：be going to 的靈活運用和綜合運用。
四、教學準備：一段視頻材料，一段聽力材料，練習紙（師生每人一張）
五、教學過程：
step1: introduction
(1) 引入本課話題。
t: today we are going to review unit6, what’s the title of this unit?
ss: planning for the weekend.
t: right. in unit6,we learned “be going to” 這個句型來表達自己的計劃或打算，比如plan for the weekend（板書單詞weekend）或plan for tomorrow（板書tomorrow）
教師引導學生說出“plan for next week/month/year…等，并板書學生所說的短語）
(2) 學生根據下圖提示，每人寫一句話。
t: i’m going to have a birthday party this weekend. what are you going to do? please write one sentence about your plan.
play…
be going to
make…
have…
go…
see…
[設計意圖]：復習課對學生的要求不能僅停留在口頭表達上，而應是既動腦、動口，又動筆。通過寫的活動讓學生更加注意時態的時間意義及相應的動詞形式，以提高學生的語言運用能力。
step2: group activities:
（1） 師生一起探討如何完善這份計劃
t: …is going to have a picnic this weekend. who is going to have a picnic this weekend,too?
s1: i’m going to have a picnic this weekend,too.
t:oh,really? you two come here, please. you are going to have a picnic this weekend. what time are you going to meet?(板書問句：what time are you going to meet?)
s1: we are going to meet at eight in the morning.
t:（向其他學生） do you have any questions about their plan? please write them down.
（學生四人一組討論，并將討論的問題寫在一張紙上，站在講臺上的兩位同學也同時討論如何完善他們的計劃）
[設計意圖]：小組合作學習有利于學生積極參與課堂活動，并開動腦筋；讓學生寫出討論的問題有助于學生注意單詞的拼寫。
（2） 各組派代表提問講臺前的兩位學生。
step3: more practice
(1) 為了幫助學生復習，鞏固和正確運用一般現在時和一般過去時，教師與學生進行如下對話：
t: i’m going to go fishing this weekend. i like fishing. do you like fishing?
s1: no, i don’t like fish.
t: ( to s2) does s1 like fishing?
s2: no, she doesn’t.
t: do you like fishing?
s2: yes,i do.i like fishing.
t: did you go fishing last weekend?
s2: yes, i did. i went fishing last weekend.
t: ( to s3)did s2 go swimming last weekend?
s3: no,he didn’t .
t: what did he do last weekend?
s3: he went fishing.
t: what did you do last weekend?
s3: i visited my grandparents.
t: how do you usually spend your weekend?
s3: i usually watch tv or play computer games at weekends.
[設計意圖]：一句“do you like fishing？”將課堂教學由復習一般將來時巧妙地轉入下個環節，通過師生之間的對話幫助學生復習所學時態，把對語言形式的訓練變成了自然、有意義的交際活動，擺脫了機械、枯燥的語法訓練模式。此外，連續提問的方式，以提醒學生認真傾聽別人的發言，將看似個別訓練的活動自然地變成對全體學生的訓練。
（2） 用課件將一般現在時，一般將來時，一般過去時和現在進行時作對比，幫助學生梳理知識網絡。
（3） 讀故事并填空
學生閱讀以下故事，并用單詞的正確形式填空：
a running race
rabbit: hello, i’m a lovely rabbit.last time, the tortoise and i
(have) a running race. he (run) faster than me . i
(be) still not happy. now i’m (call)him.
rabbit: hi, is that mr. tortoise?
tortoise: yes, this is mr. tortoise (speak)
rabbit: are you free tomorrow?
tortoise: yes. what are you going to do?
rabbit: i (have)a running race with you tomorrow. would you like to come?
tortoise: sure. where are we going to (meet)
rabbit: in front of miss cat’s house.
tortoise: when?
rabbit: at nine o’clock.
tortoise: ok. see you tomorrow.
rabbit: see you.
[設計意圖]：由句子到段落再到篇章的練習形式，讓學生對不同的時態及其用法有了更為清晰的認識和理解。
step4: listening practice
教師出示視頻，讓學生做聽力練習，并回答問題。
step5: consolidation and practice
教師呈現課前制作好的海報，給學生2-3分鐘的時間閱讀。
good news!
go to huangshanhu park this children’s dayby bus.
meet at 8:30, in front of our primary school.
go fishing in the morning.
have a picnic at 10:45 on the grass.
have a singing contest in the afternoon.
go back home at 4:10 by bus.
（2）分層作業：
教師給出短文的開頭（如下）：
last sunday was mother’s day. i for my mother. she was very happy. i was happy, too.
children’s day is coming…
學有余力的學生根據以上信息續寫短文。中等水平的學生回答以下問題，然后連成一段小短文。
where are you going this children’s day?
how are you going to get there?
what are you going to do in the morning in the park?how about the afternoon?
are you going to have lunch at home?
what time are you going to get back home?
學習困難生根據所給信息完成下列填空練習：
sunny and warm wednesday, may 15th
children’s day plan
last sunday was mother’s day. i for my mother. she was very happy. i was happy too.
children’s day is coming. i’m going to huangshanhu park with my classmates by .
we’re going to meet 8:30
our primary school.
we’re going to in the morning.
we’re going to .
we’re going to at 4:10.
huangshanhu park is very beautiful. i’m sure we’re going to have a good time there.
[設計意圖]：根據學生英語水平參差不齊的實際情況設計三個層次的練習供學生選擇，讓每位學生都能體驗到學習成功的快樂。
step6: summary and homework:
教師總結本節課的重點內容，并布置作業：以小組為單位，續編龜兔賽跑的故事。
《牛津小學英語》6b unit 6教學設計 來自第一范文網。
說課：《牛津小學英語》5B Unit7 A busy day Part A 篇11
教學內容：《牛津小學英語》6b unit 3 asking the way e read and number及f play a game
教學目標：
1. 進一步鞏固本單元所學的與問路有關的詞匯和句型。
2. 正確地聽、說、讀單詞bookshop，out of，follow，shout，stop thief及不規則動詞過去式的讀音。
3. 復習鞏固一般過去時態，注意新舊知識的滾動訓練。
教學重難點：
1. 培養學生初步的閱讀能力。
2. 歸納并掌握本部分出現的不規則動詞過去式及其讀音。
3. 鼓勵并培養學生講述自己身邊曾發生的故事。
教具準備：e部分的教學掛圖，磁帶、錄音機、與f部分游戲相關的卡片、地圖。
教學過程：
step1 warm up
1. listen to the song：excuse me
2. free talk
請學生表演問路。
how can i get to the…？
can you tell me the way to…?
how far is it from here?
how many stops are there?
step2 revision
1. 出示a部分掛圖，師生問答，討論會話。
2. 讓學生分段復述a部分內容。
3. 分角色有感情地朗讀課文。
4. 出示本單元的四會單詞，請學生朗讀并拼讀（開火車進行）。
5. 教師指地圖請學生接龍問路。
step3 presentation
1. 學習e read and number。
①復習一般過去時態的句式結構。
②復習、歸納動詞過去式。
③展示e部分出現的幾個不規則動詞的過去式，進行學習指導。
see→saw steal→stole run→ran
hear→heard come→came say→said
begin→began catch→caught get→got
④出示e部分掛圖，創設情景讓學生理解，并引出三會單詞的學習。（suddenly, out of, shout, thief.）
⑤讓學生看圖試著用英語描述圖中內容。
⑥讓學生打開書，仔細閱讀e部分內容，在理解的基礎上給圖編號。(指導學生用斜線把每幅圖所表達的文字內容隔開。)
⑦學生完成后，集體校對，然后再集體朗讀e部分內容。
2. play a game.
教師拿出課前準備好的a—f六張本部分中表示場所的小卡片，從中抽取一張，告訴學生自己的位置，再用進行時態描述自己的行走路線。讓學生猜出自己的目的地。
t：now, i’m at the hotel. i’m going along guangzhou road, turning right at nanjing road. then i’m going along nanjing road. the place is on my left. guess! where am i now?
s：you are at / in …
t：you’re right.
①請一位學生上臺抽一張卡片，進行游戲示范介紹游戲規則。
②讓學生自由組合進行游戲。
③找幾組學生上臺表演，教師強調進行時態的用法。
step4 consolidation
1. 復習e部分出現的幾個不規則動詞的過去式。
2. 分組比賽朗讀e部分內容。
3. 強調幾個三會單詞及動詞過去式的讀音。
step5 homework
1. 背誦本單元四會單詞、句型，達到能默寫的程度。
2. 熟讀課文，并試著背誦對話。
3. 鞏固不規則動詞的過去式。
板書內容：unit3 asking the way
1. bookshop, out of, follow, shout, thief.
2. see→saw steal→stole run→ran
hear→heard come→came say→said
begin→began catch→caught get→got
板書設計：
說課：《牛津小學英語》5B Unit7 A busy day Part A 篇12
教學內容：b部分 look，read and learn
教學目標：
1. 能聽懂、會說、會讀和會拼寫單詞slow, low, late及be good at。
2. 能聽得懂、會說和會讀單詞far, well。
3. 了解比較級的用法，并能運用，并以well done來評價學生，并滲透do well in, jog。
教學重點：能當堂掌握四會單詞slow, low, late, high, fast, early及三會單詞far, well。
教學難點：了解、掌握副詞比較級讀法、用法及寫法。
教具準備：表格（一份學生體育成績，一份人物信息表）、小黑板、圖字卡、錄音機。
教學過程：
step1 prepare for the class.
1. sing a song“i wish i was teller”.
2. look, read and write.出示表格，根據表格中提供的信息完成填空。
nancydavidhelenage121313height (cm )148151150weight (kg )495049
①nancy is ________ than david.
②david is _________ than helen.
③helen is _________ than nancy.
④______ is as _______ as ________.
check the answers.
3. free talk.
t：hello, , are you tall?
s1：yes, i am. i’m tall.
t：yes, you are tall. you’re taller than… but you’re shorter than me. who’s taller than ?
s2：… is.
示范過后，接著出示圖字卡，指名讓學生以圖字卡上提供的信息進行會話。
step2 presentation
1. learning be good at, fast, slow及其比較級faster, slower。
①揭示課題
繼續free talk.
t：are you strong? are you stronger than…? do you do exercise after school？（板書課題unit2 more exercise.） do more exercise. you’ll get stronger.（齊拼讀strong）
②學習be good at
a. asking：are you good at pe? （板書be good at善于）
b. reading： be good at（明確be動詞三種形式：is, am, are）。
c. saying：please say a sentence according to ‘be good at’.
model：i am good at english.
he is good at maths.
you are good at pe.
③學習fast, slow及其比較級。
a. talking：can you run? can you run fast?
b. running race：who runs faster？找兩生上臺跑步比賽，其余生喊：fast, fast…
c. saying：s1 runs fast. s2 runs faster. so we can say s2 runs faster than s1.并板書句型。
提醒學生注意主語第三人稱單數，run一詞加s。
d. reading the sentence.
ss：runs slow（做動作） s1 runs slower than s2.
并利用識圖卡，讓學生用fast (faster), slow(slower)說話。
2. learning：low，high，far.
①出示帶有學生體育成績的表格。
name50米跑（秒）跳遠（米）跳高（米）s114″3.001.00s213″2.901.00s315″3.051.10s414″2.921.05
②saying，根據50米跑一欄信息，用fast或slow說話。
model：s2 runs faster than s1.
s1 runs as fast as s4.
③asking：does s1 runs slower than s3? does s1 jump higher than s2? does s1 jump farther s4?…由問題引入far, low, high及其比較級farther，lower, higher.
④read after the teacher：far (farther) low (lower), high (higher)借助圖字卡，明確單詞含義。
⑤writing：choose one word and make a sentence, then write it down.
并指名三位學生上臺板書句型，分別用far, low, high各寫一句話。
注意糾正主語是第三人稱單數時，動詞加s或es.
⑥reading讀句子。
3. learning：well（better），early（earlier），late（later）
①talking：i’m good at pe. i do well in ping-pang.（滲透do well in，并板書）。i played ping-pang with my friends yesterday. i was tired. so this morning i got up very late. i got up at 7：30. what about you? what time did you get up this morning?從而引出early, late及其比較級。
②reading：late, later, early, earlier.
注意early比較級變y為i,再加er。
注意early比較級變y為i, 再加er。
③learning：well （better）.
a. 回到板書：be good at， do well in
t：i’m good at pe. i do well in pe. do you know‘well ’means?
b. t：can you play ping-pang well？can you skate well?
can you dance well?
c. ss：yes. i play ping-pang well. i … well.
t：but i play better than you. i … better than you.
d. read after the teacher：well, better.
step3 read and learn.
1. listen to the tape.
2. 看板書上的單詞read the word to each other（小組內互讀）。
3. can you write the words?（小組內聽寫）。
4. 聽字母拼單詞，快速搶答。e. g. f-a-s-t fast.
step4 play a game
游戲：聽聽、做做
教師描述，學生認真聽所描述的動作及狀態，做出相應動作e. g. t: you swim.（ss游泳）you swim slow（游慢）. you swim slower（更慢）. you swim fast（變快）.you swim faster（更快）.
在此過程中，滲透jog一詞,并與單詞run比較。
step5 布置作業
1. 默寫b部分單詞。
2. 完成補充習題第5頁 read, match and write.
3. 預習c部分work in pairs.
板書內容：
1. b部分單詞（low—lower, high—higher, slow—slower, fast—faster, late—later, early—earlier, far—farther, well—better）及strong, be good at， do well in
2. 句子 …runs faster than…
…runs as fast as…
板書設計：