New-Magic单元整体教学-New-Magic-2B-U5-Lesson-2---南海站
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第二课时(2nd PERIOD)一、主要新授内容(New contents)Let’s act—Turn on/ off…Wash your…二、学习目标(Objectives)1、能够认读单词:towel, 学会区分turn on, turn off在句中的意义,以及它们与open 和close的区别。
2、学会认读句子Turn on/ off …,Wash your…, 能听懂口令,并用正确的动作表示。
3、在适当的情景中,能用祈使句表达一些简单的要求与命令,并适当拓展祈使句的否定句:Don’t…4、让学生在学习过程中,自觉养成节约用水的好习惯。
三、教学建议1、任务前期准备阶段(Pre-task preparation section)Pre-task Preparation是指我们要求学生运用目的语(即所学的语言)之前,呈现给学生的新语言材料。
也就是我们常说的:Input。
在这个环节主要让学生获得对新语言材料的第一次感知。
Activity 1(Song )1、教学辅助(Aids)1)词组卡片2)录音机Activity 2(Rhyme )1、教学辅助(Aids)1) 录音机Activity 3(Read a chant )1、教学辅助(Aids)1)录音机2)单词卡片2、任务中期实施阶段(While-task procedure section)While-task Procedure,这是指语言技能的习得过程。
其中分为机械性操练和意义性操练两部分。
机械性操练可以让学生准确地模仿、复说新授的语言,让他们经过从模仿到识记的过程,使新知识由感知、理解、模仿直到储存。
由于本教时新授内容有词汇也有句子而且都在两个以上,在这个教学阶段也可以设计新授知识的二次或多次导入,并根据语言训练的需要设计相应的机械性操练和意义性操练。
在这种情况下,建议每项Activity形式尽可能不同,时间不要长,一个活动紧接着一个活动,容易抓住学生的注意力,维持学习兴趣。
牛津小学英语第五单元教案——全方位教学解决方案In recent years, English has become one of the most important subjects in primary education in China. As the most widely used language in the world, English is essential for children to learn in order to expand their opportunities inthe future. Oxford Primary English, a highly regarded English curriculum in China, provides teachers with innovative and interactive teaching materials that can instill a strong foundation in young learners. In this article, we will introduce the comprehensive teaching solution for Unit 5 of Oxford Primary English.Unit 5 is designed for Grade 3 students, covering the topics of "My School Life" and "At the Park". Through the use of engaging multimedia content such as videos, songs, and games, children can learn new vocabulary, sentence structures, and communication skills. In addition, the curriculum encourages teachers to incorporate real-life situations and activities into their lessons to create a more authentic learning environment.The following is a comprehensive teaching solution forUnit 5 of Oxford Primary English:1.Pre-Learning ActivitiesBefore starting any lesson, it is important to prepare students for what they will be learning. As a teacher, you can engage students with pre-learning activities such as:-Introduce the topic: Begin by introducing the topic of the lesson. For Unit 5, you can introduce the topics of "My School Life" and "At the Park" by using pictures, real-life objects, or videos to help students gain a deeperunderstanding.-Brainstorm: Ask students to brainstorm key vocabulary and sentence structures related to the topic.Encourage them to work in pairs or small groups to promote collaboration and peer learning.-Icebreaker activity: Use icebreaker activities to warm up the students and create a comfortable learningenvironment. For Unit 5, you could do a "Find Someone Who"game to help students get to know each other and create a sense of community in the classroom.2. Vocabulary and Sentence StructuresIn each lesson, teachers can help students learn new vocabulary and sentence structures through:-Multimedia content: Use videos, songs, and games to introduce new vocabulary and sentence structures in a fun and engaging way.-Language practice: Provide language practice activities such as role-playing, pair work, and group work to help students use the new vocabulary and sentencestructures in context.-Flashcards: Use flashcards to help students memorize new vocabulary and sentence structures. You can also include pictures or gestures to help students remember the meaning of the words.3. Communication SkillsTo help students develop their communication skills, teachers can use:-Role-playing: Use role-playing activities to help students practice using language in real-life situations.For Unit 5, you could have students take on the roles of "teacher" and "student" to practice giving and receiving commands in the classroom.-Pair work: Encourage students to work in pairs to practice speaking and listening skills. You could give thema topic related to the lesson and have them discuss ittogether.-Group work: Encourage students to work in small groups to practice collaboration and communication skills.For Unit 5, you could have students work in groups tocreate a poster about their favorite park.4. Real-Life Situations and ActivitiesTo create a more authentic learning environment, teachers can incorporate real-life situations and activities intotheir lessons.-Field trips: Take students on field trips to places related to the lesson topics. For Unit 5, you could take students on a trip to a local park to observe and describe the environment and activities.-Hands-on activities: Engage students in hands-on activities such as making crafts related to the lessontopic. For Unit 5, you could have students make their own park maps or DIY binoculars to use on their next park visit.-Authentic materials: Use authentic materials such as signs, menus, and brochures to help students practice reading and speaking skills in real-life situations.Overall, the comprehensive teaching solution for Unit 5 of Oxford Primary English provides teachers with a well-rounded approach to teaching young learners. By incorporating pre-learning activities, multimedia content, communication skills, and real-life situations and activities, teachers can create a more engaging and authentic learning environment. As a result, students can acquire new vocabulary, sentence structures, and communication skills more effectively and enjoyably.。
Teaching Plan for New Magic Oxford English4A Unit 5 Let’s have funSchool: Fuxiao SchoolMaterials: New Magic Oxford English 4 A Let’s have funDate: 2016-10-28Teaching aids: Multi-media, etc.单元教学设计说明学情分析:(较为完整,描述较为妥当)四年级学生经历了四年多的英语学习,已经初步养成了一定的、良好的学习习惯,绝大多数学生掌握并积累了一定数量的词汇与一些重要的、常见的语法与时态,初步具备了一定的英语听、说、读、写技能。
无论是城镇学生还是农村学生,都愿意与同学交流与分享英语学习成果,用英语来表达所学与所思。
但是,由于学生所处的学习环境不同,家长的重视程度不一,学生之间也存在着一定的学习差距;而且,现行教材的大容量和高密度,也在无形中加大了学生之间的学习距离。
在学习本单元之前,学生通过四年的学习,已经积累了部分与爱好和活动相关的词汇;同时,也学习与掌握了与本单元内容密切相关的内容,比如:询问他人爱好时的常用句型what do you like doing?,了解他人日常活动的句型What do you do on...?以及表达自己强弱项的句型I am good at/ weak in...等,这些知识储备都为本单元的学习奠定了一定的学习基础。
教材分析:单元主题:Let’s have fun (第一段描述较为繁琐,建议删除之前教材中的相关内容介绍,以本单元内容的梳理为主,且包括知识、能力与情感三方面的目标,不能遗漏情感目标的描述。
)4A Unit 6 的学习主题为hobbies 和activities, 通过孩子们调查things they can do in their free time引出相关的话题和词汇的学习。
《牛津小学英语2B》Unit 5 教案【教案】《牛津小学英语2B》Unit 5 教案如东双语小学王俊一教学内容《牛津小学英语2B》第五单元,第二课时(say a rhyme)二教学目标1能听懂,会说,会认读Chinese , Maths, English, Music, PE, Art六个课程类单词,发音正确。
2会说歌谣《Let’s learn!》并加上动作。
三教学重点1会说歌谣《Let’s learn!》并加上动作。
五教具准备1)多媒体课件2)板书准备预先写好课题Unit 5 At school 六教学过程Step1 warm up T进行日常问候T: Who’s on duty?(老师请一名学生问问题) S1: What’s your name? How are you? What do you like? Do you like…?What can you see? What do you have? (设计意图:每天由一名学生来做小老师,与其他同学进行简单的free talk,锻炼了孩子们的英语口头表达能力) Step 2 Revision. T: What lessons do you like? S1: I like Chinese. S2: I like English. (复习What lessons do you like?的句型,使孩子们回答能复习到六个学科)T: Let’s review these words.(PPT呈现六个科目) S齐拼读单词(小组合作,组长带组员读)(设计意图:通过小组合作学习,巩固复习单词,而且培养他们的合作精神)Step 3 Presentation. 1. T: Boys and girls, at school we learn many things. Do you know “learn”? (引出learn 一词并新授该词。
) T: “Learn”means “学习”. Look, this is our timetable. We learn Chinese. We learn Maths. What do you learn on Mondays? S: We learn Maths, Chinese, PE, Art and English.(引导学生根据课程表去说We learn…的句子。
精品教学教案设计| Excellent teaching plan教师学科教案[20 -20学年度第—学期]任教学科:________________ 任教年级:________________ 任教老师:________________xx市实验学校r \・单元教学设计课题:New Magic 3A Unit2 Let ' s go shopping学校: 博罗实验学校设计人: 李彤陈媛纪曼娜钟淑敏一、学情分析:牛津小学英语这套教材从视听入手,注重学生语言能力的训练,内容贴近生活和学习实际,灵活性强。
大体符合三年级学生语言学习习惯。
三年级学生普遍对英语学习具有比较浓厚的学习兴趣,能主动参与课堂活动。
大部分学有良好的听读习惯,思维活跃, 口语表达能力较强。
但有部分内向的学生,交际的主动性较弱,因此在课上教师鼓励所有学生积极参与,并关注每一位学生的表现。
在过去的学习中,学生已经积累了的不少的句式,能描述天气谈论食物,表达喜好,谈论休闲活动等。
关于shopping 这一主题,经过前一课时的学习他们已经能够进行简单的对话。
二、教材分析:在教学上海版《牛津英语》教材3A Unit2 Shopping 这一单元,能从学生生活的点滴出发,让他们了解关于购物以及更多与自己生活息息相关的话题,会更符合这一年龄段孩子的实际情况,因此我根据自己学生的情况对课本内容进行了补充与拓展:从Uncle Dan 为家人选购商品出发,让学生用句式I need... 讨论所需要的食物并make a shopping list. 通过shopping list 引出本课教学重点,让学生学会用I want... 或I need... 词来表达购买物品愿望,并运用二年级在My school 中学过的on the xx floor 表达楼层,进行综合语段输出。
教学方法和手段1.情景教学法:创设一些真实或仿真语境,让学生体验语言的真实,自然及语言的交际功能。
T e a c h i n g P l a n f o r N e w M a g i c O x f o r d E n g l i s h4AUnit5Let’shavefunSchool:FuxiaoSchoolMaterials:NewMagicOxfordEnglish4ALet’shavefunDate:2016-10-28Teachingaids:Multi-media,etc.单元教学设计说明学情分析:(较为完整,描述较为妥当)四年级学生经历了四年多的英语学习,已经初步养成了一定的、良好的学习习惯,绝大多数学生掌握并积累了一定数量的词汇与一些重要的、常见的语法与时态,初步具备了一定的英语听、说、读、写技能。
无论是城镇学生还是农村学生,都愿意与同学交流与分享英语学习成果,用英语来表达所学与所思。
但是,由于学生所处的学习环境不同,家长的重视程度不一,学生之间也存在着一定的学习差距;而且,现行教材的大容量和高密度,也在无形中加大了学生之间的学习距离。
在学习本单元之前,学生通过四年的学习,已经积累了部分与爱好和活动相关的词汇;同时,也学习与掌握了与本单元内容密切相关的内容,比如:询问他人爱好时的常用句型whatdoyoulikedoing,了解他人日常活动的句型Whatdoyoudoon...以及表达自己强弱项的句型Iamgoodat/weakin...等,这些知识储备都为本单元的学习奠定了一定的学习基础。
教材分析:单元主题:Let’shavefun(第一段描述较为繁琐,建议删除之前教材中的相关内容介绍,以本单元内容的梳理为主,且包括知识、能力与情感三方面的目标,不能遗漏情感目标的描述。
)4AUnit6的学习主题为hobbies和activities,通过孩子们调查thingstheycandointheirfreetime引出相关的话题和词汇的学习。
这个单元主要涉及描述爱好和活动的词汇以及频率副词。
新魔法英语5au4 we can cook课例随着全球化的发展,英语作为一种国际性语言,对于我们的学习和工作都起着举足轻重的作用。
而在学习英语的过程中,除了传统的课堂教学,更需要一些生动有趣的学习内容来吸引学生的兴趣。
在新魔法英语5au4 we can cook这节课中,我们将通过丰富的教学内容和多元的学习方式,使学生在有趣的氛围中掌握更多的英语知识。
一、课程内容介绍1.1 主题介绍本课程的主题是“we can cook”,通过这个主题,我们将引导学生学习有关烹饪的词汇和表达,并且通过这个主题激发学生对于实际生活中烹饪的兴趣。
1.2 学习目标在本节课中,我们将帮助学生掌握一些与烹饪相关的英语词汇和表达,包括食材、厨房用具、烹饪动作等内容。
通过对话练习和小组活动,培养学生的听、说、读、写能力,提高他们的英语交流能力。
1.3 教学准备为了使课程更具生动性和趣味性,我们精心准备了一些实物道具,比如食材、厨具等,以便给学生展示和使用。
准备了课件和多媒体设备,可以向学生展示一些与烹饪相关的图片和视频,在视觉上更加生动形象地呈现给学生。
二、教学过程2.1 词汇学习我们将通过图片和实物道具向学生展示一些与烹饪相关的词汇,比如vegetables、fruits、knife、pan等。
并且老师会向学生逐个介绍这些词汇的发音和用法,帮助学生牢固掌握这些词汇。
2.2 对话练习接下来,我们将设计一些针对烹饪的对话练习,帮助学生熟悉和运用所学的词汇和表达。
设计一些关于准备食材、烹饪过程和呈现食物的对话,让学生在模拟情境中进行英语口语练习。
2.3 小组活动为了培养学生的团队合作能力和实际运用能力,我们将组织学生进行小组活动。
让学生分成小组,模拟厨房烹饪的场景,各自扮演不同的角色,进行对话交流,表达自己在厨房中的任务和想法,通过合作完成一道简单的菜肴。
2.4 创意表达在学习了烹饪相关的词汇和表达后,我们鼓励学生发挥想象力,自由创作一些有关烹饪的英文小故事或者短语。
广东版英语六年级下册Unit2第5课时教学设计6. 学生读课文第4段,回答问题:Who was the first Chinese spacewoman?How long did he stay in space?Practice 1. Read again and answer the questions.学生自主完成本部分习题,同桌相互检查。
2. Look at the pictures, and write some sentences about each person.学生自己看图,根据课文内容,或者自己了解到的关于三位航天员的事迹,写几句话描述他们。
3. 学生在课本上圈出动词的过去式,并在上方写上动词原形。
4. 请学生自由回答讨论以下问题:Do you want to go to space one day?What do you want to do there?Do you want to be a spaceman/spacewoman?5. 单项选择。
( ) 1. She didn’t ________ to the park this afternoon.A. wentB. goesC. go( ) 2. —________ did you go yesterday?—I ________ to the cinema.A. What; goB. What; wentC. Where; went( ) 3. Tom didn’t ________ basketball. He ________ football.A. play; playingB. play; playedC. play; play( ) 4. The shoes ________ dirty yesterday, but they ________ clean now.A. are; areB. were; wereC. were; are Summarize…Homework 1. 听录音,熟读课文。