5A Unit 8 A camping trip- 听课评课- 常州市武进区横林实验小学

通知

经研究，决定于10月9日,开展国家级十一.五课题的研讨课, 也是区级英语生活化课题的研讨课,活动安排如下：
第一节课：丁文敏 5A Unit 8 A camping trip
第二节课：说课，评课，议课。
                                              课题组  2006-10-8

（教案）Unit 8  A camping trip
武进区横林实验小学丁文敏
一、教学内容

《义务教育课程标准实验教科书*牛津小学英语》5A第八单元第一教时

二、教学目标

1.能正确的听、说、读、写词汇 fish.

2. 能正确的听、说、读词汇a camping trip, a tent, a tin of, a tin-opener, a pot, a stove, a blanket, a telescope, a towel

3.能正确的听、说、读、写句型 …have/has….

三、教学重点与难点

have, has 在用法上的区别。

四、课前准备

多媒体课件，新授单词实物，句型卡片。

五、教学过程

Step 1 Warming-up1. T: Today we’ll have an English >

Ss: I’m very happy.

T: Me  too. So let’s say a rhyme: A Happy Day happily.

3.Students say the rhyme.

Step 2 Presentation

1.Show some pictures

Teacher asks some questions about these pictures. Let the students say: They’re very happy.

2.T: They’re playing outside. Shall we play outside?   Ss: …

3.Teacher shows a picture of three ducks and introduce: Look, the three little ducks are very happy. They’re on their way to the camping trip. They’re having a camping trip. A camping trip.

Show the phrases: A camping trip 一次野营旅行

4.T: The little ducks are having their camping trip. Do you want to go camping with them?  Ss: Yes.

T: Let’s go camping. But we must prepare something for our camping trip. What do we need?

Show a big bag. T: Look, I have a big bag. I put all the things in it. What’s in it? Let’s see.

5.Show a telescope, T: Ah, look, there is a telescope in my bag. We need a telescope.

Teach: telescope 望远镜

6.T: This is my telescope. I have a telescope.

Teach: have 有  I have a telescope.

1) Read the new words and the sentence. And let the students practise : I have…. with their own things.

2) When the students say: I have…. The teacher can say: You have….

Practice: I have…. You have….

T: Telescope is very useful. We can see many sceneries from it.

Show four beautiful pictures and describe them.

7.Back to the picture of the bag.

T: We need a telescope for our camping trip. But what else do we need?

Show some tins. T: Look, we need some food. What’s this? It’s a tin.

Teach: tin罐头 a tin of…一罐头…… a tin of chicken   a tin of fish

8.T: Hmm, I’m hungry. Are you hungry? Ss: Yes.

T: Let’s eat the chicken and the fish. Ss: …

T: But we can’t eat them now. Why? Because the tins are closed. We must open them. How can we open the tins? We need a ….

Show a picture of a tin-opener.

T: Oh, we need a tin-opener.

Teach: tin-opener 开罐器

T: Now we have a tin-opener. Let’s open the tins. OK? Ss: OK.

Say together: Open, open, tin-opener. Open, open, open the tin.

9.T: Look, the tin is open. Let’s eat them now. Ss: OK.

T: But I think warm food is good for our healthy. Let’s cook them. So we need a pot and a stove.

Show pictures of a pot and a stove and teach: pot锅子  stove炉子

T: Now we have a tin of chicken, a tin of fish, a pot and a stove. Let’s cook the food.

Say together: Cook, cook, cook the chicken. Cook, cook, cook the fish.

Show some delicious food and say: Now the food have been cooked. They smell good. Let’s eat them.

Say together: Eat, eat, eat the chicken. Eat, eat, eat the fish.

10.T: Now we are not hungry. Let’s go on our class. We know we need some things for our camping trip. But now they are covered. Can you recognize (识别，认出)them? Let’s see.

Show the pictures and let the students guess what they are.

11.T: We have a lot of things for our camping trip. Are you ready for it?

Ss: Yes. T: And our friend little Mickey wants to go camping with us. But  he has a question. Let’s listen.

Listen: Hi, children, what do you have?

Let the students answer this question with: I have….

And review the new words. At last, let the students say together: Mickey, Mickey, we have …

12.Show a picture. T: Today is a sunny day. Mickey, Minnie, Donald, Daisy and Pluto are at a camp. Let’s see what they have?

Point to Mickey and show a picture of a blanket. T: What does Mickey have? He has a blanket.

Teach: blanket 毯子

T: (say again) He has a blanket.

Teach: has 有

Let the students say: Mickey has a blanket.

Then say: He has a blanket.

Practice the sentences: Mickey has a blanket. He has a blanket.

Use the same way to teach: towel, Minnie has a towel. She has a towel.

tent , Donald has a tent. He has a tent.

13.Back to the picture and say together: They have a blanket, a towel and a tent.

14.Chant. To review “have” and “has”.

Step 3 Practise1.Show the pictures of Part C. Look and say.

Practise: I have… and you have….

We have… and they have….

He has… and she has….

Step 4 Listening1. Show the picture of the Part A and introduce it.

T: It’s fine today. Liu Tao and his friends are having a camping trip. Let’s listen what they have?

2.Show the pictures of people and things. And listen to the tape twice. Let the students match the people with their things.

3.After listening, check the answer and talk about the pictures with: “_____ has/have_______.”

Step 5 Summaries and homework1.     T: Today our topic is a camping trip. We may relax(放松) ourselves when we are free. We may have a camping trip, climb the hill, have a picnic and enjoy everything in nature. So I’ll give you three sentences and I hope you will like it.

Show : Enjoy the life. Enjoy the nature. Enjoy the beauty.

2. Arrange the homework.

1.Discuss the things we need for a camping trip.

(讨论野营旅行所需的物品.)

2.Make sentences with “have/has”.

  _____have/has________.

教学反思：

  本堂课主要以现代化教学电教手段多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。能以真实情景为主线，让学生在体验中学习英语。本课教学是以野营旅行为主线,教师让学生始终处在一个野营旅行的情景中来进行单词的教授与学习。通过教师的引导所创设的半真实的情景让学生全体参与。其中还引入学生所熟悉的卡通人物，使教学更加贴近学生心理和学生的生活。本课教学的单词比较多。教师能够围绕所创设的主题，设计各种呈现方式来教授单词，并不时采用Rhyme和Chant的形式让学生在琅琅上口的有节奏的儿歌中把握单词，使教学在生动活泼的情景中进行。以任务教学为支点，培养学生综合运用语言的能力。能够设计使学生明确要完成的任务，引导学生在完成任务的过程活动中积极参与语言实践活动。

评课议课：
秦波：本课很好地体现了多媒体的优势，充分应用多媒体技术以辅助教学，能使抽象的语言具体化，枯燥的内容直观化，深奥的知识浅显化，从而有效地突破教学的难点，凸现教学的重点，达到预期的教学目的。

张红林：过去的英语教学学生所见的只是教师、黑板和几个简单的教具，实施“一块黑板，一只粉笔、一张嘴巴众人听”的教师灌输为主的传统教学方法。教师的教学形式只是一味地读、听录音、听写、背诵、检查等一系列环节，使学习人与人进行交流的工具─语言，成了枯燥的苦学。而现在，我们可以运用多媒体这个现代化的教学手段，让教学形式多样化，摆脱千篇一律。

许荣梅：传统的英语教学理论，总是趋于把教学过程看成是一个教师――学生的线性单向的简单过程，教师是整个教学过程的主体，是惟一的信息源，而学生则是客体，是被动的信息接受者，教师授课的基本形式是：讲解、练习、提问、得到反馈，根据评价结果确定是重复讲解、重复练习还是结束教学。有了多媒体以后，学生在同计算机进行人机交流时，可以提出具有启发性的问题，唤起学生思考愿望，不断思考、探讨、快速呈现、快速练习、快速反馈等，这样，教学节奏加快，效率提高。

王红：多媒体教学通过把有关文字、图形、图表、声音、音乐、语言等按一定的逻辑次序，根据预先的安排或现场反馈把这些资源逐步呈现给学生的方法，使英语课“费时较多，收效较低”的现象得到极大的改观。

朱玉娟：多媒体与传统英语教学手段之间的关系，应该是相辅相成、拾遗补缺、协调发展的关系。认为多媒体技术可以完全取代传统教学手段，片面追求感官效果，以至于一些本来可以说几句话说清楚的问题，也要动用大量复杂的多媒体形式来表现，显然是不切实际的。而一个好的课件，应该是经过细心设计，富有艺术性的作品，应该充分体现教师的教学结构、教学思想，而不是简单的文字加图片，把全部的操练材料、问题和答案都输入到计算机，就是多媒体教学了，这样的话，不但起不到应有效果，反而可能还会画蛇添足，多此一举了。而这一堂课在这方面做的相当成功。