五年級上冊英語教案Unit8 A camping trip 牛津譯林（一起）

1、.*;第 PAGE4 頁牛津英語5A Unit8 A camping trip一、教學目的和重難點1、教學目的:1能正確地聽、說、讀、寫詞匯tent, pot, hill, a tin of, children, show。2能正確地聽、說、讀詞匯tin-opener, match, blanket, telescope, fish, camping trip site。3能理解掌握句型 What do you/ they have ? I/ We/ They have What does he/ she have ? He/ She has 4能正確地運用對話中的日常交際用語和三會句型,能正

2、確理解、掌握對話內(nèi)容，并能朗讀、初步表演對話。2、教學重難點:1能正確理解、掌握對話內(nèi)容，并能朗讀、表演對話。2能正確地聽、說、讀、寫四會要求詞匯3能初步理解掌握句型What do you/ they have ? What does he/ she have? 及其答語。二、教學過程I. Greeting1. GreetingWhat day is it today?What date is it today?Whats the weather like todaySunny. Its usually sunny and cool in Autumn. Its the best time t

3、o have a camping trip.II. PresentationPpt 展示野營的圖片 a camping tripWould you like to go camping? Yes.Where can we go camping? Could you give me some suggestions?S：Tianmu Lake/ CaoshanT: a camping site野營營地Theyre having a camping trip. Theyre at a camping site. 2. T: When we go camping, what do we need?S

4、s answer the question.S: We need a tent, a telescope, a tin-opener, a pot, a stove, a blanket, a towel, some tins, a tin of fish四會, a tin of chicken, some fruit, some chocolates, a box of chocolates, some water, some eggs, some biscuits and so on.圖Do you have?What do you have?I haveIII. Practice1. L

5、isten and tick Find what do they have?2. Listen to the tape again, and try to fill in the blankets.1 Now the children and their teachers are the hill. Theyre a camping site. Theyre their things to each other. Liu Tao has a big . David a chair. Nancy has a chair, too. Helen has a tin of and a tin of

6、. Yang Ling has a , Mike has a and a stove. Su Hai and Su Yang have two blankets and a . Miss Li and Mr Green have a box of chocolates and some fruit. Theyre very happy!2. Read the paragraph together. 3. Read the paragraph in roles. IV. Consolidation1. Read Part A. 2. Lets go to the camping site. Ta

7、ke out your things and show them to each other.A: What do you have?B: I have A: I have How about and ? What do they have?C: I have D: I have ABCD: Great!/ How nice!/ Good! Lets go camping! V. Homework老師范讀的是閱讀教學中不可缺少的部分，我常采用范讀，讓幼兒學習、模擬。如領讀，我讀一句，讓幼兒讀一句，邊讀邊記；第二通讀，我大聲讀，我大聲讀，幼兒小聲讀，邊學邊仿；第三賞讀，我借用錄好配朗讀磁帶，一邊

8、放錄音，一邊幼兒反復傾聽，在反復傾聽中體驗、品味。1. Listen to the tape and copy the new words.死記硬背是一種傳統(tǒng)的教學方式,在我國有悠久的歷史。但隨著素質(zhì)教育的開展,死記硬背被作為一種僵化的、阻礙學生才能開展的教學方式,漸漸為人們所摒棄;而另一方面,老師們又為進步學生的語文素養(yǎng)煞費苦心。其實,只要應用得當,“死記硬背與進步學生素質(zhì)并不矛盾。相反,它恰是進步學生語文程度的重要前提和根底。2. Make a dialogue about the camping trip with your classmates. 唐宋或更早之前，針對“經(jīng)學“律學“算學

9、和“書學各科目，其相應傳授者稱為“博士，這與當今“博士含義已經(jīng)相去甚遠。而對那些特別講授“武事或講解“經(jīng)籍者，又稱“講師?！敖淌诤汀爸叹瓰閷W官稱謂。前者始于宋，乃“宗學“律學“醫(yī)學“武學等科目的講授者；而后者那么于西晉武帝時代即已設立了，主要協(xié)助國子、博士培養(yǎng)生徒。“助教在古代不僅要作入流的學問，其教書育人的職責也十清楚晰。唐代國子學、太學等所設之“助教一席，也是當朝打眼的學官。至明清兩代，只設國子監(jiān)國子學一科的“助教，其身價不謂顯赫，也稱得上朝廷要員。至此，無論是“博士“講師，還是“教授“助教，其今日老師應具有的根本概念都具有了。教學反思：在教學中應創(chuàng)造性地設計貼近學生實際的教學活動，吸引和組織學生積極參與，學生通過考慮、調(diào)查、討論、交流和合作