牛津小学英语6AUnit5Onthefarm说课稿.doc

牛津小学英语6A Unit5 On the farm说课稿一.说教学内容 今天我说课的内容是牛津小学英语教材6A Unit5 On the farm的第一课时.这一课时主要学习单词plant, else, tastelast, pick, picked和句型What(else) did you do? I围绕着一般过去时这一时态和动词的过去式展开.二.说教学目标 指出:激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和有效的学习策略,发展学生自主学习的能力和合作精神是小学英语教育的基本任务.在认真分析教材的基础上,根据这一课时的内容和学生的整体认识水平,从知识教学,能力培养等方面考虑,我确立本课时的教学目标为:(一),知识目标 1 能听懂、会说、会读、会拼写单词plant, else, taste及其中动词的过去式。 2 能听懂、会说、会读单词last, pick, picked. 3 能听懂、会说、会读、会写句型What(else) did you do? I,并能在情境中正确运用该句型.(二),能力目标 能运用所学知识介绍农场上的情境，引导学生学会理解和运用一般过去时，让学生从语境中感知语言规律，从语境中学会技能，从语境中升华语言交际功能。(三),情感目标 1 培养学生注意观察,认真模仿的良好习惯和主动学习的能力. 2 激发学生学习英语的兴趣,使学生树立学习英语的自信心. 3 培养学生团结协作的精神,和合作交流的能力.三、说教学重点 1四会单词 plant, pick, taste, last。 2 理解并掌握句型What(else) did you do? I的读音及运用。四、说教学难点 1掌握句型What(else) did you do? I的读音及运用。 2 规则动词过去式的变化规律及其读音。五、教学准备 1 课件、若干橘子、带有封面的一张VCD(The sound of music)。 2 预先写好课题 Unit 5及卡片last weekend，并在卡片上写“上个周末”。六、说教法、学法 为了突破这堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等 生理和心理特点，我主要采取了以情景教学为主，任务型教学为辅,以活动，合作为主线，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学。彻底改变传统的“授受”的教学模式，促进语言实际运用能力的提高。 七、 教学过程 Step1 Chant导入,激发学生学习兴趣 T: Boys and girls, lets have a chant. OK? T: Open, open, open the door.(教师请一个学生边说边做动作) T: Clean, clean, clean the desk. (教师请两个学生边说做动作) T: Play, play, play the violin. (教师请所有男生边说边动作) T: Listen, listen, listen to music. (教师请所有女生边说边做动作) 所有学生一起边说边做the chant (在一节课的开始，结合学生爱说、爱唱、爱表演的特点，开展一些游戏活动，引导学生将分散的注意力集中起来，使学生迅速进入角色，主动参与课堂教学，并为下面的教学内容做好铺垫。） Step2 Free talk自由会话导入,促进语言实际应用能力的提高. T: What day is it today? T: What day was it yesterday? T: Whats the date today? T: What was the date yesterday? T: How many days are there in a week? T: What are they?(上述问题教师整体问学生) T: What day do you like best? T: What do you usually do on Sundays/?（单个问学生喜欢的日子干什么） （学生在一个平等尊敬的氛围中,他们的思维是放松的,敢于说,敢于参与教学.教师要真心诚意地把学生当成学习的主人,努力提高“导”的艺术，从而在教学中恰到好处的去启发，点拨，尽可能地给学生多一点思考的时间，多一点活动余地，多一点表现自己的机会，这样才能使课堂氛围充满活力。） Step3 新知展现和操练Presentation and practice1 教last T: I like weekend best. Last weekend I was very very happy.（教师指着卡片last weekend强调说这句话）教读last, last weekend.2 教What did you do last weekend? T: Last weekend I was very happy. Why? Do you want to know? T: You may ask me like this what did you do last weekend.（板书） 教读What did you do last weekend? （整体读，组读，个体读，整体读） T: I watched VCD.（板书）It is called The sound of music.（手持VCD）. It is so interesting, so funny. I like it very much. Do you like it? T: I can lend it to you after class.3 教What else did you do? T: I was very very happy last weekend. Do you want to know more? T: You may ask me like this what else did you do.（口型暗示） 引导学生说出What else did you do?（整体，男女生）出示板书。（整体读，个体读）4 教plant T: I visited Yushan.（板书）Do you know Yushan? T: (课件上出示一幅虞山图片)This is Yushan. Is it beautiful? Do you like it? T: Last weekend I visited Yushan. I like it very much. I planted trees.教读plant, 并让学生拼读。（整体，个体） T: Plant, plant, plant trees. Plant, plant, plant flowers.（教师边说边做，让学生模仿）5 教pick T: Look, there are so many oranges. Mmm, theyre so nice. I picked oranges last weekend.教读pick, 并让学生拼读。（整体，个体） T: Pick, pick, pick oranges. Pick, pick, pick apples/(教师边说边做，让学生模仿)6 教taste T: I take some oranges here. Taste it, please（让几个学生尝橘子） T: Taste, taste, taste oranges. Taste, taste, taste pears/(教师边说边做，让学生模仿) T: In Yushan, I tasted oranges.教读taste, 并让学生拼读。（整体，个体） (在教学中尽可能结合学生的生活实际，创设各种生动活泼真实的情景来引导学生理解和运用语言知识，多提供机会让孩子在有意义的和有趣的情景中练习和运用所学的语言。) Step4 轻松一刻, 师生一起编写rhyme pick, taste, plant A T: Lets plant trees. OK? T: Plant, plant, plant trees/flowers. Pick, pick, pick oranges/. Taste, taste, taste oranges/B Game: Listen and act, look and say. C Say a rhyme: We are happy, Spring, spring, plant the tree. Summer, summer,water the tree. Autumn, autumn,pick the fruit. Winter, winter,taste the fruit. Happy, happy,we are happy. Step5归纳总结和理解运用1 规则动词过去式读音及构成 T: Last weekend, I was very happy. What about my last weekdays from Monday to Friday? You may ask me like this what did you do last Monday/（课件上有此句型）当学生提问的时候，教师回答两个词组，同时课件上依次显示cleaned the classroom,played the piano,watered flowers,listened to music,cooked food,watched TV,picked oranges,planted trees,visited friends, tasted apples. 学生跟教师读动词过去式，并让学生归纳读音。课件出现一组动词原形，学生比较原形与过去式，得出规则动词过去式构成的规律。 (课程标准指出，英语教学要淡化语法教学，而这节课中一般过去时的语法知识比较多。在学习一种外语时，如果不了解该语言的内部规则，那将影响学生准确地运用该语言进行交流。即使在小学阶段，孩子也需要一些语法知识帮助他们牢固地、正确地掌握语言。所以由小组合作总结学习一般过去时的语法知识) 2 guessing game T:（课件上显示一个词组last Monday, 一个头像，一个足球，一棵树）Whos he? Whats this?（指着足球） T: What did he do last Monday? He played football? T: Yeah, he played football. （课件显示这句话，学生齐读）What else did he do?(指着树) He planted trees or watered trees? 以此为样，让学生根据图片暗示,猜动词过去式词组。 （在教学中运用丰富多彩的教学方法来调动学生的兴趣和注意力，游戏导入让学生学得生动活泼，充分发挥学生得主体性，由学生自主得出结论。）3 Ask and answer What did you do? What else did you do?及其应答I A T: Boys and girls, now I want to know something about you. T: What did you do this morning? T: What did you do yesterday?（上述两个问题整体问）B T: What did you do last Monday? T: What else did you do? S1: What did you do last Tuesday? S1: What else did you do?上述问题教师问某个学生，该学生回答后问后面的学生，开火车问。Step 6 采访调查 Consolidation Do a survey 利用下面的句型完成调查表 A: What did you do yesterday/ last weekend? B: I A: What else did you do? B: I ed. Wang Bing Played football Played table tennis Played basketball Watched TV Watched a film Listened to music Washed clothes Cleaned the bedroom Watered flowers Cooked food (Do a survey,调查其他人上周做过的事情，学生对他人的情况充满好奇，这个活动紧扣本课主题内容，给孩子们提供了一个较真实