牛津6AUnit-5-on-the-farm-教学案例第一课时A部分

1、PAGE PAGE 76AUnit 5 on the farm 教案第一课时A部分设计理念英语课程标准在教学建议中提出“教师应该避免单纯传授语言知识的教学方法，尽量采用任务型的教学途径，让学生在教师的知道下，通过感知，体验，实践，参与和合作等方式，实现任务的目标，感受成功在学习过程中进行情感和策略的调整，以形成积极的学习态度，从而培养学生的综合语言运用能力。”教学中，教师从学的角度来设计学生的各种活动，在一系列有坡度的任务中，不断的获得知识和运用语言的能力。以教师为主导，以学生为主体，使课堂教学成为师生生命发展的载体，焕发师生生命的活力，促进教法与学法的有机结合，使学生能主动学习，乐于学习，学

2、会学习，培养学生自学能力、思维能力和创造能力，全面发展学生智能，促进学生整体素质的提高。教学内容义务教育课程标准实验教科书牛津小学英语6A第五单元第一教时（Listen ,read and say）教学目标 1掌握单词、词组National Day，lastweek，parents，holiday，carrots，watched，visit，watered，pull up，milked ，collected， pickded ，tasted.2 能听懂、会说、日常交际用语Wonderful！Did you like the film？We all like it very much.Reall

3、y？ 教学重点1 初步了解掌握句型：What did you do last week? What else did you do?2 初步了解规则动词过去式的构成：一般情况下加ed及读音。教学难点动词过去式的变化规则及发音规则课前准备a准备录音机和本课A部分的磁带。b 准备A部分的图片和单词卡片。C实物道具、多媒体辅助教学教学过程A Warming upFollow meJump/ skate/ play the violin/ listen to music/ study/ pick up the pencilJumping, jumping, we are jumping.Skating

4、, skating, we are skating.(本步骤设计说明：教师边说边做动作，让学生跟着老师一起说一起做。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作好铺垫。)B Free talk. 师生交流 Whats the date today? What day is it today? Whens your birthday? What would you like as your birthday? What do you usually do on Sundays? Wh

5、at did you do just now?(板书) （本步骤设计说明：学生在一个平等尊敬的氛围中，他们的思维是放松的，活跃的，也会敢于说，敢于参与教学，教师要真心诚意地把学生当作学习的主人，在教学中巧妙的启发与引导，给他们多一点表现的机会，这样能让课堂充满活力。这一环节从复习旧句型入手，引出新句。）C Presentation and drill1.T: Whens the National Day ? S:Its on the first of October .T: Yes.When the National Days coming ,well have a long holiday.

6、 Many people who live in the city like to go to the farm to spend their holiday.（出示农场图片）Boys and girls, look , whats in the picture ?A farm.领读并出示课题。强调ar 组合发/a:/. Do you know something about the farm ?Now, lets go to the farm.（出示图片）Last week, the children and the woman went to the farm. And they did

7、lots of things.T：First ，look at some pictures and answer my questions.（同学们，让我们一起来看这些图片，并回答老师提出的问题）Now lets look at the pictures.现在，看看图片。Q1.What are they doing？Q2.What do they often do on Monday？Q3. What do they often do on Tuesday？T：询问对方做什么时，可以用句型What do you do？询问对方过去做了什么事情，就要用句型What did you do？回答时要

8、将动词做些变动。Look，lets read.注意单词的发音。这些词就是动词的过去式。Now，lets practice.T: What did you do last week？T:Yes，I watered trees.T:同学们，询问别人过去做了些什么时，就使用句型：What did you do？回答时用动词的过去式。下面就请你们使用这些词和搭档们练习吧。操练要用到句型What did you do last week？（本步骤设计说明：本节课课文生词多，对话中反复出现新句型What did you do？I.本单元出现了行为动词过去式，学生感觉陌生，在理解和使用时会产生困难。通过对比

9、操练，让学生感觉到它们的不同之处，可以帮助学生理解本课新知识。）T:Well I think you did a good job.Look at the picture.Answer my questions. Who are they？T:Yes，Helen and Nancy.T:Where are they？T:Yes，they are in the school playground.T:It is the first day of school after the National Day holiday（国庆假期后开学第一天）.T: The National Day holida

10、y.（学生跟读）T:Look at these new words ：early ，meet. Read after me.T: We can say“I go to school early”.“Helen meets Nancy in the school playground.”Please make some sentences with the words：early ，meet.T: Now answer the questionsT:Now，try to read the foreword？现在你能试着来读一读前言部分吗？请注意生词the National Day holiday

11、， early ，meetsT: Helen在操场遇到了Nancy，她们在谈论假期间的活动。首先，听一听Nancy的活动，并回答问题。Q:What holiday was that？It was the National Day holiday.Q:Does Helen go to school early？Yes，she does.Q:Who meets Nancy in the school playground？Helen meets Nancy in the school playground.T: What did Nancy do on Wednesday?T: Yes，she w

12、atched a film with her parents.（带读句型）T:Did Nancy like the film？T:Yes，she liked it very much. （带读句型）T: Nancy watched a film. What did Helen do？Lets listen and answer.（放录音）同学们，Nancy看了一场电影，Helen干了什么？让我们来听一段录音。T: What did Helen do？T:Great.She visited a farm with her family. （带读句型）T:What did she do on th

13、e farm？T: Right.She watered trees and pulled up carrots. （带读词组和句子）T: She watered the trees and pulled up the carrots on the farm. What else did she do？她还干别的吗？（带读句子）T: Yes，She milked cows and colleted eggs.（带读milked cows，colleted eggs）T:Was that fun？有趣吗？T: That was fun. （带读句型）T:There were apple trees

14、，orange trees and pear trees. Did Helen pick and taste them？T: Yes，she did.（单词要注中文，带读）T:Good.好，现在让我们来完整地听一遍录音。T:Now，open your books，lets listen and repeat.（放录音，学生跟读。）现在，请同学们翻开书，听录音跟读课文，然后分角色朗读课文。（本步骤设计说明：本部分我利用情景问答引入课文前言部分，让学生初步感知课文，然后将Nancy和Helen谈论假期的对话分成两段进行问答，降低课文难度，让学生在回答问题中掌握课文内容。）D Practice an

15、d consolidationT:Now，we have know a lot about their holiday.And Nancy is telling Yang Ling about her conversation with Helen.Read the sentences.Write T if the sentence is true. Write F if it is wrong. Nancy告诉Yang Ling关于她和Helen的谈话。请你根据课文文章，对她们俩的内容进行判断。T:Ok.Lets check our the answer.（小组活动判断）E Assign h

16、omework 1 听本课A部分的录音，要求学生用正确的语音语调跟读、熟读。2 抄写要求四会掌握的单词和句子。八、 板书设计Unit 5 On the farmWhat did you do just now/ yesterday/ last week?I(ed)What else did you do?I(ed)九、教学反思:新英语课程标准倡导“任务型”的教学途径，以培养学生综合语言运用能力。在教学中，我努力贯彻这一理念。例如在教授本课时，我通过一般现在时What do you do？和What did you do last week？导入，帮助学生学习课文所涉及的新单词及其过去式，为后面课文的学习排除了障碍。对于课文教学，我进行了处理，将其分为三段进行教授，分别采用设置情景、听录音和问问题几种方法。最后通过对课文的整体把握，让学生巩固课文内容，注重培养学生自己阅读的能力，完成书面练习。这样的设计比较有递进层次，学生不会感到有太大的难度，有利易于学生更好地掌握课文。整堂课我都为学生创设了轻松、愉快的氛围，如课前的Free talk为学生巩固旧知识、热身操练口语搭设了展示自我的舞台