牛津小學英語 6A Unit5 On the farm（精選2篇）
牛津小學英語 6A Unit5 On the farm 篇1
一、說教材
今天我說課的內容是牛津小學英語6a unit5 on the farm的第一課時，主要學習cook, water, pick, taste, else, did, last及其中動詞的過去式，以及句型what did you do last weekend? what (else) did you do?并能在一定的情景中熟練運用。
二、說教法、學法
為了突破本堂課的重、難點，根據小學生好奇、好勝、好動、模仿力強、表現欲旺盛等生理和心理特點，我主要采取了以任務型教學模式為主，以活動，合作為主線，遵循“聽說領先，讀寫跟上”的原則，讓學生在教師的指導下，通過感知、體驗、實踐、參與和合作、游戲感悟等多法并用的方式組織教學。徹底改變傳統的“授— 受”的單一教學模式，促進語言實際運用能力的提高。
三、說教學目標
《英語課程標準》指出：激發和培養學生學習英語的興趣，使學生樹立自信心，養成良好的學習習慣和形成有效的學習策略，發展學生自主學習的能力和合作精神是小學英語教學的基本任務。在認真分析教材的基礎上,我針對學生實際，將本課時的教學目標確定如下:
1、知識目標
（1）能正確地聽、說、讀、寫cook, water, pick, taste, else, did, last
（2）能聽、說、讀、寫句型 what (else) did you do? i…, 并能在真實情景中加以運用
2、能力目標
(1) 能聽懂let’s do中的指令并做出相應動作.,如water the flower
(2) 能區分農場的動物, 培養學生靈活運用所學知識進行交流的能力.
3、情感目標
（1）培養學生注意觀察、認真模仿的良好習慣和主動競爭的竟識。
（2）激發學生學習英語的興趣，使學生樹立學習英語的自信心。
（3）培養學生的合作交流能力。
四、說教學重點
1、能正確地聽、說、讀、寫單詞cook, water, pick, taste, else, did, last
2、能聽、說、讀、寫句型 what (else) did you do? i…, 并能在真實情景中加以運用
五、說教學難點：
1、句型 what (else) did you do? 的讀音及其運用
2、 能正確運用動詞的過去式，并掌握動詞過去式的變化及讀音
六、說教學準備：單詞卡片，相關實物，頭飾及課件
七、說教學程序
step 1、 warm up
1、 sing a song: old macdonald had a farm
2、 say a chant
t: boys and girls, let’s say a chant, ok?
t: open, open, open the door. （教師在一個學生面前做動作）
t: follow me, please. （教師和他/她一起做）
t: clean, clean, clean the desk, （教師在兩個學生面前做動作）
t: follow me, please. （教師和他們一起做）
t: play, play, play the violin. (教師做動作)
t: boys, follow me. (教師和男生一起做動作)
t: listen, listen, listen to the music. （教師做動作）
t: girls, follow me. (教師和女生一起做動作)
t：now follow me together. (學生跟老師一起邊說邊做)
3、 free talk
(以歌曲導入能很好地吸引學生的注意力，也有利于為課堂教學創造一個良好的英語學習氛圍，隨后的chant再一次激起了學生學習英語的欲望。)
step 2、 presentation and practice
1、教授 last
t: what day do you like best?
s1: i like friday.
s2: i like sunday, miss zhang, and you?
t: oh, i like weekend best. last weekend, i was very happy. （教師手指著last weekend, 強調說這句話）
教讀 last, last weekend, 可以引申到last monday, last tuesday…
2、教授 cook, cooked food
t：(戴好yang ling頭飾) oh, i can’t find mum, where’s she?
ss: look, she’s in the kitchen.（同步展示課件）
t：thank you. wo, it smells delicious, i’m hungry. what is she doing now? (教師做流口水狀) let me see. oh, she’s cooking the food. are you hungy?
ss: yes.
t: ok, now let’s cook the food together.
逐步出示單詞卡片cook, cooked food
師領讀，生跟讀，拼讀，并加以動作
3、 授句型 what did you do last weekend?
(1)t: at the beginning of our class, i said i was very happy last weekend. do you want to know? you may ask me “what did you do last weekend?”
出示句型卡片what did you do last weekend?
領讀，跟讀，個體讀，整體讀
(2) practice
ss: miss zhang, what did you do last weekend?
t: i watched vcd. it was called “ the king lion”. it was very interesting.（教師展示獅子王vcd）
ss: miss zhang, what did you do last weekend?
t: i cooked food.
4、教授 water, watered flowers
(1) s1: what did you do last weekend?
t: i watered the flower. (課件展示)
出示單詞卡片water, watered flowers
領讀，跟讀，個體讀，整體讀，加以動作
5、教授what else did you do last weekend?
t： i was very happy last weekend. do you want to know more? you can ask me like this “what else did you do?” (口型暗示)
引導學生說出what else did you do？
出示句型，領讀，跟讀
6、教授 pick, picked oranges
taste, tasted the fruit
the similar method
（在教單詞與句子的時候要做到將兩者恰倒好處的結合，做到“詞不離句，句不離詞”，重視對學生思維，觀察能力的培養，特別是對學生合作學習能力的培養，讓學生們們在師生，生生，小組等不同的合作方式中，學會傾聽，學會評價，為學生的終身學習奠定基礎。）
step3 have a rest
1、 play a game: listen and act, look and say
2、 say a chant: did, did, what did you do last weekend?
cook, cook, i cooked food
did, did, what did you do last weekend?
water, water, i watered the flower
did, did, what did you do last weekend?
pick, pick, i picked oranges
did, did, what did you do last weekend?
taste, taste, i tasted the fruit
（游戲向來是學生們喜聞樂見的，游戲的加入不僅僅給了學生一個放松的機會，也在無形中促進了學生對所學知識的鞏固。）
step4 consolidation
1、sum-up: 今天我們學習了怎樣用英語表達發生在過去的事情---一般過去時, 這時動詞的形式就要發生變化,既用它的過去式形式.
l 規則動詞的過去式詞尾變化:
（1）一般情況下加ed,如played, milked.
（2）以不發音字母e結尾的加d,如liked.
（3）以輔音字母+y結尾的變y為i,再加ed,如study—studied.
i milked cows yesterday.
l 規則動詞的詞尾讀音:
（1）在濁輔音和元音后讀/ d /,如lived.
（2）在清輔音后讀/t /, 如liked, helped.
（3）在/ t/,/ d /音后讀/ id /,如tasted.
2、 do a survey
a: what did you do last weekend?
b: i …
miss zhang
cooked food
√
watered flowers
√
picked oranges
×
tasted the fruit
√
cleaned the bedroom
√
played the violin
×
played basketball
√
watched tv
×
(調查活動能充分調動學生運用所學英語與他人交流的積極性和主動性，不但活躍了課堂氣氛， 也使得課堂教學達到了學以致用的目的。)
step4 homework
1、 write down your report
2、 preview “read and say” of unit5, try to recite by yourselves
3、 make a similar dialogue of part c
八、說板書設計
unit 5 on the farm
a: what did you do last weekend?
b: i......單詞卡片
a: what else did you do?
b: i.......單詞卡片
牛津小學英語 6A Unit5 On the farm 篇2
教學內容
《義務教育課程標準實驗教科書牛津小學英語》6a第五單元第二教時（listen，read and say）。
一.教學目標
1. 能正確的聽、說、讀、寫詞匯holiday,last,early,meet,before 能正確的聽，說， 讀詞匯 fun,national day,a film,wonderful
2. 能正確的聽、說、讀句型what (else) did you do…?we/i…
3. 能正確地運用對話中的日常交際用語和三會句型 did you like the film? it was a funny cartoon. we all liked it very much.. were there any fruit trees on the farm? there were apple trees,orange trees and pear trees.
4. 能正確地理解、掌握對話內容，并能朗讀、初步表演對話。
5. 能運用本課所學語言談論過去所做的事情。
二.教學重點
能正確地理解、掌握對話內容，并能朗讀、初步表演對話。
三.教學難點
能比較流暢的朗讀對話，并能在掌握對話的基礎上運用本課所學語言談論過去所做的事情。
四.課前準備
1. 教具準備
a.單詞，句型卡片。
b.練習題紙。（每人一張）
c.設計并制作多媒體教學課件，準備多媒體教學的設施。
2. 板書準備：預先寫好課題unit 5 on the farm
五.教學過程
a greetings(約5分鐘)
1.oral english
t:who’s on duty today?
s:i am
t:what date is it?
s:it’s…
t:what day is it?
s:it’s…
t:how’s the weather like today?
s:it’s fine.
2.free talk
t: yesterday was fine too. some children visited a farm with their teacher. they were happy on the farm. what did they do on the farm? do you want to know? let’s look! (出示照片)
t: what did he/she do?
s:he/ she…
t: can you ask and answer like this?
s-s: …(此環節通過談論照片中所發生的事情檢查學生對第一課時b.c所學知識的掌握情況，為學習新課做鋪墊)
b presentation and practice(約22分鐘)
1.t: the children had a good time (on the farm) yesterday. i think you had a good time, too. what (else) did you do yesterday?
s: … （教師對學生的昨日活動進行評論，插入wonderful! that was fun! 并板書領讀）
t: can you ask me?
s: yes, i can. what did you do yesterday?
t: i watched a film yesterday. its name is “gafild” .did you watch it before? did you like the film?
ss: yes, i did./no, i didn’t .(呈現句型板書did you...? yes,i did./no, i didn’t.)
t:（教授句型并領讀）
ss: …
t: did you do your homework yesterday?
did you play the computer yesterday?
did you get “a” yesterday?
s: yes, i did./no, i didn’t.
t: can you ask your partner like this?
s-s: …(在學生的談論中，引導學生使用great! wonderful! that was fun!等進行恰當評論，從而培養學生認真聽的良好習慣)
（這一步從第一課時的過去時態的特殊疑問句過渡到一般疑問句的教學，并結合學生的生活實際，引導學生在有意義和有趣的情景中練習和運用所學語言，學生有話可說，充滿興趣，而非直接機械的練習）
2.t:（承上）oh, you did a good job. did you visit a farm before?
s: yes, i did./no, i didn’t.
t: i visited a farm last week. (教授詞匯last week，并請學生組詞)
t: here is the picture of the farm. was it beautiful?(出示農場圖，鮮艷的色彩，可愛的動畫，激發了學生說的欲望)
s: yes, it was.
t: what was on the farm?
s: there was/were … on the farm.
t: do you remember the things on the farm? now tell me what was the farm? you can say like this?
was/were there…?
yes, there was/were.
no, there wasn’t/weren’t.(呈現相關句型的板書，示范引導)
s: was there a dog?
ss:yes, there was./ no, there wasn’t.
s: were there any fruit trees?
ss: yes, there were./ no, there weren’t.(引導學生進行記憶復現，培養訓練了學生的記憶能力)
t: well done. can you make a summarize? what was on the farm?
s: there was/were … on the farm.(在記憶復現的基礎上讓學生進行總結，并用自己的語言進行描述，提高了學生的口語表達能力)
t: wonderful!let ’s say to him/her “you’re wonderful!”
3. t: ok. i visited the farm last week. i was so happy. my friend helen visited a farm on the national day holiday too. look, it is national day. national day is the birthday of our motherland. the national day is from 10/1 to 10 /7.(教授詞匯national day，板書并請學生讀，注意糾正發音)
t: helen had a wonderful time with her family on the national day holiday. and her friend nancy had a good time too. let’s listen. (播放引言兩遍)
t: what holiday was it last week?
s: it was the national day holiday.
t: does helen go to school late today?
s: no, she doesn’t. she goes to school early.
t: where does she meet nancy?
s: in the school playground.
t: and when?
s: before class.(在學生回答問題的過程中教授新單詞)
t: let’s listen and repeat.
ss: …
t: what are they saying?listen!(播放課文對話)
ss: listen.
t: here’re two questions for you. can you read?(出示問題)
ss: a. what did nancy do on the national day holiday?
b. what did helen do on the national day holiday?
t: can you answer? don’t worry, let’s listen again.
ss: listen.
t-ss: (answer the questions.)
t: now please open your books. turn to page 38. please read after the tape.
ss: …(讓學生在聽的準確，聽得理解的基礎上，再讓學生模仿、朗讀，有助于培養學生聽的習慣和良好的語感，從而為語言輸出做準備)
c.listen,read and say(約6分鐘)
1.聽、讀對話全文，學習課文。
2.學生模仿跟讀對話，
3.學生分角色朗讀對話，教師巡視并給予個別輔導。
4.學生完成補全短文練習，教師給予反饋及恰當評價。
exercise1: according to the passage, fill in the blanks.
it was _____ _____ _____ _____ last week. nancy_____ _____ ______ with her parents on wednesday. it was a funny cartoon. helen _____ _____ _____ with her family on monday and tuesday. on monday they _____ _____ and _____ _____ ______. on tuesday they _____ _____ and _____ _____. what else did they do? they _____ _____ _____ _____ and _____ them. they _____ very happy.
（通過讀課文做練習，檢查并培養了學生的理解能力和口語表達能力，調動了學生的理解，促進課堂學習效率）
d. consolidation(約6分鐘)
t: helen and nancy were very happy on the national day holiday. they had a colorful holiday. now can you tell the story about your national day holiday?
ss:(學生分四小組討論)
s:(say the story)
t: wonderful! can you write it down?
exicese2: write a story.
it was the national day holiday. i
(讓學生用自己的語言來敘述自己的故事，給學生提供拉真實的情景去使用語言，以活動促說，以活動促用，充分體現了任務型教學理念，發展了學生的語言技能，提高了學生應運用語言的能力)
e. homework.（約1分鐘）
1.listen to the tape and read after it.
2.copy the new words and phrases for three times.
3.finish the story about your holiday.
六.板書設計
unit 5 on the farm (a)
film
last week did you …?
the national day holiday yes, i did./no, i didn’t.
meetwas/were there…?
early-late yes, there was./were.
before-afterno, there wasn’t./weren’t.
wonderful!
that was fun!
七.教學反思
本課圍繞“談論過去所做的事情”這一話題展開教學活動。在教學過程中。我利用多媒體教學課件輔助教學，使活動變的更為直觀，學生們叫喜歡此形式。本課生詞句型較多，學生在理解和學習課文的過程中有難度。我采用 了情景教學的做法，理清課文思路，將本課內容逐步創設在具體的生活情景中，有效分解課文學習的難度，突出了本課的重點與難點內容。想英語課程標準倡導“任務型”的教學途徑，以培養學生綜合語言運用能力。在教學中，我努力貫徹這一理念，結合課文學習內容，結合學生的興趣和已有經驗，展開調查、說話、寫話等活動，引導學生在學中用，用中學，充分培養了學生的聽、說、讀、寫四個方面的語言技能，促進了學生似的中綜合語言運用能力的發展。
反思整個教學活動也發現存在一些不足之處。首先針對六年級的學生的年齡特征和知識基礎，教師課堂上教學的側重點應該是語段和語篇，而不應該在單詞的教學上花費太多的時間，單詞的教學甚至可以安排在課前。另外，在傳授新知的時候，要注意知識的拓展，延伸,增加語言信息的輸入量。