牛津小学英语 6A Unit5 On the farm（精选2篇）
牛津小学英语 6A Unit5 On the farm 篇1
一、说教材
今天我说课的内容是牛津小学英语6a unit5 on the farm的第一课时，主要学习cook, water, pick, taste, else, did, last及其中动词的过去式，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练运用。
二、说教法、学法
为了突破本堂课的重、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，我主要采取了以任务型教学模式为主，以活动，合作为主线，遵循“听说领先，读写跟上”的原则，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”的单一教学模式，促进语言实际运用能力的提高。
三、说教学目标
《英语课程标准》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形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。在认真分析教材的基础上,我针对学生实际，将本课时的教学目标确定如下:
1、知识目标
（1）能正确地听、说、读、写cook, water, pick, taste, else, did, last
（2）能听、说、读、写句型 what (else) did you do? i…, 并能在真实情景中加以运用
2、能力目标
(1) 能听懂let’s do中的指令并做出相应动作.,如water the flower
(2) 能区分农场的动物, 培养学生灵活运用所学知识进行交流的能力.
3、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竞争的竟识。
（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）培养学生的合作交流能力。
四、说教学重点
1、能正确地听、说、读、写单词cook, water, pick, taste, else, did, last
2、能听、说、读、写句型 what (else) did you do? i…, 并能在真实情景中加以运用
五、说教学难点：
1、句型 what (else) did you do? 的读音及其运用
2、 能正确运用动词的过去式，并掌握动词过去式的变化及读音
六、说教学准备：单词卡片，相关实物，头饰及课件
七、说教学程序
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. （教师在一个学生面前做动作）
t: follow me, please. （教师和他/她一起做）
t: clean, clean, clean the desk, （教师在两个学生面前做动作）
t: follow me, please. （教师和他们一起做）
t: play, play, play the violin. (教师做动作)
t: boys, follow me. (教师和男生一起做动作)
t: listen, listen, listen to the music. （教师做动作）
t: girls, follow me. (教师和女生一起做动作)
t：now follow me together. (学生跟老师一起边说边做)
3、 free talk
(以歌曲导入能很好地吸引学生的注意力，也有利于为课堂教学创造一个良好的英语学习氛围，随后的chant再一次激起了学生学习英语的欲望。)
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. （教师手指着last weekend, 强调说这句话）
教读 last, last weekend, 可以引申到last monday, last tuesday…
2、教授 cook, cooked food
t：(戴好yang ling头饰) oh, i can’t find mum, where’s she?
ss: look, she’s in the kitchen.（同步展示课件）
t：thank you. wo, it smells delicious, i’m hungry. what is she doing now? (教师做流口水状) let me see. oh, she’s cooking the food. are you hungy?
ss: yes.
t: ok, now let’s cook the food together.
逐步出示单词卡片cook, cooked food
师领读，生跟读，拼读，并加以动作
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?
领读，跟读，个体读，整体读
(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.（教师展示狮子王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. (课件展示)
出示单词卡片water, watered flowers
领读，跟读，个体读，整体读，加以动作
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)
引导学生说出what else did you do？
出示句型，领读，跟读
6、教授 pick, picked oranges
taste, tasted the fruit
the similar method
（在教单词与句子的时候要做到将两者恰倒好处的结合，做到“词不离句，句不离词”，重视对学生思维，观察能力的培养，特别是对学生合作学习能力的培养，让学生们们在师生，生生，小组等不同的合作方式中，学会倾听，学会评价，为学生的终身学习奠定基础。）
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
（游戏向来是学生们喜闻乐见的，游戏的加入不仅仅给了学生一个放松的机会，也在无形中促进了学生对所学知识的巩固。）
step4 consolidation
1、sum-up: 今天我们学习了怎样用英语表达发生在过去的事情---一般过去时, 这时动词的形式就要发生变化,既用它的过去式形式.
l 规则动词的过去式词尾变化:
（1）一般情况下加ed,如played, milked.
（2）以不发音字母e结尾的加d,如liked.
（3）以辅音字母+y结尾的变y为i,再加ed,如study—studied.
i milked cows yesterday.
l 规则动词的词尾读音:
（1）在浊辅音和元音后读/ d /,如lived.
（2）在清辅音后读/t /, 如liked, helped.
（3）在/ t/,/ d /音后读/ 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
×
(调查活动能充分调动学生运用所学英语与他人交流的积极性和主动性，不但活跃了课堂气氛， 也使得课堂教学达到了学以致用的目的。)
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、说板书设计
unit 5 on the farm
a: what did you do last weekend?
b: i......单词卡片
a: what else did you do?
b: i.......单词卡片
牛津小学英语 6A Unit5 On the farm 篇2
教学内容
《义务教育课程标准实验教科书牛津小学英语》6a第五单元第二教时（listen，read and say）。
一.教学目标
1. 能正确的听、说、读、写词汇holiday,last,early,meet,before 能正确的听，说， 读词汇 fun,national day,a film,wonderful
2. 能正确的听、说、读句型what (else) did you do…?we/i…
3. 能正确地运用对话中的日常交际用语和三会句型 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. 能正确地理解、掌握对话内容，并能朗读、初步表演对话。
5. 能运用本课所学语言谈论过去所做的事情。
二.教学重点
能正确地理解、掌握对话内容，并能朗读、初步表演对话。
三.教学难点
能比较流畅的朗读对话，并能在掌握对话的基础上运用本课所学语言谈论过去所做的事情。
四.课前准备
1. 教具准备
a.单词，句型卡片。
b.练习题纸。（每人一张）
c.设计并制作多媒体教学课件，准备多媒体教学的设施。
2. 板书准备：预先写好课题unit 5 on the farm
五.教学过程
a greetings(约5分钟)
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: …(此环节通过谈论照片中所发生的事情检查学生对第一课时b.c所学知识的掌握情况，为学习新课做铺垫)
b presentation and practice(约22分钟)
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: … （教师对学生的昨日活动进行评论，插入wonderful! that was fun! 并板书领读）
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 .(呈现句型板书did you...? yes,i did./no, i didn’t.)
t:（教授句型并领读）
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: …(在学生的谈论中，引导学生使用great! wonderful! that was fun!等进行恰当评论，从而培养学生认真听的良好习惯)
（这一步从第一课时的过去时态的特殊疑问句过渡到一般疑问句的教学，并结合学生的生活实际，引导学生在有意义和有趣的情景中练习和运用所学语言，学生有话可说，充满兴趣，而非直接机械的练习）
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. (教授词汇last week，并请学生组词)
t: here is the picture of the farm. was it beautiful?(出示农场图，鲜艳的色彩，可爱的动画，激发了学生说的欲望)
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.(呈现相关句型的板书，示范引导)
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.(引导学生进行记忆复现，培养训练了学生的记忆能力)
t: well done. can you make a summarize? what was on the farm?
s: there was/were … on the farm.(在记忆复现的基础上让学生进行总结，并用自己的语言进行描述，提高了学生的口语表达能力)
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.(教授词汇national day，板书并请学生读，注意纠正发音)
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. (播放引言两遍)
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.(在学生回答问题的过程中教授新单词)
t: let’s listen and repeat.
ss: …
t: what are they saying?listen!(播放课文对话)
ss: listen.
t: here’re two questions for you. can you read?(出示问题)
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: …(让学生在听的准确，听得理解的基础上，再让学生模仿、朗读，有助于培养学生听的习惯和良好的语感，从而为语言输出做准备)
c.listen,read and say(约6分钟)
1.听、读对话全文，学习课文。
2.学生模仿跟读对话，
3.学生分角色朗读对话，教师巡视并给予个别辅导。
4.学生完成补全短文练习，教师给予反馈及恰当评价。
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.
（通过读课文做练习，检查并培养了学生的理解能力和口语表达能力，调动了学生的理解，促进课堂学习效率）
d. consolidation(约6分钟)
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:(学生分四小组讨论)
s:(say the story)
t: wonderful! can you write it down?
exicese2: write a story.
it was the national day holiday. i
(让学生用自己的语言来叙述自己的故事，给学生提供拉真实的情景去使用语言，以活动促说，以活动促用，充分体现了任务型教学理念，发展了学生的语言技能，提高了学生应运用语言的能力)
e. homework.（约1分钟）
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.板书设计
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.教学反思
本课围绕“谈论过去所做的事情”这一话题展开教学活动。在教学过程中。我利用多媒体教学课件辅助教学，使活动变的更为直观，学生们叫喜欢此形式。本课生词句型较多，学生在理解和学习课文的过程中有难度。我采用 了情景教学的做法，理清课文思路，将本课内容逐步创设在具体的生活情景中，有效分解课文学习的难度，突出了本课的重点与难点内容。想英语课程标准倡导“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，结合课文学习内容，结合学生的兴趣和已有经验，展开调查、说话、写话等活动，引导学生在学中用，用中学，充分培养了学生的听、说、读、写四个方面的语言技能，促进了学生似的中综合语言运用能力的发展。
反思整个教学活动也发现存在一些不足之处。首先针对六年级的学生的年龄特征和知识基础，教师课堂上教学的侧重点应该是语段和语篇，而不应该在单词的教学上花费太多的时间，单词的教学甚至可以安排在课前。另外，在传授新知的时候，要注意知识的拓展，延伸,增加语言信息的输入量。
