苏教版(凤凰)牛津英语教案6A U5 A

苏教版（凤凰）牛津英语教案2011
6A Unit 5 教学方案
(第一课时)
第一部分简要说明
一、年级：6年级二、单元：Unit 5
三、课题：On the farm 四、课型：新授课
五、教学内容：单元Part A
六、教学目标：
1．掌握单词、词组National Day, last week, parents, holiday, carrots, watched, visit, watered, pulled up, milked collected, picked, tasted.
2．能听懂、会说、日常交际用语Wonderful! Did you like the film? We all liked it very much. Really?
七、重点难点：初步了解掌握句型：What did you do last week? What else did you do?
I …
第二部分教学过程
第一步：重难点突破
T: Hi, boys and girls. Nice to meet you!
T: Today, we’ll learn Unit 5 On the farm Part A. (同学们，今天我们将学习第五单元A部分。

)
T: First, look at some pictures and answer my questions. (PPT①) 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, let’s look at the pictures.现在,看看图片。

Q1.T: What are they doing?
T: Yes. They are watering flowers and milking a cow.
.Q2. T: What do they often do on Monday?
T: Yes. They collect eggs and pulled carrots.
T: Here is a new phrase. （指银幕，教读1个新词，慢）
Q3. T: What do they often do on Tuesday?
T: Yes. they pick up oranges and taste them.
T: Here are two words.（指银幕，带读2个新词，慢）
T：询问对方经常做什么时，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?(PPT②) (指银幕，重复，慢) 请大声跟我读——。

回答时要将动词做些变动。

Look, (PPT③) let’s read. 注意单词的发音。

这些词就是动词的过去式。

Now, let’s practice.
T: What did you do last week?
T：Yes, I watered trees … .（指银幕，带读，慢）
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? 回答时用动词过去式。

同学们，下面就请你们使用这些词和小伙伴们练习吧。

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。

）
第二步：课文学习
T: Well, I think you did a good job. Look at the picture. (PPT④) 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). (PPT④)（指银幕，重复，慢）
T: The National Day holiday. (PPT④)（指银幕，重复、慢）
T: Look at these new words. early，(指银幕，重复、慢)
T：This word: meet. Read after me.
T: We can say ‘I go to school early’. ‘Helen meets Nancy in the playground.’ You make some sentences with the word: early, meet. 请你用early, meet造句。

T: 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, early, meets（半分种停顿）
T：Now answer the questions.
T: Well done. You did a great job.
T：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，请你仔细听，并回答问题。

(PPT⑥)
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 Nancy in the school playground.
T：What did you Nancy do on Wednesday?
T: Yes, she watched a film with he 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? (PPT⑦) Let’s 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 the farm?
T: Right. She watered trees and pulled up carrots. (带读词组和句子)
T: She watered trees and pulled up carrots on the farm. What else did she do?
你还干别的吗？（带读句子）
T：Yes. She milked cows and collected eggs. (带读milked cows, collected eggs)
T: Was that fun? 有趣吗？
T: That was fun. (带读句型)
T: There were apple trees, orange trees and pear trees. Did Helen pick and taste them?
T: Yes, she picked and tasted. (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。

（PPT⒀）
T：Now, open you books, let’s listen and repeat. ( 放录音，学生跟读每句间停顿。

)现在，请同学们打开书，听录音跟读课文，然后在你们老师的安排下分角色朗读课文。

（本步骤设计说明：本部分教师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。

）
第三步：巩固操练
T: Now, we have known 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. (PPT⑧显示图和题目内容) Nancy 告诉Yang Ling关于她和Helen的谈话。

请你根据课文文章，对它们俩的内容进行判断。

T：OK. Let’s check our the answer. 请你来核对一下的答案）。

（小组活动判断。

）（结束语
（本节课我们一起学习了发生在过去动作的对话，希望同学们在课后好好复习。

并同小伙伴们一起表演一下。

）
T: Ok, so much for this class. See you next time.
第三部分说明
本节课教师通过一般现在时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，教师进行了处理，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，在让学生巩固课文内容，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，易于学生更好地掌握课文。