教學課題：

　　譯林版《牛津小學英語》6A第五單元PartA（Listen，read and say）

　　教材分析：

　　本課是江蘇譯林版牛津英語6A Unit5的中第一教時的內容，這是學生初次接觸過去時，只要求學生能在教學過程中，掌握其時態結構和過去分詞的構成，并能對自己在過去做的一些事情進行描述。由于之前已經學過一般現在時，所以在制定教學步驟的過程中，通過和一般現在時進行比照，來掌握一般過去式的結構。

　　教學方法：

　　我將采用情景法、游戲教學法、直觀演示法、交際法等教學方法，以學生為主體，以過去式話題為核心，以語言功能為主線，以任務型活動為媒介，從學生的學習興趣、生活經驗和認知水平出發，使學生通過感知、體驗、實踐、參與、合作與交流的方式實現任務目標，使課堂活起來，讓學生動起來，從而達成上述的知識與技能目標。

　　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、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。

　　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。

　　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。

　　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

　　教學過程：

　　Step 1 Greeting and warming-up

　　1. T-Ss greet.（師生問好，活躍課堂，拉近師生距離）

　　2. T: Look at this man, what’s his job?

　　Ss: He is a farmer.

　　T: His name is Macdonald. He has a beautiful farm.

　　Before class, let’s listen to a song, it’s about Macdonald and his farm.

　　Step 2 Presentation and practice

　　1. Teach: National Day ,holiday, last

　　T: What day/date is it today?

　　出示CAI指名回答 These seven days is this week.（CAI出示 this week）

　　These seven days was last week.（ CAI出示 last week）

　　T: What date was it? 指名回答

　　T: Yes. It was the first of October.

　　And it was the National Day. （CAI出示National Day領讀）

　　When National Day comes ,we usually have a long holiday . I had a wonderful holiday.

　　2 .T：Do you want to know what I did this National Day holiday?

　　You can ask me what did you do?

　　指名幾個學生提問，可提醒學生看黑板上早已貼好的句子。 再次要求學生一起提問，師回答。

　　3.活動： washed clothes, played computer games, watched a funny cartoon, went to my father’s farm.

　　幻燈片呈現，讓學生了解老師的活動

　　T:OK, boys and girls. Do you want to go to the farm?

　　Ss: Yes. CAI 出示農場里人們干活的場景

　　T：OK，here we are. Now we’re on the farm.

　　What can we do on the farm？Can you guess? 指名回答 CAI 出示

　　S1:Milk cows.

　　T：Great. I can’t milk cows. Can you teach me? 示意學生動作。

　　教師邊動作邊帶領學生朗讀milk cows 同時出示詞組 貼到黑板上

　　T：What can we do?指名學生回答

　　S2：?

　　T：Good. Collect eggs. （CAI出示）師帶領學生邊做動作讀詞組。同時出示詞組 貼到黑板上

　　T：What else can we do?指名回答 S3：?

　　T：Right. Water flowers. 帶領學生讀短語。

　　T：What else can we water? It’s big and green.

　　Ss：Water trees.

　　T: Good. 出示詞組 water trees 帶領學生朗讀，并將詞組貼到黑板上。

　　T：What else can we water? It’s on the ground. 指名回答

　　Ss: Water grass. 看CAI, T :What are these? They’re carrots. 領讀carrot 出示單詞圖片 pull up carrots

　　T: Let’s pull up carrots.師帶領學生做動作讀詞組，并將詞組貼到黑板上。

　　T：What else can we do？

　　S4:?

　　T：Boys and girls, let’s pick oranges. Boys ,you’re tall and strong, please stand up and pick oranges.

　　師帶領男學生們做動作讀詞組，并將詞組貼到黑板上。 出示一籃子橘子。

　　T：What are these? Ss：They’re oranges.

　　T: Do you want to taste my oranges?問幾組學生，Do you want to taste my oranges?

　　給學生分發橘子 出示 taste oranges 單詞圖片 Let’s learn how to read it.帶領學生讀/ei/，/ei/,taste.

　　Step 3 Listen, read and say

　　1 .T: Helen was on the farm last week. What did she do last week? Let’s ask her together, OK? CAI 出示問題，引導學生提問，What did you do last week? CAI 出示答案。

　　T: What did she do last week? Ss: She visited a farm?。

　　T: Yes, Helen visited a farm with her family on Monday and Tuesday.

　　Do you want to visit a farm? 出示詞組 visit a farm 領讀數遍，并將詞組貼到黑板上。

　　T：Helen visited a farm. Here ed is pronounced /id/,領讀 visited，將ed貼到黑板上visit后面。

　　2. T：What did Helen do on Monday? Who can ask? CAI出示，指名學生提問。

　　T: What did Helen do on Monday? 引導學生一起回答，She watered trees. 拿出ed/d/,領讀短語數遍。并將后綴貼到黑板原詞組后面。

　　T: What else did Helen do? Let me ask her. 師問What else did you do on Monday, Helen?，please listen ！ CAI出示答案。

　　3. T: What else did she do? Together answer.

　　Ss: She pulled up carrots. 師出示ed/d/,領讀單詞，并將后綴貼到原來單詞后面。

　　T: Helen visited a farm on Monday. She pulled up carrots and watered trees. 貼圖Mon. How about Tuesday? Can you ask her? Boys have a try. 要求男生齊問。CAI出示答案。

　　4. T: What did she do on Tuesday?

　　Ss: She milked cows. 出示 ed/t/ 領讀該詞組，并將ed貼到原單詞后面。

　　5. T: What else did she do on Tuesday?

　　Ss: She collected eggs.

　　T: Here ed is pronounced /t/,/d/ or/id/?Which one? 引導學生一起復述，Helen visited a farm. On Monday she watered trees and pulled up carrots.

　　T: How about Tuesday?

　　Ss: he milked cows and collected eggs.

　　6. T: Helen did a lot of things on a farm.

　　What else did she do on the farm? Let’s watch the cartoon. 出示CAI，

　　T: What else did Helen do on the farm? 再次出示CAI，提醒學生看屏幕。

　　Ss: She picked oranges. 師拿出ed，

　　T：Who can add ed for us?指名，stick for us.領讀picked oranges

　　T: She picked oranges and tasted them.師做動作表明品嘗。Which one？指名回答。

　　Here ed is pronounced /id/ ,who can add for us?指名加后綴。

　　7. T：Were there any fruits on the farm?

　　Ss：Yes.

　　T: Were there any apple/pear/banana trees on the farm? 學生齊答。 引導學生齊說

　　Ss: There were apple trees, orange trees and pear trees.

　　T: Nancy wants to go to the farm. So I think the farm is wonderful.（出示wonderful一詞，領讀）

　　8. T: Helen did a lot of things on the farm.

　　She had a wonderful holiday.

　　But her friend Nancy also had a good time, what did she do last week?

　　Let’s listen, read and choose. CAI出示，學生聽。

　　提供問題，what did Nancy do last week? OK, you can choose. CAI出示選項。師讀三條選項。指名學生回答。

　　出示 watch a film.詞組領讀。 Here ed is pronounced /t/.指名讀音素。并將單詞卡片貼到黑板上。

　　9. T: Nancy watched a film with her family.

　　Did she like the film?

　　Did her family like the film?

　　Yes, they all like the film very much.

　　T: Let’s enjoy the whole cartoon.播放整篇課文錄音。

　　Do you like the cartoon? Ss: Yes.

　　T: It’s interesting. CAI出示課文前言。

　　T：Please read the narration and try to answer the questions. Read by yourself. 學生自讀前言。

　　T：Attention please. OK, show time. Is the first day of school after the holiday today? 指名回答，帶領學生讀體現該答案的原句。

　　10. T: Take out your books and turn to P38,let’s read after the tape, please try to imitate it.跟錄音讀。

　　跟讀過程中教授 fun 出示單詞卡片 貼到黑板上 出示CAI，Here are five sentences for you. Read and judge, whether they’re true or false.要求學生拿出課前發的判斷題，學生自己答題。

　　T: Let’s check the answer. 集體校對。 提醒學生看黑板。

　　11. T：Look at the screen. Here’re five pictures from the dialogue. I’d like to read it. I want to be Helen. Who wants to be Nancy? 指名一個學生與師示范朗讀。

　　T：Choose one picture which you like and practise it with your partner. 學生選擇一幅圖操練 指名學生朗讀。

　　Step 4 Retell the dialogue

　　根據黑板上的短語，指名要求學生復述課文。 （通過復述課文，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。）

　　Step 5 Do a report

　　T: I had a good time this National Day holiday.

　　Please look at the screen.（CAI） 學生看視頻表格，師描述自己的國慶節假期。

　　T: According to the things what I did, complete the passage. Please take out the paper and write down the words. 學生自己根據表格完成短文。

　　校對，指名一個學生朗讀短文。

　�。ㄗ寣W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）

　　Step 6 Assign homework

　　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