牛津小學英語6a教學設計
unit 5 on the farm
一.教學目標:
1.聽懂、會說、會讀和會拼寫單詞holiday, last, early, meet, before, pullup, taste, 四會句型what (else)did you do on monday? i/we…
2.能聽懂、會說、會讀日常交際用語和句型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. what did you do … ?
i …
二。教學重難點
1.整體把握本課對話內容,並能回答出簡單的閱讀理解問題。
2.四會單詞句型holiday, last, early, meet, before, pulltaste, what (else)did you do on monday? i/we…
三.教學過程
step1. free talk:
when』s your birthday?
what date is it today?
what day is it today?
where is your…(利用學生課桌上的文具單複數形式).
step2。presentation
1. t: do you know something about the farm.. now let』s go to the farm.
出示詞彙**。
t: what is he/she doing? do you know?
s: he/she is …
其中八個詞語中 cook, collect, milk, pick,water是已學過的詞語,稍微複習一下學生便掌握了。讓學生了解milk以前的意思為牛奶,在這裡指**,並拼讀這個四會單詞。
plant, taste, pull up 為新內容,讓學生邊讀邊做動作並反覆拼讀。
2.學習國慶節
t: boys and girls, do you know the national day.
learn: national day
t: i watched a film on the national day.
板書,並讓學生觀察動詞有什麼變化。
3.講解過去時態中動詞過去式的變化規則。
1) 不規則變化。
2) 一般情況下動詞後加ed
3) 以不發音的e結尾的加d.
4) 以子音加y 結尾的變y為i再加ed.
4. t: i watched a film on the national day. how about you?
s: i…. (在此鞏固動詞的過去式。)
t: i watched a film on the national day. what did you do?
板書:what did you do?
學讀這個句型。
出示**師生操練what did you do? what else did you do?
引導學生回答:i milked cows. i collected eggs.
i tasted oranges. i visited a farm. i planted trees.
i pulled up carrots.
然後同桌間操練。注意過去式發音
4.聽磁帶跟讀課文,判斷t or f
( )a. nancy watched a cartoon with her parents.
( )b. helen visited a farm with her family at the weekends.
( )c. helen pulled up carrots on monday.
( )d. helen picked oranges and watered trees on tuesday.
step3。consolidation
1. read the dialogue and try to imitate it.
2. talk and say: what did you do on national day holiday?
step4. summary
1. 在總結本課所學重難點內容的基礎上,側重讓學生將單詞和句子大聲朗讀出來。
2. 整體把握對話部分,進行簡單複述。
a. read the dialogue for three times.
the verb phrases in part a
設計意圖:
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、表現慾旺盛等生理和心理特點,我主要採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、遊戲感悟等多法並用的方式組織教學。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。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
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