六年級英語：6A Unit 5 On the farm教案

小學英語新課程標準教材

英語教案

（2019—2020學年度第二學期）

學校：_______________________

年級：_______________________

任課教師：_______________________

英語教案/小學英語/小學六年級英語教案

編訂：XX文訊教育機構

小學英語教案

文訊教育教學設計

6AUnit5Onthefarm教案

教材簡介:本教材主要用途為通過學習英語的內容，提高學生的語言技能，增加一項語言

能力，有利于國際化的日常交流、生活、工作等，本教學設計資料適用于小學六年級英

語科目，學習后學生能得到全面的發(fā)展和提高。本內容是按照教材的內容進行的編寫，

可以放心修改調整或直接進行教學使用。

一、teachingaims:

1.fourskillswordsandphrases:did,milk,pullup,taste,cook,collect,water,

pick.

2.threeskillswords:afarm,acarrot,acow.

3.fourskillsdrills:whatdidyoudo????i???(ed)???.whatelsedidyoudo?i???

(ed)

二、teachingdifficulties:thepronunciationofpastformsofverbs.

三、teachingaids:multi-media,wordscards,andsomeoranges.

四、teachingprocedure:

step1warmupandfreetalk

enjoyasongtogether“oldmacdonaldhadafarm.”.

t:goodmorning,boysandgirls.

第2頁共"頁

小學英語教案

文訊教行教學設計

whatday/dateisittoday?

whatday/datewasityesterday?

howdoyouspendyourweekends?

whatdoyouusuallydoattheweekends?

goal:withthehelpofthesong“oldmacdonaldafarm."，tomake

studentsknowthatwhatwewilllearntodayisabout“farm”.thenremindthem

oftheverbphraseslearnedbefore,andalso,thisstepisnecessaryforthebeginning

ofanenglishclass.

step2lead-inandpresentation

1.1:(showanoldmanwiththehelpofcai)thismyfriend,oldmac.heis

afarmer,let'ssay"hello“tohim.

ss:hello,oldmac.

oldmac:hello,children.

t:heisafarmer,sowheredoeshework?heworkshome?heworksatschool?

ss:heworksonthefarm.

t:yes,heusuallyworksonthefarm,(teach“onthefarm“andwriteit

第3頁共"頁

小學英語教案

支用教行教不設計

ontheblackboardasthetitle)

2.t:whatcanhedoonthefarm?icangiveyousomehints,(showpicturesof

“aglassofmilk”and"cows")whatcanyousee?

ss:icanseeaglassofmilk.

t:good,canyouspell“milk”?

s2:h-o-w.

t:whocanspell"cow"?/k/,thatisletter"c",

s3:c-o-w.

t:excellent,hecanmilkcowsonthefarm,(showpictureof“milkcows”and

writethisphraseontheblackboard)

ss:hecanmilkcows.

3.t:whatelsecanhedo?(showpicturesof“pullupcarrots“and^collecteggs

anddotheaction.)

ss:hecanpullupcarrots,collecteggs(dotheactionwhilesayingthis

sentences.)

(teach“pullupcarrots,collecteggs”,andwritethemontheblackboard.)

第4頁共"頁

小學英語教案

丈瓜教育教學設計

goal:inordertohelpsstomakethedifferencebetweenthepresentforms

andthepastformsofverbs,ishowthesephrasesinthewayofpresent

forms,andialsothinkthewayipresentthewordscanhelpstudentsto

masterthepronunciationandspellingeasily.

4.t:lastweekend,oldmacstillworkedonthefarm,doyouknowulast

weekendn?(teach:last,lastweekend)

t:let'saskoldmac,whatdidyoudolastweekend?

t/ss:hey,oldmac,whatdidyoudolastweekend?(showthissentenceonthe

blackboard.)

oldmac:imilkedcows.

t:oh,hemilkedcows,(write"/t/"infrontof“milk"and"ed"behind“milk”

ontheblackboard.)

t:whatelsedidyoudo,oldmac?(writethissentenceontheblackboard.)

si:whatelsedidyoudo,oldmac?

oldmac:youcanhavealook!

(torganizesstoreadoutthesentences“ipulledupcarrots,icollectedeggs

第5頁共"頁

小學英語教案

文訊教育教學設計

iftheycanimitatethevoiceofoldmac,praisethem)

(sumupontheblackboard:/id/collectedeggs,/d/pulledupcarrots)

5.practise:whatdidyoudolastweekend?

imilkedcows.

whatelsedidyoudo?

icollectedeggsandpulledupcarrots.

goal:usingthetalkwiththecartoonpeople“oldmac”,teacherpresentsthe

newdrillsandthepastformsofregularverbsnaturally,thenhelpstudentstosum

upthepronunciationof“ed”.以清輔音結尾的單詞ed發(fā)/t/,以濁輔音和元音結尾的單

詞ed發(fā)/d/,以/t/或/d/音結尾的單詞ed發(fā)/id/。

6.playagame

t:lastweekend,missmavisitedoldmac'sfarm,whatdididolastweekend?

canyouguess?

tpresents^wateredflowerswinthewayof“whisper”,presentsucookednice

food","pickedoranges,,inthewayof“halfcover,halfshow.

goal:guessinggameisalwaysagoodchoiceinenglishteaching.uwater,cook,

第6頁共"頁

小學英語教案

丈瓜教育教學設計

pick”areverbsthattheyhavelearned,soichoosethisgametohelpstudentsto

recall.

7.afterthestudentsgettheideaof“youcookednicefood,youwateredflowers,

youpickedoranges

t:doyoulikeoranges?

ss:yes,ido.

t:(tasteoranges)metoo.letmetasteoranges,tasteoranges.

ss:(saywhiletaste)tasteoranges,(write“tasteoranges”ontheblackboard.)

t:hownice!itastedorangesjustnow.whatdidyoudojustnow?

ss:itastedorangesjustnow.(twrite"d"behindtheword“taste”onthe

blackboard.)

goal:moststudentswouldliketotasteoranges,andaftertheytastetheoranges,

teacherwouldaskthem“whatdidyoudojustnow?”,ofcourse,thestudentswould

say“itastedoranges”.itisawe11-designedstep,bothforthenewword“taste”

anditspastform.

8.t:let?spayattentiontothesepronunciationsagain,readafterme,please.

第7頁共"頁

小學英語教案

丈瓜教育教學設計

milk,milked;cook,cooked,pick,picked….

ss:readaftert.

goal:inordertomakestudentsfeelmoreclearaboutthepastformsofverbs,

andthepronunciation,itisnecessaryforthemtoreadaftertheteacher.

step3dosomeexercises

1.multi-meaningwords

t:englishisveryinteresting,let'sdosomeexercises.

asksstotranslatetheunderlinedwordsintoChinese.

mr.greenisacook.

mr.greencooksnicefood.

thereisaglassofmilkonthetable.

hemilkedcowsyesterday.

iwanttodrinkaglassofwater.

sheiswateringtheflowersnow.

goal:thisstepisdesignedtomakessknowthatonewordmayhavedifferent

meaningsindifferentsentencesinenglish.sometimeswecanseethiskindof

第8頁共"頁

小學英語教案

丈瓜教育教學設計

exercises.

2.puzzle-way(走迷宮)

t:missliandherstudentswereonthefarmyesterday,whatdidtheydo?

let'sfindout.

t:whatdiddaviddoyesterday?heplantedatree.

t:whatdidmisslidoyesterday?

si:shecooked....

sspracticewithdeskmates,thenchecktheirpairwork.

goal:thisactivityisusedheretoarousestudents,intereststopracticethe

drillstheyhavelearned.

step4expanding

t:look,whoarethey?theyarefengliandlixinyuofclass1.theydidasurvey

yesterday,let/shavealook,(showavideowiththehelpofmulti-media)

(aftertheywatch,tasksstudentssomequestionsaboutthevideotochecktheir

listening.)

t:canyoudolikethem?

第9頁共"頁

小學英語教案

文訊教育教學設計

ss:yes.

t:let'sreadthephrasesonthepaperfirst.

ssreadaftert.

organizesstodoasurvey:"whatdidyoudolastweekend?whatelsedidyou

do?”.

somestudentscometothefronttosaysomethingabouttheirsurveys.

goal:toencouragesstocommunicatewithothers,isveryimportantinteaching.

itisalsohelpfulinthedevelopmentofstudentsasanindividual,task-based

teachingmethodisusedhere,thatistosay,studentscanlearnandpracticetheir

englishinrealsituation,teacher

canknowiftheyhavemasteredtheknowledgefromwhattheydid,andwhatthey

say.

step5finish

t:than