六年级英语：6A Unit 5 On the farm教案

小学英语新课程标准教材

英语教案

（2019—2020学年度第二学期）

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英语教案/小学英语/小学六年级英语教案

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小学英语教案

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6AUnit5Onthefarm教案

教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言

能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于小学六年级英

语科目，学习后学生能得到全面的发展和提高。本内容是按照教材的内容进行的编写，

可以放心修改调整或直接进行教学使用。

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.

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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

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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.)

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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

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iftheycanimitatethevoiceofoldmac,praisethem)

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

5.practise:whatdidyoudolastweekend?

imilkedcows.

whatelsedidyoudo?

icollectedeggsandpulledupcarrots.

goal:usingthetalkwiththecartoonpeople“oldmac”,teacherpresentsthe

newdrillsandthepastformsofregularverbsnaturally,thenhelpstudentstosum

upthepronunciationof“ed”.以清辅音结尾的单词ed发/t/,以浊辅音和元音结尾的单

词ed发/d/,以/t/或/d/音结尾的单词ed发/id/。

6.playagame

t:lastweekend,missmavisitedoldmac'sfarm,whatdididolastweekend?

canyouguess?

tpresents^wateredflowerswinthewayof“whisper”,presentsucookednice

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

goal:guessinggameisalwaysagoodchoiceinenglishteaching.uwater,cook,

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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.

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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

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小学英语教案

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exercises.

2.puzzle-way(走迷宫)

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?

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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