6a充电线和5a的区别|6A Unit 5 On the farm教案

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一、teaching aims:
1.four skills words and phrases: did, milk, pull up, taste, cook, collect, water, pick.
2. three skills words : a farm, a carrot, a cow.
3. four skills drills: what did you do …? i …(ed)…. what else did you do?  i …(ed)….
 二、teaching difficulties: the pronunciation of past forms of verbs.
 三、teaching aids: multi-media, words cards, and some oranges.
 四、teaching procedure:
 step 1 warm up and free talk
   enjoy a song together “old macdonald had a farm.”.
 t: good morning, boys and girls.
   what day/date is it today?
   what day/date was it yesterday?
   how do you spend your weekends?
   what do you usually do at the weekends?
   goal: with the help of the song “old macdonald had a farm.”，to make
   students know that what we will learn today is about “farm”. then remind them of the verb phrases learned before, and also, this step is necessary for the  beginning of an english class.
step 2 lead-in and presentation
  1.t: (show an old man with the help of cai) this is my friend, old mac. he is a farmer. let’s say “hello” to him.
  ss: hello, old mac.
   old mac: hello, children.
   t: he is a farmer. so where does he work? he works at home? he works at school?
   ss: he works on the farm.
   t: yes, he usually works on the farm. (teach “ on the farm” and write it
   on the blackboard as the title)
 2.t: what can he do on the farm? i can give you some hints. (show pictures of “a glass of milk” and “cows”) what can you see?
   ss: i can see a glass of milk.
   t: good. can you spell “milk”?
       s2:h-o-w.
   t: who can spell “cow”? /k/, that is letter “c”,
   s3:c-o-w.
      t: excellent. he can milk cows on the farm.(show picture of “milk cows” and write this phrase on the blackboard)
      ss: he can milk cows.
      3.t: what else can he do?(show pictures of  “pull up carrots” and “collect  eggs” and do the action.)
      ss: he can pull up carrots, collect eggs (do the action while saying this
      sentences.)
      (teach “pull up carrots, collect eggs”, and write them on the blackboard.)
      goal: in order to help ss to make the difference between the present forms 1234
      and the past forms of verbs, i show these phrases in the way of present
      forms, and i also think the way i present the words can help students to
      master the pronunciation and spelling easily.
      4.t: last weekend, old mac still worked on the farm. do you know “last
      weekend”?(teach: last, last weekend)
      t: let’s ask old mac, what did you do last weekend?
      t/ss: hey, old mac, what did you do last weekend? (show this sentence on the blackboard.)
      old mac: i milked cows.
      t: oh, he milked cows. (write  “/t/” in front of  “milk” and “ed” behind   “milk” on the blackboard.)
      t: what else did you do, old mac?（write this sentence on the blackboard.）
      s1: what else did you do, old mac?
      old mac: you can have a look!
      (t organize ss to read out the sentences “i pulled up carrots, i collected eggs”. if they can imitate the voice of old mac, praise them)
      (sum up on the blackboard: /id/ collected eggs, /d/ pulled up carrots)
      5.practise: what did you do last weekend?
      i milked cows.
      what else did you do?
      i collected eggs and pulled up carrots.
      goal: using the talk with the cartoon people “old mac”, teacher presents the new drills and the past forms of regular verbs naturally, then help students to sum up the pronunciation of “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. play a game
      t: last weekend, miss ma visited old mac’s farm, what did i do last weekend? can you guess?
      t presents “watered flowers” in the way of “whisper”, presents “cooked nice food”, “picked oranges” in the way of “half cover, half show.
      goal: guessing game is always a good choice in english teaching. “water, cook, pick” are verbs that they have learned, so i choose this game to help students to recall.
      7. after the students get the idea of “ you cooked nice food, you watered flowers, you picked oranges”，1234
      t: do you like oranges?
      ss:yes, i do.
      t: (taste oranges) me too. let me taste oranges. taste oranges.
      ss: (say while taste) taste oranges. (write “taste oranges” on the blackboard.)
      t: how nice! i tasted oranges just now. what did you do just now?
      ss: i tasted oranges just now. (t write “d” behind the word “taste” on the blackboard.)
      goal: most students would like to taste oranges, and after they taste the oranges, teacher would ask them “what did you do just now?”, of course, the students would say “i tasted oranges”. it is a well-designed step, both for the new word “taste” and its past form.
      8.t: let’s pay attention to these pronunciations again, read after me, please. milk, milked; cook, cooked, pick, picked….
      ss: read after t.
      goal: in order to make students feel more clear about the past forms of verbs, and the pronunciation, it is necessary for them to read after the teacher.
      step 3 do some exercises
      1.multi-meaning words
      t: english is very interesting, let’s do some exercises.
      ask ss to translate the underlined words into chinese.
       mr. green is a cook.
       mr. green cooks nice food.
       there is a glass of milk on the table.
       he milked cows yesterday.
       i want to drink a glass of water.
       she is watering the flowers now.
      goal: this step is designed to make ss know that one word may have different meanings in different sentences in english. sometimes we can see this kind of exercises.
      2. puzzle-way(走迷宫)
      t: miss li and her students were on the farm yesterday. what did they do?
      let’s find out.
      t: what did david do yesterday? he planted a tree.
      t: what did miss li do yesterday?
      s1: she cooked....
      ss practice with deskmates, then check their pairwork.1234
      goal: this activity is used here to arouse students’ interests to practice the drills they have learned.
      step 4 expanding
      t : look, who are they? they are feng li and li xinyu of class 1. they did a survey yesterday. let’s have a look.(show a video with the help of multi-media)
      (after they watch, t asks students some questions about the video to check their listening.)
      t: can you do like them?
      ss: yes.
      t: let’s read the phrases on the paper first.
      ss read after t.
      organize ss to do a survey: “what did you do last weekend? what else did you do?”.
      some students come to the front to say something about their surveys.
      goal: to encourage ss to communicate with others, is very important in teaching. it is also helpful in the development of students as an individual. task-based teaching method is used here. that is to say, students can learn and practice their english in real situation. teacher
      can know if they have mastered the knowledge from what they did, and what they say.
      step 5 finish
      t: thank you very much, boys and girls. i enjoyed today’s lesson very much. after class, please write down your surveys in a short paragraph like this: last weekend,  ××…ed…, ××…ed…. ok? bye!
      ss: ok. bye!
      goal: listening, speaking, reading, and writing are basic skills of english students. writing becomes especially important in grade 5 and 6.
      that’s the purpose of this homework.
      blackboard design
      unit 5 on the farm
      what did you do last weekend?          /t/ milked cows /cooked/picked
      oranges
      i…ed ….                           /d/ pulled up carrots/watered flowers
      what else did you do?                 /id/ collected eggs/tasted oranges
i …ed ….    
 unit5 on the farm1234

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