苏教版六上英语录音
教学课题：
译林版《牛津小学英语》6A第五单元PartA（Listen，read and say）
教材分析：
本课是江苏译林版牛津英语6A Unit5的中第一教时的内容，这是学生初次接触过去时，只要
教学方法：
我将采用情景法、游戏教学法、直观演示法、交际法等教学方法，以学生为主体，以过去式话题为核心，以语言功能为主线，以任务型活动为媒介，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，从而达成上述的知识与技能目标。
教学目标：
1. 能正确的听、说、读、写词汇holiday, last, early, meet, before
能正确的.听，说， 读词汇 fun, National Day, a film, wonderful
2. 能正确的听、说、句型Ｗhat （else） did you do?？We/I?
3. 能正确地运用对话中的日常交际用语和三会句型 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. 能正确地理解、掌握对话内容，并能朗读、初步表演对话。
5. 能运用本课所学语言谈论过去所做的事情。
教学重点：
能正确地理解、掌握对话内容，并能朗读、初步表演对话。
教学难点：
能比较流畅的朗读对话，并能在掌握对话的基础上运用本课所学语言谈论过去所做的事情。
课前准备：
1.教具准备
a.单词，句型卡片。
b.练习题纸。（每人一张）
c.设计并制作多媒体教学课件，准备多媒体教学的设施。
2.板书准备
预先写好课题Unit 5 On the farm
教学过程：
Step 1 Greeting and warming-up
1. T-Ss greet.（师生问好，活跃课堂，拉近师生距离）
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领读）
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?
指名几个学生提问，可提醒学生看黑板上早已贴好的句子。 再次要求学生一起提问，师回答。
3.活动： washed clothes, played computer games, watched a funny cartoon, went to my father’s farm.
幻灯片呈现，让学生了解老师的活动
T:OK, boys and girls. Do you want to go to the farm?
Ss: Yes. CAI 出示农场里人们干活的场景
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? 示意学生动作。
教师边动作边带领学生朗读milk cows 同时出示词组 贴到黑板上
T：What can we do?指名学生回答
S2：?
T：Good. Collect eggs. （CAI出示）师带领学生边做动作读词组。同时出示词组 贴到黑板上
T：What else can we do?指名回答 S3：?
T：Right. Water flowers. 带领学生读短语。
T：What else can we water? It’s big and green.
Ss：Water trees.
T: Good. 出示词组 water trees 带领学生朗读，并将词组贴到黑板上。
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. 领读carrot 出示单词图片 pull up carrots
T: Let’s pull up carrots.师带领学生做动作读词组，并将词组贴到黑板上。
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.
师带领男学生们做动作读词组，并将词组贴到黑板上。 出示一篮子橘子。
T：What are these? Ss：They’re oranges.
T: Do you want to taste my oranges?问几组学生，Do you want to taste my oranges?
给学生分发橘子 出示 taste oranges 单词图片 Let’s learn how to read it.带领学生读/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 出示问题，引导学生提问，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? 出示词组 visit a farm 领读数遍，并将词组贴到黑板上。
T：Helen visited a farm. Here ed is pronounced /id/,领读 visited，将ed贴到黑板上visit后面。
2. T：What did Helen do on Monday? Who can ask? CAI出示，指名学生提问。
T: What did Helen do on Monday? 引导学生一起回答，She watered trees. 拿出ed/d/,领读短语数遍。并将后缀贴到黑板原词组后面。
T: What else did Helen do? Let me ask her. 师问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. 师出示ed/d/,领读单词，并将后缀贴到原来单词后面。
T: Helen visited a farm on Monday. She pulled up carrots and watered trees. 贴图Mon. How about Tuesday? Can you ask her? Boys have a try. 要求男生齐问。CAI出示答案。
4. T: What did she do on Tuesday?
Ss: She milked cows. 出示 ed/t/ 领读该词组，并将ed贴到原单词后面。
5. T: What else did she do on Tuesday?
Ss: She collected eggs.
T: Here ed is pronounced /t/,/d/ or/id/?Which one? 引导学生一起复述，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，提醒学生看屏幕。
Ss: She picked oranges. 师拿出ed，
T：Who can add ed for us?指名，stick for us.领读picked oranges
T: She picked oranges and tasted them.师做动作表明品尝。Which one？指名回答。
Here ed is pronounced /id/ ,who can add for us?指名加后缀。
7. T：Were there any fruits on the farm?
Ss：Yes.
T: Were there any apple/pear/banana trees on the farm? 学生齐答。 引导学生齐说
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一词，领读）
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，学生听。
提供问题，what did Nancy do last week? OK, you can choose. CAI出示选项。师读三条选项。指名学生回答。
出示 watch a film.词组领读。 Here ed is pronounced /t/.指名读音素。并将单词卡片贴到黑板上。
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.播放整篇课文录音。
Do you like the cartoon? Ss: Yes.
T: It’s interesting. CAI出示课文前言。
T：Please read the narration and try to answer the questions. Read by yourself. 学生自读前言。
T：Attention please. OK, show time. Is the first day of school after the holiday today? 指名回答，带领学生读体现该答案的原句。
10. T: Take out your books and turn to P38,let’s read after the tape, please try to imitate it.跟录音读。
跟读过程中教授 fun 出示单词卡片 贴到黑板上 出示CAI，Here are five sentences for you. Read and judge, whether they’re true or false.要求学生拿出课前发的判断题，学生自己答题。
T: Let’s check the answer. 集体校对。 提醒学生看黑板。
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? 指名一个学生与师示范朗读。
T：Choose one picture which you like and practise it with your partner. 学生选择一幅图操练 指名学生朗读。
Step 4 Retell the dialogue
根据黑板上的短语，指名要求学生复述课文。 （通过复述课文，检查并培养了学生的理解能力和口语表达能力，调动了学生的理解，促进课堂学习效率。）
Step 5 Do a report
T: I had a good time this National Day holiday.
Please look at the screen.（CAI） 学生看视频表格，师描述自己的国庆节假期。
T: According to the things what I did, complete the passage. Please take out the paper and write down the words. 学生自己根据表格完成短文。
校对，指名一个学生朗读短文。
（让学生用自己的语言来叙述自己的故事，给学生提供拉真实的情景去使用语言，以活动促说，以活动促用，充分体现了任务型教学理念，发展了学生的语言技能，提高了学生应运用语言的能力）
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
一、 说教材
1、教学内容：
牛津小学英语6B《Asking the way》Part A 第一课时
2、教材分析
本单元主要围绕“问路”这一话题展开各项语言活动，重点学习问路中的相关用语及其答语。Part A 是一篇阅读课教材，作为单元的第一课时，它为第二、三课时的教学提供了话题和语境，也为第二、三课时扫清了单词和句型方面的语言障碍，因此成为整个单元教学的重要环节，本课通过对学生阅读过程的指导，让学生学会用英语进行问路的交际能力，同时侧重培养学生整体把握语篇信息的能力。
3、教学目标
1)知识目标：使学生在老师的帮助下，借助上下文，理解新词汇：way、along 、crossing、 get to、 get off、 kilometer、 history museum、 road、 take、 stop、post office在句中的意义，利用地图理解一些句子在文中的意义，如：Can you tell me the way to …,please?Go along this street,and then turn right at the third crossing.How far is it from here?It’s about a kilometer away.You can take bus No.5.How many stops are there? 从而理解整个篇章的大意。
2)能力目标：
通过整体性阅读教学，培养学生的阅读能力，并学会问路中的交际能力。
3)情感目标：
渗透情感教育，让学生学会帮助别人。
4、教学重难点：
了解篇章大意，掌握篇章结构，初步复述篇章内容。
5、教学准备：
预习作业纸，录音机，Yang Ling和Mr Smith的头像、小黑板
二、说教法和学法
俗话说：“教学有法，教无定法，贵在得法”，根据学生的知识和生活经验，我采用了以下的.方法展开教学：
1、自主学习法----营造更高的学习境界
《英语课程标准》要求教师为学生提供自主学习的机会。因此在课前我布置了学生的预习作业，通过问题的设置与学生的疑问了解学生预习中所出现的问题，同时课堂上，我把更多的学习时间让给学生，让他们在多信息、高密度、快节奏的操练中掌握新知，并成功将知识转化为能力。
2、情境渲染法----创设最佳的学习氛围
语言学习离不开语境，在本课时的教学中，所涉及到的相关用语和词汇比较密集，学生在理解上会有一定的困难，根据课文中的内容，我设计了相关的地图，帮助学生理解和运用所学的知识，鼓励学生大胆积极的参与语言交际活动。
3、小组合作法----搭建和谐互助的学习桥梁
小组合作学习是一种很有效的学习方式，学生在合作中相互取长补短，小组中能力强的学生能助老师一臂之力。在本课的教学中，我设计了前后四个学生为一组，解决课文中的难点，让学生通过合作探究，共同完成学习任务。
三、说教学过程
第一步：检查预习作业：
在课前我布置学生完成三项预习作业,1、听录音，跟读课文两遍2、了解南通博物馆的位置以及如何到达3、读一读，写出下列词汇的中文意思：way、 along、 street、 take、 stop、 road、 crossing、miss、 history museum、 post office。课前将新单词写在黑板上，在课堂上让学生读一读新单词，检查学生的预习作业。
第二步：Freetalk：
围绕新词汇history museum联系南通历史博物馆，通过日常用语：Do you know Nantong History Museum?Where is it?Is it far from here?How far is it from here?How can we get there?Which bus can we take?Where’s the bus stop?等展开对话，为学生创设学习英语的氛围，训练学生的听说能力，同时为课文的学习作铺垫。
第三步：Presentation and Practice
英语语篇是一整篇文章，虽然分成几段，但我们在教学中首先要让学生从整体上感知文章，然后分段进行处理，降低难度，最后再回到整体，看学生是否真正理解文章。在指导学生阅读过程中，我采用齐读、同桌分角色朗读、跟录音读、默读等多种多种阅读方式帮助学生理解课文内容。在分段教学时，我注意了段与段之间的连贯性，真正做到词不离段，段不离篇，篇段结合。
1、听录音，熟悉课文内容。回答问题：Who are talking? What are they talking about?在黑板上出示Yangling和Mr Smith的头像，引出本课课题Unit 3 Asking the way
2、齐读导言部分。判断正误：Mr Smith comes from America.Mr Smith wants to visit Nantong History Museum.Mr Smith doesn’t know the way,so he is asking Yang Ling how to get there.通过设置的判断题帮助学生理解对话背景。
3、同桌分角色朗读并讨论，回答下列问题：How does Mr Smith ask the way?How to go to the History Musemu?What else does Mr Smith want to go?How can he get there?学生回答问题的过程中引出本课的重点句型Excuse me,can you tell me the way to the History Museum，please?并通过我提供的地点举一反三。通过Yangling的回答，请学生在黑板的地图上贴出历史博物馆、车站和邮局的准确位置，以帮助学生理解本课的难点句型：Go along this street,and then turn right at the third crossing.How far is it from here?It’s about a kilometer away.You can take bus No.5.How many stops are there?板书并带读。
4、跟读录音一遍，模仿其语音语调。
5、学生提出不能理解的内容，帮助其解决。
第四步：Consolidation
1、学生默读课文，完成书本上的填空题，并在小组里开展讨论。然后请一学生朗读，全班齐读短文，交换书本，检查答案。
2、将黑板上邮局的位置移动，给予句型的提示，小组讨论，要
根据课文内容完成填空，检查学生对课文的理解和四会单词的掌握。利用黑板上的句型和地图提示学生的对话，降低了学生组织语言的难度;小组内讨论，让所有学生都有了参与的机会,这一过程帮助学生再次理解、消化课文内容，同时强化了语言体验，提升了整体把握语篇的能力。
第五步：Homework
1、朗读课文三遍。
2、将小组讨论如何到达南通博物馆的对话写在本子上。
3、预习BC部分的内容。听录音跟读B部分的单词，同时练说C部分的句子。
A
There are some easy things you can do to protect(保护) the environment and the e arth. Choose ideas from the list or come up with a few of your own.
●Plant flowers, grass or trees.
●Whenever you visit a park or beach, take away what you bring there----keep rubbish in a bag until you can put it in a dustbin (垃圾箱).
●Turn off the lights, TV sets when you leave the room. This saves (节约)a lot of electricity.
●Turn off the tap (水笼头)when you brush your teeth. You can save some water by not letting it run. Also, use a glass cup instead of a paper cup because this saves paper.
●Keep the doors and windows closed in winter to keep warm air in.
●Give your old books and magazines to a library instead of throwing them away.
●Give your old clothes to poor children you know instead of throwing them away.
●Use both sides of paper.
●Stop pouring (倒)dirty water into the rivers or the lakes nearby (附近).
●Encourage all your friends to do the same things you do to help protect the earth.
You don’t have to wait until Earth Day to do these things. Make every day Earth Day.
If everyone makes a contribution (贡献)to protecting the environment, the world will become much more beautiful.
( )46. From the above, we know that this is ____________.
A. a sign B. a notice C. an advertisement D. a proposal (提议)
( )47 The writer tells us _____________.
A. to throw rubbish into a dustbin B. to pour dirty water into the river
C. to save water by letting it run while we are brushing our teeth
D. that we can’t do all these things until Earth Day
( )48. We can ___________to save paper.
A. use aa paper cup B. use both sides of paper
C. give old books to a library D. pick up waste paper at school
( )49. Which of the following is WRONG according to the writer?
A. Turn off the lights when you leave the room. B. Close the doors in winter.
C. Use a paper cup when you brush your teeth. D. Give your old clothes to the poor children.
( )50. The main idea of this passage is how to _________.
A. save money B. save water and electricity
C. make better use of old things D. protect the earth
B
Do you like Lee Min Ho, the “flower boy”? Li Min Ho is a South Korean actor, singer and model. He was born on June 22, 1987. There are his mother, his father, and his elder sister in his family. As a young child, Lee hoped to become a professional football player, but an injury in the 5th grade of elementary school ended his dream. In the second year of high school, Lee turned to modeling and acting.
His new TV drama The Inheritors (继承者们) shows a group of rich high school students. They have everthing under their control (控制), except their love life. However, Lee is madly in love with a woman despite her poor background. There is no doubt that the TV drama is a success and perhaps the secret of its success is that people still believe in Cinderella-type (灰姑娘) stories.
( )51.Where is Lee Min Ho from?
A. Japan B. North Korea C. South Korea D. China
( )52. What did Lee Min Ho hope to be when he was a young child?
A. an actor B. a football player C. a singer D. a model
( )53. How many people are there in Lee’s family?
A. three B. four C. five D. we don’t know
( )54. What’s the name of Lee’s new TV drama?
A. City Hunter B. My Love from the Star
C. The Inheritors D. Boys Over Flowers
( )55. Which of the following is not under the control of the high school students in the TV drama?
A. school life B. future job C. love life D. hobby
C
Martin Lynch, an American businessman, had been going on vacation to a small Mexican fishing village for a number of ears. One morning while going for a walk along the beach, he saw his friend Pablo Perez, a local fisherman. Martin watched Pablo unload his boat and pack the fish in a box.
Martin noticed Pablo was smiling and looked very happy. He could also see several large fish in the boat. Martin greeted Pablo and asked how long it took to catch the fish. “Just a few hours,” replied Pablo. Martin asked, “Why didn’t you stay longer and catch more fish?” “I have enough for my family,” Pablo said. “And what do you do with the rest of your day?” asked Martin. “I take a nap, play with my children, spend time with my wife, and go into the village to see my friends and play cards, I have a full and busy life.” Martin explained that if Pablo worked longer hours and caught more fish, he could make more money. With the extra money, Pablo could buy more boats and catch money more fish. By selling the fish, Pablo could open his own factory and sell direct to supermarkets.
“Then what?” asked Pablo. “Well you would probably have to move to Mexico City to run the business. Finally, you would be able to sell your business and make millions of dollars,” replied Martin. “How long will that take?” asked Pablo.
Martin thought for a while and said it would probably take at least 15 years.
“And then what” asked Pablo.
“Well, that’s the best part,” Martin said. “You will be able to retire, buy a house near the ocean, sleep longer, play with your children, spend more time with your wife, see your friends, and play cards.”
( )56.What is the story mainly about?
A. A businessman and a fisherman have become friends.
B. A businessman learns how to fish from a fisherman.
C. A businessman wants to become a businessman.
D. A businessman gives advice to a fisherman.
( )57.What makes the Mexican fisherman happy is ______________.
A. many friends to visit him B. a full and busy life
C. more boats and more fish D. the house near the ocean
( )58.How can the fisherman make more money in the businessman’s view?
A. By buying a supermarket. B. To move to Mexico City.
C. By selling his own business. D. To work longer and catch more fish.
( )59.The underlined word “unload” in the passage means ____________.
A. put … into B. take … away from C. break down D. set off
( )60.We can infer from the passage that ____________.
A. the fisherman will stay the same with his life
B. the fisherman will leave the village for Mexico City
C. the business man will buy the fisherman’s boat
D. it takes all day for the fisherman to catch large fish
