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Unit 6 From farm to table
教学 内容 Unit 6 From farm to table A let’s talk 批注
教学 目标 1. 通过观察Binbin、John在农场帮忙的对话，理解并学习在农场劳动场景中提出合作建议、请求帮助与回应的核心句型：“Let‘s feed/water the…” “Can you please pass me… ” “Sure. Here you are.” “Thanks.” 2. 通过角色扮演与“农场小帮手”任务模拟活动，学生能分角色表演对话，并尝试在协作情境中，运用所学句型进行任务分配、物品传递与互助交流，提升在实际劳动场景中的语言运用与协作交际能力。 3. 借助“劳动的意义”小讨论，引导学生理解对话中浇水、喂食等劳动与食物生长、动物喂养之间的关联，体会劳动在获取食物过程中的重要性，初步培养热爱劳动、感恩付出的意识。
教学重难点 教学重点： 掌握在农场劳动情境中提出合作建议与请求帮助的核心句型：“Let‘s feed/water…” 与 “Can you please pass me… ”，并能在角色扮演中正确使用。 教学难点： 在连贯的对话中自然、流畅地综合运用建议、请求与回应等不同功能的句型，模拟完整的协作劳动过程；准确理解并在语境中正确运用动词 feed 与 water。
教学 准备 PPT,blackboard & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s enjoy
What’s the video about
What do farm animals eat Activity2: Look and say What can you do on the farm Step2: Presentation Activity1:Read and predict Read the pictures on P64. 1)Who are in the picture
2) What do they do They help the farmer. Activity2: Listen and tick What do the children do
A. plant the vegetables
B. water the vegetables
C. feed the animals Activity3: Listen and Match
1) Who are watering the vegetables
Who are feeding the animals
2) Check and learn Activity4: Watch and find out
What do the pigs eat
Good to know. Activity5: Listen and imitate Activity6: Read and number Activity7:Role-play Step3: Consolidation Activity1: Ask and answer
A: Let’s feed the chickens/horses/cows/
B: Here are some vegetables/corns/grass Step4: Extension Activity1: Make a new dialogue
A: Look. Zhang Peng and Amy are ____________. B: Yes. Let’s __________. A: Good idea. B: Can you please ________ A: Sure. Here you are. B：... Homework: 1. Listen and repeat the text for three times.
2. Recite “Let’s talk”
板书设计
教 学 反 思
教学 内容 Unit 6 From farm to table A let’s learn 批注
教学 目标 1. 通过观察图片、听音跟读等活动，学习并掌握农场劳动的核心动词短语：plant potatoes, water carrots, pick tomatoes, feed chickens, milk cows，并能结合情境运用“Farmers plant/water/pick...” “They feed/milk...”等句型描述农业生产活动。 2. 开展“我是小农夫”情境模拟活动，引导学生根据图片或指令，运用“Plant/Water/Pick the...” “Feed/Give water to/Milk the...”等句型进行动作模仿与语言表达，提升在真实劳动场景中的语言反应与动手配合能力。 3. 借助“劳动与收获”主题讨论，引导学生理解对话中种植、浇水、喂养、挤奶等劳动与最终获得蔬菜、鸡蛋、牛奶等食物的直接关联，进一步认识“食物来之不易”，强化尊重劳动、珍惜食物的价值观念。
教学重难点 教学重点： 学生能听、说、认读并理解农场劳动的核心动词短语（plant/water/pick vegetables, feed animals, milk cows），并能正确运用句型“Farmers/They/We…”或祈使句“Plant/Water/Pick…”来描述和模拟劳动过程。 教学难点： 在实际情境或角色扮演中，准确区分并恰当使用一系列动词（plant, water, pick, feed, milk）；将“劳动过程”与“食物来源”建立逻辑联系，并用完整、连贯的句子进行表达。
教学 准备 PPT,blackboard & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing
Sing a song. Activity2: Let’s review
What do the ____ eat
Show some flash cards. Students say:
Can you please pass me the _____
If he/she is right. Students together will say: Here you are. Activity3:Recall and say
What do the children do on the farm Activity4:Think and ask
Ask Mr Wang: What do you often do on the farm
Step2: Presentation Activity1: Read and match
Show some pictures. Read the pictures and then match the sentences.
Teach the word.
1) Farmers plant many things.
Plant carrots, plant tomatoes, plant potatoes.
2) It is hot. Farmers water the vegetables.
When do we water the plants
In the morning or in the evening. 3) Pick tomatoes.
What do they pick A. green beans B. Green peas. C. carrots
4) feed the chickens.
What do the chickens eat
5) milk the cows.
Milk作为动词和名词的不同用法 Activity2: Listen and say
Listen “What do farmers do ” Then say the pictures. Activity3:Listen and imitate Activity4:Let’s spell Step3: Consolidation Activity1: Look and guess
Show a farmer. Guess, what is he/she doing Activity2: Listen and number Activity3: Activity4: Listen and do Step4: Project Activity1:Listen and tick Activity2:Choose and talk Homework: 1. Listen and read.
2. Copy the words for three times. 3. Think about your Ad on the farm
板书设计
教 学 反 思
教学 内容 Unit 6 From farm to table A let’s spell 批注
教学 目标 1. 通过朗读和聆听关于农场情景的趣味韵文，引导学生感知、归纳并总结字母组合 ear 在单词中的常见发音规律，并能尝试拼读与归类核心单词，如bear, hear, near, pear, dear等。 2. 借助“听音圈词”、“听音写句”等语音辨识与书写活动，巩固ear的发音与拼写对应关系，提升学生听音辨词和根据发音规则拼写单词的能力。 3. 通过阅读含有ea单词的句子或创作简单韵文，引导学生在有意义的语境中识别、认读并尝试运用所学单词，并开展拼读游戏或解码活动，在趣味实践中巩固拼读规则，逐步发展学生的英语语音意识和见词能读的能力。
教学重难点 教学重点： 感知、归纳并掌握字母组合ear在核心单词（如 bear, hear, pear, dear, near）中的常见发音规律，并能根据发音尝试拼读与拼写符合该规律的单词。 教学难点： 在听音活动中准确辨识ear的发音并正确完成书写任务；区分ear字母组合可能对应的不同发音（如在bear /e / 与hear/ / 中的区别），并能在有意义的句子中正确拼写与运用。
教学 准备 PPT,blackboard & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Sing the song of “farm animals”
What do the farm animals say
A cow goes ... Activity2:Let’s review Review the sound of ‘air’
Spell some words Step2: Presentation Activity1:Listen and guess
Listen to the sound. What do you hear
Maybe it’s chicken. /hen.
Show Zoom and his mum.
Read the picture and say
What do you see Activity2: Listen and find out
1)what does Mum say
My dear bear, what do you hear
A chicken. “cluck”
2)Where is the chicken
It’s near the house.
3) What do you see in the house
So many eggs here and there.
4） What do you see near the egg
There is a pear. Activity3: Read and match
P1: Mum bear and baby bear
P2: A chicken clucks very near
P3: I hear. It’s so clear.
P4: Oh, dear! So many eggs here and there.
P5: And near the eggs. there is a pear!
Read the sentences, then match the pictures. Activity4:Listen and repeat. Activity5: Read and find out Read the words. Find out the “ear” sounds.
What’s the difference between two sounds Activity6: Watch and find out Step3: Consolidation Activity1: Read, listen and number Activity2: Look, listen and write Activity3: Let’s spell
Spell more words with ‘ear’ Step4: Extension Activity1: Read a new story Read the story”Sound in Lear’s ear”
1) Read the title.
2) What’s in Lear’s ear A bird
3) Who can hear at first Only Lear.
4) Who can hear at last Every one. Homework: 1. Recite the short story
2. find more words with ‘ear’
板书设计
教 学 反 思
教学 内容 Unit 6 From farm to table B let’s talk 批注
教学 目标 1. 通过观察Mike和Amy在农场主家用餐的对话，理解并学习在用餐场景中提供帮助、表达偏好、提出请求与回应提醒的核心句型：“Would you like a knife and fork ” “I can use chopsticks.” “Can you please pass me some chopsticks too ” “Don‘t waste food, please.” “Let’s clear the table.” 2. 通过角色扮演与“餐桌小帮手”情景模拟活动，学生能分角色表演对话，并尝试在模拟用餐情境中，运用所学句型进行餐具选择、传递物品、表达意愿及提出合作建议，提升在真实生活场景中的语言运用与交际能力。 3. 借助“文明用餐小讨论”，引导学生理解对话中“不浪费食物”的提醒与“主动清理餐桌”的合作行为，联系用餐礼仪，初步培养珍惜粮食、礼貌用餐和乐于分担责任的意识。
教学重难点 教学重点： 掌握在用餐情境中提供与选择餐具、提出请求与回应提醒的核心句型：“Would you like... ” “I can use...” “Can you please pass me... ” “Don‘t waste food, please.” “Let‘s clear the table.”，并能在角色扮演中正确运用。 教学难点： 在连贯的对话中自然、恰当地综合运用不同功能的句型，完成从“提供帮助”到“提出请求”再到“合作清理”的完整用餐交际过程；理解并正确使用“Would you like... ” 与 “Can you please... ” 在语气和适用场景上的区别。
教学 准备 PPT,blackboard & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Listen and do Activity2:Review
Review farmer’s work on the farm. Activity3:Look and say
What are they doing Step2: Presentation Activity1:Read and predict
1) Who Mike, ZhangPeng, Amy
2) Where At Mr Wang’s home
3) What are they doing They are having lunch Activity2: listen and find out
1) What does Mr say
Why does Mr Wang say: Amy, Mike, would you like a knife and fork>
Because Amy is from the UK. Mike is from Canada.
2) What would Mike and Amy like
They can use chopsticks. They are talking about the tableware. Activity3:Watch and find out 1) What should they do Don’t waste food. Clear the table.
2) Check and learn
They are talking about table manners.
3)How are the food
delicious Activity4: Listen and imitate Activity5: Read and fill Activity6: Role-play Step3: Consolidation Activity1: Ask and answer Activity2: Look and say
What should we say
Don’t waste food. Step4: Extension Activity1: Make a new dialogue
Homework: 1. Listen and repeat the text for three times.
2. Recite “Let’s talk”
板书设计
教 学 反 思
教学 内容 Unit 6 From farm to table B let’s learn 批注
教学 目标 1. 通过观察餐桌布置与用餐场景的图片和指令，学习并掌握常见餐具名称：knife, fork, chopsticks, bowl, spoon，并能结合情境运用“Pass me a bowl/spoon.” “Don’t play with your knife/fork.” 等句子进行简单请求与提醒。 2. 开展“布置餐桌”与“收拾餐桌”情境模拟活动，引导学生根据指令“Set the table.” “Clear the table.”，选择相应餐具进行摆放与整理，并运用“Can you please pass me… ” “Sure.” 等句型进行合作交流，提升在实际生活场景中的语言运用与协作能力。 3. 借助“餐桌礼仪小讨论”，引导学生理解并遵守“不用餐具玩耍”“不将筷子指向他人”等基本礼仪，初步培养文明用餐的习惯与尊重他人的意识。
教学重难点 教学重点： 掌握五种餐具词汇，理解并能在情境中运用“Pass me…” “Don’t play with…” 等句式进行简单交流与指令回应。 难点：在模拟“布置”与“收拾”餐桌的完整过程中，正确选择并使用餐具词汇，自然衔接请求、回应与提醒等多种交际功能；理解中西方餐具（如 knife/fork 与 chopsticks）使用时的文化差异与相关礼仪。
教学 准备 PPT,blackboard & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Enjoy a song Activity2: Look and say
What’s this What are they Activity3: Recall and say Step2: Presentation Activity1: Look and say When you have a meal. What should you do
Set the table. Don’t waste food. Clear the table. Activity2:Listen and number Listen and number the pictures.
Teach the word: set the table
Clear the table
Teach the word: bowl
A bowl of ____. Activity3: Look and learn
What do you see on the table
1) knife and fork
西方礼仪，学习刀叉使用
2）chopsticks
In China, we use Chopsticks.
In the USA. We use______.
In India, we use fingers.
3) How do we eat soup
We use a bowl and a spoon.
Spoon Activity4: Read and match the words Activity5: Listen and imitate Activity6:Let’s spell
Spell the words Step3: Consolidation Activity1: Listen and number
1) How to set table in Eastern country.
2) Read and guess Activity2:Let’s play
Use some cards to play: passing game
A: Can you please pass me a ...
B: Sure. Here you are. Activity3:Think and say
Step4: Extension Activity1: Listen and say
Listen to the song. Then find out the table manner. Homework:1. Listen and read.
2. Copy the words for three times.
板书设计
教 学 反 思
教学 内容 Unit 6 From farm to table B Read and write 批注
教学 目标 1. 通过阅读关于陈杰在家种植番茄的短文，学生能理解文本信息，提取番茄从种植到收获的过程（如plant, water, pick），并能在文中找到对应图片的描述性句子，理解“自己动手，丰衣足食”的实践乐趣。 2. 通过完成“写一写”任务，学生能模仿范例“Let‘s set the table.”，结合本单元所学，补充写出一句关于餐桌礼仪的句子（如“Don’t play with your chopsticks.”或“Pass me the bowl, please.”），初步培养基于生活经验的简单书面表达能力。 3. 借助“从种植到餐桌”主题讨论，引导学生将陈杰的种植经历与用餐行为联系起来，理解食物从种植、收获到烹饪、享用的完整过程，进一步强化珍惜食物、感恩自然与劳动的价值观念。
教学重难点 教学重点：学生能通过阅读提取番茄种植过程的关键动词（plant, water, pick），并能找出文中对应的描述句；能围绕“餐桌礼仪”写出一句语法正确、语义完整的句子。 难点：将种植过程（plant-water-pick）与最终食用（make salad, eat）建立逻辑联系，并用连贯的语言进行复述或表达；在书写任务中自主构思并正确写出一句符合情境、语法正确的餐桌礼仪相关句子。
教学 准备 PPT,blackboard & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Listen and do Activity2: Free talk
1) What do farmers do on the farm
They...
2) Where does the milk come from
It’s from the farm.
Farmers feed the cows...
3) Where do the vegetables com from
Farmers plant the tomatoes... Activity3: Look and say Do you know any table manners
Look and say Step2: Presentation Activity1: Read and predict
1) Read the picture. What do you see I see some tomato plants.
2) Where is it . in the supermarket At the farm At home It’s at home. Activity2: Read and find out
Read quickly and find out: Who grows it Chen JIe. How do you know Chen JIe grows them by herself. She has a small garden at home. Teach: by herself. Activity3: Read and underline
There are three pictures.
What does she do Read the pictures first. Then read and underline.
1) Spring is a good time to plant tomatoes.
In spring, we plant many things.
Spring is a good time to plant.
2) Chen JIe waters the tomato plants every week.
Explain: every week.
3) In summer, Chen JIe picks the tomatoes.
When can she eat the tomatoes In summer. Activity4: Think and say
What can we make with tomatoes Salad, tomato soup, tomato eggs... Activity5: Read and divide
Read and divide the article into sections:
1) Where do you get your tomatoes
2) Chen Jie grows the tomatoes.
3) Chen Jie share the tomatoes with her family. Activity6: Make a title for the article Activity6: Listen and imitate Step3: Consolidation Activity1:Look and write Step4: Extension Activity1: Enjoy a video Homework:
1. Read the text three times. And then try to recite it.
2. Take a picture of your meal, then draw a flow chart.
板书设计
教 学 反 思
教学 内容 Unit 6 From farm to table C Reading time 批注
教学 目标 1. 通过阅读介绍新型农场（机器人农场、无土农场）的科普短文，学生能理解文本信息，识别不同农场的特点与科技应用，如机器人种植、帮助授粉、无土栽培等，并理解食物来源的多样化与科技在农业中的作用。 2. 通过完成信息对比表（如“传统农场 vs. 新型农场”）或开展“未来农场设计师”小组活动，学生能提取并归纳文本关键信息，并尝试运用所学语言描述一种新型农场的特点或工作方式，提升在科普类文本中提取、整合与表达信息的能力。 3. 借助“科技与食物”主题讨论，引导学生思考科技如何帮助人类更高效、更环保地生产食物，并联系文中“不浪费食物”“文明用餐”的呼吁，进一步强化珍惜粮食、感恩科技与劳动的责任意识。
教学重难点 教学重点：学生能理解并区分文中介绍的几种新型农场（机器人农场、无土农场）的特点，掌握相关表达如“robot farmer”“grow without soil”“help plants grow fruit”。 难点：理解并解释“机器人代替蜜蜂授粉”“无土种植”等科技农业概念；将“科技提高效率”与“珍惜食物”之间建立逻辑联系，并尝试用英语表达个人看法。
教学 准备 PPT,blackboard & flash cards，
教 学 设 计 Step1:Warming up and Lead in Activity1: Let’s sing Activity2:Let’s enjoy Enjoy some farms. Read and enjoy. Activity3:Recall and say
What do the children learn on the farm
They know Framers do many things every day.
They learned the table manners. Step2: Presentation Activity1: Read and predict Read the pictures.
Is it a farm Yes, it is.
What do you see on the farm I see many robots. Activity2: Read and find out What does this article tell us
New ways to grow food. Activity3: Watch and circle
There are some robot farmers. What do the robot farmers do
Planting potatoes, picking tomatoes very quickly, doing the work of bees, Activity4: Read and act out Read P2-4, act out the robots Activity5: Read and find out
1) Read P5, How about this farm
Big and high, no soil
2) Enjoy a short video about this farm Activity6: Enjoy and think
What can we do as a student
Don’t waste food. Save food for others. Activity7:Listen and repeat Step3: Consolidation Activity1: Finish the exercise book Homework: 1. Listen and repeat the text three times.
2. Share the story in your family.
板书设计
教 学 反 思

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