小学英语四年级下册UnitAtafarmALetstalk教学设计

小学英语四年级下册UnitAtafarmALetstalk教学设计

教材文本：PEP 小学英语四年级下册Unit 4 At a farm A Let’s talk Unit 4 At the Farm A Let’s talk 一、教学目标：‎ ‎1．能力目标：‎ ‎（1）能听懂、会说、认读所学对话，语音语调正确，并在实际情景中运用。‎ ‎（2）能够在情境中听懂、会说Try some. Yum!‎ ‎2．知识目标：‎ ‎（1）能听懂、会说、认读句型Are these…？Yes, they are.和What are these ? They’re…‎ ‎（2）能听说、认读单词carrots, tomatoes.‎ ‎3．情感、策略目标：‎ ‎（1）情感态度：让学生多吃新鲜的蔬菜和水果,保持身体健康。‎ ‎（2）学习策略：培养学生通过听获取信息的能力，增强学生说的能力，学会合作、交流。‎ 二、教学重难点：‎ ‎1．重点：听、会、认读句型What are these ? They’re…和Are these…？Yes, they are.‎ ‎2．难点：(1) 在实际情境中运用What are these ? They’re…Are these…？Yes, they are.谈论农场里的蔬菜、水果、动物等。‎ ‎（2）carrots, tomatoes的发音。‎ 三、 教学过程：‎ 课前跟学生互动 互动内容：‎ ‎(PPT)Enjoy a song“Old Macdonald has a farm”:‎ T: Now, you can enjoy a song.此时，教师作上课前的教具准备等工作，并板书课题，贴“MacDonald’s farm”。‎ Step1 Preparation ‎1. Greeting: T：（哨声）OK! .Hello! Boys and girls! I’m Miss Wang! Nice to meet you! Ss:Nice to meet you,too!‎ ‎2. Review fruits：‎ T：look! MacDonald has a farm. There are many animals, fruits and vegetables.‎ ‎ Wow! It’s so big.‎ T：Look at these.‎ ‎ (PPT)‎ T: What are they? They’re…. Ss: Apples. ‎ T: What colour? Ss: Red.‎ T: Look carefully. Are they apples? Ss: No.‎ ‎3. （接上面的复习水果，处理tomatoes）‎ ‎ (指PPT红色的西红柿) ‎ T: Haha! They’re tomatoes.（拿出实物一个常见的红色的西红柿，教说tomato,然后拿出几个教说tomatoes, 接着tomatoes图卡词卡教读，分音节读，单复数,操练单词）‎ Tomato, tomato, this is a tomato.‎ Tomatoes, tomatoes, these are tomatoes.‎ ‎（设计意图：课前歌曲热身，创设farm氛围，同时通过视频引入今天的大情境——参观farm。进入农场，先整体感知农场的三个区域 ‎（animals,fruits,vegetables），为后面的拓展活动做了铺垫,接着很自然的复习水果。在此适时处理生词tomatoes，为后面的听力整体感知对话内容扫除障碍。）‎ Step2 Presentation ‎1．整体感知文本,理解文本大意，并处理carrots.‎ ‎（PPT）T: MacDonald’s farm is big and nice. Our friends Sarah and Mike are at the farm. They’re talking with MacDonald .What are they talking about? Now let’s watch, listen and choose.课件呈现问题，播放视频。‎ T: OK, boys and girls. ‎ What are they talking about? ‎ A. 胡萝卜（图） B.西红柿（图） C. 桔子（图）‎ Ss：carrots (and tomatoes) ( 如果学生只说一种名称，T: What else? You can say it in Chinese.(你可用汉语回答)‎ T: Good .‎ T: Yes, they’re talking about tomatoes and carrots.‎ 图片操练carrots（同tomatoes） （carrots图卡词卡教读分音节读）‎ ‎（设计意图：通过听音选图，整体感知文本，了解对话大意，同时巧妙处理carrots，为下面的听的活动再次扫除障碍。）‎ ‎2．分层处理文本，通过分层听，获取对话细节信息，学习核心句型。‎ A. 听图1，学习Are these…？Yes, they are.‎ ‎(1)T: They’re talking about tomatoes and carrots. But do you know?‎ ‎（PPT）Are these carrots? Let’s listen again and find the answer.‎ 课件呈现问题：Are these carrots? ‎ A Yes, they are. B. No, they aren’t.‎ 放视频 ‎(2)T: Have you got it? Answer: Are these carrots?‎ Ss: Yes, they are.‎ T: Wonderful!‎ ‎(3) 操练Are these carrots? Yes, they are.‎ Yes, they are.教读 ‎(带幼苗的在土里露一点的很多胡萝卜图卡教读句型贴于板书)‎ T: Are these carrots?‎ Ss: Yes.‎ T: 引导说完整的答语：Yes, they are.‎ 出示句卡Are these carrots？‎ ‎（Are these carrots？带Sarah头饰贴于黑板；Yes, they are.句卡带farmer头饰贴于黑板）接下来学生练读句型。（师生问答，小组问答，男女生问答，生生问答）‎ PPT：水果图片，学生练说句型。‎ ‎（4）Chant：‎ T: Boys and girls. Let’s chant. OK? Show me your fingers.‎ one carrot ,two carrots, three carrots, four.‎ Five carrots, six carrots, seven carrots, more .‎ Are these carrots? Are these carrots?‎ Yes, they are. Yes, they are.‎ ‎（设计意图：学生带着问题，通过分段听第一幅图的对话，处理核心句型Are these…？Yes, they are.然后通过学生喜欢的既押韵又朗朗上口的chant，既练习了carrots，又练习了核心句型Are these carrots? Yes, they are.）‎ B. 听图2、图3录音，学习What are these ? They’re….‎ ‎(1)T: They’re talking about tomatoes and carrots. Look!（出示图2和图3) ‎ ‎ T: What are these? Let’s listen and choose.‎ 呈现的问题是：1 What are these? ‎ A. They’ re oranges .‎ ‎ B. They’re tomatoes. ‎ ‎ T:播放图2和图3视频. ‎ ‎(2) T: Now. What are these? ‎ Ss: They’re tomatoes.‎ T: Yes, you’re right. They’re tomatoes.‎ ‎（3）操练What are these? They’re tomatoes.‎ ‎ 拿黄色西红柿图片教读。What are these? They’re...核心句型的练读（师生问答，小组问答，男女生问答，生生问答）句卡带farmer和Mike头饰贴于黑板。（句卡都做成说话的形状指着人物）‎ PPT：图片，学生练说句型。‎ ‎（设计意图：通过继续听第二，三幅图的对话，逐步学习核心句型，引导学生逐步理解对话内容。）‎ ‎（4）Chant:‎ What are these?‎ What are these?‎ red,green purple,yellow They're tomatoes.‎ They're tomatoes.‎ T: MacDonald’s farm has different colour tomatoes. Let’s chant.‎ T: Good job. Clap your hands.(Chant结束，教师评价，引导学生有节奏的拍手,生为自己鼓掌)‎ ‎(设计意图：再次通过chant巩固句型，而且chant中巧妙复习颜色，再次为后面的拓展做好铺垫。)‎ ‎ C. 情景语言Try some. Yum.的处理 ‎①拿出一盘黄、绿色西红柿,（师做出很神秘的语调dadadada）‎ T: Are these apples? Ss: No. ‎ ‎ T: What are these? Are these tomatoes? Ss: Yes, they are. ‎ T: Yes. They’re tomatoes. (指黄、红、绿色的一盘)But they're yellow(/red / green).(师拿一个吃) Yum, they’re good, ‎ ‎②T: (给学生) Try some! They're good.此生尝过后引导说Thanks. Yum !.‎ 问一生传给另一生，说：Try some .They're good.生生传递。‎ ‎（设计意图：通过品尝新品种西红柿, 让学生在真实体验中突破难点情景语言，接着让学生开阔眼界: MacDonald’s farm还有很多其他新品种。）‎ D. T: MacDonald’s farm has other special vegetables and fruits. Let’s enjoy. (依次欣赏特殊的西瓜、长瓜、南瓜)‎ 西瓜：Wow! What are these?‎ 长瓜：Wow! They have two colours.‎ 南瓜：Oh! So big!‎ ‎（设计意图：通过一起欣赏MacDonald农场里的形态颜色各异的蔬菜和水果，对学生进行视觉冲击的同时，师生语言互动，让学生有所触动有所思考，旨在拓宽文本内容。）‎ ‎3. Listen and number.‎ Now take out this paper. Listen and number .）‎ ‎(设计意图：以“听”为载体，再次整体听，目的是让学生在“读”之前进一步理解核心语言的语境和语义。)‎ ‎4. Listen and imitate.‎ T：Boys and girls, Take out your paper. （让学生拿出文本纸）Let’s listen and imitate. Pay attention to your pronunciation and intonation.）‎ 5. Read in roles .‎ T：This time I’m MacDonald, Boys are Mike. Girls are Sarah. Let’s read.‎ T: Wonderful! Now please read in groups of three. One is Mike. One is Sarah. One isMacDonald. Ready? Go!)‎ T: Who wants to try? Your group, please.（2组学生展示分角色读对话。）‎ ‎6. Act it out.‎ ‎ T：Wonderful! Let’s act the dialogue.‎ ‎ T：Who wants to be farmer? Who wants to be Mike? Who wants to be Sarah?‎ ‎ T：Wonderful show! Clap your hands.‎ ‎（设计意图：学生在通过总—分—总反复“听”对话，逐步理解对话后，在老师引导下会“说”核心语言。教师再引导学生通过不同形式的“读”,让学生在有感情地角色“读”中认读对话，进一步把握对话。最后利用表演，给学生提供一个“说”的机会。）‎ Step3 Practice Let’s play：‎ ‎（信封内师拿vegetable或水果的剪影）‎ T： Boys and girls. Let’s play a game. Look and guess. What are these? You can ask me:Are these…?如果回答正确，师把剪影的正面呈现出来（有颜色）并说：Yes ,they are .(直接奖励给学生)师先示范，学生在小组内练习 。(T：Now, practice like this in your groups.)‎ ‎（设计意图：为学生提供更多情境，让学生通过猜猜说说中操练今天所学句型。）‎ Step4 Production Be MacDonald.‎ 1. ‎ Listen and choose.(听音选图)‎ T: Boys and girls, MacDonald has two new farms.(PPT) Sarah and Mike are at ‎ the new farm, too. (PPT) Now, listen and choose: Which farm are they talking about?(PPT) ‎ 听力文本：‎ A: Look at these. Are these apples?‎ B: Yes, they are.‎ A: Wow! They’re so big. ‎ ‎ Are these cats?‎ B: Yes, they are.‎ A: What are these? They’re red.‎ B: They’re tomatoes. Try some. They’re good.‎ A: Thanks! Yum.‎ 检查答案:‎ T：Which farm are they talking about? Ss: Happy Farm.‎ T：You’re so clever..‎ 1. Group Work(小组讨论):‎ Be MacDonald.‎ 从MacDonald的两个新农场中选择自己喜欢的一个,小组内讨论。‎ T: Now, Which farm do you like? Choose one and be MacDonald. Then talk about it with your friends in your groups. ‎ PPT：Group work:‎ Be MacDonald.‎ Which farm do you like ? Choose one and talk about it. (小组内选择一个你们喜欢的农场进行讨论。）‎ 师与一生先做示范。‎ 参考句型 A: This is my farm. B: Wow! So big. Are these carrots...? A : Yes, they are./ No. B : What are these? A : They’re apples...But they’re redso long …. Try some. They're good. B : Thanks. Yum. 参考词汇 apples, pears,bananas,peaches, oranges cats, dogs,ducks, pigs, rabbits carrots, tomatoes 展示 ‎ (设计意图：通过MacDonald的两个新农场，再造文本，让学生先从听力获取信息，再让学生充分运用所学语言进行有意义的知识建构，培养学生听的能力和大胆开口说英语的能力及小组合作的精神。)‎ Step5 Progress ‎1. Summary (总结)：PPT：Let's say:‎ Are these carrots？ Yes, they are. What are these? They're tomatoes.‎ T: Look at the words “carrots and tomatoes”.What can you find in the end?‎ Ss: Carrots, 加 ‘s’, tomatoes 加 ‘es’ . ‎ T: Great. Next class you’ll learn “potatoes” and green beans”.(展示图片)，You can collect more vegetables after class. ‎ ‎2.情感教育:‎ ‎ T:We should eat more fruits and vegetables to keep healthy.（多吃水果蔬菜，保持身体健康。）‎ ‎3. 整体评价: Let me see. … group, today you are the winners. Congratulations! And other groups, come on next time.‎ ‎4. Homework:‎ T：Today’s Homework:‎ ‎(1)Listen and imitate. (听音仿读。)‎ ‎（2）Make your QQ Farm , and talk about it with your partner.(制作你的QQ农场，并和同伴一起讨论它。)‎ ‎(设计意图：将课堂教学延伸到现实生活，培养学生听说的能力。)‎ 四、板书设计： ‎ 小组评价表