人教PEP版四年级下册Unit 4At the farm-Part A-教案、教学设计-市级优课-(配套课件编号：b0560).doc

1、设计主题 Unit 4 At the Farm Part ALets talkLets play 1.整体设计思路、指导依据说明 在教学中，我坚持以学生为主体，从培养学生的学习兴趣出发，面向全体学 生。在语言学习中,力求关注每一个孩子,让孩子的情感同时得到发展,用我的情感 感染学生,或鼓励大家尝试一下,体会用英语来表达的快乐。本课以对话课为主， 采取任务型教学法，让学生通过感知、体验、实践、参与、合作与交流的方式实 现任务目标，来学习语言，感受成功。教师在活动中只起一个活动设计者、组织 者、指导者、参与者的作用。培养和提高学生用英语进行实际交际的能力。 2.教学背景分析 教学内容分析： 本部分

2、学生学习的核心句型是：Are these carrots? Yes, they are. No , they arent. 以及 What are these? Theyre tomatoes.教材通过参观农场并与农场主人 对话的情景让学生感知上述句型的语义与语用情景。本课通过农场里各种蔬菜的 学习，从而展现了农场中缤纷多彩的生活。虽然与学生的实际生活相隔甚远，但 其内容与学生的日常生活联系紧密。要求学生能用本课的句型与单词进行有关农 场里各种蔬菜的表达。 学生情况分析： 本学期我担任四年级两个班的英语课，这两个班是是我从三年级起始阶段带 上来的，对学生的英语基础情况比较了解。他们身心健康、活

3、泼可爱、大多数的 同学对英语还是很感兴趣，学习积极性高，接受知识的能力强。但有一部分学生 学习习惯不好，学习缺少自觉性，英语基础相当薄弱。因此在本学期的教学中， 要注重学习兴趣的培养，注意因材施教，搞好优生优培和困难生的辅导和转化工 作，形成比、学、赶、帮、超的浓厚的学习氛围，提高教学成绩和教育教学质 量。 本课的核心句型是涉及名词复数形式的特殊疑问句和一般疑问句，这一知识 点在四年级上册第四单元的 B 部分 lets talk 的对话中出现过一次，本册书前三个 单元均没有涉及到，所以此知识点对学生来说是有很大难度的，不容易掌握。因 此教师可创设适当的语境让学生充分感受并理解名词单、复数的意义

4、以及相应句 型的变化，并能在情境中正确运用和表达。 3.教学目标分析 语言知识目标: 1.能够听、说、读、写单词: these, tomatoes, carrots, so, big, try, try some。 2.听、说、认读主要语言结构：What are these? Are these.?并能根据实际情况 进行简略回答。 3.能够在图片和教师的帮助下理解对话大意。 4.能够准确朗读对话。 语言技能与应用目标: 1.能够在情景中运用所学词汇和句型问答是否是某蔬菜以及是何种蔬菜：Are these carrots? Yes, they are./No, they arent. What

5、are these? Theyre tomatoes. 3. 能够用正确的语音、语调朗读对话，并能进行角色表演。能在情景中恰当运用 句型 Theyre good/so big! 描述蔬菜特点。 4.能够在 Lets play 猜卡片的游戏中，运用所学句型 What are these? Are they tomatoes? 问答卡片上所画的物品。 情感态度目标： 培养孩子爱护植物的习惯，能科学合理地安排自己的饮食。 学习策略目标： 1.能够在情景中进行真实交际，在积极的与他人交流中完成学习任务 2.通过小组活动的形式培养学生的合作意识。 4.教学重点、难点分析 教学重点：1.句型 Are th

6、ese carrots? Yes, they are. No, they arent.以及 What are these? Theyre tomatoes.及其简略回答。 2.学生能够理解对话大意，能够用正确的语音、语调朗读对话； 教学难点：these 的发音，会使用 these 和 they。 5.教学过程设计 步骤一：Warm-up(热身) 1.Greeting T:Good afternoon, boys and girls. Ss: Good afternoon, Miss Zhang T:How are you? Ss: Im fine, Thank you. T: Nice to

7、meet you! Ss: Nice to meet you, too. T: Sit down, please.I like English songs very much. Do you like English songs? Ss: Yes, we do. T: Now lets sing a song, OK? Ss: OK. T: Be ready. You can sing and clap your hands. 2.Lets sing (1)教师通过 PPT 播放本单元的歌曲“Mary has a little lamb.”，学生边欣赏动 画边和老师一起哼唱歌曲。唱完歌曲后教师

8、问学生：Boys and girls, where is the little lamb? 学生齐声回答：Its at the farm.教师接着说：Yes, there are many animals at a farm. Today we will learn Unit Four, at the farm.教师在黑板上板书 课题。领读单元标题后说：At the farm, we also say it, on the farm. T: Is there anything else at a farm? Ss: There are many fruits and vegetables. T

9、: Do you know any fruits? Ss: Yes. T:OK.Lets play a guessing game. Look at the fruits and say their names. 步骤二：Presentation(新课呈现) 1.Play a guessing game 教师将我们已经学过的水果图片在大屏幕上展现出来，挡住一部分让学生猜 是什么。教师指着图片用新句型问:What are these? /What are they? 学生看着图 片边猜边说出水果的名称：西瓜、香蕉、桔子、苹果、梨、葡萄。所有的水果和 名称都展示出来之后，教师带领学生读一遍水果名词

10、的复数形式。 T: Well done. Read after me, please.(领读完) Good. Can you talk about the fruits? Ss: No. T: Dont worry. Lets learn together. 2.教授新句型 What are these/they? They are tomatoes/carrots. (1)然后教师继续用课件展示水果图片，指着桔子问：What are these?教师引 导学生用新句型 They are oranges.回答。领读两边后教师将 these 单词卡举起来 教学生拼读，然后贴在黑板上，提示学生注意

11、 these 的发音。再写上句子 What are these? (2)教师指着 these 告诉学生它可以用 they 替换，回答句也是：They are。 然后指着梨子对学生说：Look at Picture Two. What are they? 学生回答 They are pears.教师 领读两边 What are they? They are pears. 3.教授单词 tomato 和 carrot （1）教师指着桌子上的蔬菜对学生：We talked about some fruits just now. Do you want to know any vegetables?

12、I bought some from a farm.举起一个西红 柿问学生： Look, whats this?学生回答：西红柿。教师另一只手随即拿起单词卡 引导学生说：Its a tomato.接着指导学生以开火车的形式拼读单词 tomato。拼读 后教师将单词 tomato 贴在黑板上，告诉学生 tomato 以元音字母 o 结尾，复数形 式加 es。然后教师举起两个西红柿问学生：What are these?学生回答：They are tomatoes.教师在黑板上写下此句子后与各组学生之间通过问答操练新句型。 （2）教师对学生说：I have the other vegetable.

13、Do you want to see ?教师举 起一个胡萝卜问学生:Whats this?学生回答：胡萝卜。教师再拿起 carrot 单词卡 片，引导学生说：Its a carrot.接着让学生拼读单词 carrot，并告诉学生 carrot 的 复数是词尾加 s。然后教师将单词 carrot 贴在黑板上，接着举起两个胡萝卜问学 生：What are they?学生回答： They are carrots.教师在黑板上写下此句子和男生 女生组之间操练新句型。 4.句型 They are red/yellow.教学 （1）教师举着两个西红柿在引导学生操练句型：What are they? The

14、y are carrots.的过程中,趁机提问学生：What colour are they? 指导学生回答：They are orange.教师引导学生问答后，学生以 Pair work 形式练习新句型。 S1: What are these/they? S2: They are carrots. They are orange. （2）在学生练习上述新句型的过程中，教师举起两个西红柿问学生：What are they? What colour are they? 学生回答：They are tomatoes. They are red.教 师引导学生问答后，学生结对练习对话。 S1: Wh

15、at are these/they? S2: They are tomatoes. They are red. （3）教师用课件展示苹果和葡萄的图片，指名分别提问两位学生：What are they/these?两位学生回答：They are apples/grapes. They are yellow/black. 5. Try some. They are good 句型教学 （1）在学生操练完上面的句型时，教师看了看西红柿和胡萝卜对学生说： They look nice. I want to try some.做了吃的动作之后又说：Try some. They are good.学生模仿

16、老师的动作和语言展开对话。然后以接龙游戏的形式进行小组操 练。 S1: What are these/they? S2: They are tomatoes/carrots. Try some. They are good. （2）教师用课件展示苹果和香蕉的图片，指名叫两组同学进行问答练习。教 师和其他学生进行评价。 S1: What are these? S2: They are apples. Try some. They are good. S3: What are they? S4: They are bananas. Try some. They are good. 6.一般疑问句

17、Are these/they tomatoes?及其肯定和否定回答 Yes./Yes, they are. No./No, they arent.教学 教师拿起西红柿和胡萝图卡片对学生说：I have some pictures to show you. They are very beautiful. Do you want to see?学生回答：Yes.教师接着展示西红 柿问：What are these? Are these tomatoes?引导学生肯定回答：Yes, they are. 教师又展示胡萝卜问：Are these tomatoes? 引导学生否定回答：No, they

18、arent. 教师领读两遍后写在黑板上。 教师调换图片顺序接着问：What are they? Are they carrots?学生肯定回答：Yes, they are.教师又指着西红柿图片问：Are they carrots? 学生否定回答：No, they arent.领读两边后在 these 旁边写上 they。 7.Lets play 教师让学生拿出他们的水果蔬菜图片，教师走到学生跟前说：Take out your pictures, please. Let me have a look. Are these tomatoes?引导学生回答：Yes. /Yes, they are.继

19、续问另一个学生：Are they tomatoes?引导学生回答：No./No, they arent.提问几个学生后让学生分组练习并展示猜物品的对话。 S1:What are these? S2: Are they tomatoes? S3: Yes./No.(拿着卡片) 8.Lets talk (1) 教师简单介绍对话背景:Today I will introduce a uncle to you. He is a farmer. He has a big farm. He is young MacDonald. Mike and Sarah are going to visit his

20、farm. Lets go with them, OK? First ,listen to my questions.并提出三个问 题： a. What vegetables can you see at the farm? b. What colour are the tomatoes? c. Are the carrots big? （2）教师播放 Lets talk 的 flash 动画，学生边观看动画边听录音，然后教师 读问题并指名回答。 T: Are you clear? Please answer my questions. S1：I can see tomatoes and ca

21、rrots. S2： They are yellow. S3：Yes, they are. （3）教师播放磁带录音，学生跟读模仿两遍。 T: Now, open your books and turn to page 38. Ill play the recording. Please listen and repeat carefully. （4）教师领读两遍对话，学生齐读一遍。 T: Look at your books and read after me, please. T: Read the dialogue all together, please. （5）教师和学生分角色朗读对话

22、，然后学生之间分角色朗读对话。 T:Boys and girls, read the dialogue in role- play. Get into groups of three children. Start now. 步骤三：Practice(练习) 1.Lets act 教师和学生分角色表演对话，然后学生分角色表演对话。 T: OK. Stop here, please. Lets act out the dialogue. Who wants to act with me? 2. make a new dialogue. （1）教师用课件展示了一些水果蔬菜图片和一组对话供学生进行选

23、择填空自 编话。教师首先示范着自编一组对话展示给学生。 T: Please make a new dialogue according to the sentences and pictures. （2）学生分组自编新对话并表演。 步骤四: Sum up T: Today we learned these words and sentences. Please read after me. 教师领读重点句子和单词之后并指名让两个学生扮演小老师带领大家读。 T: Vegetables are good for us. We should eat more vegetables every day

24、. 步骤五：Homework T：Heres for todays homework. Listen carefully. Please read the dialogue to your parents. 板书设计：Unit4 At the farm Part A Lets talk Lets play theseWhat are these ？ carrotTheyre carrots.Are these/those? tomatoTheyre tomatoes.Yes, they are. tryTry some! Theyre good.No, they arent. 6.教学评价设计 单词卡片 四线三格： 评价内容：教师对自己的教学设计，组织的课堂活动，教学效果进行评价。对 课堂活动的过程和效果进行评价。对学生的课堂活动参与情况进行评价，学习积 极性和学习效果进行评价。学生对自己参与的活动和学习效果进行评价等。 评价方法：口头评价，表情和肢体语言评价，书面语言评价，分数和等级评价， 奖品和物质奖励性评价等。