Unit6第一课时初稿.doc

课 堂 教 学 设 计（初稿）主备课人：郭春华 辅备课人：课题：Unit 6 At a farm授课时数：第一课时设计要素设 计 内 容教学内容分析这一课是小学四年级英语下册Unit 6 At a farm Part A第一课时的内容。是关于谈论农场里常见的牲畜，能听懂并发出与农场相关的简单的指令，如：Shear a sheep. 能运用句型:What are they? They are来询问动物。并运用所学内容当一回农场导游员，力在培养学生的自主学习能力和合作精神。从而发现问题，提出问题，解决问题，达到实际运用。 教学目标知识与技能1.能听、说、认读本课的重点单词 hen, sheep, cow, horse, goat, lamb.2.能利用所学句子来询问动物: What are they? They are 过程与方法Encourage the students to speak and practice the words and drills by describing the pictures. Then let them listen, read and speak in pairs.情感态度价值观激发学生学习英语的兴趣，培养学生的自主学习能力和合作精神，。挖掘学生的创新能力。培养同学们要爱护动物，保护动物，关心动物。学情分析Some students have known the words in English before. So they should speak the words in English easily after the teacher give them models. And maybe they will feel difficult to learn the key words.教学分析教学重点能听、说、认读单词： hen, sheep, cow, horse, goat, lamb.教学难点难点能听说并熟练运用 What are they? They are根据所给情景用英文做简单的农场导游员。解决办法Give them some models, let them repeat. Then give their own thoughts.教学资源教学课件，录音机，磁带板书设计 Unit 6 At a farm Part A 第一课时What are they?They are hens. Feed the hens. horses Ride a horse.cows Milk a cow.goatslambs Hold a lamb.Sheep Shear a sheep.教学内容教学环节教师活动学生活动媒体使用预期效果Step OneLead inStep Two Lets learnStep ThreePracticeStep FourLets playStep FiveConsolidation拓展Step SixHomework1. Show a picture “Welcome to the farm” and ask:What can / do you see in the picture?2.Show Unit 6 At a farm Part A第一课时1. Present new words like this:(课件呈现新词图片)e g: hen hens Feed the hens. horsehorses Ride a horse. cowcows Milk a cow.goatgoatslamblambs Hold a lamb.sheepsheep Shear a sheep.2. Play the tape.1.课件呈现图片2. Lets chant.课件呈现聪明的你，能用已学过的动物（eg:hens,lambs,cows,goats,horses）编一个类似上面的chant吗？给你5秒钟的时间仔细观察下面的图片.Then speak:1.a hen 2.a sheep 3.a goat 4.a cow 5.a horse 6.a lambHelp students.让学生自己设计一张农场的图片。把它们介绍给你的朋友或家人。1. Look and think and answer.I can see/ see some hens/1.Repeat like this:hen hens Feed the hens.horsehorsesRide a horse.cowcows Milk a cow.goatgoatslamblambs Hold a lamb.sheepsheep Shear a sheep.2. Listen to the tape and repeat.3. Read together.1 .Speak like this:Feed the hens.Milk a cow.Ride a horse.Shear a sheep.Hold a lamb.2. Read like this:What are they? What are they?They are horses. They are horses. What are they? What are they? They are sheep. They are sheep.What are they? What are they?They are goats. They are goats.Speak like this:1.a hen 2.a sheep 3.a goat 4.a cow 5.a horse 6.a lamb1.Speak like this:Welcome to the farm. At the farm, you can see some hens/horses/cows/ goats /lambs/sheep.Go to the farm, you can feed the hens.Ride a horse.Milk a cow.Hold a lamb.Shear a sheep.自己设计一张农场的图片。把它们介绍给自己的朋友或家人。Can listen clearly and can read correctly.教学设计评价及反思 评价内容：本节课以农场导游员为中心话题，贴近学生生活。教师在教学设计中，选择创设与主题相关的尽可能真实的任务，新课标倡导任务型教学，让学生在完成任务的过程中体验成功，所以我采用了任务型的教学方法，任务的设置由浅入深，由易到难，分层次推进，从而激发各个层面的学生积极参与课堂，充分调动学生学习英语的主动性和积极性，培养学生用英语进行交际的能力，而且各个环节有利于对学生情感态度，价值观等行为表现进行形成性评价，可见这是一节很成功的教学设计，提高了课堂教学的有效性。本课是单词教学，如何在单词教学中进行“指导自主学习”呢？对于四年级的学生来说，他们接触英语时间还不长，因此对教师的依赖会更多一些。教师要耐心地一步一步地引导学生去学习。Practice（巩固操练）巩固操练是本课时的重点环节。通过这一环节的操练，使大多数学生能完成预设的教学重点，形成一定的英语能力。设计意图是小学生活泼好动，对游戏、活动有着天性的喜爱。变换几种活动形式，由易到难，既能极大的激发学生的学习兴趣，激发团队精神，又能促进和巩固单词的记忆。以上的活动有明确的目的：从听为主的训练过渡到以说为主，让学生复习巩固刚学的几个新单词，对于新学的单词，大多数学生能很快地听懂，却不能很快地说出来或读出来。通过听做的环节，让学生多次练习后就能自然而然得出来了。而且由于后来活动带有比赛的性质，参加游戏的人都抱着渴望获胜的心理，这就使参加活动的学生有兴趣学、主动