PEP小学英语四年级下册Unit4AtthefarmReadandwrite教学设计.doc

教学目标：知识目标：能够在图片的帮助下读懂短文，在语境中理解新词eat , garden and goats 的意思。能力目标：1.能够按意群朗读介绍农场上蔬菜和动物的短文； 能够在有意义的语境中仿写核心句子These/Those are 2.能够根据关键词在短文中正确找到答案。情感目标：1.培养学生良好的饮食习惯。 2.增强学生热爱动物的情感。 教学重难点： 教学重点：能够在图片的帮助下读懂短文，在语境中理解新词eat , garden and goats的意思。 教学难点：学生能在有意义的语境中仿写核心句子，并在生活中会运用。教具准备：动物卡片，蔬菜卡片，卡纸，多媒体,Report报告纸课前分组：把学生分成四个小组，分别命名为farm1,farm2,farm3,farm4.在他们的农场里有动物，他们现在很饿，如果你能既快又正确的回答问题，你将得到一些食物喂它们，奖励贯穿整个教学过程中。哪个农场得到的食物越多，哪个组的动物吃的就越饱，最后哪个组就获胜。教学过程：一、 PreparationGreetings:T: Stand up, Please. Good morning, class!S: Good morning , teacher!T: Sit down, Please.设计意图：通过互致问候，拉近与学生之间的距离，营造轻松愉悦自信的学习氛围。二、 Presentation(一) Pre-reading1. 复习本单元的核心词句 T: This morning ,our class recived an invitation and some photos from Mr MacDonalds farm .He invites us to visit his farm at 8:15.First,Lets see the photos. O K? S:O K.T: Oh ,Theyre covered .Can you guess what are these ?Lets try.T :What are these? S:These are cows. T: What are those? S: Those are sheep.T：What are those? S: Those are carrots .T: What are these? S: These are tomatoes.设计意图：利用遮挡方式，复习本单元的核心词句，激发学生学习的欲望。2. 学习新词 eatT: Tomatoes looked so tasty , I love to eat tomatoes. 引出 eat ,教读，并在语境中练习eat, what about you? 引出学生说：I love to eat .T: Vegetables are good for us, We should eat more of them.师说,Theyre good.设计意图：通过学习eat单词，引出学生知道吃蔬菜对身体好的情感教育，培养学生良好的饮食习惯。（二）In-reading1.General reading(1).Read and choose师做出看表的动作，说：Its 8:15 now. Lets visit his farm .Whats on Mr MacDonalds farm ? now open your book and turn to page 43. Read it quickly and find the answer.学生快速阅读并找答案。T: Who can? S1:c .S2:c. S3:c. T: Yes or no? S: Yes. T: Lets check.出示答案。设计意图：通过设该问题，学生能初步感知整篇文章的主旨，为下面分别学习蔬菜和动物做铺垫。2. Detailed reading(1).先学上两幅图。T: Now ,Lets walk into the farm, Look! What are they? S: These are vegetable gardens.此处引出新词 garden,并区别vegetable garden 的意思。通过教该单词引出What kinds of vegetables are in the vegetable garden? First, Lets find the key word together.师生一起找关键词vegetables .T: According to the key word, detailed reading, then circle them on your book.学生细读并找答案。T: Who can? S: 说答案。T: How do you know ? 学生读出有关键词的句子，然后核对答案。T: Listen and repeat it.学生跟读。然后小组合作读。（2）.再学下两幅图T: Lets go on.(同时做出抬腿的动作。) Look! What animals does he have? The key word is? S: animals. T: According to the key word, detailed reading and find the answer, then circle it on your book. 生细读并找答案。在答案中引出教学新单词 goats.并区别 sheep.引出对动物的喜爱之情。Theyre cute.通过goats引出What vegetables do the goats love to eat?让学生找关键词eat. T: Detailed reading it again, find the answer and circle it on your book.学生再细读并找答案。学生找到并说答案。然后学生跟读并注意语音语调。注意教学生读出语调。然后再小组合作读，带着对动物的喜爱之情读。设计意图：分开来学习，既减轻了学生的心理负担，又能较容易地吸收接纳。设关键词，能引导学生有目的地进行阅读，培养学生良好的阅读习惯。纠音，正音，培养学生良好的语感。（3）. 总读1.Group workT: Read the whole passage, each member can read one picture. Read it aloud and pay attention to intonation.学生小组合作读，然后以组为单位起来读课文。读后完成Ask and answer.设计意图：利用小组合作读的方式，既能让不会的学生再次学习一遍，又能减轻阅读负担。2.读后练习T: What are these? S: These are .T: What are those? S: Those are .T: Are these cows? S: No ,These are sheep.此处师书写。T: Put up your finger and follow me.学生用手书空仿写。用同上方法书写Those are goats.老师问学生在书写时候，要注意什么呢？学生回答。老师总结：The first letter should big write. Pay attention to the blanks and marks.书写姿势要正确。(三) Post-readingWriteT: Now, our visiting is over, Mr MacDonald asks us to make a report to introduce his farm. You can introduce vegetables and animals that you like, then write it on your paper . OK? S: OK.此处学生边听音乐边书写，师巡视指导。写完之后，生展示并带着感情做报告。设计意图：通过画自己喜欢的图片（为了节约时间，课前先画好）做一个报告，既能开拓学生的思维，锻炼写的能力，又能锻炼学生读的能力。在此过程中要求书写规范，养成良好的书写习惯。三、评价教师在上课之前分的四个小农场，在教学过程中，学生每答对一题，就可以得到蔬菜或者草老喂它们。看一看，那个农场的蔬菜或草多，那个农场就获胜。老师奖励获胜的一组。设计意图：通过这样分组，学生通过自己的努力喂养自己农场的动物，让学生体验学习的快乐和学习的成就感。T: Mr MacDonald invited us to visit his farm. We should say: Thanks ! 学生齐说谢谢。T:We visited Mr MacDonaldfarm .Are you happy ?S : Yes. Now ,Le