四下U4 B. lets talk教案设计.doc

Unit 4 At the farm B. Lets talk教学设计 广东省佛山市南海区里水镇旗峰小学 孔映仪本课是PEP小学英语（三年级起点）四年级下册Unit 4 At the farm B. Lets talk的会话课。在本课中，教师通过对Lets talk文本的分析与综合处理，要求中段的学生能够在教师的指导下学会通过猜测文本主题和人物对话来理解文本，能够用正确语音语调朗读文本，能够适当补充完整文本表演课文，并运用所学进行小组活动创编对话。教师在设计问题时注重培养学生发散思维；创设的情景联系主题，一直围绕主题并层层递进，由易到难，符合学生的认知规律的同时也训练他们自主学习的能力。教师设计整个单元的主题是Mike父亲的好朋友Uncle Wang邀请Mike，Sarah等小朋友们一起去参观他的农场。本课时的主线是全班同学和Mike与Sarah继续去参观Uncle Wang农场的Animal house。在引入新课时先复习询问和回答各种蔬菜、水果的单词与句型；在教授新课时学生通过猜测文本内容提出自己想要知道的一些关于农场的问题，然后看视频回答问题、跟读录音、小组表演等环节学习新课；在巩固拓展环节，学生选择参观农场并在小组合作中创编对话，并写下日记，记录所闻所见。整个设计结构层次分明，始终遵循以学生为主体，培养他们听、说、读、写的基本能力，提高学生学习英语兴趣。课题Unit 4 At the farmB. Lets talk课时第5课时P41课型会话课学情分析相比低年级学生，四年级的学生已经学习英语一年半多了，有一定的语言基础，能够听懂教师大部分的课堂指令。其次，他们具有比较强的自行探究的能力，在观察能力、思维能力、语言表达能力方面都有了较好的提高。再者，通过前四个课时的学习，学生基本上掌握了本单元的目标词汇与句型，能够在情境中运用所学去询问并回答各种果蔬和动物的名称。教材分析本部分学习的核心句型是：What are those？ They are hens.以及Are hens? No,they arent. 教材通过Mike和Sarah继续参观农场的情景让学生感知上述句型的语义以及语用情景。教学目标知识目标： 1、能听、说、认、读单词：horses, hens，sheep等。 2、能听、说、认、读句型：What are those？ They are hens.以及Are they hens? No,they arent. 3、能正确朗读并理解B. Lets talk的内容，并能在合适的情景下进行对话。能力目标： 1、能掌握农场上常见的蔬菜和动物的名称。 2、能在情景中正确运用What are these/those? How many .? Are they .? 来询问动物和蔬菜的相关信息。 3、能以得体的方式赞美看见的动植物。情感目标： 1、培养学生热爱自然、热爱农村生活的美好情感。 2、培养学生得体与人交际的能力。教学重难点1、 理解these和those的区别并运用。2、能够在不同语境中恰当使用What are those? They are .问答物品名称；使用Are they .? Yes, they are. No, they arent. 确认是否为某种物品。教学方法活动教学法、情景教学法教学准备PPT演示文稿、头饰教学过程：设计意图Step 1. Warm-up1 Greeting T: Good afternoon, boys and girl. How are you?2 Song3 Revision: T: In the song, MacDonald has a farm.And look!Who is that man? Yes. He is Mikes fathers friend, Uncle Wang. He has a big farm, too. T：Yesterday, we visited Uncle Wangs vegetable garden and fruit garden. Do you remember? （PPT展示Mike和Sarah猜图问答的对话进行复习。） 1、 师生对话预热。2、 学生唱歌营造农场气氛。3、 承接歌曲和本单元的主题，引出农场的主人Uncle Wang。学生通过回忆前几个课时参观Uncle Wang的果园和菜园的情景，复习Whats this/that? Is it .? What are these/those? Are they .?等单词和句型。Step 2.Presentation1. Lead-in: T: Today Mike and Sarah are going to visit the animal house. Lets go together. Are you ready?2. Brainstorm: T: Now, we are in front of the animal house. Whats in the animal house? Can you guess?3. Guess: T: Just now, you said so many animals. Now Uncle Wang is here. Do you want to know more about the animal house? Can you raise some questions?4. Watch and find: T: Mike and Sarah have questions, too. What are they? Lets watch and find. 5. Watch and answer: T: What will MacDonald answer? T：How about your questions? Who can answer?6. Read and follow the tape: T:Boys and girls, please open your books. Lets read after the tape.7. Read in groups: T: Lets read in groups. G1, you are Mike. G2, you are . Try to imitate. 8. Act out the dialogue （1）demo: T: There are lovely animals in the animal house. I want to see other animals. Who wants to go with me? （2）group work: T: Do you want to see other animals? Please work in group of three.1、创设情景，Mike和Sarah看完Uncle Wang的果园和菜园，继续参观农场的牲畜栏。2、头脑风暴引导学生说出农场的动物，激活背景知识。3、引导学生向Uncle Wang提出关于animal house的问题，拓展学生思维。4、 引导学生有目的地观看视频。5、 引导学生带着问题看视频找答案。并解决学生自己提出的问题。6、 学生模仿录音，用正确的语音语调朗读课文。7、 分组分角色朗读课文，加深理解。8、文本拓展。引导学生补全完整文本（如添加开场白和结束语，赞美话语等），进行适当拓展，深化学生对文本的理解和运用。教师先和两名学生示范，再进行三人小组活动。Step 3.Consolidation and extension1. Role play T: Uncle Wangs farm is big and nice. We can see. They are . (PPT展示农场的场景) T: Wow, the farm is big and nice. Lets choose one place. Go and have a look in group of 4. Then share with us.2. Write a diary: T: Today we saw many fruits, vegetables and animals. Are you happy? Lets write down in a diary.1、教师利用PPT引导学生描述农场里的各种蔬菜、水果和动物，为角色扮演做铺垫。四人小组运用所学创编对话，考察学生综合运用能力和交际能力。2、检验学生语言输出。Step 4.Summary and homework1. Emotional education: T: In Uncle Wangs animal house, we can see many animals. They are lovey and cute. We can make friends with them.2. Sum up3. Homework1、 教师指着黑板上的animal house作情感教育渗透，教育学生与动物和谐相处。2、回顾板书中的句子总结所学。3、课后作业进一步巩固。Step 5.Optional ActivityFinish the exerci