Unit4 At a Farm.doc

Unit4 At a Farm A Lets learn，Lets talk 一、学生分析 四年级学生年龄在十岁左右，生性活泼好动，喜欢直观形象，爱唱、爱跳、爱玩、善于模仿，敢于开口。通过三至四年级上学期的学习，他们已经掌握了一些常用的问候语和对话，有了一定的词汇量，能听懂简单的课堂用语，能根据老师的指挥作出适当的回应。设计课堂活动的时候要有一定的思考性、趣味性，能带给他们一定的新鲜感，才能吸引他们的兴趣，才能使每个学生参与到课堂学习活动中，使整节课活起来。二、教材分析单元教学内容：本单元通过农场里各种动物以及农作物的学习，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。要求学生能用本单元的句型与单词进行有关农场里各种动物和各种农作物的表达。 本课时所学内容是我们日常生活所吃的蔬菜。主要语言结构为：What are these? Are these.? Yes,they are./No, they arent.以及相关单词及其单词的复数形式：potatoes,tomatoes. 通过本节课的学习，学生基本能用：What are these? Theyre.Are these.? Yes, they are ./ No, they arent.等句型询问复数。为下一个课时B Lets talk的学习作铺垫。三、教学目标和要求(一）、知识目标： 1、能听说读新单词：these, tomatoes, carrots. try some, 2、能够在情景中恰当运用句型What are these ? Theyre 问答物品名称；能运用句型Are these？Yes, they are./No, they arent.确认是否为某种物品。 3、学生能够理解对话大意，能够用正确的语言、语调朗读对话； 4、通过多种活动形式，培养学生大胆开口说英语的习惯，提高听力能力。（二）、能力目标：通过各种活动，进一步培养学生听，说，认读的能力。（三）、情感目标： 通过多种情景的活动，培养学生的合作交流能力和热爱大自然、保护环境的良好品德。四、教学重、难点分析教学重点: 能够利用What are these ?Theyre 和Are these？Yes,they are./No,they arent.确认是否为某种物品，并能在情景中运用。 难点:掌握these的发音。并掌握新单词的听说读写。五、教学准备 PPT， 西红柿、苹果、梨、胡萝卜实物,图片等。六、教学设计：Sept1：Warm-upFree talkT： How are you today？Ss：Were fine ,thanks. And you ?T： Im fine, too. Thank you.（意图：Free talk帮助学生适应英语语感，自然而然地进入学习状态,又复习了旧知，营造一个轻松欢快的课堂气氛，拉近师生间的距离。）Spet2: RevisionT：you look strong/healthy. do you like to eat some vegetables?/do you like to eat some fruits?T：good kids. Eating more fruits and vegetables is good for ourhealth. Now, lets listen to a song: vegetables song and you can sing with it.放蔬菜歌，学生跟着哼唱 。（意图：由蔬菜歌导入新课，让学生在动感的音乐中学习英语，激发学生学习英语的主动性，同时为后面的教学作铺垫。）Step3：presentation1 讲单词tomato， 句子what are these? Theyre tomatoes.T: wow, so many vegetables. And do you know where are they from? At the farm. Farm , farm ,at the farmT: On the farm, there are many vegetables, fruits and animals. this time lets go to uncle wangs farm. Ok?T: ok. Lets go!(呈现ucnle wang农场) say hello to uncle wang! Look, there are many fruits and vegetables for you. Oh, uncle wangs hat. Guess, whats in the hat?师从帽子中取出苹果，带学生说单词，Apple, an apple, 再取出一个强调复数形式。two apples. look at these. Theyre apples.同样取出梨，西红柿，强调复数。pear, a pear, two pears. look at these. Theyre pears.取出西红柿Tomato, a tomato, two tomatoes. Theyre tomatoes. (板书句子，用红色粉笔强调复数形式)意图：猜帽子里的物品，让学生动起来，极易吸引学生的注意，激发学生的兴趣。T: look at these. Theyre tomatoes.T: what are these? (板书句子)T：带学生朗读句子，让学生对照图片，学习用品进行问答操练，找几组学生表演。2 讲句子try someT: uncle wang has some fruits for you. 呈现水果盘，问学生： look, do you want to have a try?T：try, try some apples. Then you say theyre good/yum, /sweet,/ sour. (教师做品尝的动作，让学生也品尝，然后说句子)学生品尝，然后用所学句子来夸赞。用chant 来操练。意图：采用Chant 的形式巩固所学句型，既起到巩固的作用，又营造出轻松愉快的英语课堂气氛。3 讲单词carrotT：try some apples, have some pears,(边说边拿给学生品尝) do you want to try this one?教师拿出胡萝卜实物，讲解单词carrot, carrots.操练句子 what are these? Theyre 4 讲句子theyre so big/ small.T: 呈现图片，大小胡萝卜，让学生分辨，并用句子来表示：theyre so big/ small.呈现大象，小狗图片，让学生练习句子theyre so tall/ shor/ big/ small.t.再呈现西红柿与西瓜图，让学生试说句子。5 讲句子are these tomatoes? Yes, they are. / no, they arent. theyr e yellow.T: where is uncle wang? Look, hes over there.呈现西红柿秧子图，问学生：What are these? are these carrots/ tomatoes ? 带学生回答。Yes, they are. / no, they arent. (板书句子,带学生说句子)T: Go on! play a guessing game. (课件呈现各种植物秧子，让一生猜测是什么物品，其余生用yes或no来回答。)再拿出图片师生演示，生生操练句子。are these tomatoes? Yes, they are. / no, they arent.T：嘘嘘，最后一张呈现西红柿的图片，问学生What are these? are these tomatoes？学生来回答是或不是。T：what colour are these tomatoes?T : Now, uncle wang , sarah and mike are talking about the tomatoes, too. you must listen carefully, what colour are their tomatoes?放录音，学生听录音，选择正确的选项。学生读句子 theyr e yellow.呈现不同颜色的西红柿,青椒，菜花，让学生说句子theyre yellow/ red/ green.课件呈现：同学们，你们一定要努力学习知识，期待着未来你们能创造出更多有利于我们健康的食物。6 放录音，学生跟读并分角色表演对话。T：lets Listen again their dialogues.第一遍，放录音，学生听录音.意图：通过听录音，训练学生的听力，利用情景表演课文，集中学生的注意力，让学生对课文有更好理解，培养学生自主学习的能力。This time, you can read after it.第二遍，放录音，学生跟读录音Now, lets read together.学生齐读录音T：great! now, Im uncle wang. Who wants to be sarah? Who wants to be mike?师生表演对话。生生小组练习。找学生分角色表演对话。（戴帽子）7 运用所学的句子改编对话。T：now, its warm, lets pick up vegetables and fruits on the farm. First you must know some tips.呈现采摘的注意事项。1 Please do not pick up the vegetables that are not ripe.未成熟的果实不要采。2 Please take care of the plants.保护好果树。3 Please keep the farm clean.爱护农场环境，保持农场清洁。4 Please pay attention to your safety.注意安全。T: Now, you can be the farmers, or you can be visitors. Make the new dialogues on the farm. 学生小组编对话。Which group want to try? 8 homeworkDesign your dream farm and introduce it to your friends.youre little farmer. Try to introduce your farm to your visitors.意图：利用课堂情景 直观教学语言知识，简单明了，有助于学生理解和掌握，增加学习的趣味性。（意图：利用情景学习新句型，并用游戏巩固句型。让学生乐于、积极主动地参与体验过程，并在活动中感知、体验、感受成功，提高语言的实际运用能力。意图：通过游戏等形式，活跃课堂，培养学生的参与意识，让学生在“动”中学。调动学生的积极性，巩固所学的知识。意图：通过故事形式，将知识融入玩乐之中。巩固所学知识，培养学生的竞争意识及团体合作精神，同时也培养学生的综合能力和创造力。八、板书设计： Unit 4 At a farmWhat are these/those?They are . tomatoesAre these/those .? carrots,Yes, they are./No, they arent.九、教学反思 我在本课教学中创设真实教学情境，在情境中复习、呈现新内容，引导学生在情境中自然地实现语言的感知、理解、内化和运用。我将本课时的教学内容放在一个大农场里，使教学内容具有真实性。在课的第一部分，复习旧知识tomato,potato,carrot,onion,cucumber，我设计了一个“Vegetable Farm”的情景，让学生动起来做Lets do ,在整个教学过程中，我引导学生创设了许多与教学内容有关的，童趣盎然的情景。使本课能顺利完成。 游戏情景：我将教学内容与新颖有趣、形式多样、全员参与、主题突出的教学游戏结合起来。如从Free talk、Let chant、Lets do.等方式巩固单词。在句型教学