《at the farm》教学设计.docx

Unit 4 At the Farm 教学设计教学目标：知识目标：1.借助图片，帮助学生正确理解本课的对话大意。2.培养学生用正确的语音、语调朗读对话，并能进行角色表演。能力目标：1.在情景中运用所学句型问答是否是某种蔬菜以及是何种蔬菜：Are these carrots? Yes, they are. What are these? Theyre tomatoes.2.在情景中恰当运用句型Theyre good. Theyre so big! 来描述蔬菜特点。情感目标：1.培养学生学会合作交往，并知道赞美身边的物品，融洽同学之间的关系。2.教育学生从小养成多吃蔬菜、水果的好习惯。教学重点：1.在情景中运用所学句型问答是否是某种蔬菜以及是何种蔬菜：Are these carrots? Yes, they are. What are these? Theyre tomatoes.2.在情景中恰当运用句型Theyre good. Theyre so big! 来描述蔬菜特点。教学难点：在语境中理解carrot和tomato的汉语意思，并能正确发音。教具准备：录音机、多媒体课件教学过程：一、热身 （Warm up）:Sing:Old MacDonald had a farm 【设计意图】课上，利用多媒体课件播放英文歌曲Old MacDonald had a farm,师生边唱边跳，在优美的乐曲中拉开本节课的序幕。通过TPR“全身动作反应法”，演唱英文歌曲，烘托课堂氛围，帮助学生尽快进入学习状态，充分调动学生学习英语的兴趣。二、复习 （Revision）：出示PPT：Old MacDonald had a farm. I have a farm , too. Look! This is my farm.Talk about this picture in groups.Look at this.1、Whats this ?2、Do you like oranges /apples? Why?【设计意图】呈现真实的语境，让学生学会观察图片，渗透描述性形容词big、good,复习旧知，为学习本课的会话做铺垫。三、新课展示 (Presentation)（一）观察图画，激趣导入1、 What are these ?2、 Do you like watermelons? Why?3、Are these apples ?【设计意图】运用多媒体课件，教师因势利导，出示本课的话题，引导学生关注本课的对话内容，从而更加激发学生探究新知的兴趣。（二）目标导学，探究新知1、观察图画，导入新知There are some vegetables at my farm.（1）西红柿图片提问：Whats this? Its a tamato.What are these ? Theyretomatoes. (板书句型)（2）胡萝卜图片提问：Whats this ? Its a carrot.What are these ? They are carrots.Are thesecarrots? Yes, they are. (板书句型)（3）情感渗透：Tomatoes and carrots are vegetables. Please remember:Every vegetable is healthy for our body.【设计意图】巧用多媒体课件，引出本课的主要句型，激发学生的学习兴趣。通过仔细观察图片，帮助学生在语境中正确理解名词复数的用法及读音。教师因势利导对学生进行情感教育，教育学生从小养成多吃蔬菜的好习惯。2、巩固操练，当堂达标Please take out your English study guides. Lets do some exercises.choose the right answer (看图选择)1、（一个苹果图片） （ ）A、Whats this ? B、What are these?2、（二个樱桃图片） （ ）A、Whats this ? B、What are these?3、（三个西红柿图片）（ ）A、Is this a tomato? B、Are these tomatoes?4、（四个胡萝卜图片）（ ）A、Are these carrots ? B、Is this a carrot?【设计意图】课前布置英语学习指南，课上检测，当堂考查学生对句型的应用程度，加深学生记忆，同时开拓学生的视野，培养学生自由运用英语的能力。3、游戏教学，拓展句型（1）Lets play a game What animals are at the farm?Now we are at the farm. Lets see What animals are at the farm? This group ,please come to the front.If I say “rabbit” ,please do the action.教师请学生自己提问，让学生自己回答。T: Who can ask?S1: What are these ?S2: Are these dogs? Yes or No? These are ducks.师生共同边说边做操练句型：What are these? Are these ?(horses / ducks /cows /cats/ pigs/ rabbits/dogs/roosters/hens)(2)Ask and answer:Pratice the pictures in groups.（苹果、葡萄、香蕉、梨图片）（3）Lets try.（运用所学句型，请学生自编歌谣或歌曲。）Can you say the chant or sing a song with the new drills?Please try in groups.Which group would like to say?【设计意图】精心设计游戏环节，充分调动学生学习英语的积极性，引导学生更加关注句型教学，让学生在玩中学，收到事半功倍的教学效果。4、感知会话， 检测目标Are you happy at the farm? NowOur friends, Sarah and Mike , are at the farm. Lets go to see.（1）点击课件，倾听会话。Listen to the tape quietly.（倾听录音）（2）出示PPT: I have 3 questions.Answer my questions.1、What can they see? They can seeand .2、How are the carrots? They are.3、How are the tomatoes? They are .（3）Open your English book. Listen again.（4）Please answer my questions.【设计意图】在学生充分预习的前提下，教师引导学生再次感知会话内容，引导学生从小养成良好的倾听习惯。教师让学生带着问题听音，既落实了本课的教学目标，又培养了学生自主学习的能力。5、善于发现，敢于提问What questions do you have about this dialogue?【设计意图】运用“问题导学法”，用问题启迪学生的思维，创设问题学习情境，培养学生产生强烈的求知欲，激发学生的学习兴趣。（三）赏读入境，合作操练：（1）Listen and repeat.（2）Practice the dialogue in groups.（3）出示PPT: After reading, please finish“ I can read” in groups.（4）Read the dialogue in groups.【设计意图】进一步强化学生的语音、语调，培养学生从小养成跟读、模仿朗读会话的好习惯。通过反复倾听及朗读语言材料，强化学生记忆，培养学生的口语表达力。（四）演读升华，展示提升：You can read the dialogue very well.Lets act the dialogue. OK?PPT : You may choose one of the items. Play the dialogue in groups.1、表演对话。Play thedialogue .2、改编对话。Adapt the dialogue .3、创编新对话。Creat the dialogue .教师给出评比细则，依此奖励一、二、三颗星。【设计意图】此环节充分体现了英语的工具性，给学生提供展示的空间，培养他们大胆用英语进行交际的能力。通过“改编、创编对话”这一活动培养学生的想象力和创新能力，进一步提高学生的听说能力与综合语言运用能力，又可以促进学生的智力发展。同时运用小组评价机制，更加激励学生学习的积极性。（五）拓展目标，布置作业：1、Draw your new farm.2、Introduce your new farm to your partner .【设计意图】请学生发挥想象力，设计自己的新农场，并与同学一起交流自己的农场。教育学生学会运用