英语人教版四年级下册U4 B read and write教案.doc

Unit4 At the farmPart B. Read and write1、 教学目的1. 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garden, goat的意思，能阅读短文后回答相应问题。2. 能力目标：能按照意群并以正确的语音、语调朗读短文；能够在有意义的语境中仿写句子；能够掌握简单的阅读技巧3. 情感态度：养成多吃蔬果的良好饮食习惯；亲近大自然，多去户外走一走。2、 教学重难点1. 重点： 能够仿照短文句子，简单描述远、近的事物2. 难点： 对于these,those的区分以及使用；能够简单描述事物（复数）的颜色、 形态。3、 教学准备：词卡，PPT，CD-ROM，教材等。4、 教学过程1. Warm Up: greeting2. Lead in(1) . Watch a video(2) . Topic&taskT: Whats the video about?Ss: FarmT: This is MacDonalds farm. Do you want to have a look? Today we will follow Mike to visit the farm. We will learn Unit4 At the farm. B. Read and write. Then we will describe our own farm.3. Pre-reading(Brainstorm)T: Before visting, lets guess what can you see at the farm?4. While-reading(1) . Read and underlineT: Whats in the vegetable garden? Read and underline.T: What color are they?.T: You know the color. Do you know the shape? What are these/those?.(2) . Read and waveT: After the garden, lets see some animal.What animals can you see? Read and wave.(sheep, goats)(3) . Read and answerT: How many sheep/goats do you see? Read carefully and answer.T: Can you make out the sheep and goats?.(4) . T: What are these?Ss: These are goats.T: They are eating. What do they love to eat? Guess. Are these.?.T: The goats love to eat carrots. I love to eat strawberries. How about you?Ss: I love to eat.(5) . Read and imitate(6) . Retell the storyT: The farm is funny. On the weekend, you can go there with your family, breath the fresh air and relax yourself.5. After reading(1) . Look at Mikes farmT: After back home, Mike decided to make his own home. Lets look Now, lets read Mikes farm and judge “T”or”F”(2) . Describe your own home. T: Its time for you to descibe your own home. Here are 2 patterns for you. You can choose one pattern.(3) . Make a summary 4. Homework(1). Try to write more sentences about the farm ()(2). Introduce your farm to your friend ()(3). Read the text for 3 times ()5、 板书设计6、 反思1. 操练方式可以更加丰富多样，最好有微课技术作为引入或者结尾，会让PPT更加出彩。2. 有呈现较为完整的情景，从课本的农场图一步步展开（mike参观农场），到Mike回去后，制作自己的农场图（作为阅读的拓展材料），再到设计并描述自己的农场（作为输出的任务）。情境统一，但是过渡语还不够流畅，衔接还不够自然。3. 复述课文的时候，可以有相应的单词提醒。老师可以先复述一遍作为示范，再由学生4. 阅读的关键词要醒目，而且阅读技巧要通俗易懂，才能起到引导学生的作用。5. 利用图片或者实物呈现these和those的区别（语义以及发音）6. 可适当地进行拓展，拓展阅读的题目要有梯度性。7. 任务的完成，可以是四人小组一起贴动物并制作农场，并描述农场。这样可以既是小组动手活动，富有趣味，还能提高学生的学习兴趣，动手之后描述自己的农场，是为意义操练。8. 任务可以有针对性，并分层。既针