英语人教版四年级下册Unit4 At the farmA Lets talk.doc

课题：Unit 4 At the farm A Lets talk/Lets play科目：英语教学对象：四年级课时：第二课时提供者：陶汝婷单位：郎溪益华双语学校邮箱：174305456一、教学内容分析本课教学内容为Book4 , Unit 4 At the farm的第二课时，不仅贴近学生的实际生活，而且实用、有趣，容易让学生接受并掌握，让学生在上一课时蔬菜单词学习过的交际基础上来“谈论农作物”，把学过的知识学以致用，体验知识运用的成就感，并为下一步句型的学习打下学习基础。二、学习者特征分析四年级学生正处于少年时期，这个阶段的孩子具有好奇、好动、爱表现、善模仿等特点。学生在三年级就已经学习了一部分动物英文名称和水果英文名称，本单元继续学习和学生生活非常贴近的几种动物名称及蔬菜名称，学生一定非常感兴趣，也会学得很轻松。三、教学目标知识目标：1.以多媒体课件、实物为辅助手段，创编情境帮助学生在直面文本之前理解对话大意。2.培养学生模仿录音的语音、语调朗读对话，并能在组内进行角色表演。能力目标：1.在情景中运用所学句型问答：Are these carrots? Yes, they are. What are these? Theyre tomatoes.2.能在创设的情境中灵活运用句型Theyre good. Theyre so big! 来描述蔬菜特点。 情感目标：1.培养学生学会互助合作，并懂得赞美农民的劳动成果。2.鼓励学生多体验生活，了解自己日常食用的蔬菜。四、教学重点及难点1、重点：a.能听懂、会说、运用本课重点句型:Are these?并能根据实际情况回答：Yes,they are./No,they arent. b.能听、说单词：these,your 和yum.2、难点：a.单词this和these的区别和联系。 b.单词these的用法。五、教学辅助1.多媒体课件2.句子卡片和用作奖励的蔬菜磁贴3.西红柿六、教学策略选择与设计思路我借助“任务型”教学，采用多样化的教学手段将听、说、玩、演、唱融于一体，在呈现文本之前创编了实际情境，带领学生体验本课语言情境，激发学生学习英语的兴趣和愿望，在评价体制中把学生划分为tomato group和 carrot group进行PK，使学生通过合作学习体验荣誉感，以及团队的力量带来的成就感，从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。使学生的综合运用能力在原来的基础上有所提高。七、教学过程教师活动学生活动设计意图Step1. Warm up1.GreetingsT:Good morning,boys and girls.Lets turn back and say “welcome” to the teachers.2.Review the chant(Book4 Unit 4 At a farm A Lets chant)T:Listen to the chant and repeat together.3. Talk about what they like or dont like.1.Ss:Good morning,Lisa.Turn to back,clap hands and saySs:Welcome!2.Listen,chant and do the actions with the teacher.3.S1:I like. S2:I dont like. 引导学生向听课老师们表示欢迎，意在教育他们做一个有礼貌的小学生。 Chant是上一课时所学，有本课时新词的体现，再加上TPR活动的运用，让学生在复习中得到感知，为后面的学习铺垫。 课初的交流营造英语交流的氛围，轻松气氛。 Setp2. Preview1.Divide students into two groups:tomato group and carrot group. 2.Game:Sharp eyesShow some fruits or vegetables(one or several) quickly,let students say what they are.T:Whats this? What are these?Here,the students say the words together.Then,try to answer the questions,such as:Ss:Its a/an. Theyre .Distinguish the singular words and plural words.本课主体的评价体制把学生分为两个蔬菜大组，准备相应的蔬菜小磁贴，并将奖励贯穿整节课。通过仔细观察图片，帮助学生在语境中正确理解名词单复数的用法及读音。引导学生更加关注句型，让学生在玩中学，收到事半功倍的教学效果。Step3. Presentation1.Show out a big farm.T:OK,I know you like the fruits and vegetables,today lets go to Uncle Wangs farm,and have a look.2. Teach the sentences:What are these? Theyre .Show out some plants,encourage students to ask Uncle Wang what these are,the teacher model first,such as:T:Uncle Wang,what are these?Uncle W:Theyre tomatoes.T:But theyre yellow. Repeat the sentence several times,and show the card,direct students to read,then paste it on the blackboard. Show some more,lead students to ask in pairs,practice the sentences.3. Teach the sentences:Are these.?Yes,they are./No,they arent.Wow,theyre so. Show some plants,this time,Uncle Wang asks,let students guess,practice the key sentences.4.lets play Leading the game,change it,show some fruits and vegetables,ask a volunteer comes to the front,back to the screen,the teacher points one,let others ask,the volunteer try to guess.5.T:All of you are good,lets share the tomatoes.Take out the tomatoes,share with studentsT:Yum!Try some.Theyre good.Ss:Lets go! Imitate the teacher,learn the new sentence patterns. Read after the teacher.Ss:What are these?Uncle W:Theyre .Ss:But theyre .Practice with desk mate.Uncle W:What are these? Guess!Ss:Are these.?Uncle W:Yes,they are./No,they arent.Ss:Wow,theyre so.Enjoy the game,practice the key sentences.Ss:Guess!What are these?V1:Are these.?Ss:Yes,they are. No,they arent.Share the tomatoes,learn the words and sentences.Be a volunteer,invite others share the tomatoes.情境的开始，带领学生去参观 Uncle Wang的农场，把本课重点句型编进游览农场与农场主聊天的情境中。 首先呈现What are these?They are.重点教授问句，利用情境引导学生自主理解。教师的示范就是给予学生语言的输入，正确的引导方式让接下来的练习水到渠成。同桌合作操练，把第一环节句型打扎实了。 句型的第二环节，角色转换，问变成猜，依然是情境中理解句意，更好的辅助运用。 把文本中lets play的游戏穿插到此，作为巩固和提升，让重点句型操练最大化。奖励制度让学生的学习情绪饱满。 句型第三环节的教授，让学生真实体验到西红柿的味道，教师不断的邀请的同时也在不断的输入句型，学生的邀请就是句型的输出，让学习变得真实并富有趣味。Step4.PracticeT:Are you happy? Your friends are come here too,lets see who they are,and what vegetables you can see.1. Play the video for students.Let them answer the questions.2. Play again,let them listen and imitate.3.Role read with the two groups1. Listen and try to answer the questions.2. Listen and imitate follow the video.3. Practice with the teacher. 由创编的情境回归到课本，运用“问题导学法”，用问题启迪学生的思维。 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。Step5.Consolidation1.Direct students read in groups,then encourage them come to the front and act.2.Make a new dialogue on the paper and act in groups.3. Divide six students in a group,show out the pictures,using the key sentences to practice.1.Role read with partners,and then try to act. 2. Work in groups,write a new dialogue on the paper,and try to act. 3.S1:What are these? S2:Are these.? S3:Yes,they are./No,they arent. 学生反馈： 第一层次，组内表演，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。 第二层次，改编对话，培养学生的想象力和创新能力。 第三层次，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。Step6.Summary1. Summary the key points with students.2.Play the songThese are apples,let them listen and draw the vegetables that they like.1. Read the sentences with the teacher.2.Listen to the song and draw on the paper. 指导学生自主总结，体会学习的成功感。 结尾歌曲，点题，在轻松的氛围里结束整节课，并指导学生畅想自己的农场。8、 学生评价体制Divide students into two groups:tomato group and carrot group.九、板书设计Unit4At the farmA Lets talk Lets playWhat are these? Theyre. Are these.?Yes,they are. No,they arent.【设计意图】学生根据板书，能够一目了然知晓本课句型，并能正确运用本课的句型来操练英文句子，拓展本课对话内容。十、教学反思小学阶段的英语教学应从学生的兴趣入手，以各种活动为手段，利用各种感官刺激教学英语，实施“兴趣教育”，使学生树立学习英语的自信心，培养学生的合作交流能力，以此为基准，笔者设计如下：1.本课内容是四年级下册unit4At the farmA Lets talk/Lets play。也是笔者自己执教的公开课教学，磨课过后的最后定稿，整节课围绕主要词汇和句型进行设计。总体思路是充分把握重难点的前提下，创设情境，带领学生参观Uncle Wang的农场，并把两大重点句型分设在果园和菜园进行教学，而所有句型的呈现都是很自然的和农场主聊天，然后再回归文本。对学生的评价体现在把他们分为tomato group和carrot group，这两种蔬菜也是文本中会出现的，有了团队后，激励竞争意识，课堂效果也体现出了学生的积极程度。 2.热身环节用Chant结合TPR活动，既复习了旧知，又活跃了课堂气氛，并自然的讨论喜好，化解他们的紧张心态。在良好的开端下及时导入评价体系，激励他们在接下来的教学活动中积极参与赢得蔬菜磁贴。Sharp eyes活动目的在于掌握this和these区别和联系，依据课