英语人教版四年级下册unit4 At the farm(P43).doc

Unit 4 At the farm Read and write教学设计安阳县吕村镇中吕村小学宋丹丹教学目标：知识目标：在语境中理解garden 、goat、eat的意思，在情景中仿写句子。能力目标：能在图片的帮助下读懂短文，能够完成读后圈词活动，能按意群以正确的语音语调朗读短文。情感目标：吃蔬菜有益健康，培养学生多吃蔬菜的好习惯。教学重点：在图片的帮助下读懂短文，能够完成读后圈词活动，能按意群以正确的语音语调朗读短文，仿写句子。教学难点：能按意群以正确的语音语调朗读短文。教学内容：本课时是人教版四年级下册第四单元B部分的读写课，前面已经学习了有关动植物的单词、词组等，本课时重难点为在图片的帮助下读懂短文，能够完成读后圈词活动，能按意群以正确的语音语调朗读短文，仿写句子。教学过程：Group 1 vegetable farm、Group 2 animal farm、Group 3 fruit farm and Group 4 happy farm .If you do well ,you can get a stick,Then use sticks to buy pictures for your farm.Are you clear?一、 Pre-reading:1. 课本p 39页Lets chant.(设计目的：培养学生在轻松愉悦的环境中习得语言。) 2. Sharp eyes:教师出示蔬菜、动物词片，迅速消失，生快速说出单词.T:What are they? S:tomatoes. （设计目的：激发学生的兴趣，提高学生的注意力，复习所学的单词，为文中的阅读做铺垫。）3. T:Look ，This is my farm .What are these ?S:These are What are those ?S:Those are （设计目的：让学生在情景中复习所学的语言，为新课做铺垫。）4.I love to eat carrots.(教师拿着食物图片说). 并教读这一句型，出示eat 的图片，让生感知eat的意义，I love to eat carrots，What about you?I love to 学生并操练这一句型。（设计目的：让学生在语境中感知eat的意义，并用I love to 这一句型说出自己喜欢的蔬菜。）5.Vegetables are good for us .Vegetables make us strong.Eat vegetable every day. （设计目的：在有意义的语境中培养学生多吃蔬菜的好习惯。）6.T:In my farm,There are animals too.Look, What are these ?S:These are T:What are those ? Are those sheep？S: No, they arent.Theyre goats.教读goats,并对比sheep、goat、lamb. （设计目的：在情景中操练句型，为阅读做铺垫。）7.创设情境：This is Mr Macdonald, He has a farm,I want to go to his farm,Do you want to go? What do you want to know?（设计目的：在情景中习得语言，预设课堂问题。）二、 In-reading：(一)General reading :1.What are there at his farm? A.Vegetables B.Fruits C.Animals 并继续追问，Where can you see?（设计目的：让学生整体感知文本。）2.Check answer:vegetable animal.(师板书).You are very clever,Where can you see? Can you read these sentences?s:This is the vegetable garden.There are animals too. Read these sentences.教师教读，指导读。（二）Detail reading : 1.Read and circle :Read your book again,Circle vegetable、 animal words and read . 2.思考：（1）.Which picture tell you vegetables?（2）.Which picture tell you animals?3.Can you see these on Mr MacDonalds farm?4.How many sheep does Mr MacDonald have? （设计目的：交给学生阅读的方法。）三、Post reading: 1.听音跟读，注意语音语调； 2.小组内自由读，交流展示； 3.看图填关键