英语人教版四年级下册Unit 4 Part B Read and wright.docx

Unit 4 At the farm Read and write合肥市曙宏小学 完颜鸿睿Title: At the farmGrade: G4 in primary schoolTeacher: WanYan Hongrui, from Shuhong Primary SchoolTeaching content: B4 Unit 4 My family Part B Read and writeTeaching period: 40 minutes【教材分析】 本单元Read and write内容是对整个单元句子与单词的一个整合，分为两个部分。第一部分要求学生借助图片阅读四段文字，完成read and tick活动，以及回答一些精读的问题；第二部分为有意义的句子读写活动，分为两个步骤：第一步为看图、读句子；第二步为个性化的书写活动，要求学生模仿例句贴图并写出相应的句子。本课的知识能力目标为能够按照意群朗读介绍农场上蔬菜与动物的短文；能够在有意义的语境中仿写句子These/Those are.。【学情分析】 本课时教学对象为四年级的学生，通过一个单元A部分与B部分的学习，学生已能够听、说、认读本单元的重点句型，掌握了本单元的重点单词，并能够在情景中运用句型：They are so big/long.来描述物品特点。Teaching objectives:Knowledge objectives: 1, Students are able to understand the meaning of the word such as: “garden”, “goat”, “eat” in the circumstance of farm. 2, Students are able to write new sentences according to example sentences in meaningful context.E.g, These are . Those are .Ability objectives: 1, Students can improve their ability, esp reading and writing abilities. 2, Students can read this passage with correct pronunciation and intonation.Emotional objective: Raise students awareness of enjoying the beauty of nature, enjoying the beauty of life.Key point: 1,Students can understand and read this passage with the help of four pictures. 2,Students can write new sentences according to example sentences in meaningful context.Difficult points: Students can write new sentences according to example sentences in meaningful context.Teaching materials: multimedia, books, word cards.Teaching steps:T for teacher, Ss for students, S for individual studentStepsTeachers activitiesStudents activitiesPurposePre-reading 1, Greet to Ss and show the picture of a farm,introduce the evaluation mechanism. Show the “Magic Box” and guide Ss to guess “Whats in the box”.2,Play the game:Touch and guess. Lead other Ss give him/her some hint: color and shape.Take one vegetable and say:“I love to eat.”3,Create the circumstance: Welcome to my farm.Show a picture of garden and input its meaningShow a picture of vegetable garden. Ask Ss questions:Q1: What are these?Q2: Are these tomatoes?Guide Ss to compare garden and vegetable garden.4, Show the picture of tomatoes and green beans in distance. Ask Ss the question:Q：What are those?5, Broadcast the voice of animals and ask Ss to guess the name of the animal.Ask Ss the question:Q: What are these/those?6, Show some goats in a group of sheep. Point to the goats and ask Ss:“Are these sheep?”Guide Ss to find the differences and input the word meaning of “goat”.1, Greet to T and guess whats in the box.2,Play the game:Touch and guess.Answer Ts question and talk about“I love to eat.”.3, Look at the flower garden, answer Ts question.Try to distinguish the differences between garden and vegetable garden.4,Look at picture and answer Ts question.5, Listen to the voice of animals and guess.Answer Ts question by using the sentence:These are.Those are.6, Observe the picture of goats and try to answer Ts question.1，与学生课前打招呼,拉近师生距离。展示农场图片，引入与主题相关的评价机制。展示自己的魔法箱，让学生猜一猜内容，激发了学生的好奇心。2，请学生玩 “摸一摸，猜一猜”的游戏，在游戏中回顾有关蔬菜词汇的旧知，输入新单词“eat”的含义，联系实际，调动学生学习的积极性。3,通过将农场里的花园与菜园进行对比，输入 “garden” 新词含义，同时扫除盲点，复习句型：“What are these?”“Are these.?”4,通过展示蔬菜图片，复习句型：“What are those?” “Those are.”.5, 通过听声猜动物的游戏回顾有关动物词汇的旧知，展示图片引导学生观察的同时的引出本课的核心仿写句型:These are.Those are.6, 通过观测山羊与绵羊的不同来输入新知 “goat” 的含义，扫除盲点。While-reading1, Skimming: (fast-reading)Guide Ss to look at 4 pictures and read the passage quickly.Give them 30 seconds to choose the correct answer:Q: Whats in Mr. MacDonalds farm?A: Flowers and animalsB: Vegetables and animals2，Guide Ss to read the passage for the second time and circle the key words:Q: What vegetables and animals can you see on the farm? 3, Scanning: (Detail-reading)Look at 2 pictures of animals and read the 2 paragraph.Answer two questions:Q1: How many sheep are there on the farm?Q2: Do the goats love to eat potatoes?Check the answer with Ss.4, Ask a question related to funny point:Q: Do the sheep and horses love to eat carrots? Who love to eat carrots?5,Broadcast the radio, guide Ss to listen and read the passage together.Pay attention to the pronunciation and intonation. Then read in their group.1, Read the passage quickly and answer the question.2, Read the passage and circle the key words.3, Read the passage and answer the questions:Q1: How many sheep are there on the farm?Q2: Do the goats love to eat potatoes?Underline the key words or sentences.4, Answer Ts question.5, Listen and read the passage together. Read this passage in their group.1,在泛读阶段，初读文本域图片，了解文章的大致内容。2,在二读过程中，迅速划出动物以及蔬菜名称着一些简单的信息。完成读后圈词的活动。3,在精读环节，设置深入课本内容的问题，找出具体信息。4,针对文本中比较有趣的内容提问，促进学生的思维，需要学生思考，而不是直接呈现在文本中的答案。5,四读，引导学生按照意群并以正确的语音，语调齐读短文，在小组内分段落进行朗读。Post-reading1，Show Ts dreamy farm and introduce it with the target sentences:These are.Those are.2, Group work:Design your dreamy farm .Guide Ss stick the animals and vegetables on the farm. Write the sentences in the blank. Provide the language support.1, Look and listen to Ts modeling.2, Group work:Design groups dream farm. Write some sentences and introduce it to classmates.1,提供教师作品作为范例，为后面的小组活动做示范。2, 学生根据喜好设计农场，将教师提供的贴画贴上，并写上句子展示，合理有效的输出。Emotional educationShow Ss photos of nature and farm, lead Ss to enjoy the beauty of nature,enjoy the beauty of life.Look the photo on the screen and enjoy the beauty of nature.情感教育寓于教学当中，引导孩子去享受自然之美，享受人生之美。Homework1，Listen and read the passage.2, Draw your dream farm and write the sentences by:These are.Those are.分层布置作业，巩固所学单词及目标语言,输出重点句型。Blackboard design: Unit 4 At the farm Read and write Vegetables Animalssheeptomatoes henspotatoes farmcowsgreen beanshorsesgoats carrots These are . Those are .Teaching reflections （教学反思）: 本课在选题上为四年级下册第四单元的一篇阅读课，关于阅读课的教学模式其实是很固定的，分为pre-reading; while-reading;和post-reading.但是固定单一的教学模式并不意味着课