PEP4 Unit4 B Lets learn.docx

What a green farm! 教学设计课题What a green farm!课时PEP4 Unit4 B Lets learn教材与学情简析教材解读：本课是PEP教材四年级下册第四单元B部分的Lets learn,是一堂单词课，也是这个单元第5课时。本课的话题是farm，场景为农场参观活动，主要教学内容为四个复数形式的农场动物hens, cows, horses和sheep单词的音义形，其次还包括用句子They/These/Those are .描述这些动物们的名称和特征。除此之外，根据编者意图，本单元前几课时的农场蔬菜单词和句型What are these/those? They are Are they ? Yes, they are./No, they arent. 等等，也应该在本课得到不断地复现和运用，体现语言的关联性。学情分析：四年级学生英语学习将近2年，已具备一定的英语语言基础，能用英语简单表达自己的基本观点，但英语交际能力还有限，在此基础上，作为本单元的第5课时，学生在前一课时的对话学习中有已接触hens和 horses，在Lets play中又已经对于cow及其叫声有所渗透，相当于本课时只剩一个sheep是新授，这样的单词课又有些过于简单。另外，学生已经学习了特殊疑问句What are these/those?的问答，一般疑问句Are these/those ?的问答以及农场上的蔬菜和部分动物名称，能够针对农场主题开展一定的对话与讨论，但内容仅限于颜色外形的讨论，信息量不大，导致语言交流过于贫乏。如何用学生的已知语言表达更多信息，是本课最大的难点。四年级学生思维活跃，生性好动，易被干扰的特点，因此，教师在教学设计时更应突出重点，排除各种干扰因素，使得学生的注意力迁移与教学步骤吻合，从而达到最佳的教学效果。目标与重难点教学目标：一、知识目标。1. 学生能够听、说、认读hen, cow, horse和sheep及其复数形式。2. 学生能运用句型What are these/those? 或Are they?进行提问及回答。3. 学生能在正确的情景中使用句型They are .They are . They like . I can .描述农场动物的名称、特点、爱吃的食物及能与这些动物一起做的事情。二、能力目标。 1. 学生能通过主动提问获得信息，并根据所得信息做出归纳。 2.学生能在教师引导下，与小组成员合作完成学习任务。 3.学生能通过体验，给出相应的评价，并发展语言表达能力。三、情感态度目标。 1.学生能在活动中体验合作的乐趣，产生乐于与他人交流的积极情感。 2.学生能在故事表演中意识到人与动物自然和谐相处的人文情怀，进而产生热爱动物的情感。 3. 学生能认识并提倡环保农场，绿色生活。教学重难点：1. 学生能正确认读4种农场动物的名称，并根据实际情况用They are . They like .来描述这些动物。（重点）2. These与those的区别运用以及最后的综合表达。 (难点)教学准备农场动物图卡，动物词卡，形容词词卡，以及句卡。过程设计教学内容师生活动教学意图Step 1 Revision1. Lets sing .Animals on the bus2. Mind map：farmStep 1 Revision1. Lets sing. (Animals on the bus)T:Lets sing and do with me. Cows on the bus sing “ Moo! Moo! Moo!” Horses on the bus sing “Neigh! Neigh! Neigh!” Sn sing together and do the actions. T: Animals are on the bus. Where are they going? To the farm? Or to the zoo?Sn: To the farm.T pastes the title on the Bb.2.Mind map : farmT: What can you see on the farm?Sn says the vegetables, fruits and animals on the farm.T: And it is on the farm, too. (f) Whats that?Sn: Farmer.T: The farmer is Mr MacDonald. He has a farm. Whats the farm like? Sarah asks Is it beautiful? What is your questions?Sn: Is it big/ nice/ cool/?T paste the word of adj. on the board.T: Lets go to the farm with Sarah and Mike.在歌曲愉悦的氛围中引出今天的主题农场，并带着问题，利用脑图的形式来说说农场上能看到的东西，复现已学过的蔬菜，水果，动物及farmer这些词，使学生的思维得到最大限度的激活，也让学生了解脑图这种新颖有效的学习方式。Step 2 PresentationKnow more about the farma. Listen and tick.b. Listen and write_.Step 2 PresentationKnow more about the farm.Listen and tick.T: Sarah and Mike is at the farm. Whats on the farm? Listen and tick.Sn listen and tick the animals on the paper.T: What s on the farm?Sn: I have .T ticks and pastes the animals pictures and word cards on the Bb.Listen and write.T: How many animals? Lets listen again and write the numbers.Sn listen and write.T: How many hens/ do you have?Sn: I have 20 hens/.T: What about cows, horses and sheep? We dont know. Lets ask Mr MacDonald.Sn: How many (s) do you have?T: Listen to MacDonald and write.Sn write then check.T: So may animals. The farm is so _.Sn: The farm is so big.T pastes the word “big” on the Bb.带着许多问题来到农场，通过直截了当问farmer引出学习内容，从听勾写多个角度引导语言学习，首先只听农场上有什么动物，勾出后，要求学生当farmer说一说，教师给反馈，顺势教学单词。然后再听录音，记下动物的数量，最后剩余几个动物不知道数量，就引导学生向farmer提问，形成语言交流。在不知不觉中操练了新单词，并在句中不断使用。农场动物的庞大数量印证了一部分同学的猜想A big farm!Step3Consolidation1.Visiting AreaThey are _.They are _.2.FeedingAreaThey like _.I can _.3.Comment Area1.Visiting Area.Sn read the map of the farmT: Its time to visit the animals. Lets go and have a look.Sn hear the voice of the animals. T: What are those?Sn: They are cows.T: Do you like cows? Lets act like cows.Sn: Moo! Moo!T: What are those? (T points the cows)Sn: They are cows.T: Wow! They are tall and strong.T pastes the two sentences on the Bb.Sn choose a kind of animals then act in 4.A B: _! _!C: What are those?D: They are _.C: Wow! They are _.T: Animals on the farm are singing songs. Cows on the farm sing “Moo! Moo! Moo!” The farm is so _!Sn: The farm is so happy.2.Feeding Area.Read the Feeding Notice.T: They are hens. They like rice.T pastes the sentence on the Bb.Sn says the other animals. Guess the riddles.Guess the riddle to win the foods.Sn: Are they _?Then read and guess the riddles in groups. Feed the animals.T: We have food now. Lets feed the animals like this.Ss watch the viedo.A: I have _.B: OK! Lets feed the _.AB: _, _. Come here._ for you.CD: Yummy, yummy! I like _. ( No, I dont like _.)Sn act in 4.Play with animals.T: The animals are full now. In the feeding area, we can Sn: Feed the hens.And we can ride the horses, milk the cows and shear the sheep. T read the words for Ss and do the actions with the Ss.T: I like to shear the sheep. Look! They are sheep. They are white and cute. They like carrots. I can shear the sheep. Its son fun!T pastes the sentence on the Bb.Choose and say.Look! They are _.They are _.They like _.I can _.Its so fun!Sn says.T: How fun!What a _ farm!3.Comment AreaAfter visiting, Sarah writes a comment.Sn read the comment. Then Sn write about themselves (Tick and say)通过farmer带领孩子前往参观区参观动物，路上听到许多动物的叫声，引出学生4人一组演一演，参观场景，使枯燥的句子操练变得活泼生动。学生表演完后又用课前的歌曲旋律配上新歌词唱一唱，引出A happy farm!通过喂养区的设置，将课文的句型进行了适当地扩展，增加了They like _. 和I can _.让语言不在单调乏味。猜谜赢取食物是将之前的对话转换成篇章，使语言更加丰富。在喂养区内不仅可以喂动物，还能做许多有趣的事情，带领学生做一做，体会其中的趣味。有趣的猜谜赢取食物，有趣的给动物喂食，还能做许多有趣的事情，在学生完成相应的任务后，再次验证了What a fun farm! 对于fun有了深刻的体会。语言的综合运用环节，结合前面的零散句型，使其整合成一个小篇章，并让学生了解总分总的表达方法。Step 4 ExtensionWhat a Green farm!Step 4 ExtensionT: In my opinion, what a green farm! Why? Because on the farm, animals like vegetables and fruits, and they have poo-poo. What is poo-poo? Watch the viedo.Poo-poo can make the vegetables and fruits tall and strong. Its a circle, a green circle. So the farm is green. And green farm make our green life!升华主题，提出一个新的感受green，让学生更深入地了解农场还可以很环保，提倡环保的农场，环保的生活作业设计1.Finish the comment. 完成你对Mr MacDonald农场的评论。2.Introduce the Green Farm to your family or friends.将绿色农场，绿色食品的概念介绍给自己身边的家人及朋友。3.Read “ The story of the little mole”读一读是谁嗯嗯在我的头上等类似绘本，了解更多农场上的知识。板书设计 What a Green farm! big happy fun beautiful cool hensThey are _. cowsThey are _.sheephorsesThey like _.I can _.教学反思一、基于教材从教材中来，到教材中去。英语课程标准指出：“教材是课程资源的核心部分，是实现教学目标的重要材料和手段。在教学中，教师要善于根据教学的需要，对教材加以适当的取舍和调整。”教材虽然是平面的，但教学却是立体的。教师对教材的处理就是二维平面向四维空间的过程，教师可以利用多种多样的素材营造这个空间。而这些空间素材还是来源于教材。比如，在这一课的教学中，整体情境、人物、语言和活动素材都来源于教材。但仅有这些是不够的，因此我通过创设情境、增添农场区域