Unit 4 At the farm

教材课题Unit 4 At the farmB Lets learn课型词汇课年级四年级一、设计思路及依据说明词汇课型设计思路：Unit 4 At the farm,主题是农场。农场对学生来说是比较接近生活，贴合实际的一个课题。学生在A部分的学习中已经初步了解了名词的复数形式,并能用Are they ? Yes, they are. /No, they arent. 进行问答。在B部分中,将进一步学习几个动物的复数和句型What are thesethose?和They are.二、教学背景分析学生分析四年级的学生经过了一年半的学习,大部分学生对英语这门学科还是比较感兴趣的,学习积极性比较高。所以,在教学中,我们应该以学生的发展为宗旨,以培养学生的综合运用和实践能力为重点,面向全体学生,始终把激发学生的学习兴趣放在首位。教材分析 新课标指出基础教育阶段英语课程的总体目标是培养学生综合语言运用能力,倡导任务型教学模式。本单元的教学内容是PEPUnit 4 At the farm,主题是农场,贴近生活实际,学生十分感兴趣。教学目标知识目标: 1. 能够听、说、认读单词:sheep,hen,cow,horse及复数形式。2. 能够在情境中运用句型:What are thesethose?和They are.的问答。能力目标: 能用What are thesethose?和They are.进行问答，并进一步学习几个动物的复数和句型These are和Are these?情感态度价值观:采用任务型教学方法,让学生在完成任务的过程中学以致用,提高语言应用能力。同时,通过自己的努力获得成就感,激发学生爱护动物的情感和热爱生活的情趣。 教学策略 词汇课教学策略：利用Phonics（即自然拼读）的方法与句型相结合，借助直观教具、PPT等辅助方式，帮助学生理解音、义、形的关系。通过设置任务型学习，在观察和感知语音规则的同时，帮助学生建构语音意识，提升运用能力。六、教学过程 重点和难点：单词:sheep,hen,cow,horse及其复数形式的表达。 句型:What are these/those?和They are.的问答。 Teaching methods: 1. Situational teaching methods. In order to help Ss master this lesson clearly, I set a situation for them, which can arouse their learning interest. 2. “Task-based” teaching method. I arrange some tasks to help Ss master the sentence patterns“What are these/those?和They are.” It is funny and interesting for them in learning English. Learning methods: 1. Self-learning method. Self-learning can help Ss develop a habit in learning, analyze and pursue the new knowledge. 2. Cooperative learning method. Cooperation can foster Ss cooperative spirit. Help each other and learn each other.Step 1 Warm-up 1. Greeting T: Hello! Boys and girls Are you ready for class? Now. Lets enjoy a song. 2. Enjoy a song “old macdonald had a farm”Purpose: 通过问候语引起学生注意，通过歌曲 “old macdonald had a farm”让学生能在轻松愉快的氛围进入课堂学习，同时初步感知本课重点。Step 2 Presentation1. Lead in Set up a situation. Go to Mr. MacDonald s farm. T: Look! This is Mr. MacDonald s farm. There are many animals. Lets go and have a look.【Purpose: 创设情境，带领学生们一起去参观农场，引入本课知识。】2. Learn the new words (1)教师播放hen的叫声，听音识动物。 T：Whats this? Ss: Its a hen T: Oh,yes! Look, what are thesethose? It has two short legs. We eat the eggs from it. What is it? Can you guess? Ss: They are hens.【Purpose：教师利用声音引出单词，增加课堂趣味性，边呈现图片边板书，在黑板上粘贴hen的图片】(2)T: Mr.MacDonald has another kind of animal.Ss: Its a horse.T: Yes, its a horse. (出示hen的图片，用phonic拼读。)T：What are thesethose?Ss: They are horses.(3) T: We know that hens lay eggs. How about milk? Where does milk come from? We can get some milk from the cows. 教师出示图片，通过挤奶的图片，我们能知道牛奶是来自奶牛的，并读用phonic拼读cow。 T：What are these? Ss: They are cows.(4) Listen the sounds and guess what animal it is. Then, use the same way to learn “sheep”. 3.Lets learn （1） Sarah is at the farm too. Look and listen, what does Sarah see at the farm? （2）Lead the Ss answer the question and read the words.【Purpose：呈现书本上的知识，使学生更加明确本课的重点。】Step 3 Extension 1. Introduce the farm 教师先出示一个自己设计的农场，介绍一下农场，给学生做个示范。T: Welcome to my farm. Look, this is my farm. Those are cows. They are so strong. These are hens. They are so small. 教师出示Old MacDonald的农场，让学生用所学句子，介绍一下农场，创编对话。【Purpose：学生利用所学的新知识，进行创编对话，培养学生的运用能力以及合作能力。】 Task 3 Design your farmT: If you have a farm. What animals do you want to feed? What vegetables do you want to plant? You can design your farm on the paper, then introduce your farm in your group.Ss will design their farm on the paper, then talk their farm in the groups. T asks some Ss to talk about their farm on the platform.T: Boys and girls, you do a good job. Now, can you write down your farm on the paper? OK, lets do it.【Purpose: 通过设计自己的农场，培养学生的创造力。让学生介绍自己的农场，提升了学生的语言运用能力及表达能力。最后，在让学生写一写自己的农场，培养了学生自学的能力。】 Step 4 Summary1. 情感态度： Animals are our friends. We should love animals.2.