江苏英语译林小学英语三下Unit-7-On-the-farm教学设计

三下Unit7Onthefarm教学设计（五课时）单元教材分析：本单元为译林版三年级下册Unit7Onthefarm，主要是围绕“Onthefarm”来展开话题。由Storytime,Funtime,Cartoontime,Soundtime,Songtime,Checkouttime和Ticking

time这七个板块组成。在Story

time板块中，呈现了四个动物类单词pig/cow/chicken/duck和三个水果类单词apple/pear/orange.学生要学会在情境中运用复数句型：Whatarethese/those?They’re...Arethese/those...?Yes,theyare./No,theyaren’t.这一部分的句型比较难，一是以前从没有接触过名词的复数形式，二是单词these/those读音较难，三是还要学习复数形式的一般疑问句。因此本单元的难度比较大。除了这些，还要求学生学会a和an的区别用法。Fun

time部分是一个棋盘益智类游戏，学生要通过投骰子，并顺利答对问题，穿过农场，到达终点。此游戏重在利用游戏，激发学生学习兴趣，操练句型。学生要能理解What’sthis?Whatarethese?/What’sthat?Whatarethose?句型的区别以及正确运用It’sa/an…Theyare…的句型来进行回答。其次，这一版块还非常恰当地将前面单元所学习的数字紧密结合，进行反复操练。

Cartoon

time呈现的是Bobby在展示自己画的画并让Sam来猜画的是什么。Bobby分别画的是小鸡、铅笔还有蒂娜。Sam却回答了鸭子以及Bobby。这一版块要求学会能听懂、会说、会读词汇chicken/duck/picture等新单词并熟练运用前两课时所学句型。Soundtime呈现了带有m的单词，如farm/icecream/make/mum等，并将其串成了一段绕口令。让学生更好地感受字母m的发音，能将规律运用于其他单词中。Song

time旨在用歌唱形式复习单词pig并加以补充pig的发音。Checkouttime版块可以作为Storytime的巩固活动，主要让学生观察图片并正确作答。此环节重在帮助学生回顾本单元所学的重点句型。Ticking

time这个版块是提醒学生养成在单元学习结束后进行自我评估的学习习惯。学情分析：本单元是三年级学生下学期要学习的新课，这个年龄段的学生正处于少年时期，孩子们具有好奇、好动、爱表现、善模仿等特点。他们喜欢新鲜事物，对陌生语言的好奇心能激起他们对外语的兴趣。本单元以农场为场景，让学生领略农场风光，了解相关动物、水果等。该话题比较接近学生实际生活，容易激发学生的学习兴趣，再加上Cartoon

time部分的趣味阅读，学生通过表演的方式，可以体会到故事的幽默，并在愉快的学习氛围中达成教学目标。单元教学目标：1.能听懂、会说、会读、会写词汇farm,they,those,anapple,pear,anorange,who2.能听懂、会说、会读词汇they’re=theyare,pig,cow,chicken,duck,picture,who’s=whois3.能听懂、会说、会读日常用Welcometo...Whatarethese/those?They’re...Arethese/those...?Yes,theyare./No,theyaren’t.4.能掌握字母m在单词中的发音。5.会唱歌曲：Onthefarm单元教学重点、难点：1.能听懂、会说、会读、会写词汇farm,they,those,anapple,pear,anorange,who2.能听懂、会说、会读词汇they’re=theyare,pig,cow,chicken,duck,picture,who’s=whois3.能听懂、会说、会读日常用语Welcometo...Whatarethese/those?They’re...Arethese/those...?Yes,theyare./No,theyaren’t.4.能掌握字母m在单词中的发音。教具准备：PPT本单元课时安排：本单元主要涉及到谈论“农场”这一主要话题，分为五课时。第一课时Storytime，主题为“What’sonthefarm？”课文通过Mike参观刘涛爷爷的农场，展现了农场的美丽风光，并呈现出一些动物以及水果。本课时主要通过给学生设置情境，帮助其更好地理解单复数并运用相关重点句型。如Whatarethese?Whatarethose?等等。第二课时Funtime,Cartoontime，主题为“What’sthis?”，由Sam来猜测Bobby画的画是什么。通过这样一个幽默的小故事，孩子们能在轻松愉快的情境中操练相关句型。此外，这节课还设置了游戏环节，巩固词句，让学生真正做到在玩中学、学中玩。第三课时Soundtime,Songtime，Checkouttime主题为“visitTom’sfarm”，将参观Tom农场设置为一条游戏主线，巧妙地将三个环节进行结合。让孩子们身临其境，进行闯关活动，最终到达农场。这样不仅可以唤起学生浓厚的兴趣，还可以提升学生参与的积极性。学生在此课中也能体会到相应的成就感。第四课时是一节复习课，主题为复习旧知，拓展少量新知。通过FarmerTim为大家设置的参观农场的三个环节Feedanimals、Pickfruit、VisitMissMouse’shouse分别来复习语音板块、词汇板块以及重点句型板块。最后引导学生要亲近自然，体验生活，享受乐趣。此外，还有一个强化训练，要求学生介绍Tim的农场，让学生将知识加以整合运用，考验学生综合运用能力，为下节课的绘本学习做铺垫。第五课时是绘本故事Magictails，延续课本中有关动物的主题，学生通过对绘本的学习，补充更多的动物类单词，并再次巩固运用Unit7重点句型。既拓宽了学生的知识面，又激发学生的学习兴趣。Unit7Onthefarm(Period1)Teachingcontents:StorytimeTeachingaims:1.能通过歌曲环节学习单词duck、pig

和cow及其复数形式。2.能通过学习Story

time，能正确理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话。3.能在真实的情境中运用Whatarethese/those?Arethese/those…?和日常交际用语Nicetomeetyou,Mike.Welcometomyfarm.进行交流。Teachingimportantanddifficultpoints:1.能通过学习Storytime，能比较流畅地朗读对话，并能运用所学对话描述。2.能在真实的情景中运用Whatarethese/those?Arethese/those…?和日常交际用语Nicetomeetyou,Mike.Welcometomyfarm.进行交流。3.能正确理解掌握对话，并能朗读表演。Teachingaids:多媒体，光盘，卡片，PPT，人物头像Teachingprocedures:Step1WarmupFreetalkT:

Look,whoisshe?Yes,thisisme!Doyouwanttoknowmoreaboutme?Trytoask.Ss:Howoldareyou?/Whatcolourdoyoulike?(与学生交流年龄、喜欢的颜色以及水果。设计意图：复习并巩固之前所学，唤起旧知，顺利过渡到学习新知。)T:

I

like

eating

pears.

Hereisapear.(pear教学)Ss:PearPearT:

Ihave

some

other

fruit.Can

you

guess?出示黑色塑料袋运用句型Is

this

a

/an

…?教授单词an

apple

、an

orange.(通过颜色提示学生猜测)

【设计意图：复习Isthisa/an…？疑问句，为接下来学习Arethese/those…?句型做铺垫。】EnjoyasongT:Youdoagoodjob!Nowlet’senjoyasong.T:What’sthesongabout?Ss:Farm!(farm教学)T:What’s

on

the

farm?

（教授单词a

duck、a

pig、a

cow）Ss:cows/ducks/pigsT:Great.【设计意图：从欣赏颜色类歌曲导入，激发学生学习的兴趣。】Step2PresentationLookandsayT:What’sthis?(手持卡片)Ss:It’sacow.T:Whatarethese?(手持卡片)Ss:Theyarecows.T:What’sthat?（指远处PPT上的图片）Ss:It’sapig.T:Whatarethose?（指远处PPT上的图片）Ss:Theyarepigs.【设计意图：引导学生在真实情境中理解两种问句的不同，从而理解these和those】MagiceyesT:Here

is

a

farm.Lookandguess：What

are

these?

（呈现半遮的手持卡片并在此过程中引导学生用Are

these

…?猜测）Ss:Arethesebirds?T:No，theyaren’t.Ss:Theyareducks.T:Great!Look,Therearethreebigtrees.What'sonthetree?Canyouguess?（引导学生用Arethose…?猜测）Ss:Arethoseapples？T:Yes,theyare.Arethoseapplestoo?Ss:No,theyaren’t.T:Whatarethose?Ss:Theyarepears.(教授apples、

pears、oranges)【设计意图：从已新授的Whatarethese？Whatarethose?入手，引出句型Arethese…?Arethose…?让学生学起来有个梯度，由易到难。】3.Watch

and

answerT:

Thefarmisverybeautiful.Whosefarmisit?What’s

on

the

farm?

Watchandanswermyquestion.Ss:It’sLiuTao’sgrandpa’sfarm.T:What’sonthefarm?Ss:cows/pigs/apples/pears【设计意图：创设情境，让学生带着任务有目的地观看课文视频，从而更加了解课文内容，为深入学习课文做铺垫。】4.ReadthestoryReadafterthetape.Readtogether.Readinroles.【设计意图：不管是逐句跟读、齐读，还是分角色朗读，都强调读准语音语调，大声朗读，并且指导学生读好重音、升降调和停顿。】Step3ConsolidationSummarya.本节课学习了以下新单词，试着读一读：cow/pig/farm/these/pear/those/appleb.当你想知道那些是什么，你可以问：Whatarethose...?c.当你想回答这些是什么时，你可以说：Theyare…d.当你想猜测那些是不是梨子时，你可以问：Arethosepears?e.当你想猜测这些是不是小猪时，你可以问：Arethesepigs?【设计意图：学生在一定情境中操练目标语，提高单词以及句型的使用的正确率，达到活学活用的效果。】ActtheshowT:Nowwearegoingtodoaroleplay.Pleaseworkinfour.Onecanbegrandpa,onecanbeLiuTao,OnecanbeMike,andthelastonecanimitatethepigsandcows.【设计意图：采用小组合作的方式，既培养了学生的集体合作精神，又巩固了所学知识，使操练更加充分、到位，达到熟练掌握的程度。】AskandanswerT:Todaywelearnedthesentenceslike“Whatarethese/those?Theyare….Arethese/those…?Canyoutrytousethethingsintheclassroomtoaskandanswerwithyourpartner?(Pairwork)【设计意图：将重点句型用于学生日常生活中，既提高了学生的兴趣，又检测了学生对本课的知识点的掌握情况，并为下一节课做好铺垫。】Step4Homework:

Try

to

recite

the

dialogue.Drawafarmpicture.Blackboarddesigning:Unit7Onthefarm

What

are

these

/

those？

Are

these

/

those

…?They’re….

农场图

Yes

/

No.

They’re….Unit7Onthefarm(Period2)Teachingcontents:Funtime/CartoontimeTeachingaims:1.能在教师的引导下，正确理解和朗读cartoon

time中的故事，能读懂其中趣味之处。2.能掌握以下词汇：farm，they，pig，those，cow，apple，pear，chicken，duck，orange，picture，who；3.能通过各种活动让学生能正确熟练地运用名词单复数形式的句型：What’s

this/

that?

It’s

a/an…

Is

this/that…？

Yes，it

is./

No,

it

isn’t.

What

are

these/those?

They’re

…

Are

these/those…？Teachingimportantanddifficultpoints:1.能熟练掌握句型：What

are

these/those?

Are

these/those…？2.能熟练掌握词汇：they,those,chicken,apple,pear,orange的读音；3.能了解不定冠词a/an用法的区别；4.能熟练掌握部分名词的复数形式。Teachingaids:多媒体，光盘，卡片，PPTTeachingprocedures:Step1Review1.Review

Story

timeT:LiuTao’sgrandpa

has

a

farm.Let’s

go

and

have

a

look,

OK?T:(PPT

出示)Who

are

they？T：Where

are

they？T:Yes,they’reonthefarm.Theyseesomethingsongrandpa’sfarm.Pleasediscusswithyourpartner.Ss:Whatarethese/those?Arethese/those…？Ss:Theyarepigs,cows,applesandpears.2.Review

theimportantsentencesT:Whatarethese?S1:Theyarerulers.T:Whatarethose?S2:Theyarepencils.T:Aretheserubbers?S3:Yes,theyare.（指导学生运用所学的语句说说身边的东西，教师巡视，纠正学生错误。）【设计意图：不管是对话还是课文问答，都帮助学生回顾了单词和句型，为后面的学习做好准备。】Step2：Presentation1.LookandsayT:Look，Who

are

they?Ss:Sam&BobbyT:What

are

they

doing?Ss:They’re

looking

at

the

pictures.(教学picture)【设计意图：锻炼学生观察图片能力，并通过问答形式引出picture单词，进行教学。】2.WatchandanswerT:Nowlet’s

watch

and

answer：How

many

pictures

does

Bobby

have?Ss:Three.T:Look,I

have

the

three

pictures.（师生针对3幅图进行问答,chicken/duck教学）T:Oh,youknowBobby’spictureswell.AndIthinkBobbywillbehappy.Butlook，Oh，Bobbyisnothappy，He’sveryangry.Why?(PPT出示图5)Ss：说理由【设计意图：让学生带着任务有目的地观看课文视频，从而更加了解课文内容，为深入学习课文做铺垫。】Listenandimitate【设计意图：让学生跟读录音，重在要求其模仿语音语调。】4.Actitout【设计意图：采取灵活的方式让学生进一步巩固今日所学，创设生动、真实的学习情境。】Step3Practice：Fun

timeT:Now

let’s

play

a

game

about

the

farm.(PPT出示规则:按照骰子的点数往前走，每走到相应的图上，一位学生运用Whatarethese/those?What’sthis/that?进行提问，另一位学生并回答，如果出错退回原处，谁先到达终点胜。)师生示范后进行生生练习。T：Wherearethewinners?Clapforthem!【设计意图：设计了“游戏”环节，旨在让学生在玩中学、学中玩，注意力集中。由易到难的活动环节，层层递进，学生自然掌握知识，用所学语言进行表达，获得学习的成就感。】Step4:Homework1.

Try

to

retell

the

story.2.Playthegamewithyourparents.Blackboarddesigning:Unit7OnthefarmWhatisthis/that?It’sa/an…Whatarethese/those?Theyare…Unit7Onthefarm(Period3)Teachingcontents:Soundtime&Songtime&Checkout

timeTeachingaims:1．能在语言运用的过程中进一步理解名词单复数的概念及用法。2．能综合运用本单元所学的单词和句型谈论农场上的事物。3．能体会字母m在单词中的发音/m/。4．能初步把自己表达的内容在老师或同学的帮助下写下来。Teachingimportantanddifficultpoints:1.能综合运用本单元所学的单词和句型谈论农场上的事物并能写下来。2.能正确理解名词单复数的概念并能在情境中正确使用。Teachingaids:多媒体，光盘，卡片，PPTTeachingprocedures:Step1WarmUp1.

Greetings2.

Free

talk

T:

What

animals

do

you

know?

T:

Good.

What

fruit

do

you

know?

T:

(呈现所有单词)

Let’s

read

the

words【设计意图：通过Freetalk巩固学生所学，让学生头脑风暴，促进思维发展。】Step2Presentation1.Lead

inT:

Today

we’ll

continue

to

talk

about

the

farm.Look,

a

boy

is

coming.

Who

is

he?

Let’s

listen.

Tom:

Hello,

boys

and

girls.

I’m

Tom.

Tom:

Iamalittlefarmer.Ihaveabigfarm.Doyouwanttovisitmyfarm?Ss:

Yes.T:

OK.

Let’s

go.Tom:

Butnotnow.Youmustpassatest.Boysandgirls,canyou?

T:

OK.Comeon,boysandgirls!Hereisthetest!Singasongaboutthefarm.【设计意图：加入VisitTom’sFarm元素，提高学生参与度。】2.Listenandfollow

T:

Listen!

What

are

these?

（猪的声音）

Ss:

They

are

pigs

T:Yes.Pigsonthefarmgo‘Oink,oink’.Oinkisthenoiseofpigs.Nowfollowme‘oink,oink’.

Ss:

Read

‘oink,

oink’.

T:

Now

let’s

listen

to

a

nice

song.

Ss:

Listen.

T:

Can

you

try

to

follow

it?(播放歌曲，学生跟唱)

T:

Good

!

Let’s

sing

it

with

some

actions.

T:

Here

are

three

animals

from

the

farm.

Can

you

change

your

words

according

to

the

animals?

T:Canyousinglikethis?Chickensonthefarmgo‘cheep,cheep’,ducksonthefarmgo‘quack,quack’.Nowchooseoneofthemandsinginfour.

Ss:

小组唱。（集体反馈唱两段）

T:Good.Youcansingthesongaboutanimals.Butcanyousingthesongaboutfruit?Lookattheapples.Whatcolouraretheapples?

Ss:

They

are

red.

T:

Socanyousinglikethis‘applesonthefarmarered,red…’

T:

What

about

the

pears

and

oranges?

Sing

them

in

four.

Ss:

集体反馈唱两段。

T:

You

can

sing

well.

We

can

go

to

Tom’s

farm

now.【设计意图：教完歌曲后要求学生们举一反三，并在这个过程中巩固所学词汇，让学生感受到自主创作的成就感。】3.SoundtimeTom:

Boysandgirls,youcanvisitmyfarm.ButI’mbusynow.Canyouwaitforme?T:

Tom

has

gone.

Where’s

Tom?T:

Look,

he

is

here.

He

is

at

home.

What’sthat?Ss:Icecream!Tom:Mymother’sbirthdayiscoming.Iwanttomakeicecreamsformymum.

T:

Is

he

lovely?I

have

a

chant

about

Tom.

T:

Here

are

some

words

with

the

letter

Mm.

They

are…Ss:Tom/from/farm/make/cream/mum

T:

Can

you

tell

me

the

sound

of

the

letter

‘m’?

T:

Do

you

know

more

words

with

the

sound

/m/

?

Discuss

in

four.

T:

I

have

some

words

with

the

sound/m/.

Can

you

read

them?Step3：ConsolidationCheckout

time

Tom:

Boys

and

girls,

you

did

a

very

good

job.

Now,let’s

go

to

the

farm.

T:

(呈现农场图)

Is

it

beautiful?

T:

There

are

so

many

things

on

the

farm.

What’s

this?What

are

those?

T:

Wow,You

can

talk

well.

But

can

you

write?

Turn

to

page

49.Writeyouranswer.

T-Ss:

Check

the

answer.T:

Boysandgirls,whenwetalkaboutthingsonthefarm,howcanweaskandanswer?Step4:HomeworkRetellthesoundtime.Sharethesongwithyourfriends.Blackboarddesigning:Unit7OnthefarmWhatisthis/that?It’sa/an…Whatarethese/those?Theyare…Unit7Onthefarm(Period4)Teachingcontents:ReviewUnit7Teachingaims:能在“VisitTim’sfarm”这个大情境中复习和巩固本单元的核心词汇和句型；能综合运用核心语言知识谈论和介绍农场，并迁移到生活中介绍自己的教室；能在活动中体验农场的乐趣，学会亲近自然，享受生活；能在新的情境中巩固字母m的发音，感受英语的韵律美。Teachingimportantanddifficultpoints:能在“VisitTom’sfarm”这个大情境中复习和巩固本单元的核心词汇和句型；能综合运用核心语言知识谈论和介绍农场，并迁移到生活中介绍自己的教室。Teachingaids:PPTTeachingprocedures:Step1.LeadinGuess:Whatisit?T:It’saplace(地方).It’sbeautiful.Youcanseeanimalsonit.Youcanseefruitonit.ShowSspicturesofthefarmsinJiangyin.T:Howisthefarm?Doyouwanttogotothefarm?Introducethelittlefarmer,Timandhisplan.T:Look,thelittlefarmerTimhasabigfarm.Heinvitesustohisfarm.Thisishisplanforus：•Feedanimals•Pickfruit•VisitMissMouse’shouse【设计意图：为学生创设情境，在情境中参与、学习、巩固。】Step2.OnthefarmFeedanimalsT:Whatarethey?Guess!显示动物部分图片，学生用一般疑问句猜测。What’sthis?What’sthat?Whatarethese?Whatarethose?Nowwearegoingtofeedtheanimals.T:Nowtheanimalsarefull.Timsays：“Thankyou.Ihaveasongforyou.”PleasemakeanewsongforTim.Chickencheep；dogwoof；cowmoo；duckquack.【设计意图：此环节培养学生举一反三的能力，让学生感受到自主创作的成就感。】Pickfruit1.Task：Bestmemory.出示农场图片，15秒记住动物和水果的位置。T:What’sthis/thatunderthetree?Whatarethose...?Workinpairs.同桌练习，谈论这些物品。PickfruitMakeafruittowelApplesApplesApplesTheseapplesTheseredapplesThesebigredapplesThesebigredapplesinthebasketballHelpfulwords:Helpfulwords:thesethoseapplesorangespearsbananas...redyellowgreenorange...bigsmall..onthetreeinthebagunderthetreeVisitMissMouse’shouseChantwithMissMouse：Phonicskids-MShowMissMouse’shouseandreadnewwordsT:HowisMissMouse’shome?Ss：smallhomeT:Thesearethethingsinherhouse,canyouread?matmapmoonlampFillintheblanksMissMouseMissMousefromthefarmHasasmalllovelyhomeMissMouseonthematHasalampandamap7.ThinkandshareT:DoyoulikeTim’sfarm?HowisTim’sfarm?Why?【设计意图：情感升华，引导学生亲近自然，放松身心，体验乐趣，享受生活。】Step3.ConsolidationIntroduceTim’sfarm现在，你也当回小主人，邀请Tim参观你的教室,试着和同桌完成对话。Me:Welcometomyclassroom！现在，你也当回小主人，邀请Tim参观你的教室,试着和同桌完成对话。Me:Welcometomyclassroom！Tim:Thank_____.What's_____?Me:It'sa_____.Tim:Whatare_____?Me:_____are.Tim:Arethese/those_____?Me:No,they_____.They're_____.Tim:Hownice!Is____a_____?Me:_____,itis.Tim:CanIhavealook?Me:_____.Hereyouare.Tim想吸引更多的人来农场玩，你能帮他宣传一下吗？Hello!WelcometoTim’sfarm!Thisisa/an.That’sa/an.Theseare.ThoseareWhatafarm!Comeandplay！2.WelcomeTomtoyourclassroomStep4.HomeworkCollectthefruitwordsandtheanimalwords.FindmorewordswiththeletterMmBlackboarddesigning:Tim’sfarm•FeedanimalsHelpfulwords:Helpfulwords:thesethoseapplesorangespearsbananas...redyellowgreenorange...bigsmall..onthetreeinthebagunderthetree•Pickfruit•VisitMissMouse’shousematmapmoonlampMagictails(Period5)Teachingcontents:Magictails绘本故事Teachingaims:能复习巩固动物类单词。能了解不同的尾巴有着不同的作用。能正确理解、并表演故事。Teachingimportantanddifficultpoints:正确理解故事内容，能朗读并表演故事。Teachingaids:PPTTeachingprocedures:Step1Pre-readingHaveaguessaboutanimals【设计意图：复习巩固之前所学动物类单词并引出下文。】Enjoyasong:Whosetails?T:Wow,that’salovelysong,right?SoWhat’sthesongabout?S:Tails.(tail教学)【设计意图：用歌曲营造课堂气氛，使学生迅速进入到英语学习状态。】LookandsayT：What’sthis/that?Ss:It’satail.T:Whatcolouristhis/thattail?Ss:It’s…T:Whatarethese/those?Ss:Theyaretails.【设计意图：利用看图问答环节，运用之前所学知识进行描述，促使学生将所学内容融会贯通。】Step2While-readingReadthecoverT:Lookat