2023年四年级英语下册Unit4Atthefarm第一课时配套教案人教PEP

Page3Unit4Atthefarm教材分析本单元学习的主题是参观农场。教学内容主要是围绕着教材主线人物参观农场并与农场主人对话的情景来展开的。教学重点是能听、说、认读句型“—Arethese…?—Yes,theyare./No,theyaren’t.”“—Whatarethese/those?—They’retomatoes/sheep.”“—Howmanyhorsesdoyouhave?—Seventeen.”；能听、说、认读单词和短语：tomato,potato,carrot,greenbean,horse,cow,hen,sheep及其复数形式教学目标知识与能力目标:·能够听、说、认读句型“—Arethese…?—Yes,theyare./No,theyaren’t.”“—Whatarethese/those?—They’retomatoes/sheep.”“—Howmanyhorsesdoyouhave?—Seventeen.”·能够在情景中运用句型“—Whatarethese/those?—They’re…”询问并回答各种蔬菜或动物的名称·能够在情景中运用句型“They’resobig/long/cute/…”描述物品特点·能够按意群朗读介绍农场上蔬菜和动物的短文；能够在有意义的语境中仿写句子“These/Thoseare…”·能够听、说、认读单词和短语：tomato,potato,carrot,greenbean,horse,cow,hen,sheep及其复数形式·能够正确使用上述单词、短语和these/those介绍各种农场蔬菜及动物·能够掌握字母组合or的发音规则，即or在单词中常见的两种发音：/ɜː/和/ɔ:/·能够读出符合or发音规则的单词；能根据读音拼写符合or发音规则的单词·能够补全短语或句子并做到书写规范情感态度､文化意识､学习策略目标:·了解几条与动物相关的英语习语课时安排第一课时：PartALet’stalk&Let’splay第二课时：PartALet’slearn&Let’schant第三课时：PartALet’sspell第四课时：PartBLet’stalk&Let’splay第五课时：PartBLet’slearn&Drawandsay第六课时：PartBReadandwrite&Let’scheck&Let’ssingThefirstperiod(第一课时)PartALet’stalk&Let’splay▶教学内容与目标课时教学内容课时教学目标Let’stalk·能够在图片、PPT和教师的帮助下理解对话大意·能够按照正确的语音、语调及意群朗读对话，并在小组中进行角色表演·能够在情景中运用句型“—Arethese…?—Yes,theyare.”“—Whatarethese?—They’re…”询问物品名称并回答；能够在情景中恰当运用句型“They’regood/sobig!”描述物品特点·能够在语境中借助图片理解新词“carrot”和“tomato”的意思，并能够正确发音Let’splay·能够利用农场里可能出现的动植物单词卡片，操练核心句型“Whatarethese?”“Arethey…?”及其答语▶教学重点能够在情景中运用句型“—Arethese…?—Yes,theyare.”“—Whatarethese?—They’re…”询问物品名称并回答；能够在情景中恰当运用句型“They’regood/sobig!”描述物品特点。▶教学难点能够听懂对话大意，并能够用正确的语音、语调朗读对话。▶教学准备1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。2.PPT课件、课文录音、视频、卡片等。Teachingpurpose①歌曲可以激发学生的学习兴趣，还可以引入Teachingpurpose①歌曲可以激发学生的学习兴趣，还可以引入“农场”这个话题。以谈话方式导入教学，自然亲切地创设真实、有效的教学情景。Step1:Warm-up&Lead-in①1.Greetings.2.Singthesong—OldMacDonaldhadafarm.(出示课件)3.Lead-in.T:（课件出示：Unit4主情景图）OldMacDonaldhasafarm.TodayMikeandhisfriendsarevisitingthefarm.Whatcantheysee?Let’sgoandhavealook.Teachingpurpose②通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。Teachingpurpose②通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。Step2:Presentation1.Lookandpredict.②Showthethreepicturesin“Let’stalk”onpage38.(出示课件)Letstudentslookatthepicturescarefully.Asksomequestionstoleadthemtopredictthemainideaofthedialogue.Thequestionsarelikethese:①Whoarethey?②Wherearethey?Teachingpurpose③教师引导学生带着问题观看文本动画，整体感知文本，获取有用信息。Teachingpurpose③教师引导学生带着问题观看文本动画，整体感知文本，获取有用信息。2.Watchandcircle.③ShowthequestionandthepicturesofsomevegetablesonthePPT.(出示课件)Playthecartoon.(出示课件)Letstudentswatchthecartoonandcircletherightpictures.T:Whatvegetablesaretheytalkingabout?PictureA,B,CorD?Ss:PictureBandC.T:Great!Teachingpurpose④分段呈现对话，逐步引导学生跟随文本学习新单词、新句型。充分利用卡片帮助学生学习新单词，并操练新单词、新句型。3.TeachthenewwordsandthenewsentencestructuresTeachingpurpose④分段呈现对话，逐步引导学生跟随文本学习新单词、新句型。充分利用卡片帮助学生学习新单词，并操练新单词、新句型。(1)ListentothedialogueaboutPicture1.ShowthequestiononthePPT.(出示课件)Studentslistentothedialogueaboutthefirstpictureandanswerthequestion.Teachthesentencestructures“—Arethese...?—Yes,theyare./No,theyaren’t.”Teachthenewword“carrots”byusingthewordcard.(2)ListentothedialogueaboutPicture2.Studentslistentothedialogueaboutthesecondpicture.T:Arethesecarrots?Ss:No,theyaren’t.T:Whatarethese?Ss:They’retomatoes.Teachthenewword“tomatoes”byusingthewordcardandthenewsentencestructures“—Whatarethese?—Theyare…”(3)ListentothedialogueaboutPicture3.Studentslistentothedialogueaboutthethirdpictureandtrytounderstand“Trysome!”and“Yum.”4.Readandact.(1)Playtherecording.(出示课件）Letstudentsreadafteritandpayattentiontothepronunciationandtheintonation.Teachingpurpose⑤Teachingpurpose⑤帮助学生操练核心句型“Whatarethese?/Arethese…?”，并为后面的拓展活动做好准备。(3)Actout.Step3:Practice1.Practicethewordsandthesentencestructures.⑤Usethewordcardstohelpstudentspracticethenewwordsandsentencestructures.Letstudentsreadthewordsonthewordcardsloudly.Thentheteachershowscardsandasks“Whatarethese?/Arethese…?”Studentsanswerthequestionsaccordingtothecardstheysee.Makeamodel:T:(Showacardof“tomatoes”.)Aretheseapples?Ss:No,theyaren’t.T:Whatarethese?Ss:They’retomatoes.2.Let’splay.Studentspracticethesentencestructuresingroupsbyusingthewordcards.Teachingpurpose⑥通过创设自然真实的情Teachingpurpose⑥通过创设自然真实的情景，让学生在情景中合理运用所学语言问答物品名称并描述物品特点，培养学生的综合语言运用能力。Littletourguide”1.CreateasituationbyusingthePPT.T:Look!Manypeoplearevisitingthefarm.Canyouhelpthefarmer?Doyouwanttobeatourguidetointroducethefarmtothem?Let’stry!(课件出示：Unit4主情景图)2.Makeademonstration.T:Lookatthese!They’recarrots.Ss:Oh!They’resobig!Aretheseapples?T:No,theyaren’t.Ss:Whatarethese?T:They’retomatoes.3.Studentsworkingroups.4.Showtime.▶板书设计▶作业设计1.Practicethedialogue.2.Dotheexercises.(见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)▶教学反思1.整个教学设计流程清晰明了，很好地实现了课程教学目标。2.活动设计丰富易操作，且具备层次感，有效地提升了学生的核心素养。以学生为本，以问题为导向，引导学生自主学习。3.充分利用网络资源服务于课堂教学：利用生动形象的图片、视频及课件来辅助教学，激发学生的学习兴趣。4.突出语言的语用功能，通过创设合理情景，帮助学生在真实自然的情景中使用所学语言。5.板书设计清晰明了，重点突出，起到了很好的辅助作用。▶TeachingContents&TeachingAimsLet’stalk·Beabletounderstandthemainideaofthedialoguebyobservingandtalkingaboutthepictures.·Beabletoreadthedialoguecorrectlyandactitout.·Beabletousethesentencestructuresproperlyinthescene.·Beabletounderstandandpronouncethenewwords“carrot”and“tomato”correctly.Let’splay·Beabletopracticethekeysentencestructures“Whatarethese?”“Arethey…?”.▶TeachingPriorities·Beabletousethekeysentencestructuresproperlyinthescene.▶TeachingDifficulties·Beabletounderstand,readandactoutthedialoguecorrectly.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudentsActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Singthesong—OldMacDonaldhadafarm.3.Lead-in.1.Greetings.2.Singthesong.3.Listentotheteacherandunderstandwhathe/shesays.Arousestudents’learninginterest.Leadinthetopic“Atthefarm”.Presentation1.Lookandpredict.Showthethreepicturesandasksomequestions.Lookatthepicturesandanswerthequestions.Predictthemainideaofthedialogue.Cultivatestudents’abilityofobservationandlogicalreasoning.（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation2.Watchandcircle.ShowthequestionandthepicturesonthePPT.Playthecartoon.Letstudentscircletherightpictures.LookatthequestionandthepicturesonthePPT.Watchthecartoonandcircletherightpictures.Helpstudentsgettheoverallperceptionofthetextandsomeusefulinformation.3.Teachthenewwordsandthenewsentencestructures.(1)PlaytherecordingaboutPicture1.ShowthequestiononthePPT.Teachthenewword“carrots”andthesentencestructures“—Arethese...？—Yes,theyare./No,theyaren’t.”(2)PlaytherecordingaboutPicture2.Talkwithstudentsandteachthenewword“tomatoes”andthenewsentencestructures“—Whatarethese?—They’re...”(3)PlaytherecordingaboutPicture3.Teachthenewsentences“Trysome!”and“Yum.”(1)Listentothedialogueandanswerthequestion.Learnthenewword“carrots”andthesentencestructures“—Arethese…?—Yes,theyare./No,theyaren’t.”(2)Listentothedialogueandtalkwiththeteacher.Learnthenewword“tomatoes”andthenewsentencestructures“—Whatarethese?—Theyare…”(3)Listentothedialogue.Trytounderstand“Trysome!”and“Yum.”Usethequestionstoleadstudentstolearnthenewwordsandthenewsentencestructuresinthedialogue.4.Readandact.(1)Playtherecording.(2)Letstudentspracticethedialogueingroups.(3)Letstudentsactout.Readaftertherecording.Practicethedialogueandactitout.Makesurestudentsreadthed