【新教材】人教PEP版（2024）四年级下册英语Unit 6 From farm to table教案

第第页【新教材】人教PEP版（2024）四年级下册英语Unit6Fromfarmtotable教案教学内容Unit6Alet’stalk批注教学目标1.通过观察Binbin、John在农场帮忙的对话，理解并学习在农场劳动场景中提出合作建议、请求帮助与回应的核心句型：“Let‘sfeed/waterthe…”“Canyoupleasepassme…?”“Sure.Hereyouare.”“Thanks.”2.通过角色扮演与“农场小帮手”任务模拟活动，学生能分角色表演对话，并尝试在协作情境中，运用所学句型进行任务分配、物品传递与互助交流，提升在实际劳动场景中的语言运用与协作交际能力。3.借助“劳动的意义”小讨论，引导学生理解对话中浇水、喂食等劳动与食物生长、动物喂养之间的关联，体会劳动在获取食物过程中的重要性，初步培养热爱劳动、感恩付出的意识。教学重难点教学重点：掌握在农场劳动情境中提出合作建议与请求帮助的核心句型：“Let‘sfeed/water…”与“Canyoupleasepassme…?”，并能在角色扮演中正确使用。教学难点：在连贯的对话中自然、流畅地综合运用建议、请求与回应等不同功能的句型，模拟完整的协作劳动过程；准确理解并在语境中正确运用动词feed与water。教学准备PPT,blackboard&flashcards，教学设计Step1:WarmingupandLeadinActivity1:Let’senjoy

What’sthevideoabout?

Whatdofarmanimalseat?Activity2:LookandsayWhatcanyoudoonthefarm?Step2:PresentationActivity1:ReadandpredictReadthepicturesonP64.1)Whoareinthepicture?

2)Whatdotheydo?Theyhelpthefarmer.Activity2:ListenandtickWhatdothechildrendo?

A.plantthevegetables

B.waterthevegetables

C.feedtheanimalsActivity3:ListenandMatch

1)Whoarewateringthevegetables?

Whoarefeedingtheanimals?

2)CheckandlearnActivity4:Watchandfindout

Whatdothepigseat?

Goodtoknow.Activity5:ListenandimitateActivity6:ReadandnumberActivity7:Role-playStep3:ConsolidationActivity1:Askandanswer

A:Let’sfeedthechickens/horses/cows/

B:Herearesomevegetables/corns/grassStep4:ExtensionActivity1:Makeanewdialogue

A:Look.ZhangPengandAmyare____________.B:Yes.Let’s__________.A:Goodidea.B:Canyouplease________?A:Sure.Hereyouare.B：...Homework:1.Listenandrepeatthetextforthreetimes.

2.Recite“Let’stalk”板书设计教学反思教学内容Unit6Alet’slearn批注教学目标1.通过观察图片、听音跟读等活动，学习并掌握农场劳动的核心动词短语：plantpotatoes,watercarrots,picktomatoes,feedchickens,milkcows，并能结合情境运用“Farmersplant/water/pick...”“Theyfeed/milk...”等句型描述农业生产活动。2.开展“我是小农夫”情境模拟活动，引导学生根据图片或指令，运用“Plant/Water/Pickthe...”“Feed/Givewaterto/Milkthe...”等句型进行动作模仿与语言表达，提升在真实劳动场景中的语言反应与动手配合能力。3.借助“劳动与收获”主题讨论，引导学生理解对话中种植、浇水、喂养、挤奶等劳动与最终获得蔬菜、鸡蛋、牛奶等食物的直接关联，进一步认识“食物来之不易”，强化尊重劳动、珍惜食物的价值观念。教学重难点教学重点：学生能听、说、认读并理解农场劳动的核心动词短语（plant/water/pickvegetables,feedanimals,milkcows），并能正确运用句型“Farmers/They/We…”或祈使句“Plant/Water/Pick…”来描述和模拟劳动过程。教学难点：在实际情境或角色扮演中，准确区分并恰当使用一系列动词（plant,water,pick,feed,milk）；将“劳动过程”与“食物来源”建立逻辑联系，并用完整、连贯的句子进行表达。教学准备PPT,blackboard&flashcards，教学设计Step1:WarmingupandLeadinActivity1:Let’ssing

Singasong.Activity2:Let’sreview

Whatdothe____eat?

Showsomeflashcards.Studentssay:

Canyoupleasepassmethe_____?

Ifhe/sheisright.Studentstogetherwillsay:Hereyouare.Activity3:Recallandsay

Whatdothechildrendoonthefarm?Activity4:Thinkandask

AskMrWang:Whatdoyouoftendoonthefarm?

Step2:PresentationActivity1:Readandmatch

Showsomepictures.Readthepicturesandthenmatchthesentences.

Teachtheword.

1)Farmersplantmanythings.

Plantcarrots,planttomatoes,plantpotatoes.

2)Itishot.Farmerswaterthevegetables.

Whendowewatertheplants?

Inthemorningorintheevening.3)Picktomatoes.

Whatdotheypick?A.greenbeansB.Greenpeas.C.carrots

4)feedthechickens.

Whatdothechickenseat?

5)milkthecows.

Milk作为动词和名词的不同用法Activity2:Listenandsay

Listen“Whatdofarmersdo?”Thensaythepictures.Activity3:ListenandimitateActivity4:Let’sspellStep3:ConsolidationActivity1:Lookandguess

Showafarmer.Guess,whatishe/shedoing?Activity2:ListenandnumberActivity3:Activity4:ListenanddoStep4:ProjectActivity1:ListenandtickActivity2:ChooseandtalkHomework:1.Listenandread.

2.Copythewordsforthreetimes.3.ThinkaboutyourAdonthefarm板书设计教学反思教学内容Unit6Alet’sspell批注教学目标1.通过朗读和聆听关于农场情景的趣味韵文，引导学生感知、归纳并总结字母组合ear在单词中的常见发音规律，并能尝试拼读与归类核心单词，如bear,hear,near,pear,dear等。2.借助“听音圈词”、“听音写句”等语音辨识与书写活动，巩固ear的发音与拼写对应关系，提升学生听音辨词和根据发音规则拼写单词的能力。3.通过阅读含有ea单词的句子或创作简单韵文，引导学生在有意义的语境中识别、认读并尝试运用所学单词，并开展拼读游戏或解码活动，在趣味实践中巩固拼读规则，逐步发展学生的英语语音意识和见词能读的能力。教学重难点教学重点：感知、归纳并掌握字母组合ear在核心单词（如bear,hear,pear,dear,near）中的常见发音规律，并能根据发音尝试拼读与拼写符合该规律的单词。教学难点：在听音活动中准确辨识ear的发音并正确完成书写任务；区分ear字母组合可能对应的不同发音（如在bear/eə/与hear/ɪə/中的区别），并能在有意义的句子中正确拼写与运用。教学准备PPT,blackboard&flashcards，教学设计Step1:WarmingupandLeadinActivity1:Singthesongof“farmanimals”

Whatdothefarmanimalssay?

Acowgoes...Activity2:Let’sreviewReviewthesoundof‘air’

SpellsomewordsStep2:PresentationActivity1:Listenandguess

Listentothesound.Whatdoyouhear?

Maybeit’schicken./hen.

ShowZoomandhismum.

Readthepictureandsay

Whatdoyousee?Activity2:Listenandfindout

1)whatdoesMumsay?

Mydearbear,whatdoyouhear?

Achicken.“cluck”

2)Whereisthechicken?

It’snearthehouse.

3)Whatdoyouseeinthehouse?

Somanyeggshereandthere.

4）Whatdoyouseeneartheegg?

Thereisapear.Activity3:Readandmatch

P1:Mumbearandbabybear

P2:Achickenclucksverynear

P3:Ihear.It’ssoclear.

P4:Oh,dear!Somanyeggshereandthere.

P5:Andneartheeggs.thereisapear!

Readthesentences,thenmatchthepictures.Activity4:Listenandrepeat.Activity5:ReadandfindoutReadthewords.Findoutthe“ear”sounds.

What’sthedifferencebetweentwosounds?Activity6:WatchandfindoutStep3:ConsolidationActivity1:Read,listenandnumberActivity2:Look,listenandwriteActivity3:Let’sspell

Spellmorewordswith‘ear’Step4:ExtensionActivity1:ReadanewstoryReadthestory”SoundinLear’sear”

1)Readthetitle.

2)What’sinLear’sear?Abird

3)Whocanhearatfirst?OnlyLear.

4)Whocanhearatlast?Everyone.Homework:1.Recitetheshortstory

2.findmorewordswith‘ear’板书设计教学反思教学内容Unit6Blet’stalk批注教学目标1.通过观察Mike和Amy在农场主家用餐的对话，理解并学习在用餐场景中提供帮助、表达偏好、提出请求与回应提醒的核心句型：“Wouldyoulikeaknifeandfork?”“Icanusechopsticks.”“Canyoupleasepassmesomechopstickstoo?”“Don‘twastefood,please.”“Let’sclearthetable.”2.通过角色扮演与“餐桌小帮手”情景模拟活动，学生能分角色表演对话，并尝试在模拟用餐情境中，运用所学句型进行餐具选择、传递物品、表达意愿及提出合作建议，提升在真实生活场景中的语言运用与交际能力。3.借助“文明用餐小讨论”，引导学生理解对话中“不浪费食物”的提醒与“主动清理餐桌”的合作行为，联系用餐礼仪，初步培养珍惜粮食、礼貌用餐和乐于分担责任的意识。教学重难点教学重点：掌握在用餐情境中提供与选择餐具、提出请求与回应提醒的核心句型：“Wouldyoulike...?”“Icanuse...”“Canyoupleasepassme...?”“Don‘twastefood,please.”“Let‘sclearthetable.”，并能在角色扮演中正确运用。教学难点：在连贯的对话中自然、恰当地综合运用不同功能的句型，完成从“提供帮助”到“提出请求”再到“合作清理”的完整用餐交际过程；理解并正确使用“Wouldyoulike...?”与“Canyouplease...?”在语气和适用场景上的区别。教学准备PPT,blackboard&flashcards，教学设计Step1:WarmingupandLeadinActivity1:ListenanddoActivity2:Review

Reviewfarmer’sworkonthefarm.Activity3:Lookandsay

Whataretheydoing?Step2:PresentationActivity1:Readandpredict

1)Who?Mike,ZhangPeng,Amy

2)Where?AtMrWang’shome

3)Whataretheydoing?TheyarehavinglunchActivity2:listenandfindout

1)WhatdoesMrsay?

WhydoesMrWangsay:Amy,Mike,wouldyoulikeaknifeandfork>

BecauseAmyisfromtheUK.MikeisfromCanada.

2)WhatwouldMikeandAmylike?

Theycanusechopsticks.Theyaretalkingaboutthetableware.Activity3:Watchandfindout1)Whatshouldtheydo?Don’twastefood.Clearthetable.

2)Checkandlearn

Theyaretalkingabouttablemanners.

3)Howarethefood?

deliciousActivity4:ListenandimitateActivity5:ReadandfillActivity6:Role-playStep3:ConsolidationActivity1:AskandanswerActivity2:Lookandsay

Whatshouldwesay?

Don’twastefood.Step4:ExtensionActivity1:Makeanewdialogue

Homework:1.Listenandrepeatthetextforthreetimes.

2.Recite“Let’stalk”板书设计教学反思教学内容Unit6Blet’slearn批注教学目标1.通过观察餐桌布置与用餐场景的图片和指令，学习并掌握常见餐具名称：knife,fork,chopsticks,bowl,spoon，并能结合情境运用“Passmeabowl/spoon.”“Don’tplaywithyourknife/fork.”等句子进行简单请求与提醒。2.开展“布置餐桌”与“收拾餐桌”情境模拟活动，引导学生根据指令“Setthetable.”“Clearthetable.”，选择相应餐具进行摆放与整理，并运用“Canyoupleasepassme…?”“Sure.”等句型进行合作交流，提升在实际生活场景中的语言运用与协作能力。3.借助“餐桌礼仪小讨论”，引导学生理解并遵守“不用餐具玩耍”“不将筷子指向他人”等基本礼仪，初步培养文明用餐的习惯与尊重他人的意识。教学重难点教学重点：掌握五种餐具词汇，理解并能在情境中运用“Passme…”“Don’tplaywith…”等句式进行简单交流与指令回应。难点：在模拟“布置”与“收拾”餐桌的完整过程中，正确选择并使用餐具词汇，自然衔接请求、回应与提醒等多种交际功能；理解中西方餐具（如knife/fork与chopsticks）使用时的文化差异与相关礼仪。教学准备PPT,blackboard&flashcards，教学设计Step1:WarmingupandLeadinActivity1:EnjoyasongActivity2:Lookandsay

What’sthis?Whatarethey?Activity3:RecallandsayStep2:PresentationActivity1:LookandsayWhenyouhaveameal.Whatshouldyoudo?

Setthetable.Don’twastefood.Clearthetable.Activity2:ListenandnumberListenandnumberthepictures.

Teachtheword:setthetable

Clearthetable

Teachtheword:bowl

Abowlof____.Activity3:Lookandlearn

Whatdoyouseeonthetable?

1)knifeandfork

西方礼仪，学习刀叉使用

2）chopsticks

InChina,weuseChopsticks.

IntheUSA.Weuse______.

InIndia,weusefingers.

3)Howdoweeatsoup?

Weuseabowlandaspoon.

SpoonActivity4:ReadandmatchthewordsActivity5:ListenandimitateActivity6:Let’sspell

SpellthewordsStep3:ConsolidationActivity1:Listenandnumber

1)HowtosettableinEasterncountry.

2)ReadandguessActivity2:Let’splay

Usesomecardstoplay:passinggame

A:Canyoupleasepassmea...?

B:Sure.Hereyouare.Activity3:Thinkandsay

Step4:ExtensionActivity1:Listenandsay

Listentothesong.Thenfindoutthetablemanner.Homework:1.Listenandread.

2.Copythewordsforthreetimes.板书设计教学反思教学内容Unit6BReadandwrite批注教学目标1.通过阅读关于陈杰在家种植番茄的短文，学生能理解文本信息，提取番茄从种植到收获的过程（如plant,water,pick），并能在文中找到对应图片的描述性句子，理解“自己动手，丰衣足食”的实践乐趣。2.通过完成“写一写”任务，学生能模仿范例“Let‘ssetthetable.”，结合本单元所学，补充写出一句关于餐桌礼仪的句子（如“Don’tplaywithyourchopsticks.”或“Passmethebowl,please.”），初步培养基于生活经验的简单书面表达能力。3.借助“从种植到餐桌”主题讨论，引导学生将陈杰的种植经历与用餐行为联系起来，理解食物从种植、收获到烹饪、享用的完整过程，进一步强化珍惜食物、感恩自然与劳动的价值观念。教学重难点教学重点：学生能通过阅读提取番茄种植过程的关键动词（plant,water,pick），并能找出文中对应的描述句；能围绕“餐桌礼仪”写出一句语法正确、语义完整的句子。难点：将种植过程（plant-water-pick）与最终食用（makesalad,eat）建立逻辑联系，并用连贯的语言进行复述或表达；在书写任务中自主构思并正确写出一句符合情境、语法正确的餐桌礼仪相关句子。教学准备PPT,blackboard&flashcards，教学设计Step1:WarmingupandLeadinActivity1:ListenanddoActivity2:Freetalk

1)Whatdofarmersdoonthefarm?

They...

2)Wheredoesthemilkcomefrom?

It’sfromthefarm.

Farmersfeedthecows...

3)Wheredothevegetablescomfrom?

Farmersplantthetomatoes...Activity3:LookandsayDoyouknowanytablemanners?

LookandsayStep2:PresentationActivity1:Readandpredict

1)Readthepicture.Whatdoyousee?Iseesometomatoplants.

2)Whereisit?.inthesupermarket?Atthefarm?Athome?It’sathome.Activity2:Readandfindout

Readquicklyandfindout:Whogrowsit?ChenJIe.Howdoyouknow?ChenJIegrowsthembyherself.Shehasasmallgardenathome.Teach:byherself.Activity3:Readandunderline

Therearethreepictures.

Whatdoesshedo?Readthepicturesfirst.Thenreadandunderline.

1)Springisagoodtimetoplanttomatoes.

Inspring,weplantmanythings.

Springisagoodtimetoplant.

2)ChenJIewatersthetomatoplantseveryweek.

Explain:everyweek.

3)Insummer,ChenJIepicksthetomatoes.

Whencansheeatthetomatoes?Insummer.Activity4:Thinkandsay

Whatcanwemakewithtomatoes?Salad,tomatosoup,tomatoeggs...Activity5:Readanddivide

Readanddividethearticleintosections:

1)Wheredoyougetyourtomatoes?

2)ChenJiegrowsthetomatoes.

3)ChenJiesharethetomatoeswithherfamily.Activity6:MakeatitleforthearticleActivity6:ListenandimitateStep3:ConsolidationActivity1:LookandwriteStep4:ExtensionActivity1:EnjoyavideoHomework:

1.Readthetextthreetimes.Andthentrytoreciteit.

2.Takeapictureofyourmeal,thendrawaflowchart.板书设计教学反思教学内容Unit6CReadingtime批注教学目标1.通过阅读介绍新型农场（机器人农场、无土农场）的科普短文，学生能理解文本信息，识别不同农场的特点与科技应用，如机器人种植、帮助授粉、无土栽培等，并理解食物来源的多样化与科技在农业中的作用。2.通过完成信息对比表（如“传统农场vs.新型农场”）或开展“未来农场设计师”小组活动，学生能提取并归纳文本关键信息，并尝试运用所学语言描述一种新型农场的特点或工作方式，提升在科普类文本中提取、整合与表达信息的能力。3.借助“科技与食物”主题讨论，引导学生思考科技如何帮助人类更高效、更环保地生产食物，并联系文中“不浪费食物”“文明用餐”的呼吁，进一步强化珍惜粮食、感恩科技与劳动的