英语人教版四年级下册At the farm Part A Lets talk.docx

I. Subject: Unit 4 At the farm Part A Lets talkII. Teaching analysis The topic of this lesson is to identify and discuss the vegetables. Teacher should give students more opportunity to say, and arouse the initiative of students.III. Student analysis Students in grade 4 have leant English over a year. They took a great interest in English. They are curious about the unknown vegetables. Teacher should arouse students interest by new methods. IV. Teaching aims Knowledge aims Students can listen, say and read the new words.Students can talk about the unknown things under the key structure. Ability aimStudents can communicate with each other and work together. Emotional aim Students can understand its hard to grow vegetables and cherish the food.V. Teaching key points and difficulties Key pointsStudents can understand and read the new words.DifficultiesStudents can communicate with partners correctly and fluently on the basis of the target language.VI. Teaching aids CAI, cards, tomatoes, seeds of tomatoes.VII. Teaching methods Communicative language teaching method. The situational teaching method.VIII. Teaching procedures Step 1. Warm up1. Greetings（设计意图：用热情感染学生，消除陌生感，活跃课堂气氛。）2. Sing a song (Old Macdonald)Then say its warm in Hefei, lets go to the farm with Mike and Sarah.（设计意图：用歌曲建立轻松欢快的氛围，同时引出主题。）Step 2. Presentation1. Show main scene by steps, and lead in the new words and sentence.(1). The farmer give me these (show the seeds), what are these? Are these seeds? Then have students guess they are tomato/orange seeds.(2). Then show the carrots, are these carrots? Show the main scene 1. Yes, they are. Have students repeat after the tape.(3). Show some green tomatoes, they are from the farm, have students touch and guess what are these? They are tomatoes. Then show the main scene 2, ask students what are these? Let students understand they are tomatoes too. Have students repeat after the tape.(4). Let students understand the plural form of the new words by pictures.Game: Simon says;Divide the class into 2 groups (group tomato and group carrot).Then have students match the words with cards. (5). Take out tomatoes, let students guess what are these, say try some and yum. Then show the main scene 3, let them repeat after the tape. Have students taste it and say the sentence.（设计意图：首先用farmer给的西红柿种子询问学生Are these seeds? 导入Are these _? Yes, they are. They are_. 句型，同时激起学生好奇心；接着引导学生观察胡萝卜的根，引出 are these carrots? 同时感知课文第一段对话；然后引导学生猜出绿色的西红柿，引出句型what are these? They are 使学生多种感官参与情境创设，既能熟悉句型，又增加课堂趣味性；接着用直观的图片解释单数和负数的区别，再用游戏训练发音，接着连接图片和单词建立形义联系，最后用新学的单词分组，用竞争的方式来激发学生积极性；最后，让学生判断再尝一尝西红柿，说出yum， 感知课文。 学生经历从种子到果实的生长过程，渗透文化教育。） Step 3. Practice1. Read the passage in roles.（设计意图： 练习从整体掌握课文内容，训练语音语调。）2. Pair work : 2 students cooperate, use the cards to practice the sentence.One ask and one answer: What are these? They are Are these ? Yes, they are.（设计意图： 用奖励的卡片操练句型，使学生进一步掌握句型，培养交际能力。） Step 4. Extension Group work: 2-3 in a group, make a new dialogue. Give the seeds of tomatoes to the best group. A: what are these? B: They are cabbages. A: Are these dogs? B: No, they are wolf.（设计意图： 由导入到导出，使学生在已有知识经验基础上，选择教师提供的情境和例句进一步拓展，激发主人翁意识，培养语用能力。小组活动培养合作意识。） Step 5. Homework1. Visit a farm, ask and take notes of the food you dont know. Then