四年级英语下册Unit4AtthefarmThefirstperiod第一课时教案人教PEP

Page3Unit4Atthefarm教材分析本单元学习的主题是参观农场。教学内容主要是围围着教材主线人物参观农场并与农场主子对话的情景来绽开的。教学重点是能听、说、认读核心句型“—Arethese…?—Yes,theyare./No,theyaren't.”“—Whatarethese/those?—They\'retomatoes/sheep.”“—Howmanyhorsesdoyouhave?—Seventeen.”。能听、说、认读单词：tomato,potato,carrot,greenbean,horses,cows,hens,sheep等教学目标学问与实力目标:·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：tomato,potato,carrot,greenbean,horse,cow,hen,sheep及其复数形式·能够正确运用上述单词和these/those介绍各种农场蔬菜及动物·能够驾驭字母组合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；能依据读音拼法符合or发音规则的单词·能够填充短语或句子，做到书写规范情感看法､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支配第一课时：PartALet'stalk&Let'splay其次课时：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'ssing

Thefirstperiod(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和老师的帮助下理解对话大意·能够依据正确的语音、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·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…?”▶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。▶教学打算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。Teachingpurpose歌曲可以激发学生的学习爱好，还可以引入“农场Teachingpurpose歌曲可以激发学生的学习爱好，还可以引入“农场”这个话题。老师以谈话方式导入教学，自然亲切地创设了真实、有效的教学情景。▶教学过程Step1:Warm-up&Lead-in1.Greetings.2.Singasong—OldMacDonaldhadafarm.(出示课件)3.Lead-in.T:（课件出示：Unit4主情景图）OldMacDonaldhasafarm.TodayMikeandhisfriendsarevisitingthefarm.Whatcantheysee?Let'sgoandhavealook.Teachingpurpose通过问题引导学生视察并探讨图片，借助图片预料教学内容，培育学生的视察实力和逻辑推理实力。Teachingpurpose通过问题引导学生视察并探讨图片，借助图片预料教学内容，培育学生的视察实力和逻辑推理实力。Step2:Presentation1.Lookandpredict.Showthethreepicturesin“Let'stalk”onpage38.Letstudentslookatthepicturescarefully.Asksomequestionstoleadthemtopredictthemainideaofthedialogue.Thequestionsarelikethese:①Whoarethey?②Wherearethey?③Whataretheytalkingabout?Vegetablesoranimals?Teachingpurpose老师引导学生带着问题观看文本动画，整体感知文本，获得有用信息。Teachingpurpose老师引导学生带着问题观看文本动画，整体感知文本，获得有用信息。ShowthequestionandthepicturesofsomevegetablesonthePPT.(出示课件)Playthecartoon.Letstudentswatchthecartoonandcircletherightpictures.T:Whatvegetablesaretheytalkingabout?PictureA,B,CorD?Ss:PictureBandC.T:Great!Teachingpurpose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。Teachingpurpose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.Teachthesentences“—Arethese...?—Yes,theyare./No,theyaren't.”Learnthenewword“carrots”byusingthewordcard.(2)ListentothedialogueaboutPicture2.Studentslistentothedialogueaboutthesecondpicture.T:Arethesecarrots?Ss:No,theyaren't.T:Whatarethese?Ss:They'retomatoes.Learnthenewword“tomatoes”byusingthewordcardandthenewsentences“—Whatarethese?—Theyare…”(3)ListentothedialogueaboutPicture3.Studentslistentothedialogueaboutthethirdpictureandtrytounderstand“Trysome!”and“Yum.”4.Readandact.(1)Playtherecording.Studentsreadafteritandpayattentiontothepronunciationandtheintonation.(出示课件）(2)Letstudentspracticethedialoguesingroups.Teachingpurpose帮助学生操练核心句型Teachingpurpose帮助学生操练核心句型“Whatarethese?/Arethese…?”，并为后面的拓展活动做好打算。Step3:Practice1.Practicethewordsandthesentences.Usethewordcardstopracticethenewwordsandsentences.Letstudentsreadthewordsonthewordcardsloudly.Thentheteachershowscardsandasks“Whatarethese?/Arethese…?”.Studentsanswerthequestionsaccordingtothecardstheysee.Makeamodel:T:(Showacardof“tomatoes”.)Aretheseapples?Ss:No,theyaren't.T:Whatarethese?Ss:They'retomatoes.2.Let'splay.Studentspracticethesentencesingroupsbyusingthewordcards.Teachingpurpose通过创设自然真实的情境，让学生在情境中合理运用所学语言问答物品名称并描述物品特点，培育学生的综合语言运用实力。Teachingpurpose通过创设自然真实的情境，让学生在情境中合理运用所学语言问答物品名称并描述物品特点，培育学生的综合语言运用实力。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楚明白，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、视频及课件来协助教学，激发学生的学习爱好。4.突出语用功能，通过创设合理情景，帮助学生在情景中真实自然地运用所学语言。5.板书设计清楚明白，重点突出，起到了很好的协助作用。▶TeachingContents&TeachingAimsLet'stalk·Understandthemainideaofthedialoguebyobservingandtalkingaboutthepictures.·Beabletoreadthedialoguecorrectlyandactitout.·Usethesentencestructuresproperly.·Understandandreadthenewwords“carrot”and“tomato”correctly.Let'splay·Practicethekeysentencestructures“Whatarethese?”“Arethey…?”.▶TeachingPriorities·Usethekeysentencestructuresproperlyinthescene.▶TeachingDifficulties·Understand,readandactoutthedialoguecorrectly.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudentsActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Singasong—OldMacDonaldhadafarm.3.Lead-in.1.Greetings.2.Singasong.3.Listentotheteacherandunderstandwhathe/shesays.Arousestudents'learninginterest.Leadinthetopicof“Atthefarm”.Presentation1.Lookandpredict.Showthethreepicturesandasksomequestions.Lookatthepicturesandanswerthequestions.Predictthemainideaofthedialogue.Cultivatestudents'abilityofobservationandlogicalthinking.

（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation2.Watchandcircle.ShowthequestionandthepicturesonthePPT.Playthecartoon.Letstudentscircletherightpictures.LookatthequestionandthepicturesonthePPT.Watchthecartoonandcircletherightpictures.Helpstudentsgettheoverallperceptionofthetextandsomeusefulinformation.3.Learnthenewwordsandthenewsentences.(1)PlaytherecordingaboutPicture1.ShowthequestiononthePPT.Teachthenewword“carrots”andthesentences“—Arethese...？—Yes,theyare./No,theyaren't.”(2)PlaytherecordingaboutPicture2.Talkwithstudentsandteachthenewword“tomatoes”andthenewsentences“—Whatarethese?—They're...”(3)PlaytherecordingaboutPicture3.Teachthenewsentences“Trysome!”and“Yum.”(1)Listentothedialogueandanswerthequestion.Learnthenewword“carrots”andthesentences“—Arethese…?—Yes,theyare./No,theyaren't.”(2)Listentothedialogueandtalkwiththeteacher.Learnthenewword“tomatoes”andthenewsentences“—Whatarethese?—Theyare…”(3)Listentothedialogue.Trytounderstand“Trysome!”and“Yum.”Usethequestionstoleadstudentstolearnthenewwordsandthenewsentencesinthedialogues.4.Readandact.(1)Playtherecording.(2)Letstudentspracticethedialoguesingroups.(3)Letstudentsactout.Readaftertherecording.Practicethedialoguesandac