Unit 4 Part A 第1课时教学设计

Step1:Warm-up&Lead-in①Teachingpurpose①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。1.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.Writedownthetopic“Atthefarm”ontheblackboard.Step2:Presentation1.Lookandpredict.②Teachingpurpose②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。Showthethreepicturesin“Let’stalk”onpage38.(出示课件)Letstudentslookatthepicturescarefully.Asksomequestionstoleadthemtopredictthemainideaofthedialogue.Thequestionsarelikethese:①Whoarethey?②Wherearethey?③Whataretheytalkingabout?Vegetablesoranimals?2.Watchandcircle.③Teachingpurpose③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。ShowthequestionandthepicturesofsomevegetablesonthePPT.(出示课件)Playthecartoon.(出示课件)Letstudentswatchthecartoonandcircletherightpictures.T:Whatvegetablesaretheytalkingabout?PictureA,B,CorD?Ss:PictureBandC.T:Great!3.Teachthenewwordsandthenewsentencestructures.④Teachingpurpose④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.(2)Letstudentspracticethedialogueingroups.(3)Actout.Step3:Practice1.Practicethewordsandthesentencestructures.⑤Teachingpurpose⑤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。Usethewordcardstohelpstudentspracticethenewwordsandsentencestructures.Letstudentsreadthewordsonthewordcardsloudly.Thentheteachershowscardsandasks“Whatarethese?/Arethese...?”Studentsanswerthequestionsaccordingtothecardstheysee.Makeamodel:T:(Showacardof“tomatoes”.)Aretheseapples?Ss:No,theyaren’t.T:Whatarethese?Ss:They’retomatoes.2.Let’splay.Studentspracticethesentencestructuresingroupsbyusingthewordcards.Step4:Consolidation&Extension⑥Teachingpurpose⑥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.▶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.Presentation2.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.Makesurestudentsreadthedialoguecorrectlyandfluently.Practice1.Practicethewordsandthesentencestructures.Usethewordcardstohelps