四年級英語下冊Unit4AtthefarmThefirstperiod第一課時教案人教PEP

Page3Unit4Atthefarm教材分析本單元學(xué)習(xí)的主題是參觀農(nóng)場。教學(xué)內(nèi)容主要是圍圍著教材主線人物參觀農(nóng)場并與農(nóng)場主子對話的情景來綻開的。教學(xué)重點是能聽、說、認(rèn)讀核心句型“—Arethese…?—Yes,theyare./No,theyaren't.”“—Whatarethese/those?—They\'retomatoes/sheep.”“—Howmanyhorsesdoyouhave?—Seventeen.”。能聽、說、認(rèn)讀單詞：tomato,potato,carrot,greenbean,horses,cows,hens,sheep等教學(xué)目標(biāo)學(xué)問與實力目標(biāo):·能夠聽、說、認(rèn)讀句型“—Arethese…?—Yes,theyare./No,theyaren't.”“—Whatarethese/those?—They'retomatoes/sheep.”“—Howmanyhorsesdoyouhave?—Seventeen.”·能夠在情景中運用句型“—Whatarethese/those?—They're…”詢問并回答各種蔬菜或動物的名稱·能夠在情景中運用句型“They'resobig/long/cute/…”描述物品特點·能夠按意群朗讀介紹農(nóng)場上蔬菜和動物的短文；能夠在有意義的語境中仿寫句子These/Thoseare…·能夠聽、說、認(rèn)讀單詞：tomato,potato,carrot,greenbean,horse,cow,hen,sheep及其復(fù)數(shù)形式·能夠正確運用上述單詞和these/those介紹各種農(nóng)場蔬菜及動物·能夠駕馭字母組合or的發(fā)音規(guī)則，即or在單詞中常見的兩種發(fā)音：/??/和/?:/·能夠讀出符合or發(fā)音規(guī)則的單詞；能依據(jù)讀音拼法符合or發(fā)音規(guī)則的單詞·能夠填充短語或句子，做到書寫規(guī)范情感看法?文化意識?學(xué)習(xí)策略目標(biāo):·了解幾條與動物相關(guān)的英語習(xí)語課時支配第一課時：PartALet'stalk&Let'splay其次課時：PartALet'slearn&Let'schant第三課時：PartALet'sspell第四課時：PartBLet'stalk&Let'splay第五課時：PartBLet'slearn&Drawandsay第六課時：PartBReadandwrite&Let'scheck&Let'ssing

Thefirstperiod(第一課時)PartALet’stalk&Let'splay?教學(xué)內(nèi)容與目標(biāo)課時教學(xué)內(nèi)容課時教學(xué)目標(biāo)Let'stalk·能夠在圖片、PPT和老師的幫助下理解對話大意·能夠依據(jù)正確的語音、語調(diào)及意群朗讀對話，并在小組中進行角色表演·能夠在情景中運用句型“—Arethese…?—Yes,theyare.”“—Whatarethese?—They're…”詢問物品名稱并回答；能夠在情景中恰當(dāng)運用句型“They'regood/sobig!”描述物品特點·能夠在語境中借助圖片理解新詞carrot和tomato的意思，并能夠正確發(fā)音Let'splay·利用農(nóng)場里可能出現(xiàn)的動植物單詞卡片，操練核心句型“Whatarethese?”“Arethey…?”?教學(xué)重點能夠在情景中運用句型“—Arethese…?—Yes,theyare.”“—Whatarethese?—They're…”詢問物品名稱并回答；能夠在情景中恰當(dāng)運用句型“They'regood/sobig!”描述物品特點。?教學(xué)難點能夠聽懂對話大意，并能夠用正確的語音、語調(diào)朗讀對話。?教學(xué)打算1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關(guān)內(nèi)容。Teachingpurpose歌曲可以激發(fā)學(xué)生的學(xué)習(xí)愛好，還可以引入“農(nóng)場Teachingpurpose歌曲可以激發(fā)學(xué)生的學(xué)習(xí)愛好，還可以引入“農(nóng)場”這個話題。老師以談話方式導(dǎo)入教學(xué)，自然親切地創(chuàng)設(shè)了真實、有效的教學(xué)情景。?教學(xué)過程Step1:Warm-up&Lead-in1.Greetings.2.Singasong—OldMacDonaldhadafarm.(出示課件)3.Lead-in.T:（課件出示：Unit4主情景圖）OldMacDonaldhasafarm.TodayMikeandhisfriendsarevisitingthefarm.Whatcantheysee?Let'sgoandhavealook.Teachingpurpose通過問題引導(dǎo)學(xué)生視察并探討圖片，借助圖片預(yù)料教學(xué)內(nèi)容，培育學(xué)生的視察實力和邏輯推理實力。Teachingpurpose通過問題引導(dǎo)學(xué)生視察并探討圖片，借助圖片預(yù)料教學(xué)內(nèi)容，培育學(xué)生的視察實力和邏輯推理實力。Step2:Presentation1.Lookandpredict.Showthethreepicturesin“Let'stalk”onpage38.Letstudentslookatthepicturescarefully.Asksomequestionstoleadthemtopredictthemainideaofthedialogue.Thequestionsarelikethese:①Whoarethey?②Wherearethey?③Whataretheytalkingabout?Vegetablesoranimals?Teachingpurpose老師引導(dǎo)學(xué)生帶著問題觀看文本動畫，整體感知文本，獲得有用信息。Teachingpurpose老師引導(dǎo)學(xué)生帶著問題觀看文本動畫，整體感知文本，獲得有用信息。ShowthequestionandthepicturesofsomevegetablesonthePPT.(出示課件)Playthecartoon.Letstudentswatchthecartoonandcircletherightpictures.T:Whatvegetablesaretheytalkingabout?PictureA,B,CorD?Ss:PictureBandC.T:Great!Teachingpurpose分段呈現(xiàn)對話，逐步引導(dǎo)學(xué)生跟隨文本學(xué)習(xí)新單詞、新句型。充分利用卡片幫助學(xué)生學(xué)習(xí)新單詞，并操練新單詞、新句型。Teachingpurpose分段呈現(xiàn)對話，逐步引導(dǎo)學(xué)生跟隨文本學(xué)習(xí)新單詞、新句型。充分利用卡片幫助學(xué)生學(xué)習(xí)新單詞，并操練新單詞、新句型。(1)ListentothedialogueaboutPicture1.ShowthequestiononthePPT.(出示課件)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.(出示課件）(2)Letstudentspracticethedialoguesingroups.Teachingpurpose幫助學(xué)生操練核心句型Teachingpurpose幫助學(xué)生操練核心句型“Whatarethese?/Arethese…?”，并為后面的拓展活動做好打算。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通過創(chuàng)設(shè)自然真實的情境，讓學(xué)生在情境中合理運用所學(xué)語言問答物品名稱并描述物品特點，培育學(xué)生的綜合語言運用實力。Teachingpurpose通過創(chuàng)設(shè)自然真實的情境，讓學(xué)生在情境中合理運用所學(xué)語言問答物品名稱并描述物品特點，培育學(xué)生的綜合語言運用實力。Littletourguide”1.CreateasituationbyusingthePPT.T:Look!Manypeoplearevisitingthefarm.Canyouhelpthefarmer?Doyouwanttobeatourguidetointroducethefarmtothem?Let'stry!(課件出示：Unit4主情景圖)2.Makeademonstration.T:Lookatthese!They'recarrots.Ss:Oh!They'resobig!Aretheseapples?T:No,theyaren't.Ss:Whatarethese?T:They'retomatoes.3.Studentsworkingroups.4.Showtime.?板書設(shè)計?作業(yè)設(shè)計1.Practicethedialogue.2.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應(yīng)課時作業(yè))?教學(xué)反思1.整個教學(xué)設(shè)計流程清楚明白，很好地實現(xiàn)了課程教學(xué)目標(biāo)。2.活動設(shè)計豐富易操作，且具備層次感，有效地提升了學(xué)生的核心素養(yǎng)。以學(xué)生為本，以問題為導(dǎo)向，引導(dǎo)學(xué)生自主學(xué)習(xí)。3.充分利用網(wǎng)絡(luò)資源服務(wù)于課堂教學(xué)：利用生動形象的圖片、視頻及課件來協(xié)助教學(xué)，激發(fā)學(xué)生的學(xué)習(xí)愛好。4.突出語用功能，通過創(chuàng)設(shè)合理情景，幫助學(xué)生在情景中真實自然地運用所學(xué)語言。5.板書設(shè)計清楚明白，重點突出，起到了很好的協(xié)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.

（續(xù)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