人教PEP版英語四年級下冊Unit 4 At the farm 教案（共7課時）

第第頁板書設(shè)計作業(yè)設(shè)計找到更多含有“or”并且“or”發(fā)[??]的單詞（word，work，world，worth，worm...）教學(xué)反思1.突出學(xué)生學(xué)習(xí)的自主性。引導(dǎo)學(xué)生獨立思考，尋找規(guī)律，變被動為主動，提高學(xué)生進(jìn)行自主探究、歸納的能力。2.采用多種形式調(diào)動學(xué)生的學(xué)習(xí)積極性。采用chant、繪本故事等形式來激發(fā)學(xué)生的學(xué)習(xí)興趣，引導(dǎo)學(xué)生積極投入到學(xué)習(xí)中來，并讓學(xué)生體會語音學(xué)習(xí)帶來的成就感。3.充分利用各種資源來輔助教學(xué)。如后面拓展活動中的繪本故事，有效地幫助學(xué)生鞏固了“or”的發(fā)音規(guī)則。4.注重學(xué)生學(xué)習(xí)策略的培養(yǎng)。在學(xué)生進(jìn)行聽力練習(xí)之前，預(yù)留時間讓學(xué)生對所聽內(nèi)容進(jìn)行預(yù)測和推斷，對學(xué)生進(jìn)行有效的聽力技巧指導(dǎo)。ThefourthperiodPartBLet’stalk&Let’splay內(nèi)容分析本單元學(xué)習(xí)的主題是參觀農(nóng)場。教學(xué)內(nèi)容主要是圍繞著教材主線人物參觀農(nóng)場并與農(nóng)場主人對話的情景來展開的。教學(xué)重點是能夠在情景中運用句型“—Whatarethose?—They’re…”問答物品名稱，并能夠在情景中恰當(dāng)運用句型“—Arethey…?—Yes,theyare./No,theyaren’t.”確認(rèn)是否為某種物品。課時目標(biāo)知識與能力能夠在圖片、PPT和教師的幫助下理解對話大意。能夠按照正確的語音、語調(diào)及意群朗讀對話，并能在小組中進(jìn)行角色扮演。能夠在情景中運用句型“—Whatarethose?—They’re…”問答物品名稱，并能夠在情景中恰當(dāng)運用句型“—Arethey…?—Yes,theyare./No,theyaren’t.”確認(rèn)是否為某種物品。能夠理解these與those的區(qū)別并能正確使用。能夠通過猜動物的游戲活動操練核心句型“Whatarethose?”“—Arethey…?—Yes,theyare./No,theyaren’t.”過程與方法用歌曲激發(fā)學(xué)生的學(xué)習(xí)興趣，并延續(xù)“農(nóng)場”這個話題。復(fù)習(xí)蔬菜類單詞及相關(guān)句型，激活學(xué)生已有的知識儲備。教師基于單元整體教學(xué)，以談話的方式導(dǎo)入教學(xué)，創(chuàng)設(shè)真實、有效的教學(xué)情景，并提前滲透“alotofanimals,cool”。通過問題引導(dǎo)學(xué)生觀察并討論圖片，借助圖片預(yù)測教學(xué)內(nèi)容，培養(yǎng)學(xué)生的觀察能力和邏輯推理能力。通過預(yù)測圖片內(nèi)容激活已有知識，提取與文本有關(guān)的知識，進(jìn)入文本話題。“做一做，猜一猜”活動很好地激發(fā)學(xué)生的學(xué)習(xí)積極性，讓學(xué)生在輕松愉快的氛圍中練習(xí)單詞和句型。情感態(tài)度價值觀通過游戲的方式，增加學(xué)生對學(xué)習(xí)的興趣，提高學(xué)生英語口語表達(dá)水平。教學(xué)重難點教學(xué)重點能夠在情景中運用句型“—Whatarethose?—They’re…”問答物品名稱，并能夠在情景中恰當(dāng)運用句型“—Arethey…?—Yes,theyare./No,theyaren’t.”確認(rèn)是否為某種物品。教學(xué)難點能夠聽懂對話大意，并能用正確的語音、語調(diào)及意群朗讀對話。教學(xué)準(zhǔn)備教學(xué)課件、課文視頻等。教學(xué)媒體選擇多媒體，錄音。教學(xué)活動角色扮演；游戲；觀看動畫。教學(xué)過程Step1:Warm-up&Revision&Lead-in1.Greetings.2.Singthesong—OldMacDonaldhadafarm.（出示課件）3.Revision.T:Mike,JohnandSaraharevisitingthefarm.Whatdidtheyseeatthefarm?Ss:Somevegetables.T:Whatvegetables?Let’ssee.（Showthewordcards.）Whatarethese?Arethese…?Ss:…Usethewordcardstoreviewthewordsandthesentencestructures.4.Lead-in.T:Intheafternoon,MikeandSaraharevisitingthefarm.Thistimetheyseealotofanimalsatthefarm.That’scool!Let’sgoandsee!Writedownthetopic“Atthefarm”ontheblackboard.Step2:Presentation1.Lookandpredict.Showthetwopicturesin“Let’stalk”onpage41.(出示課件)Letstudentslookatthepicturescarefully.Asksomequestionstoleadthemtopredictthemainideaofthedialogue.Thequestionsarelikethese:①Whoarethey?②Wherearethey?③Whataretheytalkingabout?Vegetablesoranimals?Howmany?2.Watchandanswer.ShowthequestionandthepicturesofsomeanimalsonthePPT.（出示課件）Letstudentswatchthecartoon.（課件出示:教材P41Let’stalk視頻）T:Whatanimalsaretheytalkingabout?PictureA,B,CorD?Ss:PictureCandD.T:Great!3.Teachthenewwordsandthenewsentencestructures.(1)ListentothedialogueaboutPicture1.（出示課件）T:DoesOldMacDonaldhaveanimals?Ss:Yes.Q:Howmanyanimalsdoeshehave?Afeworalotofanimals?Ss:Hehasalotofanimals.Usepicturestohelpstudentsunderstand“alotof”.(課件出示:alotof的相關(guān)內(nèi)容)Teachtheword“horses”.（課件出示:幾匹馬的圖片）T:Whatarethese?Ss:They’rehorses.他們是馬。T:Yes.They’rehorses.Studentsreadthewordaftertheteacher.Teachtheword“those”.PresentthepicturesonthePPT.（課件出示：近處的馬群圖片和遠(yuǎn)處的馬群圖片）Usethepicturestohelpstudentsunderstandtheword“those”.Thentrytomakesomesentencesbyusing“these”and“those”.Theteacherpointstosomethingsinclassroomandasksquestions.Studentsanswer.T:Whatarethese?Ss:They’re…T:Whatarethose?Ss:They’re...Writedownthesentencestructuresontheblackboard.(2)ListentothedialogueaboutPicture2.（出示課件）Theteacherpointstothesecondpictureandasksquestions.T:Whatarethose?Aretheyhens?S:No,theyaren’t.They’reducks.Teachthenewword“hens”andthesentencestructures“—Aretheyhens?—No,theyaren’t.Theyare…”.Studentspracticebyusingthewordcards.4.Readandact.(1)Playtherecording.Letstudentsreadafteritandpayattentiontothepronunciationandtheintonation.(2)Letstudentspracticethedialogueingroups.(3)Actout.Step3:Practice1.Practicethewordsandthesentencestructures.Usethewordcardstopracticethewordsandthesentencestructures.Letstudentslookatthepicturesandreadthewords.Askonestudenttopresentsomecardsstandinginthefrontoftheclassroom.Theteacherasks“Whatarethose?Arethey…?”Theotherstudentsansweraccordingtothewordcardstheysee.2.Let’splay.T:Icanactlikeananimal.Lookatmyactionandguesswhatitis.Ss:Isita…?T:Yes,itis.(Asktwostudentstoacttogether.)T:Theycanactlikeonekindofanimal.Lookattheiractionsandguesswhattheyareacting.Ss:Arethey…?T:Yes,theyare./No,theyaren’t.Ifstudentscan’tguesscorrectly,askthemtoguessagainuntiltheygettherightanswer.Step4:Consolidation&Extension“Guessandsing”（課件播放旋律）T:Theylikeeatinggrass.Theycanrunsofastandpeoplecanridethem.Whatarethey?Ss:Aretheyhorses?T:Yes,theyare.OldMacDonaldhasafarm.Onhisfarmhehassomehorses.Let’ssingtogether.Studentssingtogether.T:Cool!Let’sgoon!They’revegetables.They’regreen.They’relong.Whatarethey?Ss:Aretheygreenbeans?T:Yes,theyare.OldMacDonaldhasafarm.Onhisfarmhehassomegreenbeans.Canyousing?Studentssingtogether.板書設(shè)計作業(yè)設(shè)計小游戲：同學(xué)互相描述小動物特征并做出動作，猜出小動物的名字教學(xué)反思1.整個教學(xué)設(shè)計流程清晰，注重各環(huán)節(jié)之間的聯(lián)系，做到環(huán)環(huán)相扣。2.教學(xué)目標(biāo)明確，教學(xué)重難點把握準(zhǔn)確。整個教學(xué)過程重點突出，講練結(jié)合，落實到位。3.充分發(fā)揮現(xiàn)代教育的技術(shù)優(yōu)勢，適當(dāng)運用多媒體來輔助教學(xué)，幫助學(xué)生理解、突破教學(xué)重難點，突出學(xué)生學(xué)習(xí)的主體地位。4.教學(xué)中運用大量的游戲、歌曲等活動，有效地調(diào)動了學(xué)生的學(xué)習(xí)積極性，寓教于樂，課堂教學(xué)氛圍輕松活躍。ThefifthperiodPartBLet’slearn&Let’splay內(nèi)容分析本單元學(xué)習(xí)的主題是參觀農(nóng)場。教學(xué)內(nèi)容主要是圍繞著教材主線人物參觀農(nóng)場并與農(nóng)場主人對話的情景來展開的。教學(xué)重點是能夠聽、說、認(rèn)讀并熟練運用“horse,cow,hen,sheep”及其復(fù)數(shù)形式。課時目標(biāo)知識與能力能夠聽、說、認(rèn)讀單詞“horse,cow,hen,sheep”及其復(fù)數(shù)形式。能夠熟練運用上述單詞及句型“—Arethey…?—Yes,theyare./No,theyaren’t.They’re…”討論農(nóng)場動物。過程與方法用歌曲熱身，以談話的方式導(dǎo)入，延續(xù)農(nóng)場這個話題。利用PPT出示PartBLet'stalk情景圖，通過談?wù)搱D片復(fù)習(xí)上節(jié)課所學(xué)內(nèi)容。通過復(fù)習(xí)上節(jié)課的內(nèi)容引出新單詞“hens”，借助圖片教授新單詞，并用數(shù)數(shù)和高低音的方式幫助學(xué)生關(guān)注其復(fù)數(shù)形式。用自由問答的方式自然地引出重點句型“—Whatarethose?—They're…”，幫助學(xué)生用句型來討論動物。通過游戲幫助學(xué)生操練新單詞，活躍課堂氣氛。有節(jié)奏的說唱可以使學(xué)生在句子中朗讀并運用核心詞匯?！安乱徊隆庇螒虿倬殕卧~、句型，有效地吸引學(xué)生的注意力，激發(fā)學(xué)生的學(xué)習(xí)興趣。情感態(tài)度價值觀通過活動更好地掌握單詞和句型，進(jìn)一步培養(yǎng)語言交際能力。教學(xué)重難點教學(xué)重點能夠聽、說、認(rèn)讀并熟練運用“horse,cow,hen,sheep”及其復(fù)數(shù)形式。教學(xué)難點能夠理解sheep的復(fù)數(shù)形式。教學(xué)準(zhǔn)備教學(xué)課件、課文視頻、錄音等。教學(xué)媒體選擇多媒體，錄音。教學(xué)活動角色扮演；游戲；觀看動畫。教學(xué)過程Step1:Warm-up&Revision&Lead-in1.Greetings.2.Singthesong—OldMacDonaldhadafarm.（出示課件）3.Revisionandlead-in.Studentspracticethedialogueof“Let’stalk”onpage41.T:OldMacDonaldhasalotofanimals.Whatanimalsdoeshehave?Ss:Horsesandducks.T:Right!Whatotheranimalsdoeshehave?Let’sgotosee!Writedownthetopic“Atthefarm”ontheblackboard.（課件出示:教材P41Let’stalk圖片）Theteacherandstudentstalkaboutthepicture.T:Whatarethose?Ss:They’rehorses.T:Whataboutthose?Aretheyhens?Ss:No,theyaren’t.They’reducks.Step2:Presentation1.Teachtheword“hens”.②Presentthepictureof“Let’slearn”.（課件出示:教材P42Let’slearn圖片）Pointtothehensandaskstudents.T:Whatarethose?Aretheyhens?Ss:Yes,theyare.T:Howmanyhens?Ss:Onehen,twohens,threehens,fourhens.Writedowntheword“hens”ontheblackboard.Write“s”inredchalk.T:Whatarethose?Ss:They’rehens.Writedown“—Whatarethose?—They’re…”ontheblackboard.Theteachershowsthewordcardofthehens.Studentsreadthewordaftertherecordingandthenpracticethewordlikethis:Hens,↗hens,↘thesearehens.↘Aretheyhens?↗Yes,theyare.↘2.Teachtheword“horses”.（課件出示:教材P42Let’slearn圖片）Pointtothehorsesandaskstudents.T:Whatarethose?Ss:They’rehorses.T:Lookatthehorses.They’retallandstrong.Theycanrunveryfast.Writedowntheword“horses”ontheblackboard.Write“s”inredchalk.Theteachershowsthewordcardofthehorses.Studentsreadthewordaftertherecordingandthenpracticethewordlikethis:Horses↗,horses↘,thesearehorses↘.Aretheyhorses↗?Yes,theyare↘.3.Teachtheword“cows”.③T:They’rewhiteandblack.They’rebigandstrong.Wedrinktheirmilk.Whatarethey?Ss:Cows.(Studentscanpointtothepictureofthecowsiftheycan’tsaytheword“cows”.)T:Howcleveryouare!Writedowntheword“how”ontheblackboard.Andthenchangetheletter“h”into“c”.Askstudentstospelltheword“cow”bythemselves.（課件出示:教材P42Let’slearn圖片）Pointtoacowandaskstudents.T:What’sthis?Ss:It’sacow.Pointtothethreecowsandaskstudents.T:Whatarethose?Ss:They’recows.Theteachershowsthewordcardofthecows.Studentsreadthewordaftertherecordingandthenpracticethewordlikethis:Cows,↗cows,↘thesearecows.↘Aretheycows?↗Yes,theyare↘.4.Learntheword“sheep”.④（課件出示:教材P42Let’slearn圖片）Pointtothesheepandaskstudents.T:Whatcanyousee?Ss:Sheep./羊。Writedownthenewword“sheep”ontheblackboard.Letstudentstrytospell“sheep”accordingtotheword“see”.T:Howmanysheepcanyousee?Let’scount.1sheep,2sheep,3sheep,4sheep.Thesearesheep.Helpstudentsknowthepluralformoftheword“sheep”isalso“sheep”.Theteachershowsthewordcardofsheep.Studentsreadthewordaftertherecordingandthenpracticethewordlikethis:Sheep,↗sheep,↘thesearesheep.↘Aretheysheep?↗Yes,theyare.↘Step3:Practice1.Becarefulofthebombs.（出示課件）2.Let’schant.Let’schant.3.Guessinggame.StudentslookatthepicturesonthePPTandguess.（出示課件）T:Whatarethese/those?Ss:Arethey…?T:Yes,you’reright!.Step4:Consolidation&ExtensionDrawandsay.（1）Designyourfarms.T:OldMacDonald’sfarmissointeresting.Thevegetablesarehealthy.Theanimalsaresocute.Doyouwanttohaveafarm?Nowpleasedesignyourownfarms.Onyourfarm,youcanhavesomeanimalslikecows,sheep…Andyoucanhavesomevegetablesliketomatoes,carrots…Pleaserememberthemostimportantthingisthatyouhaveonly3minutestodesignyourfarm.（2）Talkaboutyourfarms.Makeamodel.A:Thisismyfarm.B:It’sbig.Arethese…?A:Yes,theyare.B:Arethose...?A:No,theyaren’t.They’re...Showtime.板書設(shè)計作業(yè)設(shè)計畫出你最喜歡的小動物教學(xué)反思1.富有趣味性的“小心炸彈”和“猜一猜”等游戲活動設(shè)計，激發(fā)了學(xué)生的學(xué)習(xí)興趣，調(diào)動了學(xué)生的學(xué)習(xí)熱情，營造積極的學(xué)習(xí)氛圍，很好地吸引了學(xué)生的注意力。2.采用自然拼讀法教學(xué)單詞，利用舊單詞學(xué)習(xí)新單詞，可以很好地幫助學(xué)生快速記憶單詞詞義及詞形，注重學(xué)生學(xué)習(xí)方法和學(xué)習(xí)策略的培養(yǎng)。3.設(shè)計自己的農(nóng)場可以培養(yǎng)學(xué)生的發(fā)散性思維，張揚學(xué)生的個性，并且在設(shè)計過程中也培養(yǎng)了學(xué)生的審美能力。ThesixthperiodPartBReadandwrite&Let’scheck&Let’ssing內(nèi)容分析本單元學(xué)習(xí)的主題是參觀農(nóng)場。教學(xué)內(nèi)容主要是圍繞著教材主線人物參觀農(nóng)場并與農(nóng)場主人對話的情景來展開的。教學(xué)重點是能夠通過圖片等讀懂短文。課時目標(biāo)知識與能力能夠通過圖片等讀懂短文，在語境中理解新詞“garden,goat,eat”的意思。能夠順利完成讀后圈詞的活動；能夠以正確的語音、語調(diào)及意群朗讀短文。能夠通過觀察圖片理解例句，并能夠在有意義的語境中仿寫核心句。能夠根據(jù)圖片信息預(yù)測聽力內(nèi)容，做到有意識地去聽錄音并選出正確圖片。能夠在教師的引導(dǎo)下仔細(xì)看圖并選擇相應(yīng)文本。能夠借助圖片、PPT了解歌詞意思，并能夠清晰、準(zhǔn)確地演唱。過程與方法利用PPT出示單元主情景圖，通過談?wù)搱D片復(fù)習(xí)前面學(xué)過的單詞和句型。以談話的方式導(dǎo)入教學(xué)，自然親切地創(chuàng)設(shè)真實有效的教學(xué)情景。學(xué)生自己先通過圖片讀短文、做練習(xí)，并在語境中理解新詞“garden”和“goat”的意思,突出學(xué)生的主體地位，教師再借助現(xiàn)代化教育技術(shù)進(jìn)行示范教學(xué),并引導(dǎo)學(xué)生養(yǎng)成按意群讀句子的習(xí)慣，培養(yǎng)學(xué)生讀的策略。情感態(tài)度價值觀培養(yǎng)學(xué)生養(yǎng)成總結(jié)歸納知識點的學(xué)習(xí)習(xí)慣。教學(xué)重難點教學(xué)重點能夠通過圖片等讀懂短文。教學(xué)難點能夠通過觀察圖片理解例句，并能夠在有意義的語境中仿寫核心句。教學(xué)準(zhǔn)備教學(xué)課件、課文視頻、錄音等。教學(xué)媒體選擇多媒體，錄音。教學(xué)活動游戲；搶答教學(xué)過程Step1:Pre-reading1.Greetings.2.Enjoythesong—Maryhasalittlelamb.（出示課件）3.RevisionandLead-in.①T:MrMacDonaldhasafarm.Athisfarmhehasalotofvegetablesandanimals.Let’shavealook.(課件出示:本單元的主情景圖)T:Whatarethese/those?Ss:They’re…T:Arethey…?Ss:Yes,theyare./No,theyaren’t.T:Mikemakesanintroductionofthefarm.Let’shavealook!Step2:While-reading1.LookatthepicturesandreadthesentencesofPicture1andPicture2.T:ThisisMrMacDonald’sfarm.Whatkindsofvegetablesdoeshehave?Let’sgotohisvegetablegardenandhavealook.（課件出示:教材P43Readandtick第一、二幅圖）Studentsreadandtickbythemselves.Playtherecording.（出示課件）Studentslistentoitandfindthevegetables.T:Whatkindsofvegetablesdoeshehave?Let’scheck.T:MrMacDonaldhascarrots,potatoes,tomatoesandgreenbeansinhisvegetablegarden.Ilikepotatoes.Ilikecarrots.Iliketomatoes.Howaboutyou?Whatkindsofvegetablesdoyoulike?Ss:Ilike…Usethepicturestohelpstudentsdistinguishbetween“garden”and“vegetablegarden”.（課件出示:花園圖片和菜園圖片）2.LookatthepicturesandreadthesentencesofPicture3andPicture4.T:Whatanimalsdoeshehave?Let’sgoandhavealook.(課件出示:教材P43Readandtick第三、四幅圖)Studentsreadandtickbythemselves.Playtherecording.（出示課件）Studentslistentoitandfindtheanimals.T:Whatanimalsdoeshehave?Let’scheck.Theteacherpointstothepicturesandaskssomequestions.T:Whatarethese?Ss:Theyaresheep.T:Arethosesheep?Ss:No,theyaren’t.Theyaregoats.Usepicturestohelpstudentsknowthedifferenceof“goat”“l(fā)amb”and“sheep”.T:Look!Thegoatslovetoeatcarrots.Howaboutthesheep?Ss:Maybetheylovetoeatgrass.3.Readthetext.Studentsreadthetextaftertherecording.（出示課件）Thentheypracticereadingthetextbythemselves.Step3:Post-reading1.Lookandwrite.T:Nowlet’strytointroduceyourfarms.Pleaselookatthesamplesentences.Makesurethatthefirstletterofthesentenceshouldbecapitalized.Andattheendofthesentenceafullstopshouldbeadded.Nowyoucandrawapartofyourfarmdesignedlastclass.Andthenwriteasentencetointroduceit.2.Let’scheck.(1)Listenandtick.Studentslookatthepicturesinthebookbythemselvesandpredictwhattheywillhear.Playtherecording.（出示課件）Studentslistentoitandtrytoticktherightpictures.Checktheanswers.（課件出示:答案及聽力材料）(2)Lookandmatch.Studentsreadthetwogroupsofsentencesandtrytochoosetherightoneaccordingtothepicture.Askstudentstocirclethewordsthatdon’tmatchwiththepictureandreadtherightsentences.3.Let’ssing.(1)Look,listenandunderstand.Studentslookatthepictureinthebook.T:Who’sthegirl?Doesshehavealamb?Whatcolouristhelamb?Playthecartoonforthefirsttime.（出示課件）Ss:Thegirl’snameisMary.Yes,shehasalamb.Herlambiswhite.(2)Learntosing.(3)Singtogether.板書設(shè)計作業(yè)設(shè)計觀看電影《瘋狂動物城》/《愛寵大機密》教學(xué)反思1.突出學(xué)生學(xué)習(xí)的主體地位，教師的教學(xué)以引導(dǎo)為主，盡可能給學(xué)生足夠的時間和空間，讓他們自己去理解、去學(xué)習(xí)。2.注重學(xué)生學(xué)習(xí)方法的指導(dǎo)，包括學(xué)生讀的指導(dǎo)、聽的指導(dǎo)和寫的指導(dǎo)。3.充分利用現(xiàn)代化教育技術(shù)輔助教學(xué)，如出示圖片幫助學(xué)生理解詞義，充分利用多媒體的示范教學(xué)功能，讓學(xué)生學(xué)習(xí)標(biāo)準(zhǔn)的英語。4.實施單元整體教學(xué)，把握單元教學(xué)目標(biāo)的整體性、挖掘單元教學(xué)內(nèi)容的整體性，設(shè)計單元教學(xué)過程的整體性，充分體現(xiàn)新課程教學(xué)理念。Theseventhperiod（第七課時）PartCStorytime內(nèi)容分析本課是PEP小學(xué)英語四年級起點第二冊Unit4第七課時，主題是Zoom和Zip一起去農(nóng)場的見聞。故事中重現(xiàn)了本單元的重點句型，目的是通過有意義的語篇，擴大學(xué)生語言的輸入以及訓(xùn)練學(xué)生逐步適應(yīng)文本的閱讀能力。課時目標(biāo)知識與能力1.能理解故事內(nèi)容。2.能按正確的意