人教PEP版四年级下册英语Unit 4 At the farm 教案

人教PEP版四年级下册英语Unit 4 At the farm 教案Part A Let’s talk & Let’s play主设计人： 设计参与人： 使用时间：学习目标： 1.能够在图片、PPT和教师的帮助下理解对话大意。2.能够按照正确的语音、语调及意群朗读对话，并在小组中进行角色表演。3.能够在情景中运用句型“—Are these…? —Yes, they are.” “—What are these? —They’re…”询问物品名称并回答；能够在情景中恰当运用句型“They’re good/so big!”描述物品特点。4.能够利用农场里可能出现的动植物单词卡片，操练核心句型“What are these?” “Are they…?”及其答语。学习重点:能够在情景中运用句型“—Are these…? —Yes, they are.” “—What are these? —They’re…”询问物品名称并回答；能够在情景中恰当运用句型“They’re good/so big!”描述物品特点。学习难点:能够听懂对话大意，并能够用正确的语音、语调朗读对话。教学过程:课题：PEP 四年级下册Unit 4 At the farmPart A Let’s learn主设计人： 设计参与人： 使用时间：学习目标： 1.能够听、说、认读词汇“tomato, potato, carrot, green bean”及其复数形式。2.能够熟练运用上述词汇并运用句型“They’re…”描述蔬菜特征。3.能够在活动中体会“多吃蔬菜有益于我们的身体健康”的道理。4.能够在图片、动作和音频等的帮助下理解、跟读歌谣，并尝试创编新的歌谣来描述自己喜爱的水果或蔬菜。学习重点:能够听、说、认读并熟练运用词汇“tomato, potato, carrot, green bean”及其复数形式。学习难点:“tomato, potato”的读音及其复数形式。教学过程:课题：PEP 四年级下册Unit 4 At the farmPart A Let’s spell主设计人： 设计参与人： 使用时间：学习目标： 1.能够通过听例词发音，观察例词中共有的特征，感知并归纳or在单词中的发音规则；能够跟着录音说唱歌谣，强化记忆or的发音规则。2.能够根据or的发音规则读出符合该规则的生词；能够根据单词的读音拼写出符合or发音规则的单词，并在四线三格上工整规范地写出来。3.能够了解一些字母组合的固定发音，提高语音认知和阅读能力。4.能够通过一个有趣的绘本故事体会语音学习的重要性，并能够通过故事得到启发：遇事不悲观，换一个角度看也许会有意想不到的收获。学习重点:能够通过听例词发音，观察例词中共有的特征，感知并归纳or在单词中的发音规则。学习难点:“能够正确区分or在单词中常见的两种发音：/ɜː/和/ɔ:/。教学过程:课题：PEP 五年级下册Unit 4 At the farmPart B Let’s learn & Draw and say 设计人：学习目标： 1.能够听、说、认读单词“horse, cow, hen, sheep”及其复数形式。2.能够熟练运用上述单词及句型“—Are they…? —Yes, they are./No, they aren’t. They’re…”讨论农场动物。3.通过活动更好地掌握单词和句型，进一步培养语言交际能力。学习重点:能够听、说、认读并熟练运用“horse, cow, hen, sheep”及其复数形式。学习难点:能够理解sheep的复数形式。教学过程:课题：PEP 五年级下册Unit 4 At the farmPart B Read and write & Let’s check & Let’s sing 设计人：学习目标： 能够通过图片等读懂短文，在语境中理解新词“garden, goat, eat”的意思。能够顺利完成读后圈词的活动；能够以正确的语音、语调及意群朗读短文能够通过观察图片理解例句，并能够在有意义的语境中仿写核心句能够听、说、认读单词“horse, cow, hen, sheep”及其复数形式。能够根据图片信息预测听力内容，做到有意识地去听录音并选出正确图片。能够在教师的引导下仔细看图并选择相应文本。学习重点:能够通过图片等读懂短文。学习难点:能够通过观察图片理解例句，并能够在有意义的语境中仿写核心句。教学过程:一、Warming up 1. Greetings.2. Sing the song—Old MacDonald had a farm. (出示课件)3. Lead-in.T: （课件出示：Unit 4主情景图） Old MacDonald has a farm. Today Mike and his friends are visiting the farm. What can they see? Let’s go and have a look. Write down the topic “At the farm” on the blackboard.二、PresentationStep 1： Look and predict.Show the three pictures in “Let’s talk” on page 38. Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of the dialogue. The questions are like these:① Who are they?② Where are they?③ What are they talking about? Vegetables or animals?Step 2： Watch and circle.Show the question and the pictures of some vegetables on the PPT. (出示课件)Play the cartoon.(出示课件) Let students watch the cartoon and circle the right pictures. T: What vegetables are they talking about? Picture A, B, C or D?Ss: Picture B and C.T: Great!Step 3： Teach the new words and the new sentence structures.(1) Listen to the dialogue about Picture 1.Show the question on the PPT. Students listen to the dialogue about the first picture and answer the question. Teach the sentence structures “—Are these...? —Yes, they are. /No, they aren’t.”Teach the new word “carrots” by using the word card.(2) Listen to the dialogue about Picture 2.Students listen to the dialogue about the second picture. T: Are these carrots?Ss: No, they aren’t. T: What are these? Ss: They’re tomatoes.Teach the new word “tomatoes” by using the word card and the new sentence structures “—What are these? —They are…”(3) Listen to the dialogue about Picture 3. Students listen to the dialogue about the third picture and try to understand “Try some!” and “Yum.”4. Read and act.(1) Play the recording. (出示课件）Let students read after it and pay attention to the pronunciation and the intonation. (2) Let students practice the dialogue in groups.(3) Act out.Step 4: Practice1. Practice the words and the sentence structures.Use the word cards to help students practice the new words and sentence structures.Let students read the words on the word cards loudly. Then the teacher shows cards and asks “What are these? / Are these…?” Students answer the questions according to the cards they see.Make a model:T: (Show a card of “tomatoes”.) Are these apples?Ss: No, they aren’t.T: What are these?Ss: They’re tomatoes.2. Let’s play.Students practice the sentence structures in groups by using the word cards.Teaching purpose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。Teaching purpose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。Teaching purpose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。三、教学总结“Little tour guide”1. Create a situation by using the PPT.T: Look! Many people are visiting the farm. Can you help the farmer? Do you want to be a tour guide to introduce the farm to them? Let’s try! (课件出示：Unit 4主情景图)2. Make a demonstration.T: Look at these! They’re carrots. Ss: Oh! They’re so big! Are these apples? T: No, they aren’t.Ss: What are these?T: They’re tomatoes.3. Students work in groups.4. Show time.四、Homework1．听教材Let’s talk 会话录音并模仿朗读。2．与同学互相练习询问并回答时间。五、板书设计一、Warming up 1. Greetings.2. Sing the song—Old MacDonald had a farm. （出示课件）3. Lead-in.（课件出示：教材P39 Let’s learn图片）T: Look! Mike, John and Sarah are visiting the farm. This time they help the farmer pick vegetables. They’re so happy. What vegetables do they see? Let’s go to see.Write down the topic “At the farm” on the blackboard.The teacher and students talk about the picture. T: What are these?Ss: They are...T: Are these…?Ss: Yes, they are. / No, they aren’t.Teaching purpose通过复习上节课内容引出新单词“carrots”，借助图片教授新单词，并用数数的方式帮助学生关注其复数形式。Presentation Step 1: Teach the new words1. Teach the word “carrots”.（课件出示:胡萝卜图片）T: Mike, John and Sarah see some vegetables at the farm. Look! What are they? Ss: They’re carrots.T: How many carrots? Let’s count! 1 carrot, 2 carrots, 3 carrots…Write down the word “carrots” on the blackboard. Write “s” in red chalk.2. Teach the word “tomatoes”.T: Mike, John and Sarah see carrots. What else?Ss: And tomatoes.(课件出示:黄色西红柿图片)T: Great! What colour are they?Ss: They’re yellow.T: Look! What are they? What colour?(课件出示:红色西红柿图片)Ss: They’re tomatoes. They’re red.T: Yes. Look at these tomatoes. They’re red.Write down and teach the sentence structures “Look at… They’re…”. Let students try to describe vegetables by using the sentences.3. Teach the word “potatoes”. T: Now let’s play a game. Listen to the words and fill in the letters to complete the word. Let’s go!T: What are these?Ss: They’re potatoes.T: Are they big?Ss: No, they aren’t.（课件出示:教材P39 Let’s learn土豆图片）T: Look at these potatoes. Are they big?Ss: Yes, they are. The potatoes are big.4. Teach the phrase “green beans”.Students look at the picture in “Let’s learn” on page 39.T: Look! How many kinds of vegetables?Ss: Four.T: What are they? They’re…Write down the phrase “green beans” on the blackboard.T: In the two words, the letter combinations “ee” and “ea” both pronounce “/i: /”. Can you read the second word?Students try to read “bean” correctly. The teacher can offer help if students need.Students look at the picture and try to describe them.Teaching purpose先看图说单词并进行描述，再用小游戏的形式进行操练，充分调动学生的多种感官，既活跃了课堂气氛，又加强了学生对新学单词的记忆。Step 2: Practice1. What’s missing?(1) Look and say.Use PPT to show the pictures of these four kinds of vegetables one by one. Students say them out and try to describe them.(2) Let’s play.2. Let’s chant.(1) Understand the chant.Teaching purpose继续操练新单词，通过有节奏的chant使学生在朗读句子中熟悉核心词汇。开放性练习有助于培养学生的发散性思维。Show the picture in “Let’s chant” on page 39 and ask students questions.Q: What vegetables are they? What vegetables do you like to eat?Show the picture on the PPT to help students understand “But onions make me cry.”（出示课件）(2) Let’s chant.Play the recording.（出示课件）Students read after it and then chant together.(3) Write your own chant.The teacher shows a model on the PPT. (出示课件) Students try to write their own chants about vegetables, fruit and so on. Teaching purpose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。Teaching purpose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。Teaching purpose利用“green”引导学生尝试自己拼读“bean”，充分调动学生的学习主动性，注重学生学习方法的培养。Teaching purpose利用刚学过的“tomato”来学习“potato”，可以帮助学生很快地掌握新单词的读音和词形。将PPT出示的土豆图片与书中土豆的图片进行对比，再次引导学生用句型“They’re…” 来描述蔬菜特征。三、教学总结“In the farm restaurant”1. Create a situation by using the PPT.Present the picture on the PPT. (课件出示：未来农场餐厅图）T: Now we’re in the farm restaurant. There are some vegetables. What can you see? What do you want to eat?2. Make a demonstration.T: Look at these green beans. They’re so long.S1: Yes! And they’re so green!T: I love to eat green beans. They’re healthy for us.S1: OK! Let’s try some.3. Students work in groups to make their own dialogues.4. Show time.四、Homework五、板书设计一、Warming up 1. Greetings.2. Enjoy the song—Phonics Song.3. Lead-in.T: That’s a nice song, isn’t it? Mike, John and Sarah had a big meal in the farm restaurant. After lunch, they’re listening to a chant by York, a young and fashionable farmer. What does he chant about? Now let’s listen. Write down the topic “At the farm” on the blackboard.Teaching purpose欣赏歌曲《Phonics Song》，营造英语教学氛围，复习26个字母的发音，为本课后面的学习做铺垫。教师基于单元整体教学“农场”话题，继续以谈话的方式导入。PresentationStep 1: Find the rules.1. Listen to the chant.T: What are the most sounds in this chant? Ss: …T: Great! / ɜː / and / ɔ: /.2. Read the chant.Students read the chant and try to find the words that have the pronunciation “/ ɜː /” or “/ ɔ:/”. (课件出示:Read, listen and chant的听力材料)3. Read and find.Students read the words that they find in the chant and the words in “Read listen and chant” in the book.T: What can you find? Ss: They all have “or”.4. Listen and distinguish.T: Yes! They all have “or”, but they have different sounds. Now let’s listen and try to divide them into two groups. （课件出示:教材P40 Read listen and chant图片及音频）Students listen to the four words and try to distinguish the sounds of “or” in the words.5. Summarize the pronunciation rules.②Present / ɜː / and / ɔ:/ on the PPT. Lead students to summarize the pronunciation rules.T: It pronounces /ɜː/ after the letter “w”. In other places, it pronounces /ɔ:/.Step 2: Read and practice. Students read the example words. The teacher shows two groups of words that have “or” on the PPT. Students try to read them. (出示课件)Step 3: Practice 1. Read, listen and number.(1) Students read the words by themselves. (2) Then listen and number the words. (3) Check the answers by reading the words in order. (课件出示:答案及听力材料)2. Look, listen and write.(1) Students look at the pictures and predict what they will hear. (2) Then listen to the recording and write down the words. （出示课件）(3) Check the answers. (课件出示:答案及听力材料)(4) Students read the sentences loudly by themselves. Teaching purpose在学生进行听力练习之前，预留时间让学生对所听内容进行预测和推断，对学生进行有效的听力技巧指导，并且通过这两个活动帮助学生进一步巩固发音规则。三、教学总结“York’s Horns”1. Watch the cartoon. T: There is a boy. His name is also York. One day, when he gets up… What happens? Let’s watch.（课件出示：绘本故事《York’s Horns》的视频）2. Read the story.Students read the story after the cartoon and then read by themselves.Show time.四、Homework五、板书设计一、Warming up 1. Greetings.2. Sing the song—Old MacDonald had a farm. （出示课件）3. Revision and lead-in.Students practice the dialogue of “Let’s talk” on page 41.T: Old Mac Donald has a lot of animals. What animals does he have?Ss: Horses and ducks.T: Right! What other animals does he have? Let’s go to see!Write down the topic “At the farm” on the blackboard.（课件出示:教材P41 Let’s talk图片）The teacher and students talk about the picture.T: What are those?Ss: They’re horses.T: What about those? Are they hens?Ss: No, they aren’t. They’re ducks.Teaching purpose用歌曲热身，以谈话的方式导入，延续农场这个话题。利用PPT出示Part B Let's talk情景图，通过谈论图片复习上节课所学内容。PresentationStep 1: Teach the new words1. Teach the word “hens”.Present the picture of “Let’s learn”. （课件出示:教材P42 Let’s learn图片） Point to the hens and ask students.T: What are those? Are they hens?Ss: Yes, they are.T: How many hens?Ss: One hen, two hens, three hens, four hens.Write down the word “hens” on the blackboard. Write “s” in red chalk.T: What are those?Ss: They’re hens.Write down “—What are those? —They’re…” on the blackboard.The teacher shows the word card of the hens. Students read the word after the recording and then practice the word like this:Hens,↗ hens,↘ these are hens.↘ Are they hens?↗ Yes, they are.↘2. Teach the word “horses”.（课件出示:教材P42 Let’s learn图片）Point to the horses and ask students.T: What are those?Ss: They’re horses.T: Look at the horses. They’re tall and strong. They can run very fast.Write down the word “horses” on the blackboard. Write “s” in red chalk. The teacher shows the word card of the horses. Students read the word after the recording and then practice the word like this:Horses↗, horses↘, these are horses↘. Are they horses↗? Yes, they are↘.3. Teach the word “cows”.T: They’re white and black. They’re big and strong. We drink their milk. What are they?Ss: Cows. (Students can point to the picture of the cows if they can’t say the word “cows”.)T: How clever you are!Write down the word “how” on the blackboard. And then change the letter “h” into “c”. Ask students to spell the word “cow” by themselves.（课件出示:教材P42 Let’s learn图片）Point to a cow and ask students.T: What’s this?Ss: It’s a cow.Point to the three cows and ask students.T: What are those?Ss: They’re cows.The teacher shows the word card of the cows. Students read the word after the recording and then practice the word like this:Cows,↗ cows,↘ these are cows.↘ Are they cows?↗ Yes, they are↘.4. Learn the word “sheep”. （课件出示:教材P42 Let’s learn图片）Point to the sheep and ask students.T: What can you see?Ss: Sheep. /羊。Write down the new word “sheep” on the blackboard. Let students try to spell “sheep” according to the word “see”.T: How many sheep can you see? Let’s count. 1 sheep, 2 sheep, 3 sheep, 4 sheep. These are sheep.Help students know the plural form of the word “sheep” is also “sheep”.The teacher shows the word card of sheep. Students read the word after the recording and then practice the word like this:Teaching purpose通过游戏帮助学生操练新单词，活跃课堂气氛。有节奏的说唱可以使学生在句子中朗读并运用核心词汇。“猜一猜”游戏操练单词、句型，有效地吸引学生的注意力，激发学生的学习兴趣。Sheep,↗ sheep,↘ these are sheep.↘ Are they sheep?↗ Yes, they are.↘Step 2: Practice1. Be careful of the bombs. （出示课件）2. Let’s chant.Let’s chant.3. Guessing game.Students look at the pictures on the PPT and guess. （出示课件）T: What are these/those?Ss: Are they…?T: Yes, you’re right!.Teaching purpose通过复习上节课的内容引出新单词“hens”，借助图片教授新单词，并用数数和高低音的方式帮助学生关注其复数形式。用自由问答的方式自然地引出重点句型“—What are those? —They're…”，帮助学生用句型来讨论动物。Teaching purpose利用“how”来帮助学生自己拼读“cow”，可以帮助学生很快地掌握新单词的读音，培养学生的自主学习能力。三、教学总结Draw and say.（1）Design your farms.T: Old MacDonald’s farm is so interesting. The vegetables are healthy. The animals are so cute. Do you want to have a farm? Now please design your own farms. On your farm, you can have some animals like cows, sheep… And you can have some vegetables like tomatoes, carrots… Please remember the most important thing is that you have only 3 minutes to design your farm. （2）Talk about your farms.Make a model.A: This is my farm.B: It’s big. Are these…?A: Yes, they are.B: Are those...?A: No, they aren’t. They’re... （3）Show time.四、Homework五、板书设计一、Pre-reading 1. Greetings.2. Enjoy the song—Mary has a little lamb. （出示课件） 3. Revision and Lead-in.①T: Mr MacDonald has a farm. At his farm he has a lot of vegetables and animals. Let’s have a look. (课件出示:本单元的主情景图) T: What are these/those? Ss: They’re…T: Are they…?Ss: Yes, they are. / No, they aren’t.T: Mike makes an introduction of the farm. Let’s have a look!二、 While-reading1. Look at the pictures and read the sentences of Picture 1 and Picture 2.T: This is Mr MacDonald’s farm. What kinds of vegetables does he have? Let’s go to his vegetable garden and have a look.（课件出示:教材P43 Read and tick第一、二幅图）Students read and tick by themselves.Play the recording. （出示课件） Students listen to it and find the vegetables.T: What kinds of vegetables does he have? Let’s check.T: Mr MacDonald has carrots, potatoes, tomatoes and green beans in his vegetable garden. I like potatoes. I like carrots. I like tomatoes. How about you? What kinds of vegetables do you like?Ss: I like…Use the pictures to help students distinguish between “garden” and “vegetable garden”.（课件出示:花园图片和菜园图片）2. Look at the pictures and read the sentences of Picture 3 and Picture 4.T: What animals does he have? Let’s go and have a look.(课件出示:教材P43 Read and tick第三、四幅图)Students read and tick by themselves.Play the recording. （出示课件） Students listen to it and find the animals.T: What animals does he have? Let’s check.The teacher points to the pictures and asks some questions.T: What are these?Ss: They are sheep.T: Are those sheep?Ss: No, they aren’t. They are goats.Use pictures to help students know the difference of “goat” “lamb” and “sheep”. T: Look! The goats love to eat carrots. How about the sheep?Ss: Maybe they love to eat grass.3. Read the text.Students read the text after the recording. （出示课件）Then they practice reading the text by themselves.Teaching purpose学生自己先通过图片读短文、做练习，并在语境中理解新词“garden”和“goat”的意思, 突出学生的主体地位，教师再借助现代化教育技术进行示范教学, 并引导学生养成按意群读句子的习惯，培养学生读的策略。三、Step 3: Post-reading1. Look and write.T: Now let’s try to introduce your farms. Please look at the sample sentences. Make sure that the first letter of the sentence should be capitalized. And at the end of the sentence a full stop should be added. Now you can draw a part of your farm designed last class. And then write a sentence to introduce it.2. Let’s check.(1) Listen and tick.Students look at the pictures in the book by themselves and predict what they will hear.Play the recording. （出示课件） Students listen to it and try to tick the right pictures.Check the answers. （课件出示:答案及听力材料）(2) Look and match.Students read the two groups of sentences and try to choose the right one according to the picture.Ask students to circle the words that don’t match with the picture and read the right sentences.3. Let’s sing.(1) Look, listen and understand.Students look at the picture in the book.T: Who’s the girl? Does she have a lamb? What colour is the lamb?Play the cartoon for the first time. （出示课件）Ss: The girl’s name is Mary. Yes, she has a lamb. Her lamb is white.(2) Learn to sing.(3) Sing together.四、Homework五、板书设计