四年級上冊unit5 at a farm parta let's talk

Unit5 At a farm PartA Let'stalk高塘小學 劉蘭秀一、案例背景1學生分析本節(jié)課的授課對象是小學四年級學生。他們已經(jīng)學習了本單元的第一課時，掌握了部分動物單詞如 horse, lamb, cow 等，已經(jīng)掌握了句型 What are they? They are. 而且已經(jīng)熟悉了一些名詞的復數(shù)形式。這些都為本節(jié)課的學習打下了基礎(chǔ)。2教學內(nèi)容1) 詞匯：donkey, hundred 2) 句型； Are they.? Yes, they are. No, they aren't.3) 對話；Oh, this farm is so big. Are they sheep? No, they aren't. They are goats. Are they horses? No, they aren't. They are donkeys. Look at the hens. They are fat. Yes, they are. How many cows do you have? One, hundred. Wow!3教學目標1) 知識和能力目標： 能聽說、認讀單詞 donkey, hundred，能聽懂對話內(nèi)容，能聽懂 Are they.? 并能在情景中進行運用。2) 情感目標：能以得體的方式詢問名稱，與人交際。3）學習策略目標：讓學生善于主動詢問，學會與他人合作與溝通。4教學重點：能準確認讀單詞 donkey, hundred，能運用句型 Are they.? 并進行準確的回答。5教學難點：新單詞 donkey, hundred 的發(fā)音，名詞的復數(shù)形式及其讀音，如： sheep 的復數(shù)形式，horses 的發(fā)音等。6教學準備：動物圖片，農(nóng)場圖片，游戲紙（背面畫有動物、服裝、水果等圖片），磁帶，磁鐵，頭飾（Sarah, Mike, John），農(nóng)場主的帽子二、教學過程Step 1 Warm-up1師生談話活動，復習 How many. do you have?T: What's the weather like today? S1: It's .T: What's this? （教師拿起學生的一塊橡皮） S2: It's an eraser.T: How many erasers do you have? S2: I have.T: How many pencils do you have? S3: I have.T: How many pencil-cases do you have? S4: I have.2 師生談話活動，復習How much. is it? 并教學 hundredT: Your pencil-case is so nice. I like it. 教師做出很喜歡這支鉛筆盒的樣子。How much is it? S4: It's .T: Your pencil is colorful. I like it. How much is it? S5: .T: What color is my T-shirt? S6: It's red. T: Is it nice? Ss: Yes.T: How much is it? Do you know? Twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred. You may guess. S7: .T: No, it's one hundred.教師板書 hundred 并教學 one hundred, 拓展教學 two hundreds, three hundreds, etc.設計意圖：教師先詢問學生熟悉的學習用品的價格，再讓學生猜教師所穿服裝的價格來引出新單詞hundred，拉近了生活與課堂教學之間的距離。從舊知到新知，過渡自然，學生樂于接受， 并且學生能在輕松的 Free talk 中不知不覺地提高聽說能力。3Let's do. 師生共唱共做 Part A Let's do 部分的內(nèi)容4Let's do 結(jié)束后，教師及時表揚及介紹本節(jié)課的評價方式：學生分成兩大組，各自擁有一個農(nóng)場。每位學生的積極參與和認真都能為本組贏得動物。通過合作與競爭，得到動物圖片多的小組獲勝。T: There are many animals at the farm. They are farms too. 教師出示兩張農(nóng)場圖片 This farm is for you, half A. And this farm is for you, half B. We'll have a competition this class. Let's see who can get more animals，ok? Come on, half A! Come on, half B!設計意圖：這節(jié)課的評價方式緊緊圍繞著課文內(nèi)容：自己擁有一個農(nóng)場，并通過努力可以贏取動物為自己所有。形式新穎，并且能很好地發(fā)揮學生學習英語的主動性。小組比賽既能充分激發(fā)學生的積極性，又能引導學生學會與人合作。Step 2 Presentation 1. 教師利用圖片快速復習單詞 cow, horse, sheep, lamb, goat, hen. 并在復習 hen 時，熟悉單詞 fat。教師把圖片貼在黑板上：T: What's this? Ss: It's a cow.T: What.s this? Ss: It.s a hen.T: Wow, this hen is so fat. (事先把 hen 畫的很胖) 教師板書 fat 并教學 fat。It's fat.2. 利用圖片，教學新詞匯：donkey T: Is it a horse? Ss: No. T: It's a donkey. 教師帶領(lǐng)學生用升、降調(diào)朗讀單詞。3. 利用圖片，快速復習句型：What are they? They are. 并在復習 hens 中引出新授對話中的句子：They are fat.T：Look, what are they? Ss：They are donkeys.T: What are they? Ss: They are hens.T: Yes. And they are fat. 板書 They are fat. 并教學此句。教師分單數(shù)和復數(shù)兩列板書所有動物單詞，通過對比的方式讓學生明白名詞的單復數(shù)區(qū)別，并讓學生感知名詞復數(shù)的讀音。4. 引導學生學會回答：Yes, they are./No, they aren't.教師事先把動物圖片反貼在黑板上，學生看到圖片背面。T: Look, are they hens? Ss: No, they aren't. ( with T's help)T: What are they? Ss: They are cows.T: Are they cows? Ss: No, they aren't. 板書并教學句子：No, they aren't.教師以同樣的方式教學： Yes, they are.5利用圖片，教師引導學生猜：Are they.? 師答: Yes, they are./No, they aren't.設計意圖：在舊知中引出和操練新知，學生一點都不覺得累，反而有更濃厚的興趣。通過名詞單、復數(shù)的對比和總結(jié)，讓學生感知名詞單、復數(shù)的不同表達方法，進一步強化新單詞的讀音。學生看到圖片的背面并沒有圖案，這產(chǎn)生了一定的信息溝，進一步激發(fā)了學生學習的興趣和積極性，解決了本課的重點。Step 3 Let's chant 學生看著黑板上的板書及圖片，吟誦如下歌謠：Donkeys, donkeys, are they donkeys?Yes, yes. Yes, they are.Horses, horse, are they horses?No, no. No, they aren't.設計意圖：讓學生把新學的單詞、難讀的單詞以及新學的句型用到歌謠中，不僅能達到正音、弱化難點的目的，還可以培養(yǎng)學生朗讀的節(jié)奏感和韻律感，吸引學生的注意力，增添操練的趣味性。Step 4 Practice教師出示一串游戲紙的反面，學生猜正面是什么動物。(結(jié)合小組比賽) 在猜的活動中操練句型：Are they.? 并利用學生以前學過的單詞，進行滾動復習。教師作適當提示。T：They are fruits. They are red and round. Ss: Are they apples? T: No, they aren't.Ss: Are they tomatoes? T: Yes, they are.T: They are a kind of shoes. We can wear them in summer.T: They are clothes. Girls often wear them in summer.T: They are fruits. They are yellow.T: They are animals. They are white and black. They like to eat grass. 設計意圖：結(jié)合舊知操練新句型，讓學生猜動物、水果、服裝等，能滾動復習舊知，以舊練新，能提高學生的學習效率，而且能發(fā)散學生的思維。在猜的活動中，教師給予適當?shù)恼Z言和肢體提示，不僅能降低學生猜的難度，而且能增大語言的輸入量。Step 5 Let's talk1. 教師從上面的猜一猜活動引到對話。T: Yes, they are cow. We can see cows at a farm. 教師出示事先準備好的一幅大農(nóng)場圖片 T：Wow, this farm is so big. 邊說邊用動作表示出農(nóng)場的大。然后領(lǐng)讀句子：This farm is so big. 引導學生邊說邊做動作。 2. 讓學生聽一遍錄音，并思考以下問題：Can we see the cows here? How many cows? Let's listen.T: How many cows? Ss: One hundred.3再聽一遍錄音，學生思考問題：What animals are there at the farm?T: What animals are there at the farm? Ss: There are goats and donkeys.讓學生找出動物圖片貼在大農(nóng)場的圖片上。4. 教師讓學生跟錄音朗讀對話，然后分組朗讀。結(jié)合小組比賽，教師進行評價，獎勵動物圖片。5將對話分成三段，教師和三位學生分別進行練習做示范。然后學生看著黑板上的農(nóng)場圖片，兩人合作練習對話。設計意圖：讓學生帶著問題聽錄音，能提高學生聽錄音的效率。找圖片，貼圖片，更能調(diào)動學生的各種感官參與學習活動，加深對對話的理解程度。跟錄音朗讀有助于學生模仿地道的語音、語調(diào)，也能為學生說好英語打好基礎(chǔ)。Step 6 Extension教師出示樹，花，小鳥等圖片，讓學生利用句型Are they?編一個新的對話。教師和一位學生先做示范，然后學生兩人合作練習，最后抽幾組進行表演。設計意圖：讓學生自主選擇以前學過的單詞創(chuàng)編對話，體現(xiàn)了教學的開放性。并且給學生提供了一個運用語言的機會。因為培養(yǎng)學生初步運用語言的能力是小學英語的教學目的之一。Step 7 Assessment1. 師生共唱歌曲 Old Macdonald had a farm2. 教師進行總結(jié)性評價。T: Every one did a good job today. 教師指著小組的農(nóng)場圖片提問學生T：Look at your farm, what have you got? Are they cows /horses? Ss: Yes, they are. /No, they aren't. T: Now, let's see how many animals do you have? 師生共數(shù)，獲得動物多的小組獲勝。然后師生共同鼓掌表揚獲勝小組。3. 課后布置作業(yè)：畫下你心目中的農(nóng)場，模仿課文編對話，可以個人完成，也可以 2-3 人合作完成。設計意圖：結(jié)束課堂之前，教師從學生參與課堂活動的態(tài)度、興趣、成果及合作能力等方面對學生進行恰當?shù)脑u價，十分有益于學生樹立自信心，形成繼續(xù)學習的動力。