PEP四下Unit 4 At the farm A Let’s talk教学设计
桐乡市濮院小学教育集团毛衫城小学 盛雅莉
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本单元围绕“农场”这一话题展开。重点是通过教学农场里的动物和蔬菜，学生能询问农场情况并作出相应的回答与介绍等。学生已经学习了相关蔬菜，但是对于相应的植株比较陌生，因此能很好地勾起学生的求知欲。2. 能在情境中恰当运用核心句型 Are there carrots/...? Yes, they are. What are these? They're tomatoes/...询问物品名称并回答。掌握句型Are these...? Yes, they are./ What are these? They're tomatoes.能够初步理解名词复数形式概念，并能初步理解涉及名词复数形式特殊疑问句与一般疑问句。I like carrots. They are good. How about you? I don’t like onions. How about you?【设计意图】教师通过与学生的课前交谈，讨论对水果、蔬菜的喜好，激活学生的旧知储备，为本节课的学习做好铺垫。2. Sing a song: Old MacDonaldT: Now let’s sing a song together and please tell me what’s on the farm?S: Some ducks, dog and pigs.【设计意图】吟唱歌曲，有助于调动学生的兴趣，同时通过提问，让学生在唱歌的时候集中注意力，找出关键信息，锻炼学生收集信息的能力。Please match the animals to their voices.【设计意图】通过配对，简单地回顾了动物相对应的叫声。Step 2: Presentation and practice(T: What colour is it? How is the duck? )(T: What colour? How are the ducks?)S2: They're ...They are... S3: They're ...They are...【设计意图】通过What’s this? 和What are these? 对比，让学生初步感知单复数的区别，同时教师通过追问What colour? How? 让学生的输出更为丰富，更有意义。T：Let's guess what are these? You can ask like this, are these...? 教读句型Are these...? 让学生猜Are these tomatoes? ...然后教师显示果实，引导学生作出回答：Yes, they are./ No, they aren't.并教读句子。T: I like carrots. How about you?让学生猜Are these tomatoes? ...然后教师显示果实，引导学生作出回答：Yes, they are./ No, they aren't.并教读句子。T: Do you like tomatoes? Why?让学生猜Are these tomatoes? ...然后教师显示果实，引导学生作出回答：Yes, they are./ No, they aren't.并教读句子。T: I don’t like onions. How about you?【设计意图】教师通过信息差，让学生猜测与植株相对应的蔬菜，大部分学生能够识别蔬菜，但是对于它们的植株还是比较陌生，此环节能够很好地调动学生的学习积极性，运用重点句型进行猜测。同时教师通过追问：I like carrots. How about you? Do you like tomatoes? Why? I don’t like onions. How about you? 让对话更加自然生动。T：How about these? You can talk about these with your partner.A: A：Look at ...! ...(potatoes, green beans,...)?B: Yes/ No, ... They are...(good,yummy,big,long...)A: I like .../ I don't like...How about you?B: Me too. / Me neither...教师请学生上台展示，在展示过程中，学生可以通过擦除蒙层的方法看到果实，并作出正确回答。【设计意图】教师通过事先分发的图片让学生进行对话。其中一个学生只能看到植株，另一个学生能同时看到植株与对应蔬菜。通过信息差，更能激起学生的求知欲，让学生的交流更有意义。T：We have seen a lot of vegetables. They are on Uncle Li's farm. Look, this is his farm and this is Uncle Li. Let's say hello to Uncle Li. （引导学生像Uncle Li打招呼。）Today Sarah and Mike come to the farm. So Uncle Li says: Hello. Nice to see you. Welcome to my farm.Sarah：Look at these! ...carrots?【设计意图】教师通过挖空形式，引导学生根据图示及提示进行猜测，很好地锻炼了学生的思维能力，同时学生在补全对话的过程中增强了学习英语的自信心。(4) Listen and repeat .通过动作讲解Try some. They are good.(5) Group work. 三人一组进行分角色朗读。(6) Act it out 师生示范，引导学生三人一组根据图示及提示进行对话。并请学生上台展示。【设计意图】表演环节，通过师生示范，丰富对话内容，为学生提供很好的示范作用，同时三条小提示为学生的表演明确了方向。通过表演，提高了学生综合语言的运用能力。Step 3: Consolidation and extensionIt’s 6:00. It’s time for dinner.【设计意图】通过吃晚餐的情境，讨论菜是什么及各自的喜好，让学生将重点的知识灵活地运用起来，锻炼学生的综合语言运用能力。They are good for our health.1. Listen and imitate the dialogue beautifully.2. Read the dialogue in roles with your friends.
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