1、簡(jiǎn)陽(yáng)市小學(xué)英語(yǔ)教學(xué)設(shè)計(jì)簡(jiǎn)陽(yáng)市平泉鎮(zhèn)中心小學(xué) 教師：施祖慧授課題目Unit4 At the farm教材版本人教PEP（三年級(jí)起點(diǎn)）四年級(jí)下冊(cè)課時(shí)第一課時(shí)課型Section A聽說課 單元教學(xué)內(nèi)容分析本單元是人教版英語(yǔ)四年級(jí)下冊(cè)的第四單元,單元的話題是At the farm.本單元的內(nèi)容是學(xué)習(xí)農(nóng)場(chǎng)里一些動(dòng)、植物單詞,以及如何詢問這些動(dòng)、植物的名稱和數(shù)量。共三個(gè)版塊:A部分,B部分和C部分。A部分包括重點(diǎn)詞匯、情景對(duì)話和語(yǔ)音。第一課時(shí)通過Mike與參觀農(nóng)場(chǎng)并與農(nóng)場(chǎng)主人對(duì)話的情景讓學(xué)生感知句型Are these carrots?Yes,they ,they arent和What are these?

2、They are tomatoes.第二課時(shí)通過主線人物討論蔬菜豐收的情景呈現(xiàn)了蔬菜單詞的詞形和意義。語(yǔ)音課通過呈現(xiàn)一些含有or字母組合的單詞、聽力活動(dòng),掌握or的發(fā)音規(guī)則。B部分包括重點(diǎn)詞匯、情景對(duì)話和閱讀。第一課時(shí)教材通過給介紹農(nóng)場(chǎng)的動(dòng)物的情景呈現(xiàn)了動(dòng)物單詞cow,hen,sheep,horse.第二課時(shí)通過Mike與繼續(xù)參觀農(nóng)場(chǎng)的情景讓學(xué)生感知句型What are those? Theyre they hens?No, they arent. 第三課時(shí)為讀寫課，培養(yǎng)學(xué)生的閱讀能力和書寫習(xí)慣。C部分是故事教學(xué)，綜合運(yùn)用本單元所學(xué)詞匯和句型。單元教學(xué)目標(biāo)分析語(yǔ)言能力：能夠聽、說、認(rèn)讀句型Wh

3、at are these/those? Theyre tomatoes/sheep. How many horses do you have？Seeventeen.能夠在情景中運(yùn)用句型What are these/those? Theyre.詢問并回答各種蔬菜或動(dòng)物的名稱能夠在情景中運(yùn)用句型Theyre so big/long/cute.描述物品特點(diǎn)能夠按意群朗讀介紹農(nóng)場(chǎng)上蔬菜和動(dòng)物的短文;能夠在有意義的語(yǔ)境中仿寫句子These/Those are.能夠聽、說、認(rèn)讀單詞tomato，green bean,potato,carrot,cow,hen,sheep,horse及其復(fù)數(shù)形式能夠正確使用

4、上述單詞和these/those紹各種農(nóng)場(chǎng)動(dòng)物及蔬菜能夠掌握字母組合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o發(fā)音規(guī)則的單詞;能根據(jù)讀音拼寫符合or發(fā)音規(guī)則的單詞能夠填充短語(yǔ)或句子,做到書寫規(guī)范了解幾條與動(dòng)物相關(guān)的英語(yǔ)習(xí)語(yǔ)學(xué)習(xí)能力：1.學(xué)生信息定位的閱讀策略2.學(xué)生自主閱讀的能力3.學(xué)生在小組活動(dòng)中與其他同學(xué)積極合作，共同完成學(xué)習(xí)任務(wù)的能力思維品質(zhì)：1.學(xué)生能在課堂環(huán)節(jié)中發(fā)展自身的觀察、描述、預(yù)測(cè)、判斷等思維能力2.創(chuàng)編、續(xù)編對(duì)話，發(fā)展思維的創(chuàng)造性和靈活性3.語(yǔ)音課中根據(jù)發(fā)音規(guī)則認(rèn)讀、拼寫新單詞，發(fā)展主動(dòng)思維文化品格：1.了解課本外的農(nóng)作物：雜交水稻，增強(qiáng)民族自信

5、。2.了解幾條與動(dòng)物相關(guān)的英語(yǔ)習(xí)語(yǔ)課時(shí)教學(xué)內(nèi)容分析本課時(shí)是人教版PEP（三年級(jí)起點(diǎn)）四年級(jí)下冊(cè)Unit3 At the farm的第一課時(shí)。本部分學(xué)生學(xué)習(xí)的核心句型是Are these carrots?Yes,they ,they arent.以及What are these?They are tomatoes.教材通過Mike與Sarah參觀農(nóng)場(chǎng)并與農(nóng)場(chǎng)主人對(duì)話的情景讓學(xué)生感知上述句型的語(yǔ)義及語(yǔ)用情景。本課時(shí)核心句型是涉及名詞復(fù)數(shù)形式的特殊疑問句和一般疑問句,這一知識(shí)點(diǎn)在四年級(jí)上冊(cè)第四單元的B Lets talk中出現(xiàn)過一次,本冊(cè)學(xué)生用書的前三個(gè)單元均末有涉及。本課時(shí)將創(chuàng)設(shè)適當(dāng)語(yǔ)境讓學(xué)生充分

6、感受并理解名詞單、復(fù)數(shù)的意義以及相應(yīng)句型的變化,并能在情景中正確運(yùn)用和表達(dá)。課時(shí)教學(xué)目標(biāo)分析語(yǔ)言能力：1.學(xué)生能夠理解對(duì)話大意,能夠用正確的語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話;2.能夠在情景中運(yùn)用句型Are these .? Yes,they ,they arent.以及What are these? They are .詢問物品名稱并回答;3.能夠在情景中恰當(dāng)運(yùn)用句型Theyre good/ so big!描述物品特點(diǎn);4.能夠在語(yǔ)境中理解新詞carrot和tomato的意思,并能正確發(fā)音。學(xué)習(xí)能力：學(xué)生在小組活動(dòng)中與其他同學(xué)積極合作，共同完成學(xué)習(xí)任務(wù)的能力。思維品質(zhì)：1.學(xué)生能在課堂環(huán)節(jié)中發(fā)展自身的觀察、

7、描述、預(yù)測(cè)、判斷等思維能力。2.創(chuàng)編、續(xù)編對(duì)話，發(fā)展思維的創(chuàng)造性和靈活性。文化品格：了解課本外的農(nóng)作物：雜交水稻，增強(qiáng)民族自信。學(xué)情分析1.學(xué)生特點(diǎn):本次上課選用的班級(jí)是日常教學(xué)中思維活躍,求知欲強(qiáng),樂于表達(dá),愿意交流的班級(jí),學(xué)生對(duì)生活的體驗(yàn)與感悟樂于分享。2.學(xué)生已具備的基本技能:學(xué)生已養(yǎng)成了良好的英語(yǔ)學(xué)習(xí)習(xí)慣,課堂傾聽習(xí)慣較好,具備一定的合作學(xué)習(xí)的能力和表達(dá)能力,能按照老師要求基本完成課堂活動(dòng)。3.學(xué)生已有的語(yǔ)言知識(shí):學(xué)生在四年級(jí)上冊(cè)u(píng)nit5基本掌握了蔬菜的總稱vegetable，用在在引入部分；在三年級(jí)下冊(cè)u(píng)nit5熟練掌握了一些水果的單詞，在練習(xí)部分運(yùn)用；在四年級(jí)上冊(cè)第四單元的B L

8、ets talk中基本掌握名詞復(fù)數(shù)形式的特殊疑問句和一般疑問句，在新課講解中有一定的基礎(chǔ)知識(shí)儲(chǔ)備。教學(xué)重點(diǎn)引導(dǎo)學(xué)生能夠運(yùn)用本課句型What are these?詢問近處的事物是什么，或者用Are these.? Yes, they , they arent.確認(rèn)是否該事物。教學(xué)難點(diǎn) 引導(dǎo)學(xué)生運(yùn)用本課時(shí)句型What are these?Are these.? Yes, they , they arent.在情景中創(chuàng)編對(duì)話，達(dá)到真實(shí)的語(yǔ)用目的。教學(xué)輔助資源電腦、教學(xué)課件、圖片、自制教具 教學(xué)過程教學(xué)步驟及類別 教學(xué)活動(dòng)設(shè)計(jì)意圖核心素養(yǎng)提升點(diǎn)Step 1.Warm up&lead-in 教師： to

9、 Ss. game and a songGame:one apple,two apples,three apples,four.Listen to a song.T:Whats the song singing about? Lead Ss say: Vegetables you likevegetables?Where can you see them?學(xué)生： to the teacher. the gameAnswer the question about the song. Get the topic of this lesson.:Yes.I can see them at the f

10、arm.通過游戲、歌曲活躍氣氛,促進(jìn)學(xué)生積極表達(dá)的欲望,并引出本課課題。Step 2.PresentationT leads students to observe the picture of main scene.T: Look, this is a farm. Mike and his friends are here.What can you see at the farm?T leads students to observe the picture of lets talk. and answer:What do they see at the farm?:Do you know

11、what are these ? Theyre carrots.But Sarah is not sure. Listen and answer: What does Sarah say?T: Do you think these are carrots or not?Listen and find out: How does the farmer answer?T shows a picture of apples, ask: Are these carrots?T:What do you think of the carrots? Are they big or small?What co

12、lour are they?Do you like carrots?What does Mike think of the carrots? Listen and check.Mike finds some vegetables. But he doesnt know them. How to ask?Listen and answer.T:Do you know what are these?Theyre tomatoes.Are they big or small?What colour are they?Lets see some pictures of tomatoes.Are the

13、y reallygood?why?Listen and check. open your books and turn to page to attention to the pronunciation and intonation. play.Ss;Students in a group of three. at the picture and answer the question:What can you see at the farm?S:I seeanimals and vegetables. at the picture and find out where they are.:

14、carrots，tomatoesUnderline them in the text. and answer. “What does Sarah say”?S:Look at these. Are these carrots?S:Yes, they are.S:No,they arent.S:Theyre big.S:Theyre orange.S:Wow! Theyre so big!Listen and find out:S:What are these?Ss:Theyre tomatoes.S: Theyre small.S: Theyre yellow.S:Theyre .S: Yes

15、 .Because Mike says:Yum.Imitate the conversation.Ss practise and role play .通過讀main scene圖情景化地呈現(xiàn)本單元的主題at the farm.通過觀察圖片1，讓學(xué)生了解本部分的人物，情景。通過觀察、預(yù)測(cè)、聽音驗(yàn)證，引導(dǎo)學(xué)生逐步生成本課時(shí)句型：Are these .?Yes, they are. 圖片環(huán)游：采用觀察圖片猜測(cè)聽音驗(yàn)證的方式讓學(xué)生能夠理解對(duì)話大意；并在此過程中學(xué)習(xí)本課時(shí)單詞和核心句型。培養(yǎng)學(xué)生能夠用正確的語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話。培養(yǎng)學(xué)生的觀察能力。培養(yǎng)學(xué)生在情景中學(xué)習(xí)句型的能力。學(xué)習(xí)能力：學(xué)生信息定位的

16、閱讀策略。思維品質(zhì)：觀察、分析、推理、判斷的能力。Step 3.Activity1:Make a new conversationMike go home will he talk with his mum?Fill in the blanks.續(xù)寫對(duì)話，練習(xí)本課時(shí)單詞和核心句型。思維品質(zhì)：培養(yǎng)思維的創(chuàng)造性。Step 4.Activity2:Lets guessLook and guessThink and guessAre these.?Guess and say: Yes,they are./ No,tey arent.Theyre .口頭運(yùn)用本課時(shí)單詞和核心句型,為基礎(chǔ)寫作積累話題。思維品質(zhì)：培養(yǎng)思維的敏捷性。Step 5.Activity3:Lets playT gives an example.A:What are these?B:Are they apples?A:No.C:Are they carrots?A:Yes.Ss play and show.口頭運(yùn)用核心句型。思維品質(zhì)：培養(yǎng)思維的靈活性。學(xué)生在小組活動(dòng)中與