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1、.word可编辑.Unit 6 At a farm一、教学内容：PEP小学英语第四册Unit 6 At a farm Part A Lets learn二、教学目标1、 能听、说、认读6个单词：hen, sheep, cow, horse, goat, lamb及其复数形式。2、 能听、说、认读句子“What are they? They are”并能在情景中进行运用。能初步感知句型“Are they?Yes, they are. No, they arent.” 为学习Lets talk 中的新句型做铺垫。3、 能和同学讨论有关农场的话题。三、教学重点、难点分析重点：熟练掌握6个单词和句子“
2、What are they? They are”的用法。难点：复数的正确使用。四、课前准备：课件，教师卡片五、教学过程：Step 1 Warming-up1、GreetingsT: Hello, boys and girls. How are you today?Ss: Fine, thank you. And you?T: Me too. Thanks.2、 Free talkT: Hi! What color do you like?S1/S2: I likeT: Hello！Whats your favorite fruit?S3/S4: My favorite fruit isT: H
3、ello！Whats your favorite animal?Ss: My favorite animal is .T: What is my favorite animal, guess?Ss: MaybeT: Ah, I love pig, its lovely.（设计思路：导入部分设计比较简单，通过问题 “Whats your favourite fruit/colour? Whats your favourite animal？直接将课题导入。复习已学的单词和句子，又为下一步教学做好铺垫。）Step2 Presentation（1）、复习已学的动物单词T: What other an
4、imals do you know? (生任意说，一人只限一个，尽量让学生多说)Ss: cat/monkey/dog/duck/elephant/pig/snake/rabbit/panda/fox/bee/mouse/horse/chicken/tiger/giraffeT: You know so many animals, super! I find some animals; can you read the names together? （出示课件1）Ss: birds/pig/rabbits/tiger/snake（设计思路：“What animals do you know?”
5、 试着鼓励学生大胆说说自己知道的动物单词，复习已学的动物单词。）（2）通过猜测教学horse（课件1中有张笑脸，学生猜测笑脸背后的动物）T: Ah, can you guess what animal is behind of the happy face? Ss: MaybeT: Look, what are they?Ss: They are horses.T: Spell together. （区别horse与house的发音，操练单词horse及句型）T: The horse has 4 legs; it can run fast, we can sit on it. So lets
6、ride a horse.Ride, ride, ride a horse.(做动作，操练单词)直接出示课件教学hen（课件呈现鸡在觅食的画面）T: Look at the picture, what are they? Are they chickens?Ss: No, they arent. They are hens.T: They are chickens mother-hens. Spell 3 times.T: They are hungry, lets feed the hens together.Feed, feed, feed the hens.（做动作，操练单词）通过呈现声
7、音教学sheep（课件播放绵羊的声音）T: Now listen, who are coming?Ss: They are sheep.T: Very good. Spell “sheep” together.（出示绵羊画面） Lets count, one sheep, twoSs: Two sheep.T: Very good. （操练单词，强调单复数同形）通过比较教学goat（课件出示goat的画面）T: Are they sheep?Ss: No, they arent. They are goats.T: Spell “goat”. （操练单词）（sheep和 goat呈现在同一画面
8、，进行比较） These are sheep, those are goat. They are different. The sheep has long fleeces, what can we do with the sheep?（引导学生回答）We can shear the fleeces. Shear, shear, shear a sheep.T：The goat has short fleeces and whiskers.T: Look, this is father goat, mother goat. What are their babies? We call them
9、 “lambs”. （强调b 不发音）.Spell “lamb”.（操练单词）The lamb is lovelycute. I love it very much, I want to hold a lamb.通过猜谜教学cowT: Now lets plat a guessing game. I give you some hints, you guess a kind of animal.Its big and tall, it has long nose. Elephant.Its black and white, it produces milk. Cow.（操练单词）The cow
10、 produces milk, so we can milk a cow.（设计思路：通过猜谜来教学horse、 cow、看图教学hen、听音教学sheep、比较教学goat等不同方式引出新单词和短语，使教学不枯燥。在学习生词时感知句型，做到“词不离句，句不离词”。 通过身体动作表现教学短语。）（3）、不同形式操练新授单词、句子（4）、Lets chant （边唱边做动作）What are they? What are they?Hens, hens, they are hens.Feed, feed, feed the hens.What are they? What are they?Ho
11、rses, horses, they are horses.Ride, ride, ride a horse.What are they? What are they?Cows, cows, they are cows.Milk, milk, milk a cow.What are they? What are they?Sheep, sheep, they are sheep.Shear, shear, shear a sheep.What are they? What are they?Lambs, lambs, they are lambs.Hold, hold, hold a lamb
12、.（设计思路：用chant的形式将句子、短语、句子综合在一起，这样的操练既活跃了课堂气氛，操练了生词和短语，做到“词不离句，句不离词”，又培养学生团结合作精神，增强学生动口，动手，动脑和注意观察、记忆的能力。）（5）、教学farm，出示教学主题T: They are animals, where do they live on?Ss: They live on the farm.T: Spell “farm”.Step 3 Practice(1)、课件出示对话T: Zoom has a farm, one day Amy and John go to the farm; this is the
13、 dialogue between them.Amy & John: Hello! Zoom!Zoom: Hello! Welcome to my farm.Amy: Zoom, what are they?Zoom: They are ducks. John: What are they? Zoom: They are goats.Amy: Look. Are they tomatoes?Zoom: Yes, they are.Amy & John: Oh, your farm is so big. Bye.Zoom: Bye. （2）朗读对话(3) 师生编新对话，作示范，以打开学生的思维（
14、4）学生编对话并展示（5）情感教育The animals are our friends，we should protect(保护）them.（设计思路：根据所学内容编成一个对话，朗读示范，再让学生自编对话进行表演，培养小组团队精神，激励学生大胆开口，积极活动，为小组争得荣誉，达到综合运用语言的目。）Step 4 Homework(1)、做课堂练习（2）、听课文录音，模仿跟读单词和“Lets do”（3）、画动物，模仿动物的叫声，请同伴、家长猜动物的声音(4)、和同伴讨论有关农场的话题六、教学反思：本节课教学的是一堂单词教学课，通过复习一下旧知。这节课不论是新知识的呈现，还是歌谣、游戏的设计来活跃课堂的气氛，都能围绕教学目标，紧紧地抓住学生，吸引学生，让学生积极参与到课堂中来。既刺激了学生说英语的欲望，也巩固了旧的知识；。学生在玩中学，学中用，提高了课堂实效，培养了学生学习的兴趣。我相信通过这样的教学，充分让学生主体参与、体验感悟、游戏巩固，是一定能圆满完成课堂教学任务的。在对话的学习中，我又采用了小组合作的学习方式使学生在互帮互助中共同进步不仅增进了同学之间的情感，也解决了教师不能照顾到每个学生的大难题。不足之处就是游戏Find the owner的设计不够周全，使得学生在找物主时有点茫然，这里有待改进!钱 海 萍. 专业.专注 .
