2023年四年級(jí)英語(yǔ)下冊(cè)Unit4Atthefarm第四課時(shí)配套教案人教PEP

Page3Thefourthperiod(第四課時(shí))PartBLet’stalk&Let’splay?教學(xué)內(nèi)容與目標(biāo)課時(shí)教學(xué)內(nèi)容課時(shí)教學(xué)目標(biāo)Let’stalk·能夠在圖片、PPT和教師的幫助下理解對(duì)話大意·能夠按照正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話，并能在小組中進(jìn)行角色扮演·能夠在情景中運(yùn)用句型“—Whatarethose?—They’re…”問答物品名稱，并能夠在情景中恰當(dāng)運(yùn)用句型“—Arethey…?—Yes,theyare./No,theyaren’t.”確認(rèn)是否為某種物品·能夠理解these與those的區(qū)別并能正確使用Let’splay·能夠通過猜動(dòng)物的游戲活動(dòng)操練核心句型“Whatarethose?”“—Arethey…?—Yes,theyare./No,theyaren’t.”?教學(xué)重點(diǎn)能夠在情景中運(yùn)用句型“—Whatarethose?—They’re…”問答物品名稱，并能夠在情景中恰當(dāng)運(yùn)用句型“—Arethey…?—Yes,theyare./No,theyaren’t.”確認(rèn)是否為某種物品。?教學(xué)難點(diǎn)能夠聽懂對(duì)話大意，并能用正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話。?教學(xué)準(zhǔn)備1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時(shí)的相關(guān)內(nèi)容。2.PPT課件、課文錄音、視頻、卡片等。?教學(xué)過程Step1:Warm-up&Revision&Lead-in①Teachingpurpose①Teachingpurpose①用歌曲激發(fā)學(xué)生的學(xué)習(xí)興趣，并延續(xù)“農(nóng)場(chǎng)”這個(gè)話題。復(fù)習(xí)蔬菜類單詞及相關(guān)句型，激活學(xué)生已有的知識(shí)儲(chǔ)備。教師基于單元整體教學(xué)，以談話的方式導(dǎo)入教學(xué)，創(chuàng)設(shè)真實(shí)、有效的教學(xué)情景，并提前滲透“alotofanimals,cool”。2.Singthesong—OldMacDonaldhadafarm.（出示課件）3.Revision.T:Mike,JohnandSaraharevisitingthefarm.Whatdidtheyseeatthefarm?Ss:Somevegetables.T:Whatvegetables?Let’ssee.（Showthewordcards.）Whatarethese?Arethese…?Ss:…Usethewordcardstoreviewthewordsandthesentencestructures.4.Lead-in.T:Intheafternoon,MikeandSaraharevisitingthefarm.Thistimetheyseealotofanimalsatthefarm.That’scool!Let’sgoandsee!Writedownthetopic“Atthefarm”ontheblackboard.

TeachingpurposeTeachingpurpose②通過問題引導(dǎo)學(xué)生觀察并討論圖片，借助圖片預(yù)測(cè)教學(xué)內(nèi)容，培養(yǎng)學(xué)生的觀察能力和邏輯推理能力。通過預(yù)測(cè)圖片內(nèi)容激活已有知識(shí)，提取與文本有關(guān)的知識(shí)，進(jìn)入文本話題。Step2:Presentation1.Lookandpredict.②Showthetwopicturesin“Let’stalk”onpage41.(出示課件)Letstudentslookatthepicturescarefully.Asksomequestionstoleadthemtopredictthemainideaofthedialogue.Thequestionsarelikethese:①Whoarethey?②Wherearethey?③Whataretheytalkingabout?Vegetablesoranimals?Howmany?Teachingpurpose③引導(dǎo)學(xué)生帶著問題觀看文本動(dòng)畫，關(guān)注學(xué)生的有效參與，幫助學(xué)生整體感知文本，提取關(guān)鍵信息。2.Watchandanswer.③Teachingpurpose③引導(dǎo)學(xué)生帶著問題觀看文本動(dòng)畫，關(guān)注學(xué)生的有效參與，幫助學(xué)生整體感知文本，提取關(guān)鍵信息。ShowthequestionandthepicturesofsomeanimalsonthePPT.（出示課件）Letstudentswatchthecartoon.（課件出示:教材P41Let’stalk視頻）T:Whatanimalsaretheytalkingabout?PictureA,B,CorD?Ss:PictureCandD.T:Great!Teachingpurpose④分段呈現(xiàn)對(duì)話，聽對(duì)話，借助PPT和圖片逐步引出新詞匯、新句型，并通過PPT中生動(dòng)直觀的圖片幫助學(xué)生理解“alotof”和“those”。Teachingpurpose④分段呈現(xiàn)對(duì)話，聽對(duì)話，借助PPT和圖片逐步引出新詞匯、新句型，并通過PPT中生動(dòng)直觀的圖片幫助學(xué)生理解“alotof”和“those”。(1)ListentothedialogueaboutPicture1.（出示課件）T:DoesOldMacDonaldhaveanimals?Ss:Yes.Q:Howmanyanimalsdoeshehave?Afeworalotofanimals?Ss:Hehasalotofanimals.Usepicturestohelpstudentsunderstand“alotof”.(課件出示:alotof的相關(guān)內(nèi)容)Teachtheword“horses”.（課件出示:幾匹馬的圖片）T:Whatarethese?Ss:They’rehorses.他們是馬。T:Yes.They’rehorses.Studentsreadthewordaftertheteacher.Teachtheword“those”.PresentthepicturesonthePPT.（課件出示：近處的馬群圖片和遠(yuǎn)處的馬群圖片）Usethepicturestohelpstudentsunderstandtheword“those”.Thentrytomakesomesentencesbyusing“these”and“those”.Theteacherpointstosomethingsinclassroomandasksquestions.Studentsanswer.T:Whatarethese?Ss:They’re…T:Whatarethose?Ss:They’re...Writedownthesentencestructuresontheblackboard.(2)ListentothedialogueaboutPicture2.（出示課件）Theteacherpointstothesecondpictureandasksquestions.T:Whatarethose?Aretheyhens?S:No,theyaren’t.They’reducks.Teachthenewword“hens”andthesentencestructures“—Aretheyhens?—No,theyaren’t.Theyare…”.Teachingpurpose⑤Teachingpurpose⑤播放錄音，學(xué)生聽錄音跟讀。引導(dǎo)學(xué)生按照正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話，并能在小組中進(jìn)行角色扮演。4.Readandact.⑤(1)Playtherecording.Letstudentsreadafteritandpayattentiontothepronunciationandtheintonation.(2)Letstudentspracticethedialogueingroups.(3)Actout.Step3:Practice1.Practicethewordsandthesentencestructures.Usethewordcardstopracticethewordsandthesentencestructures.Letstudentslookatthepicturesandreadthewords.Askonestudenttopresentsomecardsstandinginthefrontoftheclassroom.Theteacherasks“Whatarethose?Arethey…?”Theotherstudentsansweraccordingtothewordcardstheysee.Teachingpurpose⑥“做一做，猜一猜”活動(dòng)很好地激發(fā)學(xué)生的學(xué)習(xí)積極性，讓學(xué)生在輕松愉快的氛圍中練習(xí)單詞和句型。2.LetTeachingpurpose⑥“做一做，猜一猜”活動(dòng)很好地激發(fā)學(xué)生的學(xué)習(xí)積極性，讓學(xué)生在輕松愉快的氛圍中練習(xí)單詞和句型。T:Icanactlikeananimal.Lookatmyactionandguesswhatitis.Ss:Isita…?T:Yes,itis.(Asktwostudentstoacttogether.)T:Theycanactlikeonekindofanimal.Lookattheiractionsandguesswhattheyareacting.Ss:Arethey…?Teachingpurpose⑦“猜一猜,唱一唱”活動(dòng)可以幫助學(xué)生復(fù)習(xí)學(xué)過的動(dòng)物和蔬菜類單詞，并且在學(xué)生答對(duì)后通過“舊歌填新詞Teachingpurpose⑦“猜一猜,唱一唱”活動(dòng)可以幫助學(xué)生復(fù)習(xí)學(xué)過的動(dòng)物和蔬菜類單詞，并且在學(xué)生答對(duì)后通過“舊歌填新詞”活動(dòng)激發(fā)學(xué)生的興趣，將課堂氣氛推向高潮。Ifstudentscan’tguesscorrectly,askthemtoguessagainuntiltheygettherightanswer.Step4:Consolidation&Extension⑦“Guessandsing”（課件播放旋律）T:Theylikeeatinggrass.Theycanrunsofastandpeoplecanridethem.Whatarethey?Ss:Aretheyhorses?T:Yes,theyare.OldMacDonaldhasafarm.Onhisfarmhehassomehorses.Let’ssingtogether.Studentssingtogether.T:Cool!Let’sgoon!They’revegetables.They’regreen.They’relong.Whatarethey?Ss:Aretheygreenbeans?T:Yes,theyare.OldMacDonaldhasafarm.Onhisfarmhehassomegreenbeans.Canyousing?Studentssingtogether.?板書設(shè)計(jì)?作業(yè)設(shè)計(jì)1.Practicethedialogue.2.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》對(duì)應(yīng)課時(shí)作業(yè)P32第一題和《狀元作業(yè)本》對(duì)應(yīng)課時(shí)作業(yè)P43第三題)?教學(xué)反思1.整個(gè)教學(xué)設(shè)計(jì)流程清晰，注重各環(huán)節(jié)之間的聯(lián)系，做到環(huán)環(huán)相扣。2.教學(xué)目標(biāo)明確，教學(xué)重難點(diǎn)把握準(zhǔn)確。整個(gè)教學(xué)過程重點(diǎn)突出，講練結(jié)合，落實(shí)到位。3.充分發(fā)揮現(xiàn)代教育的技術(shù)優(yōu)勢(shì)，適當(dāng)運(yùn)用多媒體來輔助教學(xué)，幫助學(xué)生理解、突破教學(xué)重難點(diǎn)，突出學(xué)生學(xué)習(xí)的主體地位。4.教學(xué)中運(yùn)用大量的游戲、歌曲等活動(dòng)，有效地調(diào)動(dòng)了學(xué)生的學(xué)習(xí)積極性，寓教于樂，課堂教學(xué)氛圍輕松活躍。?TeachingContents&TeachingAimsLet’stalk·Beabletounderstandthemainideaofthedialoguebyobservingandtalkingaboutthepictures.·Beabletoreadthedialoguecorrectlyandactitout.·Beabletousethesentencestructuresproperlyinthescene.·Beabletounderstandanddistinguishbetweenthetwowords“these”and“those”.Let’splay·Beabletopracticethekeysentencestructures.?TeachingPriorities·Beabletousethesentencestructuresproperlyinthescene..?TeachingDifficulties·Beabletounderstandandreadthedialoguecorrectly.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Singthesong—OldMacDonaldhadafarm.3.Revision.Usethewordcardstoreviewthewordsandthesentencestructures.4.Lead-in.1.Greetings.2.Singthesong.3.Reviewthewordsandthesentencestructures.4.Listentotheteacher.Arousestudents’learninginterest.Activatestudents’existingknowledge.Leadinthetopicof“Atthefarm”.Presentation1.Lookandpredict.Showthetwopicturesandasksomequestions.Lookatthepicturesandanswerthequestions.Predictthemainideaofthedialogue.Cultivatestudents’abilityofobservationandlogicalreasoning.2.Watchandanswer.ShowthequestionandthepicturesonthePPT.Letstudentswatchthecartoonandanswerthequestion.2.Watchthecartoonandanswerthequestion.Helpstudentsgettheoverallperceptionofthetextandtheusefulinformation.3.Teachthenewwordsandsentencestructures.(1)PlaythedialogueaboutPicture1.Helpstudentsunderstandthewords“horses,those”,thephrase“alotof”andthesentencestructures“—Whatarethose?—Theyare…”(2)PlaythedialogueaboutPicture2.Teachthenewword“hens”andthesentencestructures“—Aretheyhens?—No,theyaren’t.Theyare…”(1)ListentothedialogueaboutPicture1andlearnthenewword“horses,those”,thephrase“alotof”andthesentencestructures“—Whatarethose?—They’rehorses.”(2)ListentothedialogueaboutPicture2.Learnthenewword“hens”andthesentencestructures“—Aretheyhens?—No,theyaren’t.Theyare…”Practicethembyusingthewordcards.Leadstudentstolearnthenewwordsandthenewsentencestructuresinthedialogues.Helpthemunderstandthedialogues.（續(xù)表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation4.Readanda