Atthefarm四年级教案设计标准版.docx
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Atthefarm四年级教案设计标准版.docx
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Atthefarm四年级教案设计标准版
Atthefarm四年级教案设计
教师在写教案时,一定从实际出发,要充分考虑从实际需要出发,要考虑教案的可行性和可操作性。
下面就是整理的Atthe
farm四年级教案,希望大家喜欢。
Atthefarm四年级教案1
教学目标:
1、能听、说、认读单词:
tomato、greenbeans、potato、carrot以及它们的复数形式。
2、通过说唱B部分的歌谣巩固所学单词的复数形式。
教学重点:
单词:
tomato、cucumber、potato、onion、carrot
教学难点:
potato和tomato的复数形式。
教学准备:
课件,视频,学习单
教学过程:
(幸福课堂模式)
情景创设
1、教师手举一个西红柿,说:
Iliketomatoes.Doyouliketomatoes?
引导学生用Ilike…或Idon’t
like…根据自己的实际情况表达。
2、教师再拿起一夹青豆,边说边完全呈现:
Oh,it’slongandgreen.Theyaregreenbeans.Doyou
likegreenbeans?
让学生在回答中学习单词。
3、出示土豆:
Doyouknowit?
Frenchfriesaremadeofit.It’sapotato.Doyou
likepotatoes?
学生根据用Ilike…或Idon’tlike…根据自己的实际进行情况表达。
4、请学生猜谜语:
Theyarelongandorange.Rabbitslikeeatingthem?
Whatarethey?
学习单词carrot。
5、教师将四种蔬菜分别放在教室的不同位置,然后说单词,请学生指出相应的实物。
教师请学生看着书听歌谣。
让学生观察歌谣中like后的蔬菜单词和Let’s
learn中的单词有什么不同。
启发学生说出like后的名词是以复数形式出现的。
教师适当强调tomato和potato的复数形式拼写的变化,carrot的复数形式读音的变化。
总结提升
情感教育。
板书设计:
Unit4Atthefarm
Whatarethose?
---They’re...
Howmany...doyouhave?
Seventeen.
Atthefarm四年级教案2
Teachingcontentanalysis:
Unit4AttheFarmhas6periods.Thislessonistheperiod3.Themain
teachingcontentofthislessonisPartALet’sSpell.Thispartrequires
studentstomasterthepronunciationofwordswhichhaslettercombination“or”.
Andstudentsshouldperceiveandconcludethepronunciationrulesoftheletter
combination“or”.
Students’learninganalysis:
Asthegrade4students,theyhavelearnthepronunciationof“ir”,“ur”,
“ar”,“er”inthelastseveralunits.Inthislesson,Iwillmakeaconnection
with“or”and“ir”,“ur”,“ar”,“er”.
Teachingobjectives:
Bytheendofthelesson,studentsshouldbeableto:
lMasterthepronunciationofwordswhichhavelettercombination“or”:
/ɜ:
/,
/?
ɔ:
:
/.
lPerceiveandconcludethepronunciationrulesofthelettercombination
“or”.
lReadandwritedownthewordsthathavelettercombination“or”according
tothepronunciationrule.
lBythelearningofpronunciationcanmakethestudentsnoticethefixed
pronunciationofsomelettercombinations,whichcanimprovestudentsspeech
recognitionabilityandreadingability.
Importantanddifficultpointsofteaching:
Makethestudentstomasterthepronunciationofwordswhichhaveletter
combination“or”.Andmakethemtoperceiveandconcludethepronunciationrules
ofthelettercombination“or”.
Teachingprocess:
IWarm-up
1.Freetalk.
T:
Goodmorning,boysandgirls.
Ss:
Goodmorning,MissYang.
T:
Todaywe’lllearnUnit4AttheFarmPartALet’sspell.
2.T:
Beforeourclass,let’senjoytwochants.
(Teacherplaysthechantsaboutthepronunciationof“ir”,“ur”and“al”,
whichtheyhavelearnedbefore.)
3.Teachershowsthewordswhichcontain“ir”,“ur”and“al”torecallthe
knowledgetheyhavelearnt.
4.Teacherasksstudentswhethertheyrememberthepronunciationof“ir”,
“ur”,“ar”,“er”.Andthenteachercannaturallyintroduce“or”tostudents.
[Designidea:
Recalltheknowledgetheyhavelearned.Use“ir”and“ur”,which
pronounce/ɜ:
/,and“al”,whichpronounces/?
ɔ:
:
/,tomakeconnectionwith
“or”.]
IIPresentation
1.Presentation“or”:
/ɜ:
/
⑴Teachershows3words,whicharework,homework,worldmap,andasks
studentstoreadit.
⑵Teacherasksstudentstodiscussthepronunciationruleof“or”.
[Designidea:
Letstudentsperceiveandconcludethepronunciationrulesof
thelettercombination“or”.]
⑶Teacherpresentsthepronunciationrule1of“or”:
or在w后通常发/ɜ:
/,与ir,ur同音.
⑷Teachershowsthewords:
word,worth,worm,worse.Andthenrequires
studentstospellthemaccordingtothepronunciationrule1.
[Designidea:
makestudentsbeabletoreadthewordsthathasletter
combination“or”accordingtothepronunciationrule1.]
2.Presentation“or”:
/?
ɔ:
:
/
⑴Teachershowsstudentstheword“horse”andaskthemaquestionthatwhether
thiswordpronounce/hɜ:
s/.
⑵Teacherasksstudentstofindoutthepronunciationoftheword“horse”and
payattentiontotheotherwordsthathas“or”inachant.
Chant:
Thestoryaboutahorse
Iliketoreadthestory.
Thestoryaboutthehorse.
Thehorselikestowork.
Heworkshardofcourse.
⑶Afterlisteningtothechant,teacherasksstudentstoreadthewords:
horse,story.
⑷Teachershows4words,whicharehorse,fork,story,morning,andasks
studentstoreadit.
⑸Teacherasksstudentstoconcludethepronunciationruleof“or”.
⑹Teacherpresentsthepronunciationrule2of“or”:
or在单词中一般发/?
ɔ:
:
/,与al
同音.
⑺Teacherasksstudentstomakebrainstormaboutthewordsthatcontain“or”
thatpronounce/ɔ:
?
:
/.
3.Summary
Teacherasksstudentstosummarythepronunciationof“or”:
发音规则1:
or在w后通常发/ɜ:
/,与ir,ur同音
发音规则2:
or在单词中一般发/?
ɔ:
:
/,与al同音
IIIPractice
1.Listenandnumber
[Designidea:
Firstofallteacherwillhelpstudentstomasterthe
pronunciationofwordswhichhaslettercombination“or”:
/ɜ:
/,/?
ɔ:
:
/by
listening.]
2.Readandsort
[Designidea:
Secondly,throughspeaking,teacherhelpsstudentstobeableto
readthewordsthathaslettercombination“or”accordingtothepronunciation
rule.]
3.Look.Listenandwrite
Teacherasksstudentstowritedowntheimportantwords.
[Designidea:
Thirdly,thoughwriting,teacherhelpsstudentstobeableto
writedownthewordsthathaslettercombination“or”accordingtothe
pronunciationrule.]
IVProduction
Teachermakeasummarywithstudentsthatthepronunciationof“or”,
“ir”,“ur”,“ar”,“er”.Andthenteacherwillguidestudentstobeawarethat
thefixedpronunciationofsomelettercombinations.
VHomework
记住or的发音规则,并尽量查找单词来练习or的发音。
把查找到的相关单词根据/ɜ:
/和/?
ɔ:
:
/来归类并记录。
有能力的同学试着把归类的单词写一篇小故事。
复习之前学的字母组合的发音音标。
学会观察归纳和总结。
Atthefarm四年级教案3
教学目标:
1.能听懂、会说、会读交际用语:
Welcometo…Whatarethese/those?
They’re…Arethese/those…?
Yes,theyare./No,theyaren’t
2.能听懂、会说、会读词汇:
they’re=theyare,pig,cow,chicken,duck
3.能听懂、会说、会读、会写词汇:
farm,they,pig,apple,those
4.能熟练朗读对话或表演对话。
教学难点:
1.句型:
Whatarethese/those?
Arethese/those…?
的语调和用法。
2.词汇:
farm,they,those,chicken,apple,pear的读音;a和an用法的区别;名词复数形式。
教学准备:
动物头饰,水果、动物卡片,PPT、学生学案
教学过程:
Step1Beforeclass
ListenandSingasong:
OldMacDonaldhadafarm
Step2.Warmingup
1.Freetalk.
T:
Hello,boysandgirls.I’myournewEnglishteacher,MissWang.
I’mverygladtobehere.
Iwanttobeyourfriend.
OK,firstly,Iwanttoknowyournames.
T:
What’syourname?
Who’syourfriend?
Nicetomeetyou.Welcometomyclass.(PPT)
S:
Thankyou.
2.Learntosay:
Welcometo…
(请学生先听懂“欢迎来到我的课堂”并进行回答,然后学会自己说“欢迎来到我的班级”,向上课老师、听课教师说)
3.Lead-inandlearn
T:
Boysandgirls,wesangasongbeforeclass.Wewereveryhappy.
Wesawalotofanimalsthere.Right?
(PPT出现农场画面)
Theywereonthefarm.
Learn‘onthefarm’。
Step3.Presentationandpractice
1.Learn:
Whatarethese/those?
And‘pigs/cows/ducks/chickens’
(1)Whatarethese?
They’repigs.
(2)Arethesepigs?
No,
Whatarethese?
They’recows.
(3)Whatarethose?
They’re…s.
Arethose…?
Yes./No.
(同步出现动物卡,结合句型学习生词。
)
2.Let’ssay.Achant
These,these.Whatarethese?
Pigs,pigs.They’repigs.
Those,those.Whatarethose?
Cows,cows.They’recows.
Step4.Text-learning
1.Task1:
Let’slisten!
Whoisonthefarmtoo?
(谁也在农场?
)
2.Task2:
Listenandtick:
What’sonthefarm?
3,Task3:
Let’swatch:
(欣赏动画,将农场上的动植物摆在正确的位置。
)
A.pigs
B.cows
C.apples
D.pears
4.Task4:
Let’sfollow.(跟读)☆注意语音语调☆要读出感情哦
5.Task5:
Let’sread.(让我们读吧!
)分角色朗读。
6.Task6:
Farmshow!
(农场秀!
)(发挥想象创编并表演,说得越多越好哦!
)
T:
It’sgreatfuntovisitafarm.LiuTaoandMikehavegreatfunonthe
farm.It’sgreatfuntohaveafarm,too.
30yearslater,you’regrownup.Someonemayhaveawonderfulfarm.Wouldyou
pleaseshowyourfriendsaroundyourfarm?
Makeadialogueingroups.
Amodel:
A(farmer):
Look!
Ihaveafarm!
Look!
They’repigs!
/They’recows!
Welcometo
myfarm,Mr…!
B:
Oh,thankyou!
Mygoodfriend,Mr/Miss…
A:
Nicetoseeyou!
B:
Nicetoseeyou!
Whatarethese?
A:
They’re…They’relovely!
Wouldyoulikea…?
B:
Yes,please.Thankyou!
Ilike…Whatarethose?
A:
They’re…s.They’resweet.Wouldyoulike…?
B:
Yes,please.It’syummy!
A:
Doyoulikemyfarm?
B:
Yes.It’sgreat!
A:
Welcometomyfarmnexttime!
B:
Thankyou.Bye-bye!
A:
Goodbye!
Step5.Tickingtime
Tickingtime
Icantalkaboutthingsonafarm.
Icanactthingsonafarm.
Step6.Homework
1.ReadStorytimefor5times.
2.Makeyourperformancebetter.
3.Visitafarmifit’spossible.
板书设计:
Unit7Onthefarm
--Whatarethese/those?
--They’re…s.
--Arethese/those…s?
--Yes./No,they’re…s.
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- 特殊限制:
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- Atthefarm 四年级 教案设计 标准版