[优秀]四年级下册英语教案-Unit-4-At-the-farm-C-Story-time-人教PE

[优秀]四年级下册英语教案-Unit4AtthefarmCStorytime人教PEP四年级下册英语教案-Unit4AtthefarmCStorytime人教PEPUnit4CStorytime教案一、教学目标1.能听、说、认读turkey,mutton等单词和句型Ilovegrass.复习巩固有关蔬菜及农场动物的单词vegetable,cow,hen,sheep以及复数结构的句型Whatarethose?They’recows.Arethoseturkeys?No,theyaren’t.Theyarehens.2.能够在图片的帮助下理解故事内容，并使用正确的语音、语调讲述或表演故事。3.了解一些与动物有关的英语习语，激发学生对英语学习的兴趣，培养学生的综合语言应用能力。二、教学重难点教学重点1.能听、说、认读turkey,mutton等单词和句型Ilovegrass.2.能够在图片的帮助下理解故事内容，并使用正确的语音、语调讲述或表演故事。教学难点：能用正确的语音、语调讲述或表演故事。三、教学过程Step1:Warmingup/Lead-in1.FreetalkWhatanimalsdoyoulike?Why?2.EnjoyanEnglishsong.OldMacDonald.Step2:Pre-task1.PresentationT:WeknowMr.MacDonaldhasafarm.Onhisfarm,wecanseesomeanimals.Let’sgoandhavealook.1)Whatarethose?They’re_______.T:Lookattheanimals.Whatarethose?S:They’re_______.2)Arethose_______?Yes,theyare./No,theyaren’t.T:Arethose_______?S:Yes,theyare./No,theyaren’t.2.Awantads(招聘广告，设置情景)T:Mr.MacDonaldhasmanyanimalsandvegetablesonhisfarm.Heisverybusy,sohewantsalittlefarmertohelphim.Look,hehasawantads.T:It’ssunnytoday.ZoomandZipgotothefarmtohaveatry.Nowlet’sthisstory.Step3:While-task1.Listenandnumber.T:Lookthesearepicturesaboutthisstory,andMr.MacDonald’sfarmissobig.1)WhatdoZoomandZipseeatthefarm?(引导学生对图片进行描述)2)Learn:makeahat.T:What’stheweatherliketoday?3)Listenandnumber,thenchecktheanswers.2.Watchandanswer.1)WhatdoesZiplike?2)WhatdoesZoomlike?T:Zoomisafoodie.3)Whatdoesthecowlike?T:Next,What’sgoingon?Thecowishungry,soiteatsZoom’shat.Step4:After-task1.Retellthestory(Usetheflashcards).1.Q:Whowillgetthisjob?Why?Zipwillgetthisjob.Becauseshelikesanimals.2.Readafterthecomputer/teacher.3.Roleplay.4.Emotion:Animalsareourfriends.Weshouldloveanimals.5.ConsolidationEnglishproverbsStep4:Homework1.Listenandreadthestoryfor3times.2.Actthestoryoutwithyourfriends.教学反思：一、在教学目标上，我紧紧抓住教学重点句型，步步为营，给学生搭建了一个课堂交流对话的平台。教学活动和任务都是围绕着教学重难点展开的，稳扎稳打，感觉学生学得很扎实。同时，我十分注重语音的渗透。如在引入mutton单词时，渗透字母发音：u/Ʌ/等。二、从教学方法上看，我注重多种方法并用。设置情景教学法，围绕MacDonald有个农场，他很忙需要一个小助手这一情节，展开故事教学；通过看看、猜猜，标序号等多种呈现方法给学生提供说英语的平台，如，在热身部分的猜一猜，复习了动物、蔬菜相关的词汇和重点句型，也让学生能更快速进入课堂，为下面的教学做好铺垫；再如，引入文本时，我将6幅图片打乱顺序，让学生描述看到了什么，这样文本中很多句子都间接地被学生描述出来了，同时也培养了学生的观察能力和发散性思维，更有趣味性，也增加了学生的参与度，使整个教学过程不再单一、乏味和程式化。----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------