Module 4 Unit 1 On the farm 教案（含反思）

牛津英语一年级上册U10 On the farm
Let’s talk and learn
教学目标：
一)语言知识目标:
1、使学生复习巩固的句型:1.I’m a….
2、学习认读单词:chick duck cow pig
(二)语言技能目标:
1、使学生能够根据指令做动作。
2、根据图片和情境说出单词和句子。
3、在图文或场景下进行简单的英语交流和表演。
(三)情感态度目标:
通过本课学习使学生有兴趣听、说英语、背歌谣,做游戏,并在活动中人与自然、人与动物和谐相处的意义,培养学生热爱大自然的情感。
学情分析
1、我班学生对英语学习兴趣浓厚,积极性高,普遍都有开口的愿望。
2、根据本课教材,把本课设计成老师带领学生参观农场遇到小鸡帮小鸡找妈妈这样的情景,让学生在情景中学习并运用本课单词和句子。
重点难点
1、重点:本课的核心单词 farm chick duck cow pig
2、难点:英语中动物的叫声与动物的匹配。
教学过程教学活动
【导入】
一.Pre-task:
1. Say a rhyme
2. Daily talk :
1)、Good morning.
2)、How are you
3. Read the sentences.
4. Sing a song
二.While-task:
设计主线：Kitty来到阿里巴巴农场，遇见了小鸡，帮小鸡找妈妈的过程中遇见了小鸭，小牛和小猪，小鸡认错了妈妈。最后遇见了遇见了母鸡。在这一主线的串联下，逐步认识单词chick，duck，cow，pig，学习单词的发音以及相对应动物的叫声，在情景中恰当运用句型What’s this What’s that It’s a….
1. new word: farm
T: Look, a rabbit. Where is it It is on the farm.
1) Show the word and read the word.
2. phrase: on the farm
T: Look, how many rabbits are there on the farm
Show the phrase and read it.
Talk about the picture.
T: The rabbit is on the farm. Who is on the farm
( Kitty )
Free talk
T: I can draw on the farm. What can you do on the farm
3. New word: chick peep
T: I can draw on the farm. Look, I can draw a chick.
Show the picture and the word ‘chick’ then read the word.
How many chicks Let’s count.
One chick, two chicks, three chicks…..
T: peep, peep, peep I’m a chick.
Say the sentence like this: peep, peep, I’m a chick.
4. New word : duck quack
T: Listen, quack, quack, a chick
P: No.
T: Oh, it’s a duck.
1) Show the picture and the word ‘duck’ then read the word.
2) Say the sentence like this: quack, quack, I’m a duck.
3) Make a new song ( Ten little paper ducks)
5. Act and say
( Put on the mask what the pupil likes and act it )
Say the sentences like this:
Peep, peep, I’m a chick. I’m on the farm.
Quack, quack, I’m a duck. I’m on the farm.
6. new words: cow moo
T: Moo, moo, I’m a cow. I’m on the farm.
1) Show the picture and the word “ cow” then read the word.
2) Listen and choose; ( how cow )
3) Say the sentence like this: Moo, moo, I’m a cow.
4) Look at the pictures and quick response fat cow or thin cow.
5) Make a new rhyme:
Thin cow, fat cow, one and two.
Thin cow , fat cow. I see you.
7. new words: pig oink
T: I see a fat cow. Oh, look, I see a fat pig, too.
Show the picture and the word “ pig” then read the word.
Say the sentence like this: oink, oink, I’m a pig.
Make a new rhyme by self.
8. Read the words:
farm chick duck cow pig
三.Post-task:
1. Listen and guess:
Eg: Peep, peep, I’m a ….
2. Introduce the animals :
Peep, peep, I’m a chick.
I’m on the farm.
I’m short.
3. Choose the favourite animal and make a new story.
教学反思
本节课是一节关于农场上小动物的词汇对话课。由于是谈论学生喜爱的小动物，学生参与课堂的积极性很强，在真实情景的铺垫下，学习任务层层递进，教学目标落实情况良好，师生互动自然融洽。
结合实际授课情况本节课的亮点如下：
情景创设有主线，话题谈论有重点。
本节课中，教师创设了一个真实的情景，帮小鸡找妈妈为主线。围绕主情景，教师设计了层层递进的任务，每个环节科学合理。并使情景贯穿始终，重视了对话课的交际性和重点句型的实际运用操练。
任务设计层层递进，重难点突破自然合理。
开课全班齐唱一首歌阿里巴巴农场，引入主情景去带领学生复习已学单词的同时自然过渡到主情景，再引导学生关注找不到妈妈的小鸡，Kitty带领小鸡找妈妈，发挥其主观能动性，在情景中操练核心句型，突破重难点单词，及其相关的句型。
教师关注每个学生的发言，教师和学生有效参与课堂活动。
教师在授课的过程中，根据学生的回答及接受课程的能力和速度机智的调节课堂进度。关注每个学生的发言。注重口语表达的逻辑性和条理性。