Unit 4 At the farm Part C Story time表格式教学设计
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| 名称 | Unit 4 At the farm Part C Story time表格式教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 186.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-26 09:24:53 | ||
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教学设计
所在单元 Unit4 At the farm
教学内容 Part C Story time
教材分析 这是一节故事课，教材呈现了Zoom和Zip参观农场的情景，通过了解动植物的名称、特点，体验参观农场的乐趣，故事通过它们之间的对话突出了Zoom憨态可掬的形象，故事结局出人意料，趣味性很强。该语篇旨在复习与巩固本单元核心词汇与句型，增加学生语言的输入，同时引导学生培养合理、健康的饮食习惯。
学情分析 四年级的学生经过了三年的英语学习，已经有了扎实的基础知识，他们在性格上比较活泼好动，思维活跃，乐于模仿和参与任何口头或书面的活动，因此，这节课以小组合作、角色扮演、配音、人机对话等活动为主要教学环节，目的是通过多种多样的活动让学生感知理解故事情节，并能学会恰当运用所学语言知识。
教学目标 课标要求 教学目标
通过本节课的学习，学生能够在具体的情境中与他人合作、主动探究，认识和表达本单元所学的蔬菜、农场动物，从而热爱动物、热爱农村生活、感受大自然的馈赠，树立良好的饮食习惯和生活态度。 学生能理解故事内容； 学生能朗读并表演故事； 学生能创编故事，且能恰当运用故事中的语言。 4.培养学生健康合理的饮食习惯。
教学重点 1.能听、说、认读turkey, mutton等单词和句型I love grass. 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、表演和创编故事。
教 法 情景教学法，任务式教学法
学法 小组合作学习法
教学规划（课时安排） 1课时
教学准备 PPT，head wears, cards
作业设计 必做作业： 1. Listen and read the story fluently. 2. Tell the story to your friends or family. 选做作业： Design your own farm and talk about it with your friends.
教学过程
教学流程 教师活动 学生活动 学习评价 设计意图
导入新课 Enjoy an English song. 2. Review. 1. Listen and sing. 2. Look and say. 观察学生是否做好课前准备并积极参与到热身环节中来。 Lead in the topic. Cultivate a good learning atmosphere. Prepare for the next step.
新课讲授 Step1 Pre-reading 1.Presentation T: We know Mr. MacDonald has a farm. On his farm, we can see some animals. Let’s go and have a look. 1). What are those They’re _______. T: Look at the animals. What are those 2). Are those _______ Yes, they are. / No, they aren’t. T: Are those _______ 2. A wanted ads(招聘广告,设置情景) T: Mr. MacDonald has many animals and vegetables on his farm, he is very busy, so he wants a little farmer to help him. Look, he has a wanted ad. T: It’s sunny today. Zoom and Zip go to the farm to have a try. Now let’s read this story. Step 2 While-reading 1. Listen and number T: Look these are pictures about this story, and Mr. MacDonald’s farm is so big. 1). What do Zoom and Zip see at the farm (引导学生对图片进行描述) 2). Learn: make a hat T: What’s the weather like today 3). Listen and number, then check the answers 2. Watch and answer 1) What does Zip like 2) What does Zoom like T: Zoom is a foodie. 3) What does the cow like T: Next, What’s going on The cow is hungry, so it eats Zoom’s hat. Step 3 After-reading 1. Retell the story (Use the flash card). Q: Who will get this job Why 2. Read after the computer/teacher. 3. Role play. Continue the story. Answer the Look and teacher’s questions. 1) S: They’re_______. 2) S: Yes, they are. / No, they aren’t. 2．Follow the teacher into the situation. Listen and number the pictures on their papers. Animals and vegetables:… It’s hot. Check their answers. Watch and answer. Cows, hens, sheep. Milk, chicken and eggs, mutton. Grass. 1. Retell the story. Ss: Zip, because she loves animals. 2. Read after the computer/teacher. 3. Role play the story in group. 4. Continue the story. 观察学生是否能够正确回答老师的问题，并根据需要调整提问方式，进行追问或给予鼓励。 教师根据学生的回答给予指导和反馈。 教师观察学生是否明白该情境并做好参与活动的准备。 教师观察学生在语境中运用核心语言进行回答和交流的情况，根据学生的表现给予指导和反馈。 教师检查学生是否能够根据所听音频给图片正确排序，根据学生的反馈调整教学策略。 教师观察学生能够借助动画正确理解故事内容并回答老师的问题，根据学生的表现给予必要的提示和指导。 教师观察学生能够借助板书说呈现的语言支架完成故事复述和表演，根据学生的表现给予必要的提示和指导。 教师观察学生是否能够根据所给的语言框架和图片进行故事续编，根据学生的表现进行必要的指导。 Lead Ss to review the key sentences. Create a situation and lead Ss to learn the story. Lead students to observe the pictures and predict the main idea. Make full use of the information about the pictures. Help Ss get an overall understanding about the story. Make students understand the dialogue better by some detailed questions. Cultivate students’ analytical and logical thinking abilities. Make sure students read the dialogue correctly and fluently. Create a natural reality situation. Students can use the sentences reasonably. Cultivate students’ comprehensive language using ability.
板书设计
所在单元 Unit4 At the farm
教学内容 Part C Story time
教材分析 这是一节故事课，教材呈现了Zoom和Zip参观农场的情景，通过了解动植物的名称、特点，体验参观农场的乐趣，故事通过它们之间的对话突出了Zoom憨态可掬的形象，故事结局出人意料，趣味性很强。该语篇旨在复习与巩固本单元核心词汇与句型，增加学生语言的输入，同时引导学生培养合理、健康的饮食习惯。
学情分析 四年级的学生经过了三年的英语学习，已经有了扎实的基础知识，他们在性格上比较活泼好动，思维活跃，乐于模仿和参与任何口头或书面的活动，因此，这节课以小组合作、角色扮演、配音、人机对话等活动为主要教学环节，目的是通过多种多样的活动让学生感知理解故事情节，并能学会恰当运用所学语言知识。
教学目标 课标要求 教学目标
通过本节课的学习，学生能够在具体的情境中与他人合作、主动探究，认识和表达本单元所学的蔬菜、农场动物，从而热爱动物、热爱农村生活、感受大自然的馈赠，树立良好的饮食习惯和生活态度。 学生能理解故事内容； 学生能朗读并表演故事； 学生能创编故事，且能恰当运用故事中的语言。 4.培养学生健康合理的饮食习惯。
教学重点 1.能听、说、认读turkey, mutton等单词和句型I love grass. 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、表演和创编故事。
教 法 情景教学法，任务式教学法
学法 小组合作学习法
教学规划（课时安排） 1课时
教学准备 PPT，head wears, cards
作业设计 必做作业： 1. Listen and read the story fluently. 2. Tell the story to your friends or family. 选做作业： Design your own farm and talk about it with your friends.
教学过程
教学流程 教师活动 学生活动 学习评价 设计意图
导入新课 Enjoy an English song. 2. Review. 1. Listen and sing. 2. Look and say. 观察学生是否做好课前准备并积极参与到热身环节中来。 Lead in the topic. Cultivate a good learning atmosphere. Prepare for the next step.
新课讲授 Step1 Pre-reading 1.Presentation T: We know Mr. MacDonald has a farm. On his farm, we can see some animals. Let’s go and have a look. 1). What are those They’re _______. T: Look at the animals. What are those 2). Are those _______ Yes, they are. / No, they aren’t. T: Are those _______ 2. A wanted ads(招聘广告,设置情景) T: Mr. MacDonald has many animals and vegetables on his farm, he is very busy, so he wants a little farmer to help him. Look, he has a wanted ad. T: It’s sunny today. Zoom and Zip go to the farm to have a try. Now let’s read this story. Step 2 While-reading 1. Listen and number T: Look these are pictures about this story, and Mr. MacDonald’s farm is so big. 1). What do Zoom and Zip see at the farm (引导学生对图片进行描述) 2). Learn: make a hat T: What’s the weather like today 3). Listen and number, then check the answers 2. Watch and answer 1) What does Zip like 2) What does Zoom like T: Zoom is a foodie. 3) What does the cow like T: Next, What’s going on The cow is hungry, so it eats Zoom’s hat. Step 3 After-reading 1. Retell the story (Use the flash card). Q: Who will get this job Why 2. Read after the computer/teacher. 3. Role play. Continue the story. Answer the Look and teacher’s questions. 1) S: They’re_______. 2) S: Yes, they are. / No, they aren’t. 2．Follow the teacher into the situation. Listen and number the pictures on their papers. Animals and vegetables:… It’s hot. Check their answers. Watch and answer. Cows, hens, sheep. Milk, chicken and eggs, mutton. Grass. 1. Retell the story. Ss: Zip, because she loves animals. 2. Read after the computer/teacher. 3. Role play the story in group. 4. Continue the story. 观察学生是否能够正确回答老师的问题，并根据需要调整提问方式，进行追问或给予鼓励。 教师根据学生的回答给予指导和反馈。 教师观察学生是否明白该情境并做好参与活动的准备。 教师观察学生在语境中运用核心语言进行回答和交流的情况，根据学生的表现给予指导和反馈。 教师检查学生是否能够根据所听音频给图片正确排序，根据学生的反馈调整教学策略。 教师观察学生能够借助动画正确理解故事内容并回答老师的问题，根据学生的表现给予必要的提示和指导。 教师观察学生能够借助板书说呈现的语言支架完成故事复述和表演，根据学生的表现给予必要的提示和指导。 教师观察学生是否能够根据所给的语言框架和图片进行故事续编，根据学生的表现进行必要的指导。 Lead Ss to review the key sentences. Create a situation and lead Ss to learn the story. Lead students to observe the pictures and predict the main idea. Make full use of the information about the pictures. Help Ss get an overall understanding about the story. Make students understand the dialogue better by some detailed questions. Cultivate students’ analytical and logical thinking abilities. Make sure students read the dialogue correctly and fluently. Create a natural reality situation. Students can use the sentences reasonably. Cultivate students’ comprehensive language using ability.
板书设计