教学案例
◆课题：Book4 Unit 4 A Let’s talk
◆教学目标：
（1）知识目标：1、能听懂会说What are these? They’re…
Are these…? Yes, they are..
（2）能力目标： 能听懂会说本课对话，发音准确，并能在实际情景中运用。
（3）情感目标：多吃新鲜的水果和蔬菜保持身体健康。
◆教学重 、难点：
教学重点：1、能听懂会说What are these? They’re…
Are these…? Yes, they are..
教学难点：单词“tomato/carrot”.以及复数形式“tomatoes/carrots”
教具：
课件 水果蔬菜实物
◆教学过程：
Step 1 Warm-up：
1、I’m ready! Are you ready?
Step2 Presentation:
处理tomatoes/potatoes.
T: Let’s enjoy a , Try to remember “ What vegetables are these?(播放视频课件呈现：记住蔬菜哦)
T; Now tell me What vegetables are these? You can say Chinese,
Ss: Tomato/carrot/green beans….
T: Yes, Thats right, These are tomatoes、carrots、green beans and so on.(点击课件）follow me, green beans.
设计意图：以歌曲导入，同时让学生感知蔬菜名称，提前铺垫。
T: Look, this is a tomato, here o pronounced [?] here o pronounced [o ] we also can say tomato[t??mɑ:t?u], look, three tomatoes.(操练）
These are red tomatoes, and these are yellow tomatoes.(引导学生说）
Next is carrot, and three big carrots, wow they are so big!....
(出示课件图片，操练单词)
2、整体感知文本
T: You know so many vegetables, but do you know where they are from? Garden? or farm?
Ss: farm (点击课件，出现农场）
T: Yes, they’re from the farm. Uncle Bill has a big farm, There are many vegetables , Sarah and Mike are talking about them with Uncle Bill.. “How many kinds of vegetables are they talking about?” let’s listen and find them.(播放文本录音，出示图片)
T: OK, boys and girls.
How many kinds of vegetables are they talking about on the farm?( )
A. Two B. Three
Ss：Two
T: Yes, you are good listener.
设计意图：整体感知文本，让学生通过听来获取文本的关键信息
3 分段处理，呈现句型并操练
T: You know” There are two kinds of vegetables on the farm” （教师手势二，点击课件图片）
T：Look, Are these carrots? ( )
Yes, they are.
B. No, they aren’t.
T: Let’s listen again and find the answer.
T: Let’s begin!(只放第一幅图片的听力)
T: OK, who can say?.
1、Are these carrots? ( )
A．Yes, they are.
B. No, they aren’t.
Ss: Yes, they are.
T: Yes, you are right. Follow me, Are these carrots? Yes, they are.
板书操练(注意these的发音，伸舌尖/th/：T—Ss, Ss—T, Bs—Gs, Gs—Bs, Ga—Gb, Gc—Gd...
T：We know they’re carrots. look! Are these….?
出示胡萝卜和西红柿的植株让学生用Are these...?句型来问答
西红柿的植株引出No, they aren’t并板书操练
T: I have some fruits. Look! Are these apples?(出示水果遮盖图，操练句型)
第一幅图师问，第二幅图生问生，第三幅生问, 猜不对，让学生背对黑板问：Are these...?师去掉遮盖，让其他学生回答：Yes, they are/No, they aren’t.
T：We know they’re carrots. And they are so big. What are these? (出示西红柿图片)， Let’s listen again and get the answer.
2、What are these? ( )
A．They’re oranges.
B. They’re tomatoes.
T: OK, who can answer?.
What are these? ( )
A．They’re oranges.
B. They’re tomatoes.
T：Yes, you are right. And they are yellow. Follow me , What are these? They are tomatoes. 板书操练T—Ss, Ss—T, Bs—Gs, Gs—Bs, Ga—Gb, Gc—Gd...
T：Uncle Bill has more intresting vegetables, Look, what are these? （点击课件，出现有趣蔬菜的图片，操练：师问生答，小组问，集体问个人答，互相问）
设计意图：通过分段听，引导学生逐步理解文本和获取具体信息，并呈现主句型并进行机械操练和情境中的意义操练。
4 Listen , repeat and act
T: Now look at your paper. Let’s listen and repeat. Try to imitate.
T: Now let’s begin! 播放课件
T: I like your voice,Now read in groups.
T：Now, let’s read in roles
T: OK, boys and girls. Now let’s read and number
设计意图：让学生分角色自读课文，巩固对文本的理解，用排序的形式对文本进行再构。
5 操练
T: Wow , Uncle Bill has a rich farm, He gave us his vegetables and fruits, Look, These are pieces of them, Let’s guess and taste (课件呈现猜一猜尝一尝图片，同时巩固对话结构）
T: let me try！Mmm, Yum! Do you know what are these? You can ask with the help sentences “What are these..? or Are these..?” Who can ask?
教师示范：然后学生集体问答和个人回答结合，突出品尝表情和语气,学生品尝的时候，谁猜对了就奖励谁品尝一下。
设计意图：创设真实情景，培养学生体验感知和在真实生活中的交际运用能力
（ 2—3名学生）
T: You all did good jobs,let’s chant,
Step 4 Production
T: Uncle Bill has a farm, Look, Shan zha mei、Zhu Zhiwen、Cao mao jie also have a farm. Let’s listen and find” Whose farm is it？” And then match it,
T: Now, let’s begin！（播放录音）
教师示范，然后学生小组合作，表演展示
设计意图：以听选形式二次阅读，拓展学生视野，利用所学知识进行场景语用，培养学生的自主表达能力
T: Do you want a farm? Now let’s design our farm. And talk about it .
小组设计自己的农场，设计过程中用所给的句型进行交流问答。
T： Now let’s be a guide.
小组展示农场，将学生分为老人组和小孩组进行参观农场，用所学句型进行问答。
.
总结
T: Look, they’re the key words and main sentences. Can you remember?
Ss：…
T；Pay attention to tomatoes , we plus‘ es’ in the end. 出示potato让学生变复数，并同时提供小贴士
Carrots, we plus ‘s’ in the end. Are you clear?出示bobot让学生变复数，并同时提供小贴士。
T: We should eat more fresh vegetables and fruits to keep healthy.
Eat well, stay healthy! （课件呈现）
T； Now homework for today 1. Learn more information about farm vegetables. 2. Draw your farm. Plus the other vegetables, next class let’s show and enjoy it.
教材分析
本册教材是《义务教育课程标准实验教科书英语（PEP）》是课程教材研究所英语课程教材研究开发中心，与加拿大Lingo Media国际集团合作编写的一套全新的小学英语教材。这套教材是根据教育部制定的《国家英语课程标准》编写而成的。本册教材的特点是：
1．强调语言运用。
2．注重能力培养
3．突出兴趣激发
4．重视双向交流
5．融合学科内容
6．重视灵活扩展
7．实现整体设计。本册教材分为六个单元，两个复习单元。本册教材强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流，融合学科内容，重视灵活扩展，实现整体设计。
本课是第四单元内容：本单元通过农场里各种动物以及农作物的学习，从而展现了农场中缤纷多彩的生活。虽然与学生的实际生活相隔甚远，但其内容与学生的日常生活联系紧密。要求学生能用本单元的句型与单词进行有关农场里各种动物和各种农作物的表达。
学生评测练习
Students’ activities
Task1 Listen and answer
How many kinds of vegetables are they talking about on the farm? (他们在农场谈论了几种蔬菜？） ( )
A. Two B. Three
Task2
Question:
1、Are these carrots? ( )
A. Yes, they’re. B. No, they aren’t.
2、 What are these? ( )
A. They’re oranges. B. They’re tomatoes.
Task 3 Read and number (读一读，标序号)
Task3 Guess and taste (猜一猜，尝一尝）
Learn to use the sentences（学会用下面句型）
Ss: What are these?
A: Are these...?
B: Yes, they are. / No, they aren’t.
Ss: Try some. Yum?
A: Yum! Thanks.
Task 4 Listen and match
教学反思
我的教授课题是修订版四年级下册Unit4 At the farm Part A let’s talk. 从本次备课研讨开始，就遵循听说课的心模式，即 整-分-整 的模式。首先整体感知文本大意，然后分散处理知识点，整体回扣课本，精炼主句型，进入语用操练，体现语言的输出，注重学生听说的训练。
在之前的听课学习中，首先我对目标语言与情景语言的区分有了重新的认识。怎样处理目标语言，怎样处理情景语言，它们的比重是多少，都需要正确的拿捏，我的课题中目标语言是What are these? They are… Are these…? Yes, they are. 情境语言是 Look at these. Wow, they are so big. Try some, they are good. Yum. 对待目标语言要让学生整体感知，理解并操练，学以致用，能够熟练的输出运用。在情境语言中药创设情境让学生理解语意。目标语言为主，情境语言为辅。
然后是对整分整的理解。听说课的新模式要求先整体呈现，意义先行，，然后理解文本，最后整合目标语言，拓展输出。刚开始在这种模式下，我一直有一个困惑。没有对主句型进行操练，就让学生理解文本，甚至跟读自读文本，学生做不到怎么办?
如果不出现问题解决问题学生有阅读障碍怎么办？通过本次上课，听课我发现学生的潜力是无穷的，以前我们老是担心学生这个不会，那个和不懂，不敢放手让学生自己理解问题解决问题，一直在帮助他们扫除前进路上的障碍。事实证明，整体呈现的方法学生可以达到理解文本的目的。在整体感知的情况下，分散处理知识点，通过带着不同的问题一遍一遍的听，逐步加深对文本的理解。我觉得这种方法是非常科学有效的。
我反思自己的课堂，觉得自己在对目标语言和语境语言的处理上，在对文本的理解上还没有把握到精髓。怎样从课本的语境中联系现实的语境来精炼主句型还需要好好反思。
这次的录课让我对整分整的听说课模式有了更深刻了理解，在以后的教学中一定把理论付诸于实践，让更多的学生从听说课中学到更多的东西。
