Unit 10 On the farm 单元整体教学设计 （3课时）

Unite-based Teaching design
小学英语单元备课共享资源
Title: Book_1_ Module _4_Unit _10_On the farm_ 日期：__ ____
一、单元教学目标 （建议多使用英语课程标准中各级目标的描述语言）
语用任务
学会运用特殊疑问句wh-进行沟通交流
知识与技能
语言知识目标：
1.在听声音猜动物名称的过程中，能正确和熟练地听说和认读核心词汇：chick,duck,cow,pig,语音正确标准。
在语境中，理解运用本单元的核心句型. What’s this/that?It’s a...发音基本准确，表达较为流利。
听懂并根据以下指令完成任务：draw，cut，stick
4.使用正确的象声词模仿动物叫声：Oink，Peep,Moo,Quack...
语言技能目标：
1.能听懂动物声音并用正确句型猜测动物名称。
2.能运用What’s this/that?It’s a..的句型进行提问和相应的回答。
3.能使用前面所学旧句型This is my face/eye/nose/ear/mouth.I can dance/sing/draw/write描述动物。
文化与情感
通过本单元的学习，培养学生的观察力、想象力和合作交流的意识。
提高学生学习英语的兴趣，使学生乐于开口，勇于开口说英语。
3.培养学生团结友爱，互帮互助，友好待人的优秀品质。
方法与策略
本单元使用情景教学法、TPR教学法、多媒体教学、游戏活动，创设良好语言学习环境，让学生在各种活动中掌握语言知识，并能运用和巩固语言进行口语交际，提高运用英语交际的能力。在引导和探究的过程中提高学生的观察力、想象力和人际交往能力。
二、单元基本架构
Period 1
Period 2
Period 3
Objective
单课时目标
1.掌握本课单词：chick,duck,cow,pig
2.学习并掌握句型 What’s this/that? It’s…..
能运用What’s this/that?It’s a...进行交际问答。
整合拓展句型What can it do?It can sing/dance/draw/write.
1，巩固和运用核心句型. What’s this/that？It’s a…..
整合拓展句型This is my face/nose/eye/ear/mouth
I can...
Topic
单课时话题
One day on the farm
My friend on the farm
A party on the farm
Content
单课时教学文本
Hi /hello
Good morning ./afternoon
I can see …
What’s this/that?
It’s…..
Hi /hello
Good morning ./afternoon
What’s this/that?It’s a...
What can it do? It can...
HI/Hello
Good morning ./afternoon
What’s this /that?It’s a…
Hello! I’m a……
This is my ………
I can...
Blackboard design
板书设计
Module 4 The word around us
Unit10 On the farm
--One day on the farm
What’s this/that?
It’s…..
Module 4 The world around us
Unit10 On the farm
--My friend on the farm
What’s this/that?
It’s a...
What can it do?
It can...
Module 4 The world around us
Unit10 On the farm
----A party on the farm
What’s this/that?
It’s a...
Hello! I’m a……
This is my ………
I can...
三、单课教学设计
Period 1
Procedures
Contents
Methods
Purpose
Pre-lesson
Greetings
-Hello; -Hi !
-Good morning! /Good afternoon !
Revision
Warm up
营造轻松学习氛围
Pre-task preparation
1.Sing a song
2. Ask the pupils to answer some question.
Teacher and pupils sing a song together.
T: what can you see?
What color is it?
通过演唱歌曲，创设和谐的语言环境，调动学生的积极性，使他们迅速进入英语学习氛围。
通过对所唱歌曲的提问既复习巩固了旧知识，又为新受内容埋入伏笔。
While-task procedure
1.lead in:
Chick, duck
2. What’s this/that?
It’s …
3. Listen to the story.
4.lead in: pig，
5.teach cow
6 listen and sing:

1. Read the sentences.
2. Practice: This is...
That is…
Read the sentences. Look at the pictures and work in pairs.
Lead in :peep… peep
Quack…quack
Chicks and ducks have friend. Let’s guess ‘what’s this’?
Listen and look.
Read the word.
Make a pig and say:
Oink… oink… I am a pig.
Watch DVD and answer the question
Quick response
Lead in: cow
Moo….Moo….
What’s that?
< ten little paper rabbit>
用生动形象的简笔画回忆单词
通过练习让学生进一步巩固掌握特殊疑问句一级他的回答。
通过听故事，不仅很自然的引出两个象声词又培养学生的听力能力。
通过猜一猜，画一画，演一演，既掌握了pig的特征又充分调动了其积极性，并使课堂内形成了一种人人想说英语的氛围。
用生动形象的图片配合文字进行操练，使学生充分发挥其想象力，
达到巩固复习的目的
Post-task activity
1. Look and match.
2. Play a game.
Work in pairs
把新旧知识进行分类归纳
以小组合作的方式，让学生参与活动，培养学生的互助的能力
Assignment
Read the book
Make a mask.
Period 2
Procedures
Contents
Methods
Purpose
Pre-lesson
Revision:Guessing game
Show the sounds of some animals,students guess what’s this/that?
在听声音猜动物，复习上节课所学单词和句型。
Pre-task preparation
sing a song:Old McDonald has a farm.
Ask and answer:What is thisthat on the farm?
1.Students and teacher sing and dance together.
2.Students find the answers from the song.
歌曲表演，既起到热身的作用，同时让学生捕捉歌曲里面的关键信息并回答问题，又能培养学生的听说能力。
While-task procedure
Leading-in:I have some new friends on the farm.Do you want to make friends with them ,too?
Getting to know my friends:
S1:What’s this/that?
S2:It’s a...
S1:What can it do?
S2:It can ...
Look and say:talk about other animals on the farm
Make friends with animals
Setting a scene for the students to use the sentence patterns.
Students learn the sentences by using them.
Provide some opportunity for students to practice the dialogue.
设置和动物交朋友的情景，让学生在情景中运用所学句型，并整合unit4 的句型sb.can do sth，进行文本再构，使对话内容更加丰富、有趣。
学生讨论不同动物，让他们充分练习和巩固句型，为后面的小组任务做好铺垫。
Post-task activity
Role-play
Group work:Draw and say
Show time
4.Emotional Education:Let’s be a friend with animals.
1.Students practice the dialogue.
2.Students work in a group to talk about the animals they draw.
小组合作培养学生的团队合作精神并在活动过程中进行语言输出。
Assignment
Listen to the the text and read it.
Introduce your animal friends to your parents.
Period 3
Procedures
Contents
Methods
Purpose
Pre-lesson
1.Greetings
-Hello; -Hi !
-Good morning! /Good afternoon !
2.Sing a song “Old McDonald has a farm”
Warm up
通过课前的打招呼和唱歌，将孩子带入英语课堂，调动孩子的积极性，营造好的英语学习氛围
Pre-task preparation
Play a game
Show the word cards
Who is quick？
单词卡操练，和孩子通过游戏方式一起复习学过的重点单词。
While-task procedure
1.leading：Today I’m so happy，We will have a party on the farm.Do you want to play with me？
2.do handwork and let the students know the words (draw cut stick)
3. . consolidate the important sentence patterns
S1:What’s this/that?
S2:It’s a...
4.listen to the story and read the story
5. Hello, I’m a ……
T his is my (face/nose/mouth/eye/ear)
I can...
Setting a scene for the students to use the sentence patterns.
2.do the actions and teach the words
3.choose 4 students and put on the headwear
4.Listen and repeat
5. put on the headwear and make friends
创设一个生活情景导入，吸引学生的兴趣，激励学生去认真倾听。
通过实物手工活，让孩子认知这些动词，通过实物呈现，让孩子印象更加深刻。
3.手工作品完成后，呈现Period 1中的动物单词，巩固本单元所学习的重点句型.
4. 欣赏视频，整体感知故事，为后面的小组活动做铺垫，仿跟读，加深对故事的理解和掌握，培养学生语音语调的养成。
5.设置情景中的自我介绍，并整合Unit 3中的重点句型，This is my…,
Post-task activity
1.Role play
2.show time
1.Students practice the dialogue.
2．Introduce yourself
引导学生学会学以致用，启发思维，灵活变通，明白语言的真实性和实用性。
Assignment
1.make an animal headwear
2put on the headwear and introduce yourself to your parents
注：5-6年级按4课时编写。谢谢！
四、阅读素养评价
A. Using?daily?English?to communicate,such as what can you see? What are they?
B. Learn the sounds different animals make.C.Enjoying ?some?story?books?like“Yoyo is on the farm.”D. Encourage?pupils?be friends with animals.
设计要求：
1. 建议选取的阅读内容与单元主题、单课时话题相关，根据学生的特点，为不同层次的学生选择不同的阅读材料，鼓励选取故事、对话、诗歌等不同形式的阅读材料，避免因为阅读材料太难而降低学生学习英语的兴趣；
2. 建议老师参考国外原版阅读材料、绘本等资源，语篇语言尽可能地道；
3. 在提供阅读体验的同时注重阅读习惯的培养，建议老师对阅读能力的考查设计不同类型的题型，对阅读理解类型提供做题方法和技巧的指导。
五、推荐阅读
1. 欣赏绘本故事Yoyo is on the farm. 2.欣赏故事Cats on the farm