四年级英语下册Unit_4 At_a_Farm教案
Unit4 At the farm授课教师：黄洋妹教学年级：小学四年级下册课题名称：Unit6 At a Farm B Let'stalk教材版本：人教课标版（PEP）授课时间：40分钟一、学生分析四年级学生年龄在十岁左右，生性活泼好动，喜欢直观形象，爱唱、爱跳、爱玩、善于模仿，敢于开口。
通过一至四年级上学期的学习，他们已经掌握了一些常用的问候语和对话，有了一定的词汇量，能听懂简单的课堂用语，能根据老师的指挥作出适当的回应。
设计课堂活动的时候要有一定的思考性、趣味性，能带给他们一定的新鲜感，才能吸引他们的兴趣，才能使每个学生参与到课堂学习活动中，使整节课活起来。
二、教材分析本课教学内容为PEP小学英语四年级下册Unit 6 At a Farm B Let’s talk.它以farm 为单元主题，本课时所学内容是我们日常生活所吃的蔬菜。
主要语言结构为：What are these?/What are those? /Are these/those...? Yes,they are./No, they aren’t.以及相关单词：potato,tomato,onion,cucumber,carrot.通过本节课的学习，学生基本能用：What are these/those?They’re....Are they...? Yes, they are ./ No, they aren’t.等句型询问复数。
为下一个课时Let’s read的学习作铺垫。
在教学内容的处理上，为了更好地贯穿整节课，本节内容增加了句型：“What’s this /that? It’s a/an... ；How many...?”要求学生能用运用句型询问实物和数量，拓展学生的语言综合运用能力。
三、教学目标和要求(一）、知识目标：(1) 巩固蔬菜的单词potato,tomato,onion,cucumber.引入几个蔬菜新单词:eggphant, cabbage, celery, cole, spinach, cauliflower(2) 能够掌握三会句型：What are these/those? Are these/those...?及其简略回答。
能结合实际情景运用句型。
(3) 能听读句型：How many... are there? 并能用There’re .... 回答。
（二）、能力目标：通过各种活动，进一步培养学生听，说，认读的能力。
（三）、情感目标：通过多种情景的活动，培养学生的合作交流能力和热爱大自然、保护环境的良好品德。
四、教学重、难点分析本课的重点是能“三会”询问蔬菜的句型What are these /those? They are... Are these/those...? Yes, they are .No, they aren’t.从而开展一系列的活动和任务。
难点掌握these /those的发音及其运用中的区别。
五、课前准备1、学生课前准备：①、上课前把课室布置成一个“Vegetable Farm”情景复习蔬菜单词，把全班分成5小组(Group Tomato, Group Potato, Group Carrot, Group Cucumber, Group Onion)，创设真实学习的情境，让每组学生扮演一种蔬菜并用蔬菜单词作为各组的名称。
2、教师课前准备：①、准备录音机，相关的录音带和教学光碟。
②、准备A、B Let's Learn 部分的单词卡片和B Let's talk部分的教学挂图。
③、制作教学多媒体课件。
六、教学策略：本课时的教学内容以情景教学为主线。
整个教学过程都在真实的情景中学习知识，巩固知识，使用知识。
学生真正成为学习的主人。
上课前把课室布置成一个“V egetable Farm”情景复习蔬菜单词，把全班分成5小组(Group Tomato, Group Potato, Group Carrot, Group Cucumber, Group Onion)，创设真实学习的情境，让每组学生扮演一种蔬菜并用蔬菜单词作为各组的名称。
在做Let’s do中充分利用“Vegetable Farm”这一情景,让各组学生对自己各小组名称有充分的认识，学生容易进入角色,并提起了学生对本课学习的兴趣。
在新课呈现同时也利用“Vegetable Farm”这一情景引入新课。
在学习these和those的用法时我就用课室的实物为情景作示范。
巩固these和those 的用法时我用课室这一真实情景中的fan,desk 设计了一个chant。
在巩固重点句型时设计了蔬菜卡游戏，创设新颖的，富有儿童情趣的情境，这样引导学生用眼睛去看，用耳朵去听，用心灵去体验，收到良好的效果。
最后利用故事“I’m a farmer”情景渲染课堂气氛，结束本课。
教学之前在百度网上搜索有关动物和蔬菜的图片。
【百度图片】：（sheep）（horsee)(cow)(goat)(hen)（potato）（tomato）carrot也找了一些教案、课堂实录作参考，并了解到教学的重点和难点，确定课堂教学形式和方法。
然后根据课堂教学需要，利用百度搜索动物和蔬菜图,如：及PartB Let's talk的录音，课堂上带领学生朗读课文。
利用百度上搜索的教学资料制作多媒课件。
七、教学过程二、教学实录：Sept1：Warm-upFree talkT：How are you todaySs：We’re fine ,thanks.And you?T：I’m fine,too.Thank you.T：How old are you,S1?S1：I’m 13.T：How many students are there in your class?S2: 45T: What’s your name?S3: My name is ... .T: What’s the weather like today ?Ss: It’s sunny today.意图：Free talk帮助学生适应英语语感，自然而然地进入学习状态,又复习了旧知，营造一个轻松欢快的课堂气氛，拉近师生间的距离。
Spet2: RevisionLet’s chant ( PartB Let’s learn 中的Chant)意图：巩固５个蔬菜单词,让学生在动感的音乐中学习英语，激发学生学习英语的主动性，同时为后面的教学作铺垫。
2)Let’s doT：Now our classroom is a big farm.There are many vegetables on the farm.How many vegetables are there in our classroom now?Ss: Five.T:What are they ?Ss:They are onions /tomatoes/potatoes/carrots/ cucumbers.T: Now Let’s do I say your group’name ,You group must stand up and say it out loudy.意图：做动作，让学生动起来，极易吸引学生的注意，激发学生的兴趣,也让对自己的小组的名称有一个整体的感知，为以后的教学活动作了铺垫。
3) 谜语教师说谜语，引导学生用Are they…?来猜猜是什么蔬菜。
They are red. They look like apples, but they aren’t apples.What are they?They are tender and green. What are they?They are long and orange. Rabbits like eating them. What are they?They are round, pink and white. What are they?They are brown. French fries are made of them. What are they?学生猜对了，教师回答Yes，they are.并拿出相应的单词卡片请学生拼读；如果猜错了，教师回答No, they aren’t. 再请其他人猜, 直到猜对为止。
教师和学生聊一聊每个人喜爱的蔬菜或动物。
从而引入几个蔬菜新单词: eggphant, cabbage, celery, cauliflower让学生认识。
（cabbage）I like .…Do you like …?教师进行对学生进行环境保护的教育。
意图：对5个蔬菜单词作进一步的了解，并认识更多的蔬菜单词，扩展了学生的词汇量。
Step3：presentation(1)教学these,those利用“Vegetable Farm”这一情景，教师将自己带来的蔬菜分别放在各个组桌面上, 然后教师走到Group Tomato同学们中间，指着这一组的同学说。
同时教师做走近走远的动作。
T:These are potatoes.Ss:These are potatoea.T:Those are tomatoes.Ss:Those are tomatoes.T:These are potatoes.Those are tomatoes.Ss: These are tomatoes .Those are potatoes.意图：利用课堂情景直观教学语言知识，简单明了，有助于学生理解和掌握，增加学习的趣味性。
（2）教授Are these /those.. ? Yes, they are ./No, they aren’t.教师打开自制课件，请学生看一遍顾客和服务员的问答。
然后提问：顾客为什么要用Are those cucumbers？问，而不用Are these cucumbers？问，两者有什么区别？教师根据学生的理解情况适当讲Are those …的用法。
教师走远Group Tomato指着Group Tomato蔬菜,用Are those ...?随意说一种蔬菜名，然后点击，启发学生根据看到的用Yes, they are. / No, they aren’t.回答。
教师进行板书。
教师打开自制课件，操练Are those/these..? Yes, they are. No, they aren’t.然后点击印证，先让全班一起回答，然后个人回答。
Let’s chantAre these desks? Are these desks? (配上相应的动作,学生双手拍桌子)Yes, they are. Yes, they are.Are those fans? Are those fans? (学生用手指着课室天花板上的风扇.)Yes ,they are. Yes, they are.Are these fans? Are these fans? (配上相应的动作,学生双手拍桌子)No, they aren’t. No, they aren’t.Are those desks? Are those desks? (学生用手指着课室天花板上的风扇.)No, they aren’t. No, they aren’t.意图：采用Chant 的形式巩固所学句型，既起到巩固的作用，又营造出轻松愉快的英语课堂气氛。
最新版四年级下册Unit4 At the farm教案
最新版四年级下册Unit4 At the farm教案最新版四年级下册unit4atthefarm教案最新版四年级下册unit4_at_the_farm教案四年级unit4atthefarm（（alet’slearn）一、教学目标与要求1、能听到、说道和拼字单词：tomato，greenbean,potato,carrot及其复数形式。
2、能够正确使用上述单词和these介绍各种农场蔬菜。
3、掌控句型：arethesecarrots?yes,theyare./no,theyaren’t.whatarethese?theyare…。
二、教学重点及难点重点：掌控单词：tomato，greenbean,potato,carrot及其复数形式。
并掌控句型：arethesecarrots?yes,theyare./no,theyaren’t.whatarethese?theyare…。
难点：能在情景中运用句型：whatarethese?theyare…查问和提问各种蔬菜的名称。
课本、录音机、磁带及单词卡片。
1、warm-up（1）日常口语交流：t：what’stheweatherliketoday?ss:it’scloudy.t:yes,it’scloudy,andit’snotsohot.s o,let’sgotothefarm.2、previewbb:unit4atthefarm.t:turntop36.lookatthispicture.thisisafarm.whatdoyouseeatthefarm?doyouseeanyani mals?doyouseeanyvegetables?whatkindofvegetables?3、presentationlet’slearn(1)教师出示carrot卡片，t：carrots,they’rebig,they’rered.bb:carrotsthey’rered.they’rebig.教师带读以上词句。
新版pep四年级英语下册Unit-4-At-the-farm教案
Unit 4单元教材分析Teaching Contents: Unit 4 At the farmTeaching Aims:1.Can listen, read, and say the main words of let’s learn.2.Can understand the commands and give correct responses.3.Can understand the main sentences and can use them in real life. Know some English proverbs.Teaching Points:Words and sentencesTeaching Difficulties:Four skill wordsUse the sentences Teaching Methods:TPR, Reading, Acting.Learning Methods：speaking, listeningTeaching Aids:Computer, cassette, cassette recorder, power point, pictures, cards. Teaching Times:FourPeriod 1Teaching Aims:2.Can listen, read, and say the main words of let’s learn.3.Can understand the commands and give correct responses.Important points and difficult points:1.The names of the animals at a farm.2.The difference in the pronunciation of ‘horse’ and ‘house’;3.The difference of ‘how many’ and ‘how much’Teaching methods:listening,speakingLearning Methods：speaking, listeningTeaching Aids:Computer, cassette, cassette recorder, power point, pictures, cards.Teaching Steps:Step 1. Warm-up1.Daily English practice.What’s the weather like today? Is it warm? Oh, what a lovely day! Let’s go to the farm!Step 2. Preview1.Let’s do. Listen to the tape, t do actions to show the meaning of the phrases.Students listen and do actions after the teacher.2.T draws some farm animals on the blackboard. Use the fast way or slow way ofdrawing and ask the students: Are they…?Step 3 presentationLet’s learn1.T shows some pictures of farm animals: look at these animals. Where do they live?They live on the farm.2.Show the main poster of this unit: this is a farm. There are many animals at thefarm. Look, horses, hens, sheep, cows, goats and lambs. T repeats the names of the farm animals; students can make some sounds of that kind of animal.3.T uses the word cards to teach the farm animals.a.T gives out the sound of animal with actions; students follow and say thewords.b.Students practice in pairs in the same way.c.Ss work in pair. Draw and guess.4.T: what do you see in the picture? How many horses / hens /sheep /sows /goats/lambs do you see? Where are the hoses /hens /sheep / cows /goats / lambs?What are those? / What are they?5.Practice let's do.6.Ss ask and answer in pairs with the student’s card. What are they? They are…. Board-writing:Unit 4 At the farmWhat are they? They are….Feed…Sheep-sheepRide…Horse-horsesMilk…Hen-hensShear... Cow-cowsPeriod 2Teaching Aims:1.Can understand the main sentences and can use them in real life.2.Know some English proverbs.3.can listen, say, read, and write the four skill words.4.can understand the dialogue and can act it out.Important points and difficult points:New words and sentencesTeaching methods:listening,speakingLearning Methods：speaking, listeningTeaching Aids:Computer, cassette, cassette recorder, power point, pictures, cards.Teaching Steps:Step 1.warm –up1.learn the song of this unit: Mary has a little lamb2.Guessing game: T or Ss make the sounds of animals. The others guess whatanimals are they.Step 2. revisione picture cards to review the words about farm animals.2.le t’s playT shows some parts of the picture, students guess what animals it is. See who can say out the words quickly. Then his group can get one point.3.review le t’s do with actions.Step 3. presentation1.Present the contents of A let’s talk. Ss watch the VCD about the dialogue and thenanswer the teacher’s questions:a.How many people are there in the dialogue?b.Who are they?c.Where are they? Are they at school?d.What can they see at the farm?e.How many cows are there at the farm?Step 4 practice1.Listen to the dialogue and repeat after it.2.practice the dialogue in groups.3.Some groups act out the dialogue.Homework: reside the dialogueBoard-writing:Unit 4 At the farmAre they…?Yes, they are. /No, they aren’t.How many…do you have?Period 3Teaching Aims:1.Can listen, say, and read the main words.2.Can read the new words after the tape.3.Can say the chant.Important points and difficult points:New words and sentencesTeaching methods:listening,speakingLearning Methods：speaking, listeningTeaching Aids:Computer, cassette, cassette recorder, power point, pictures, cards.Teaching Steps:Step 1. Warm –up/revisione pictures cards to review the words of farm animals.Practice in sentences: what are these/those? They are…. Are they….? Yes, they are. / No, they aren’t.e picture cards and word cards to teach the new words: tomato-tomatoes,potato-potatoes, cucumber-cucumbers, an onion- onions, carrot- carrots.e real objects to say: look at the … they are…. Or: The tomatoes are red. Theyare juicy. The potatoes are brown. They are tasty. The carrots are orange. They are yummy. The cucumbers are green. They are tender. The onions are white. They are smelly.4.Let’s chant.Ss listen to the tape, and repeat after it. Learn the chant by listening and repeating. T can explain some new words to them.Step 3 Homework1.Copy the new words.2.Reside the chant.Board-writing:Unit 4 At the farmTomato- tomatoes, juicy and red.Cucumber-cucumbers tender and green.Potato- potatoes, tasty and brown.Onion-onions, smelly and white.carrot-carrots, Yummy and orange.Period 4Teaching Aims:1.Can listen, say, read and write the words and sentences in this part.2.Can read the dialogue with the help of teacher and tape.3.Can listen, say and read the main sentences: What are these/ those? Are these/those…? And can answer them.4.Can read the dialogue with the help of the teacher and tape.Important points and difficult points:New words and sentencesTeaching methods:listening,speakingLearning Methods：speaking, listeningTeaching Aids:Computer, cassette, cassette recorder, power point, pictures, cards.Teaching Steps:Step 1. Warm- up1.Review the words of farm animals and vegetables with the help of pictures.2.Review the main sentence patterns.3.Review the dialogues and chants of Part A and B.Step 2 presentation1.Listen to the tape to learn the dialogue.2.Repeat after the tape.3.Practice spelling the words and sentences.Step 3 practice1.Have a spelling game to help them to memorize the four skilled words andsentences and tell them how to write them in the same way.2.Ss practice in pair to spell the words.Step 3 HomeworkCopy the dialogue and the four skilled words and sentences.Board-writing:Unit 4 At the farmAre these…?Yes, they are./ No, they aren’t.What are these/ those?They are….。
英语四年级下册Unit4PartA 教案
Unit 4 At the farm【单元学习内容】本单元主要学习主题是参观农场。
主情景图通过展示学生们参观农场的情景呈现本单元要学习的部分核心词汇和句型。
【单元学习目标】1. 能听、说、读、写horses, cows, hens, pig, sheep,tomato, cucumber, potato, onion, carrot及其复数形式。
2. 能在实际情境中运用What are they? They are tomatoes. Are these / those … ?”及其答语“Yes, they are. / No, they aren’t.”询问动物和蔬菜的名称。
3. 能理解Let’s do / Let’s chant内容，并能发出与农场相关的简单指令。
4. 了解or组合的发音规律。
5. 学唱歌曲“Mary Has a Little Lamb”。
6. 能够填充短语或句子，做到书写规范。
7. 了解几条与动物相关的英语习语。
【单元学习重点、难点】1.农场上常见的牲畜和蔬菜名称及其复数形式。
2．包含名词复数形式的一般疑问句及其回答：Are they …? Yes, they are. No, they aren’t.3．在实际情境中运用“What are they?”询问动物和蔬菜的数量。
【单元内容学情分析】学生已在三年级学习过一部分动物名称，如：cat, rabbit, pig, duck, dog等，可把教学重点放在新出现的动物和蔬菜名称上。
学生已经会用单数形式的一般疑问句及其回答Is this/that…？Yes，it is. No, it isn’t.教师可从单数形式过渡到复数形式，两者对比教学。
【课时安排】第一课时：A Let’s talk Let’s play第二课时：A Let’s Learn Let’s chant第三课时：A Let’s spell C Pronunciation第四课时：B Let’s talk Let’s play C Let’s sing Let’s check第五课时：B Let’s learn draw and say C Story time第六课时：B Read and write第一课时A Let’s talk Let’s play【学习内容】学习句型What are these?及其答语：They are tomatoes.和Are these … ?及其答语“Yes, they are. / No, they aren’t.”【教材分析】本部分学生学习的核心句型是：Are these carrots?及其答语“Yes, they are. / No, they aren’t.” 及What are these? They are tomatoes.教材通过Mike 与Amy参观农场并与农场主人对话的情景让学生感知上述句型的语义及语用情景。
Unit4 At the farm Part A(教案)英语四年级下册
PEP小学英语四年级下册Unit 4 At the farm 教学设计【教学设计】教学目标：知识目标：1.借助图片，帮助学生正确理解本课的对话大意。
2.培养学生用正确的语音、语调朗读对话，并能进行角色表演。
能力目标：1.在情景中运用所学句型问答是否是某种蔬菜以及是何种蔬菜：Are these carrots? Yes, they are. What are these? They’re tomatoes.2.在情景中恰当运用句型They’re good. They’re so big! 来描述蔬菜特点。
情感目标：1.培养学生学会合作交往，并知道赞美身边的物品，融洽同学之间的关系。
2.教育学生从小养成多吃蔬菜、水果的好习惯。
教学重点：1.在情景中运用所学句型问答是否是某种蔬菜以及是何种蔬菜：Are these carrots? Yes, they are. What are these? They’re tomatoes.2.在情景中恰当运用句型They’re good. They’re so b ig! 来描述蔬菜特点。
教学难点：在语境中理解carrot和tomato的汉语意思，并能正确发音。
教具准备：录音机、多媒体课件教学过程：一、热身（Warm up）:Sing:《Old MacDonald had a farm 》【设计意图】课上，利用多媒体课件播放英文歌曲《Old MacDonald had a farm》,师生边唱边跳，在优美的乐曲中拉开本节课的序幕。
通过TPR“全身动作反应法”，演唱英文歌曲，烘托课堂氛围，帮助学生尽快进入学习状态，充分调动学生学习英语的兴趣。
二、复习（Revision）：出示PPT：Old MacDonald had a farm. I have a farm , too. Look!This is my farm.Talk about this picture in groups.Look at this.1、What’s this ?2、Do you like oranges /apples? Why?【设计意图】呈现真实的语境，让学生学会观察图片，渗透描述性形容词big、good,复习旧知，为学习本课的会话做铺垫。
小学四年级下册unit4 At the farm英语教案
小学四年级下册unit4 At the farm英语教案Unit4 At the Farm of PEP English from Grade 4, Book 4Teaching content：Part A Let’s spellTeaching content analysis：Unit4 At the Farm has 6 periods. This lesson is the period3. The main teaching content of this lesson is Part A Let’s Spell. This part requires students to master the pronunciation of words which has letter combination “or”. And students should perceive and conclude the pronunciation rules of the letter combination “or”.Students’ learning analysis：As the grade 4 students, they have learn the pronunciation of “ir”, “ur”, “ar”, “er” in the last several units. In this lesson, I will make a connection with “or” and “ir”, “ur”, “ar”, “er”.Teaching objectives：By the end of the lesson, students should be able to：l Master the pronunciation of words which have letter combination “or”： /：/, /：：/.l Perceive and conclude the pronunciation rules of the letter combination “or”.l Read and write down the words that have letter combination “or” according to the pronunciation rule.l By the learning of pronunciation can make the students notice the fixed pronunciation of some letter combinations, which can improve students speech recognition ability and reading ability.Important and difficult points of teaching：Make the students to master the pronunciation of words which have letter combination “or”. And make them to perceive and conclude the pronunciation rules of the letter combination “or”.Teaching process：I Warm-up1. Free talk.T： Good morning, boys and girls.Ss： Good morning, Miss Yang.T：Today we’ll learn Unit 4 At the Farm PartA Let’s spell.2. T：Before our class, let’s enjoy two chants.(Teacher plays the chants about the pronunciation of “ir”, “ur” and “al”, which they have learned before.)3. Teacher shows the words which contain “ir”, “ur” and “al” to recall the knowledge they have learnt.4. Teacher asks students whether they remember the pronunciation of “ir”, “ur”, “ar”, “er”. And then teacher can naturally introduce “or” to students.[Design idea：Recall the knowledge they have learned. Use “ir” and “ur”, which pronounce /：/, and “al”, which pronounces /：：/, to make connection with “or”.]II Presentation1 . Presentation “or”： /：/⑴Teacher shows 3 words, which are work, homework, world map, and asks students to read it.⑵Teacher asks students to discuss the pronunciation rule of “or”.[Design idea：Let students perceive and conclude the pronunciation rules of the letter combination “or”. ]⑶Teacher presents the pronunciation rule 1 of “or”：or在w后通常发/：/，与ir，ur同音.⑷Teacher shows the words： word, worth, worm, worse. And then requires students to spell them according to the pronunciation rule 1.[Design idea：make students be able to read the wordsthat has letter combination “or” according to the pronunciation rule 1.]2 . Presentation “or”： /：：/⑴Teacher shows students the word “horse” and ask thema question that whether this word pronounce /h：s/.⑵Teacher asks students to find out the pronunciation of the word “horse” and pay attention to the other words that has “or” in a chant.Chant： The story about a horseI like to read the story.The story about the horse.The horse likes to work.He works hard of course.⑶After listening to the chant, teacher asks students to read the words： horse, story.⑷Teacher shows 4 words, which are horse, fork, story, morning, and asks students to read it.⑸Teacher asks students to conclude the pronunciation rule of “or”.⑹Teacher presents the pronunciation rule 2 of “or”：or在单词中一般发/：：/，与al 同音.⑺Teacher asks students to make brainstorm about the words that contain “or” that pronounce /：：/.3. SummaryTeacher asks students to summary the pronunciation of “or”：发音规则1：or在w后通常发/：/，与ir，ur同音发音规则2：or在单词中一般发/：：/，与al 同音III Practice1. Listen and number[Design idea：First of all teacher will help students to master the pronunciation of words which has letter combination “or”： / ：/, /：：/ by listening.]2. Read and sort[Design idea：Secondly, through speaking, teacher helps students to be able to read the words that has letter combination “or” according to the pronunciation rule.]3. Look. Listen and writeTeacher asks students to write down the important words.[Design idea：Thirdly, though writing, teacher helps students to be able to write down the words that has letter combination “or” according to the pronunciation rule.]IV ProductionTeacher make a summary with students that the pronunciation of “or”,“ir”, “ur”, “ar”, “er”. And then teacher will guide students to be aware that the fixed pronunciation of some letter combinations.V Homework记住or的发音规则，并尽量查找单词来练习or的发音。
人教PEP版英语四年级下册Unit4《Atthefarmt》(Atthefarm)说课稿
人教PEP版英语四年级下册Unit 4《At the farmt》（At the farm）说课稿一. 教材分析《人教PEP版英语四年级下册Unit 4 At the farm》是一篇以农场为主题的学习单元。
本单元主要通过介绍农场中的动物和颜色，让学生掌握有关动物和颜色的基本词汇，同时学习一般疑问句和回答。
教材内容丰富，插图生动有趣，激发学生的学习兴趣。
二. 学情分析四年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的单词和句子。
但是对于动物和颜色的词汇，部分学生可能还比较陌生。
此外，学生的学习兴趣和积极性需要被激发和保持。
三. 说教学目标1.知识目标：学生能够掌握农场动物和颜色的词汇，如cow, horse, pig,hen, tractor, white, black, yellow等。
2.能力目标：学生能够用英语简单描述农场中的动物和颜色。
3.情感目标：培养学生热爱大自然，关注动物的情感。
四. 说教学重难点1.重点：农场动物和颜色的词汇，以及一般疑问句和回答。
2.难点：一般疑问句的构成和运用，以及颜色词汇的搭配。
五. 说教学方法与手段1.教学方法：采用情境教学法、游戏教学法和交际教学法，让学生在轻松愉快的氛围中学习英语。
2.教学手段：利用多媒体课件、图片、实物等辅助教学，提高学生的学习兴趣和参与度。
六. 说教学过程1.热身（5分钟）：通过唱英文歌曲《Old MacDonald Had a Farm》激发学生的学习兴趣，复习 farm 相关的词汇。
2.引入（10分钟）：展示农场图片，引导学生说出他们认识的动物和颜色。
3.新课呈现（15分钟）：通过多媒体课件，展示农场动物和颜色的词汇，引导学生跟读和学习。
4.练习（10分钟）：分组进行角色扮演，让学生用英语描述农场中的动物和颜色。
5.巩固（5分钟）：玩“找出不同”的游戏，让学生在游戏中运用所学知识。
6.总结（5分钟）：对本节课所学内容进行总结，强调一般疑问句的构成和颜色词汇的搭配。
Unit 4 At the farm第一课时(教案)-2022-2023学年英语四年级下册
Unit 4 At the farm第一课时（教案）-2022-2023学年英语四年级下册教学目标1.能够听懂、理解并流利朗读本课文。
2.能够通过对本课文的学习，认识并理解农场中的常见动物及它们的生活习性。
3.能够运用所学的英语知识，进行简单的口语表达。
教学重点1.本课文的理解和流畅朗读。
2.农场中常见动物的认识和生活习性。
教学难点1.农场中动物的生活习性的学习和理解。
2.学生口语表达的提高。
教学过程一、Warming up1.Greetings.（1）T: Good morning/afternoon, boys and girls.（2）S: Good morning/afternoon, teacher.2.Sing a song.（1）T：Let’s sing a song called “Old MacDonald had a farm”.（2）S：Sing the song.二、Presentation1.T: Today we are going to learn a new lesson called “At the farm”. Do you know what is a farm?S: A farm is a place where farmers grow fruits and vegetables.2.T: That’s right. But a farm is not just a place for fruits and vegetables. It’s also a place where animals live.3.T: Look at the picture on the PPT. What animals can you see?S: I can see a cow, a horse, a pig, a sheep, a chicken, a duck,and a dog.4.T: Yes, you are right. Today, we are going to learn about these farm animals.5.T: Now, let’s read the text together.S: Read the text together.6.T: Let’s read it again, but this time, I want you to pay close attention to the animals that are being mentioned.S: Read the text again.三、Practice1.T: Now, let’s practice what we have learned. I will ask questions, and you can answer.（1）T: What animals can you see on the farm?S: I can see cows, horses, pigs, sheep, chickens, ducks, and dogs.（2）T: What does a cow eat?S: Cows eat grass.（3）T: What does a horse like to do?S: Horses like to run.（4）T: What sound does a pig make?S: The pig says “oink oink”.2.Pair work:（1）T: I will pair you with a classmate. Together, you will talk about your favorite farm animal.（2）S: Talk about their favorite farm animal.四、Summary1.T: Today, we have learned about different animals on the farm and their habits. Which animal do you like the most?2.T: Now, let’s summarize what we learned today.S: Summarize what they learned.五、Homework1.T: For homework, I want you to draw a picture of your favorite animal on the farm and write a sentence about it.2.T: Don’t forget to practice your English every day.六、Ending1.T: Time is up for tod ay’s class. Let’s sing the。
小学英语四年级下册《Unit4Atthefarm(PartALet'stalk)》说课稿
小学英语四年级下册《Unit 4 At the farm（Part ALet’s talk）》说课稿一. 教材分析《Unit 4 At the farm（Part A Let’s talk）》是人教版小学英语四年级下册的一篇课文。
本节课的主要内容是关于农场动物的介绍。
通过本节课的学习，学生能够掌握表示动物的单词，如cow, dog, cat, panda等，以及一般疑问句和回答。
同时，学生还能通过情景交际，运用所学知识进行简单的日常交流。
二. 学情分析四年级的学生已经具备了一定的英语基础，掌握了基本的单词和句型。
他们对英语学习充满兴趣，乐于参与课堂活动。
然而，部分学生在发音和听力方面还存在一定的困难，需要教师重点关注和指导。
三. 说教学目标1.知识目标：学生能够掌握表示农场动物的单词，如cow, dog, cat,panda等；能够理解并运用一般疑问句和回答进行交流。
2.能力目标：学生能够听懂并正确模仿单词和句子的发音；能够借助图片和情景，运用所学知识进行日常交流。
3.情感目标：培养学生热爱大自然，关爱动物的良好品质。
四. 说教学重难点1.重点：学生能够掌握表示农场动物的单词，如cow, dog, cat, panda等；能够理解并运用一般疑问句和回答进行交流。
2.难点：学生能够正确发音单词和句子，并在实际情景中运用所学知识进行交流。
五. 说教学方法与手段1.教学方法：采用情境教学法、交际法、任务型教学法等。
2.教学手段：利用多媒体课件、图片、实物等辅助教学。
六. 说教学过程1.热身（5分钟）：教师与学生进行简单的英语对话，检查学生的英语水平。
然后，引导学生谈论他们喜欢的动物，激发学生的学习兴趣。
2.引入（10分钟）：教师展示农场图片，引导学生说出他们认识的动物。
然后，教师出示本节课的生词卡片，带领学生一起学习新单词。
3.新课呈现（15分钟）：教师播放课件，展示农场动物的视频，引导学生跟读并模仿发音。
PEP版四年级第二学期英语Unit 4 at the farm大单元备课
（3）利用图文介绍一种农场动物的特征，区绵羊和山羊，拓展动物的幼崽名称。2.能用得体的语言询问或回答物 Nhomakorabea的名称。
（1） What are these\those? They are..
(2) Are these\ those...? Yes, they are. No, they aren’t.
主语篇二：词汇
A Let’s learn
They are ... I like...
第三课时
参观农场的动物饲养区，根据对话内容整理信息：动物数量及外形特征。
主语篇三：对话
B Let’s talk
How many horses do
you have? Are they...?
第四课时
认识、描述动物的外形特征。
本单元的学习主题时参观农场，通过展示学生们参观农场的情境有层次的呈现本单元的核心词汇和句型。在AB部分分别学习蔬菜、农场动物名称、特征等，涉及单词tomatoes, potatoes, green beans, carrot horse, cow,sheep, hen以及句子What are these\those? They are...Are these\those\they...? Yes, they are. No, They aren’t. They are so long\cute等。
3.设计自己的农场，并用英语介绍。
4.通过对比分析农场为什么不能养老虎、狮子等动物，感受人与自然和谐的重要性。
四、课时安排
课时
单元目标
语篇
第一课时
参观农场，认识不同蔬菜的植株。
人教版PEP英语四年级下册《Unit4AtthefarmPartA》(第二课时)教学设计
人教版PEP英语四年级下册《Unit 4 At the farm Part A》（第二课时）教学设计一. 教材分析《PEP英语四年级下册》Unit 4的主题是农场，Part A主要介绍了农场上的动物。
本节课的主要内容包括动物的名称和它们的叫声。
教材通过图片和对话的形式，让学生在真实的情境中学习动物的名称和特点，培养学生的观察能力和语言表达能力。
二. 学情分析四年级的学生已经掌握了基本的英语发音规则和一些常用的单词，具备一定的听说读写能力。
但是，学生的语言表达能力还存在一定的不足，需要通过大量的练习来提高。
同时，学生对农场的认识和动物的了解有限，需要通过图片和实物来帮助理解。
三. 教学目标1.知识目标：学生能够听懂、会说、会读动物的名称和它们的叫声。
2.能力目标：学生能够在真实的情境中运用所学知识进行交流。
3.情感目标：学生能够对农场和动物产生兴趣，提高学习英语的积极性。
四. 教学重难点1.重点：动物的名称和它们的叫声。
2.难点：动物名称的准确发音和运用。
五. 教学方法1.情境教学法：通过创设农场的情境，让学生在真实的情境中学习动物的名称和特点。
2.任务型教学法：通过完成各种任务，让学生在实践中运用所学知识。
3.游戏教学法：通过各种游戏，让学生在轻松愉快的氛围中学习。
六. 教学准备1.准备农场动物的图片和实物。
2.准备PPT，展示农场动物的图片和对话。
3.准备单词卡片，用于学生操练。
七. 教学过程1.导入（5分钟）教师带领学生唱一首关于动物的英文歌曲，激发学生的兴趣。
然后，教师向学生展示一些农场动物的图片，引导学生说出这些动物的名称。
2.呈现（10分钟）教师通过PPT展示农场动物的图片和对话，让学生听懂并理解对话内容。
同时，教师指着图片，引导学生说出动物的名称和它们的叫声。
3.操练（10分钟）教师将学生分成小组，每组分发一套动物的单词卡片。
学生轮流抽取卡片，说出动物的名称和它们的叫声。
其他组的学生听后，判断是否正确。