Unit 6 At a farm 第一课时教学案例
王丽娜Unit 6 At a Farm
Unit 6 At a FarmPart A Let’s learn一、T eaching aims and demands:1、Be able to listen, say and read the words: hen, sheep, cow, horse, goat, lamb.2、Listen and do actions. eg: Milk a cow.二、T eaching points and difficulties:1、Points: Grasp the words: sheep, cow, horse, goat, lamb.2、Difficulties: Pronunciation of lamb, between horse and house; difference meaning of how many and how much.三、T eaching aids: word cards, tape, multi-media.四、T eaching steps:Step1: Warm upa 、Sing a song: Old Macdonald has a farmb 、Lead-in: What’s the weather like today? Is it warm? What a lovely day! Let’s go to the farm.Step2:Presentation:⑴T: What animals can you see?Ss: I can see…T: There are so many animals on the farm. Now, Listen! What animal is it ?Ss: It’ a horse.T: What are they? Ss: They’re horses.Show a picture, teach ride a horse.⑵Teacher shows a picture of milk, and asks: Where is milk from? Guides Ss to say :It’s from the cow. Teach cow and cows. Milk a cow.⑶Show the picture of eggs, ask : Where are they from? They’re from the hen. Teach hen, hens, feed the hens.Give Ss 30 seconds read three words, then read one by one.⑷Now, Let’s go to know another animals ,show a picture of the sheep. Teach sheep, shear a sheep. one sheep, two sheep, three sheep.⑸Show a picture of goat, ask: Is it a sheep? No, it’s not. It’s a goat. Teach goat and goats.⑹Teach lamb, lambs, hold the lamb.⑺Listen and follow the tape.⑻Read the words in groups, then check.Step3: Practice:1、Listen and guess.⑴What are they? They’re horses.⑵Ask Ss to listen to the voice and guess, ask and answer.2、Let’s play: guess what animal is it?3、Let’s chant.4 、Do exercises.Step4: Homework:1、Listen to the tape and read after it.2、Write the new words five times on the notebook.3 、Make up the new chant.Board writing:Unit6 At a FarmPart A Let’s learnWhat are they?horses sheepThey’re cows goats ….hens lambs。
Unit6 At a farm 教案
Unit4 At a farmPart B一、Aim and demandsA:knowledge targets1)learn some words about animals ,including the phrase “a lot of”.2)learn the plural forms of nouns, Including Irregular form“sheep”.3）Make sense of plural pronouns “they、these、those ”and use them proficiently.B:emotion target.Evoke their love for animals, learning via playing ,and vice versa. 二、Analysis of key points and difficultiesKey points：1）the names of the animals and their plural forms.2)Ask and answer with the plural form:What are they?/these?/those?They are…………………Difficulties:1)the nuance pronunciation between the two words“horse”and “house”2）The pronunciation of“horses”and “houses”.三、preparation1）word cards2）Multi-media teaching aids3)Case permitting, the students may bring relative toys.四、procedures and suggestions1.warm-upOral practice: Have you ever been to a farm? I’ve never been to a farm. so I am curious about it today Mr Boris invites me to visit his farm, Are you pleased with me?2.preview1)(with music)we come to the farm :“wow! So many animals at the farm, look! There comes a man! Mr Boris! ;let’s greet to him!(Nice to meet you! Boris! Thank you for inviting us.)2)Ask one kid:“Among so many animals. which one do you like best?”3.presentationLet’s learn T:Today we will have fun with all the animals at the farm1)Display the word cards via asking and lead to read: hen-hens/cow- cows//horse-horses/sheep-sheep. some of the words could be learnt by themselves through comparing methods, just as “ten—hen”2)Emphasize on the pronunciationhouse-houses/hauziz/horse-horses/hausiz/and the plural form of“sheep-sheep”3）Guessing game:“look at the shape of my mouth and guess what did I say, If you make out ,never hesitate. Just blurt out”，review the words through game.Game2:Flash cards. The teacher flash the word cards and ask them to guess what is the word, He who guess rightly will be the champion 4)Teach the plural pronouns “they、these、those” ,find out the similarity, namely they are all initiated with “th” The teacher show the pronunciation and ask them to imitate.5)Read all these pronouns and make sentences with them ,Attach importance to the plural forms .And try to change them into question sentence .Eg: They are hens—Are they hens? Try to give both affirmative and negative answers—Yes, they are/No they aren’t1)6)Analysis of the context ,Learn the context by yourselves and single out the unknown knowledge(teach the phrase “a lot of” ).7)Play the video and ask them to close eyes and tell what you have just heard. Then open eyes and watch the video of the context .4. Extension The teacher display pictures of “lamb ”and “goat ”,Ask them to look up the dictionary and tell us what are they .ActivitiesA .Let’s d raw and say1)Since we have seen so many animals, now everyone wants to havehis own farm, now let’s draw our ideal farm.(Accomplish Draw and say P42)2)Show time and describe what is your farm likeB. Write a short composition with the title “My ideal farm.” The teacher describe her ideal farm.My ideal farm1)I have my ideal farm, my ideal farm.I have ten horses, ten horses.I can ride a horse one by one.They are so strong and so fast as I am.2) I have my ideal farm, my ideal farm.I have twenty lambs, twenty little lambs.I can hold a lamb one by one.They are so lovely and gentle as I am.3) I have my ideal farm, my ideal farm.I have twinkle stars, twinkle stars.They are shinning shining day and night.Welcome to my farm and you and all!4)Match the rhythm.3·3 2 1 1 3 5 1·1 7 65·5 6 5 – 3 1 2·2 3 23·3 2 1 1 3 5 1·1 7 6 2 1 7 6 5 4 3 2 1 1 1 1。
pep4 unit6 At a Farm A Let’s learn教案
pep4 unit6 At a Farm A Let’s learn教案PEP 4 Unit 6 At a FarmA Let’s learn/Let’s do一、教学目标：1.能听说、认读本课时主要动物单词：wgoat, lamb 及其复数形式。
2.能听懂与农场有关的简单的指令，并做出相应的动作。
能听说、认读重点句型What are they？They are…并能在实际情境中运用。
4.培养学生热爱动物，热爱劳动的情感。
二、教学重难点:重点：能够听说、认读主要的6个动物名词，并能使用重点句型What are they？They are…做出正确的问答。
难点：1.单词lamb、horse的正确发音。
2.主要动物单词goat, lamb, cow复数形式的认读。
3.掌握What are they？They are…句型在实际情境中使用。
三、课前准备单词卡、课件、录音机、磁带四、教学过程：I ：Warm-ug an English song ："Old Macdonald"2.Free talk：T： Old MacDonald had a farm , I have a faDo you know the farm? (出示farm的图片)T: What can youarm?S: I can see…T: How many cats can you see?T: Look! One cat, two caare cats. (板书They are cats.)2: Presenta教学单词hen 和复数形式a. 播放一只母鸡的叫声呈现单词T: What’s this?Ss: It’s a hen.(把一只母鸡的图片贴在空白的农场的图片上)(出示同音素的单词leg, desk, 进行操练)/e/ /e/ pen /e/ /e/b.课件出示两只母鸡图片T: Look!wThey aLet’s sayHad. Let’s doT: Listen! Tare hungry. Let’s feedFeed（师生边说边做动作）2.教学单词horse 和a. 播放马奔跑的声音T: Now, listen, What animalg?b.教学单词：horse 注意or的发音c.操练：T: What are they?Ss: They a（注意horses 的发音）T: They are big. They are cool.T: How maan you see?Ss: I can see …Let’s doT: Let’s ride a(出示图片，边做动作，并配以骑马时的声音)3.教学单词cow和复数形式cowsa.呈现cow先课件出示牛奶图片T: Where dl(来自)?(Iw)It’s a cow.b.呈现cow出示两头奶牛T: Look! One cow, two cows. They are cowLet’s saws, coware cows. Milk a cow.(出示图片，师生边说边做动作）5.教学单词sheep和复数形式a. 呈现单词课件出示羊的图片T: What’s this ?S: It’s ab. 操练出示有多只sheep的图片T: What are they?: They a T: NaT:w…..d. 呈现shear aT: shear a（出示图片，师生边说边做）6.教学单词 goat 和复数形式goatsa.呈现单词T: Look! What’s this?Ss: It’s aT: No! It’s not aIt’s a goat.b.操练单词:出示多只goat的图片T: What are they?Ss: They are goats.(注意goats 的发音)4.教学单词lamb和复数形式lambsa.呈现小羊的叫声呈现单词lambT: What’s this?Ss: It’s a lamb.(出示同音素的单词 rabbit, panda, 进行操练) T: Look! The lamb is very cute. It is small. We can hold a lamb.Hold a lamb.( 教师边说边做，学生跟说跟做) b.呈现lambs出示两只羊羔图片T: Look! They are---Ss: They are lambs.T:are lambs. They are smallall goaLet’s sayLambs, lambs, hold a lamb, hold a dollLet’s do 先看图片，再进行跟读，边说边做。
PEP学英语四年级下册UNIT 6 At a farm A Let’s learn 教案及教学反思
PEP学英语四年级下册UNIT 6 At a farmA Let’s learn 教案及教学反思教材分析本单元的教学内容都是围绕“farm”这个主题展开的。
主要包括有关农场上的动物、农作物名词及其复数形式的表达方式，以及语言结构：What are they？Are they…What are these／those？Are these／those…？How many…are there？的学习和应用学情分析本节课的授课对象是四年级的学生，学生是在学习了本单元第一课时表示动物的单词及句型“What are they? They are…”的基础上继续学习，培养学生的语言运用能力和持续性的学习兴趣。
教学目标1.Master the new words :sheep hen cow horse goat lamb.2.Master :sheep hen horse goat lamb 的复数形式。
3.Master the sentence patterns:What are they ? Are they ...?的问答教学重点和难点1.Demand the studends to master the pronunciation and meaning of the words.2.Difficult Point.Students could identify the real objects in English and practisesentence patterns frequently.教学过程Step1.Warm upa.Greetings .b.I love animals very much. Do you love animals?What animals do you know？Write down the animal words of students saying.Step2.Presentationa. T: Do you know a farm? There are many animals at a farm. Let’s go and have a look.( showing a picture.) Look,it is a farm.So many animals. What can you see? Prise students who can answer.Say today we are going to learn something about farm.b. teach “farm”.So on the other words.Step3.Drill Use the card to ask,What are they? They are horses. Are they sheep? Yes. No,they aren’t.How many hens are ther in thepicture?Pay attention to the simple or plural.sheep,horses,lambs and hens.Step4. Let’s doa. Get students to look at the pictures carefully.b. Teach feed,ride, milk ,hold and shear.c. Listen and repeat. D. Listen and do.Step4. Practicea. Ask and answer.B. Group work.C. Games.Step5. Homework1.Read for parents.2.Do the workbook.。
小学四年级英语教案At A Farm
动物图片、单词卡、动物头饰、网上资料（搜索到的视频、动物图片及声音文件、制作农场课件。）使课堂生动有趣，贴近真实的生活场景。创设真实有趣的动物世界和故事情景，使感观与听力刺激相结合，刺激学生的感觉器官，从而到达更好的教学效果。
五、教学过程
一、上课之前唱歌热身Warming up：
Listen and try to sing a song“Old Macdonald Had a Farm”
【教单词】老师首先通过电脑播放图片和声音进行单词的单数教学，通过看图片和听声猜动物等活动让学生回忆动物的名称。老师出示一只sheep的图片，问“What’s this?”请学生回答。
【尝试拼读】然后老师出示单词卡，运用语音phonics教学，让学生自己尝试拼读单词，培养他们自主学习的能力。然后老师再示范准确发音，让每个学生掌握单词的正确发音。例如，horse，h发/h/，or发/ɔ:/,s发/s/,e不发音，拼起来就是/hɔ:s/。
三、教材分析
1．教学内容：
本课句型：“What are they? They are...s”
本课单词：“goat, lamb, sheep, hen, horse, cow”。
在此之前,出现过与此句型相联系的知识有“What’s this? It’s a monkey.”。学生已掌握单数的问句和答句，并学过部分动物单词。
设计意图：老师抓住这个年龄阶段的孩子都比较喜欢故事的心理，通过农场图片提问引入故事的题目，引起了学生的兴趣和注意。
三、教授新课Teaching new lessons：
1．Teacher beginsto tell the story for the first time.Students try to get some information.
pep小学英语第6册unit6At the farm第一课时教学设计
第一课时：Let’s learn Let’s do第六单元的教学内容都是围绕“farm”这个主题展开的。
主要包括有关农场上的动物、农作物名词及其复数形式的表达方式，以及语言结构：What are they？Are they…What are these／those？Are these／those…？How many…are there？的学习和应用。
教学目标：知识技能目标：1. 能够听、说、记读本课时的主要单词：hen, sheep, cow , horse, goat , lamb2. 听懂指示语，并按要求做出相应的动作，如：Milk a cow情感文化目标：1.能以得体的方式与人交际：询问名称和数量。
2.动物是我们的好朋友，我们要爱护动物主动询问、合作、沟通教学重、难点：本课时需要重点掌握农场上常见的牲畜的名称。
难点是“horse”与”house”的发音区别：“how many”与“how much”含义的差别以及“lamb”的发音。
课前准备：CAI。
教师准备录音机及录音带。
学生准备1—6张词卡。
如果条件允许，学生可以带相关的玩具。
教学步骤：热身（Warm-up）日常口语练习：What’s the weather like today? Is it warm?Oh, what a lovely day? Let’s go to the farm![设计意图]：教师由天气自然转入本单元话题。
预习：（Preview）学生听Let’s do的录音，教师根据录音做出相应的动作；学生再听录音，同时模仿教师的动作。
教师在黑板上画些农场动物的简笔画，操练句子“Are they……？”[设计意图] 预习环节的设计，为课中做游戏做准备，也为第二课时句子习打基础。
新课呈现（Presentation）Let’s learn(1) 教师出示农场动物单词卡片，对学生说：Look at these animals: where do they live? They live on the farm. 让学生整体感知所学内容。
unit6 at a farm
Book4 Unit 6 At a farm lesson1 (New Lesson)I.The analysis of the teaching contents：The topic of this unit is “At a farm”. Such a topic is related to our daily life, so it is helpful to raise the Ss’ learning interests.This lesson is the first part of this unit. In the last unit, the students have already learnt some of the words about the animals.. It includes some new words about animals, and the pattern to describe the animalsSo if the Ss learn it well, it will be helpful to make the Ss learn the rest of this topic.II.The analysis of the students：The Ss have learned English for almost one year so far. They are active and lovely. They can understand some words and some simple sentences. They have strong interest and confidence in studying English now.III.Teaching aims and demands：1.Ability aims：a.The Ss can develop their abilities, especially listening and speaking ability.b.The Ss can develop their abilities of communication by learning the useful wordsand structures.c.T he Ss’ can train their ability of working in pairs.2.Knowledge aims：a.The students can understand and say the new words：horse, duck, lamb, cow,goat, sheep...the animals in the farm.b.The Ss can use the sentences “What are they ...? They are ..”to describe theanimals in daily life.3.Emotional aims:a.T he students can understand and speak the new phrases and the sentences.b.The students’ can develop the consciousness of communication and cooperation.c.The students can improve the consciousness of health and love our life.IV.Teaching key points:a.The students can understand and speak the words about animals in the farm.b.The students can understand the sentences about animals.c.The students can understand how to use the sentences for communication.V.Teaching difficult pointsa. The singular and plural of the word sheepe the right stances: "What are they ...?"”They are...”.VI.Teaching methods:Task-based teaching method, Total Physical Response, Communicative approach, Situational approach, Pair work or individual work.VII. Teaching time: 40 minutesVIII. Teaching aids: CAI, PPT, tape, recorder, flashcards, fruits.IX.Teaching procedure:X.Blackboard design:XI.Reflections on teaching(to be written immediately after lesson)。
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Unit 6 At a farm第一课时教学案例一、教案背景：1、学生分析：本节课的授课者对象是小学四年级的学生。
他们已经学过一些表示动物的单词，如：dog、cat、tiger等，并能做一些相应的TPR活动，如：“Act like a dog/cat/…。
”在Unit 3中，学生学习了一些名词的复数形式，如：socks 和shoes等。
同时，学生比较熟悉教师的指令语。
这些都为本课的教学打下了基础。
2、教学内容：（1）词汇：horse, sheep, hen, cow, lamb, goat；（2）句型：Feed the hens. / Ride a horse. /…；并初步运用如下句型：—What are they?—They’re …3、教学目标：（1）能力目标①能听说和认读新授单词，如：goat, lamb, sheep等；②学会运用以下句型：Milk a cow. /Shear a sheep. /…；—What are they?—They’re …（2）知识目标：①能听说和认读单词horse, sheep, hen, cow, lamb, goat；②能理解Let’s do部分的内容。
（3）情感和策略目标：①培养学生爱护动物、热爱劳动和热爱大自然的意识；②积极运用所学语言进行表达与交流，让学生学会与同学合作和沟通。
（4）教学重点：掌握一些常见动物的名称。
（5）教学难点：名词复数的构成，horse与house的发音区别（6）教学准备：单词卡片、动物图片、多媒体课件、录音机和磁带。
二、教学过程：Step 1：Warming up1、Free talkT: Good morning! Boys and girls!S: Good morning!T: What’s the weather like today?S: It’s sunny and warm.T: Do you want to go to the farm?S: Yes.T: Ok. First, I would like to ask you some questions.Do you like animals?S: Yes.T: Which animal do you like?S1: I like monkey.（引导学生Act like a monkey.）S2: I like dog.（引导学生Act like a dog）S3: I like cat.（引导学生Act like a cat）设计思路：通过日常对话自然地引入新课，同时复习一些已学过的表示动物的单词，调动学生的思维和积极性。
2、Sing a songT: Wow. You all did a good job.Let’s go to the farm.课件呈现一辆公共汽车，播放Old Macdonald的音乐。
学生伴随着音乐的节奏，坐上假想的“汽车”，唱着跳着去农场。
设计思路：通过歌曲活跃课堂气氛，调动学生的各种感官，激发学生参与课堂活动的热情，复习已学的一些动物单词并为新课打下良好的铺垫。
Step 2:Presentation教师带着Macdonald的头饰，扮演Macdonald。
（1）“汽车”来到农场门口，教师扮演Macdonald在门口欢迎学生的到来。
T: Hello! I’m Macdonald. Welcome to my farm. I will show you around the farm today and tell you about the animals. Let’s go, Ok ?S: Ok.（2）课件呈现农场的一角，有几只猫在玩耍，并且有猫叫声。
T: Look! What are they?S: Cats. / They are cats.（3）课件呈现农场的另一角，有几只狗在跑。
T: Look! What are they?S: Dogs. / They are dogs.设计思路：学生参观农场，教师让学生复习已学过的表示动物的单词，以旧知识引入新句型，让学生初步感知新句型，为下一步的学习打基础。
（4）课件呈现一匹马由远到近跑来，马奔的声音由远及近。
T: Listen! What’s this? Is it a tigger?S: No.T: You are so clever. It’s a horse.课件呈现单词horse,并播放其读音。
学生跟教师读，然后分组读，one by one 读。
教师拿出house的图片，与horse的发音作对比。
教师带领学生用高、低音和长、短音分别朗读horse和house。
T: What’s this？S: It’s a horse.T: What are they?（课件呈现三匹马）S: Horse.T: No, they’re horses. How many horses can you see?S: Three.教师做骑马的动作，Look, I can ride a horse. Can you? Now, let’s ride a horse.Horse, horse. Ride a horse.引导学生边做动作边说Ride a horse。
设计思路：通过生动有趣的课件呈现新知识，让学生对新知识有直观的认识，并带着浓厚的兴趣学习。
分组读新单词，有利于激发小组内合作和小组与小组之间的良性竞争；one by one读新单词，有利于训练学生的听音能力；通过horse 与house的发音对比，可以进一步强化新单词的读音；通过名词单复数的对比，可以让学生感知名词单复数的不同表达方法。
在教学新单词时还穿插一些动作，以帮助学生记忆所学单词，并为Let’s do做铺垫。
（5）Macdonald带领学生参观养鸡场，课件呈现一只母鸡。
T: Is this a horse?S: No, it’s a…T: Oh, it’s a hen. （操练方法同上）T: What are they? 课件呈现一群鸡。
引导学生说出：They’re hens.T: Look, the hens are hungry, they want to eat, let’s feed the hens, Ok?Hen, hen. Feed the hens.（6）Macdonald带领学生来到养牛场，课件呈现一只牛的画面（操练方法同上）T: Do you like drink milk? （课件呈现牛奶的画面）But where does milk come from, do you know?S: Cow.课件呈现Milk a cow的画面.T: Good! If you want to drink milk. Milk a cow.Cow, cow. Milk a cow.（7）操练单词horse, hen和cow①大小声游戏，老师大声读单词，学生就小声读单词，反之，老师小声读单词，学生就大声读单词。
②学生看口型说单词。
例如：教师读单词cow，但不发出声音，学生根据教师的口型说出相应的单词。
设计思路：先让学生初步操练和熟悉所学的三个单词，以达到分散本课的教学难点和降低学习难度的目的。
（8）学生参观养羊场，课件呈现单词sheep, goat和lamb，教师简单讲解这些单词的意思。
教师边做动作边对学生说：Shear a sheep. / Hold a lamb.学生模仿教师的动作，重复教师的话语。
（9）学生看课本，听录音跟读单词。
（10）教师引导学生谈论自己所喜欢的动物。
T: I like lambs. What do you like?S1: I like…S2: I like…设计思路：学生学习新单词后，结合自己喜爱的动物，用学过的句型：“I like…”表达自己的喜好，以巩固新学知识。
Step 3: Practice1、Guessing gameT: Let’s play games with the animals.教师手中拿着动物的图片，遮盖大部分，让学生猜：What are they?学生讨论后猜出答案。
在学生猜的过程中可以进行小组竞赛，以激发他们参与活动的兴趣。
设计思路：利用游戏训练单词和句型能激发学生的兴趣；并且该游戏的信息沟可以使游戏有效的进行。
2、What’s missing?课件呈现动物图片，并按一定的顺序排好，中间留有空缺，让学生找出所缺的动物。
设计思路：利用该游戏的形式进一步操练和巩固单词，而且该游戏还可以让学生动脑筋找规律。
Step 4: Let’s do（1）导入教师扮演Macdonald，表现出很累的样子。
T: I am very tired.S: Why?T: I must do many things. I must feed the hens, milk a cow, shear a sheep…（边说边做动作）Boys and girls, can you help me?S: Yes!T: Ok. Let’s do together.（2）小组活动。
学生分成4~6人以小组，每个学生在小组内运用本课所学的单词和句型，模仿老师刚才的动作和话语，操练所学。
（3）小组表演。
各组选出代表在全班展示本组的操练结果。
设计思路：通过创设真实的情景，同时也是任务型学习，让学生在真实的环境中理解和运用语言，达到一定的目的，获得成就感，更易于掌握所学语言。
并间接培养了学生热爱劳动、乐于助人的品质。
Step 5: ExtensionT: （看手表）Oh, time is up. Let’s bo back to our school. Get on the bus. Let’s sing the song Old Macdonald.学生们坐着“汽车”唱歌回学校。
T: Are you happy today? We have learnt so many words about animals. Let’s say goodbye to these animals.T＆S: Goodbye sheep/ cows/ hens/ horses/ goats/ lambs…设计思路：通过创设情景，让学生在欢乐中学有所得，同时也间接培养了学生的文明礼貌。
Step 6: Do some exercise听音标序号设计思路：巩固本课所学的知识。
Step 7: SummaryT: What we learnt at Macdonald’s farm?S: 学生齐读单词设计思路：引导学生自行对本课所学的知识进行总结，并突出了本课的重点所在。
Step 8: Homework1、听录音跟读本部分的单词和句子；2、设计自己的农场，并把你的农场介绍给你的父母或同学。