小学四年级英语下册《Unit4Atthefarm》教案

小学四年级英语下册《Unit4Atthefarm》教案小学四年级英语下册《Unit4Atthefarm》教案作为一位杰出的老师，总归要编写教案，教案是教学蓝图，可以有效提高教学效率。

我们应该怎么写教案呢？下面是小编整理的小学四年级英语下册《Unit4Atthefarm》教案，仅供参考，希望能够帮助到大家。

小学四年级英语下册《Unit4Atthefarm》教案1一、教学目标(一)知识目标1、能够通过听例词发音，观察例词结构中共有的特征，学习-e 在单词中发长音/i:/的规律;能够跟着录音说唱歌谣，强化记忆-e的发音规则。

2. 能够根据-e-/-e的发音规则读出生词;能够通过对比-e-/-e的发音，强化-e-/-e的音—形对应关系。

3. 能够按照-e/-e-/i-e/u-e/o-e的发音规则拼写出单词，进一步学习在四线三格中正确书写单词，并辨认词形。

(二)技能目标四年级的学生已经具备一定的学习英语语音的技能。

但是良好的学习技能的养成并不是一朝一夕就可以形成的。

在这节课里，主要是培养学生学以致用，举一反三的技能。

(三)情感目标培养学生善于归纳总结的好习惯。

二、教学重难点教学重点：观察字母e在每个单词中的发音并总结出规律，本课几个单词的正确书写。

教学难点：观察字母e在每个单词中的发音并总结出规律以及听单词进行选择。

三、教学策略本节课是语音教学，有了三年级下学期元音字母的发音的教学铺垫，本节课是不难的，主要采取让学生多读，思考，找规律，小组交流总结的方式，师生、生生互相合作，学生在愉快的学习氛围中习得。

四、教学过程教学环节教学活动设计意图Step 1:热身/复习Warm-up/Revision1、 Enjoy a song: Letter E这首歌曲轻松活泼愉快，让学生很快融入到Letter E 的学习氛围之中。

2. Let’s say. 看图，介绍人物。

用已学的知识介绍教材中出现的典型人物，初步感知he, she, we, me, pen, red等含有e字母的单词的读音。

Unit4 At the farmA Let’s learn＆Let’s chant教学设计一、教材分析：本单元围绕“At the farm”这一题材展开，学习农场里的蔬菜和动物，以及单、复数的使用习惯。

本课时是本单元的第一课时词汇教学课。

重点学习的单词是carrot,tomato,potato和green bean,还有它们的复数形式变化carrot→carrots,tomato→tomatoes,potato→potatoes和green bean→green beans,并能简单地描述蔬菜的特征，如：Look at the green beans. They’re so long.学生能够理解名词的单复数变化，并能正确地运用。

尤其要注意tomato→tomatoes,potato→potatoes这两个单词的复数形式比较特别，本课时不打算深入探讨名词的单复数变化规律，只要求学生记住就行了。

因此，在授课的过程中，运用以旧带新的方法自然引出新课内容，让学生新旧结合、不断积累，将所学的语言用于生活。

二、学情分析：学生从三年级开始学习PEP英语，已经具备了一定的口语表达能力。

学生在观察能力、思维能力、语言表达能力方面都有了较好的提高，有着强烈的好奇心与动手操作的能力。

他们喜欢在自己的探索中获取知识，喜欢在玩中学，喜欢在做中学，喜欢在想中学，喜欢在用中学。

三、教学内容Unit 4 At the farm A Let’s learn及Let’s chant。

四、教学目标1．知识目标（1）能够听、说、认读单词tomato，potato，carrot，green bean。

（2）能理解句子Look at the green beans. They’re so long. Yes, and the potatoes are big. （3）会说唱歌谣。

2．能力目标培养学生的口头表达能力和表演能力。

3．情感目标教育学生要有合理的饮食习惯。

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”: /ɜ：/, /ɔ:：/.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 /ɜ：/, and “al”, which pronounces /ɔ:：/, to make connection with “or”.]II Presentation1 . Presentation “or”: /ɜ：/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/ɜ：/，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 words that has letter combination “or” according to the pronunciation rule 1.]2 . Presentation “or”: /ɔ:：/⑴Teacher shows students the word “horse” and ask them a question that whether this word pronounce /hɜ：s/.⑵Teacher asks students to find out the pronunciation of the word “horse” and pay attention to the other words that has “or” ina 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/ɔ:：/，与al 同⾳.⑺Teacher asks students to make brainstorm about the words that contain “or” that pronounce /ɔ:：/.3. SummaryTeacher asks students to summary the pronunciation of “or”:发⾳规则1：or在w后通常发/ɜ：/，与ir，ur同⾳发⾳规则2：or在单词中⼀般发/ɔ:：/，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”: / ɜ：/, /ɔ:：/ 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。

人教版PEP英语四年级下册《Unit 4 At the farm Part A》（第二课时）教案一. 教材分析《Unit 4 At the farm Part A》是人教版PEP英语四年级下册的一篇课文，以农场为背景，主要介绍了农场中的动物和它们的特点。

本节课文内容丰富，插图生动，能够激发学生的学习兴趣。

通过对农场动物的描述，让学生学习一般现在时的句子结构，并能够运用所学知识进行简单的交流。

二. 学情分析四年级的学生已经掌握了基本的英语语法知识，具备一定的听说读写能力。

他们在学习过程中乐于参与各种活动，但对于一些复杂的句子结构和词汇可能还有一定的困难。

因此，在教学过程中，需要关注学生的个体差异，合理安排教学内容，确保每个学生都能在学习中得到锻炼和提高。

三. 教学目标1.知识目标：学生能够听懂、会说、会读本课的生词和句子，掌握一般现在时的句子结构。

2.能力目标：学生能够运用所学知识进行简单的交流，提高英语表达能力。

3.情感目标：学生能够培养对农场动物的喜爱之情，增强学习英语的兴趣。

四. 教学重难点1.重点：学生能够听懂、会说、会读本课的生词和句子，掌握一般现在时的句子结构。

2.难点：学生能够运用所学知识进行简单的交流，特别是对于一些复杂的句子结构和词汇的理解。

五. 教学方法采用情境教学法、任务型教学法和分组合作学习法。

通过设定农场情境，让学生在实际语境中学习英语；通过完成各种任务，提高学生的参与度和合作意识；分组合作学习法有助于激发学生的竞争意识，提高学习效果。

六. 教学准备1.教师准备：提前准备好课文中的生词和句子，制作相应的课件和教具。

2.学生准备：预习课文，熟悉生词和句子，准备参与课堂活动。

七. 教学过程1.导入（5分钟）利用图片或实物展示农场动物，引导学生谈论他们喜欢的动物，激发学生的学习兴趣。

2.呈现（10分钟）教师展示课文中的生词和句子，让学生听一听、说一说，帮助学生熟悉和掌握新知识。

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。

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。

教案：Unit4 At the farm教学内容：本节课为小学四年级下册英语人教PEP版Unit4 At the farm的内容，主要围绕农场生活展开，学习农场中常见的动物和农作物，以及相关的英语表达。

教学内容包括：1. 动物词汇：cow, pig, chicken, duck, horse, sheep2. 农作物词汇：corn, wheat, rice, vegetable3. 句型：What are these? They are教学目标：1. 知识目标：学生能够听懂、会说、会读本节课所学的动物和农作物词汇，并能运用句型进行问答。

2. 能力目标：学生能够在图片和实际情境中运用所学词汇和句型，进行简单的英语交流和表达。

3. 情感目标：培养学生对农场生活的兴趣和好奇心，激发学生英语学习的积极性。

教学难点：1. 动物和农作物词汇的发音和记忆。

2. 句型的正确运用和问答练习。

教具学具准备：1. 多媒体设备：用于展示图片和PPT。

2. 农场动物和农作物图片：用于教学和练习。

3. 学生练习册和课本。

教学过程：1. 导入：通过图片或视频展示农场生活，引起学生的兴趣和好奇心。

2. 新课内容呈现：通过PPT或图片展示本节课所学的动物和农作物词汇，引导学生跟读并模仿发音。

3. 句型练习：通过PPT或图片展示句型，引导学生进行问答练习，教师纠正发音和用法。

4. 小组活动：学生分组，每组选择一个农场动物或农作物，用所学句型进行介绍和问答。

板书设计：1. Unit4 At the farm2. 动物和农作物词汇列表。

3. 句型：What are these? They are作业设计：1. 学生练习册的相关练习题。

2. 家长辅助学生进行农场动物和农作物词汇的复习和巩固。

课后反思：本节课通过图片和实际情境的展示，激发了学生对农场生活的兴趣和好奇心，学生能够积极参与教学活动，并通过小组活动进行实际运用。

在教学中，教师应注重学生的发音和用法纠正，确保学生能够正确掌握所学知识。

Unit 4 At the farmPart A Let’s learn ＆Let’s chant一、教学目标知识目标1.听、说、读、写重点单词tomatoes, green beans, potatoes, carrots。

2.学习Let’s chant 的歌谣。

能力目标1.能够熟练运用Let’s learn部分的新单词。

2.能够对tomatoes,green beans.potatoes,carrots进行描述。

3.能够熟练的熟读Let’s chant部分的歌谣。

情感态度与价值观1.培养学生善于观察，善于提问的习惯，激发学生的求知欲。

2.增进学生之间的交流，形成团结互助的课堂气氛，培养合作精神。

3.培养学生均衡饮食的好习惯,珍惜粮食。

二、教学重难点重点：1.听、说、读、写重点单词：tomatoes, green beans, potatoes, carrots。

2.学习Let’s chant 的歌谣。

难点：能够对tomatoes,green beans.potatoes,carrots进行描述。

三、教学准备课件、教学图片四、教学过程Step1 Warming up1.Greetings2.歌曲导入《Old Macdonald had a farm》,板书课题《At the farm》Step2 Presentation ＆Practise1.出示西红柿图片，问学生“What’s this?”引出单词，教学单词并板书，领读，注意升降掉。

2.课件展示三个西红柿，引出西红柿的复数形式tomatoes，用红色标注es，领读。

3.同样的方法导入green beans，potatoes,carrots。

板书并注明复数形式。

4.出示练习，填单词完成句子，让学生正确区别名词的单复数形式。

5.全班做“What’s this?”的游戏，进一步巩固单词。

教师拿出准备好的蔬菜图片，学生连续击掌，边击掌边说：What's this?What's this?当教师停在某位学生身边时，全班学生立刻停止发问，该名学生必须迅速站起来说出这个蔬菜的名称，以及它的复数形式。

小学四年级英语下册《Unit4Atthefarm》教案（精选5篇）小学四年级英语下册《Unit4Atthefarm》教案篇1一、教学内容：p38 Let’s talk二、教学目标：1、听、说、认读主要语言结构：What are these? Are these...?并能根据实际情况进行简略回答。

2、能够准确朗读对话。

三、知识与技能：认读主要语言结构：What are these? Are these...?。

四、过程与方法：情景教学法五、教学重点：句型What are these? Are these…?及其简略回答。

六、教学难点：these的发音。

七、教学过程：(一)复习引题1、教师和学生聊一聊每个人喜爱的蔬菜。

(I like…Do you like…?)2、教师说，引导学生用Are they…?来猜猜是什么蔬菜。

a、They are red. They look like apples, but they aren’t apples. What are they?b、They are tender and green. What are they?c、They are long and orange. Rabbits like eating 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。

(二)教学新课1、教师请学生将装有蔬菜卡片的盒子盖好放在桌子上，然后走到同学们中间，随意指着几个盒子问：Are these…?，并引导学生根据实际用Yes, they are. / No, they aren’t.回答。

如果学生回答的是No, they aren’t. 教师要继续问：What are these?并引导学生用They are …回答。

小学四年级英语下册《Unit4 At the farm》教案范文教学背景和目标教学背景：本单元是小学四年级英语下册的第四个单元，主要讲解有关动物和食物的英语单词。

本单元的教学目标是让学生掌握动物和食物的英语单词，能够熟练运用这些单词进行简单交流。

教学目标：1.学生能够熟练掌握与动物和食物相关的英语单词；2.学生能够理解并能够正确表达有关动物和食物的简单句子；3.学生能够进行基本的听、说、读、写的能力锻炼。

教学重点和难点教学重点：1.掌握动物和食物的英语单词；2.理解并能够正确表达有关动物和食物的简单句子；3.进行听、说、读、写的能力锻炼。

教学难点：1.学生在听和口语表达上的能力提高；2.学生在单词记忆和语句理解上的能力提高。

教学准备1.PPT课件2.学生课本3.录音机或电脑音频播放器4.教学录像或图像资源教学步骤步骤一：引入（5分钟）1.教师放一张农场的图片，问学生这是什么地方，学生回答后教师再问他们有看见哪些动物和食物。

2.让学生看一看下面的单词，说一说他们知道的英文单词。

牛、猪、鸭、面包、鸡蛋、苹果、酸奶、鱼、香肠、糖果3.教师把单词写在黑板上，再给学生介绍一下还有哪些动物和食物的英文单词。

步骤二：讲解（15分钟）1.在PPT上展示图片，教师先给出一个动物或一个食物的图片，让学生用英文说出正确的单词。

2.教师用PPT或其他形式给学生展示动物和食物的图像或录音，让学生在听力方面有所提高。

3.学生在理解这些单词后，教师讲解一些常用的复数形式。

步骤三：练习（30分钟）1.学生与教师一起齐读单词或语句，或让学生进行单独练习。

2.分成小组，让学生自行组合所学的单词/语句，进行口语训练，如模仿对话或进行问答等。

3.为了巩固所学知识，老师可以进行小测验，以检查学生所掌握的内容。

步骤四：学以致用（10分钟）1.让学生进行口语表达训练，以加强他们在口语表达方面的能力练习。

2.让学生分角色进行模拟对话，让他们逐渐成为英语会话的能力。

四年级下英语Unit4第4课《At the farm》教案Part B Let’s learn & Draw and say教学内容与目标能够听、说、认读并熟练运用“horse, cow, hen, sheep”及其复数形式。

教学难点能够理解sheep的复数形式。

教学准备PPT课件、课文录音、视频、卡片等。

教学过程Step 1: Warm-up & Revision & Lead-in①1. Greetings.2. Sing the song—Old MacDonald had a farm.（出示课件）3. Revision and lead-in.Students practice the dialogue of “Let’s talk” on page 41.T: Old Mac Donald has a lot of animals. What animals does he have?Ss: Horses and ducks.T: Right! What other animals does he have? Let’s go to see!Write down the topic “At the farm” on the blackboard.（课件出示:教材P41 Let’s talk图片）The teacher and students talk about the picture.T: What are those?Ss: They’re horses.T: What about those? Are they hens?Ss: No, they aren’t. They’re ducks.Step 2: Presentation1. Teach the word “hens”.②Present the picture of “Let’s learn”. （课件出示:教材P42 Let’s learn图片）Point to the hens and ask students.T: What are those? Are they hens?Ss: Yes, they are.T: How many hens?Ss: One hen, two hens, three hens, four hens.Write down the word “hens” on the blackboard. Write “s” in red chalk.T: What are those?Ss: They’re hens.Write down “—What are those? —They’re…” on the blackboard.The teacher shows the word card of the hens. Students read the word after the recording and then practice the word like this:Hens,↗hens,↘these are hens.↘Are they hens?↗Yes, they are.↘2. Teach the word “horses”.（课件出示:教材P42 Let’s learn图片）Point to the horses and ask students.T: What are those?Ss: They’re horses.T: Look at the horses. They’re tall and strong. They can run very fast.Write down the word “horses” on the blackboard. Write “s” in red chalk.The teacher shows the word card of the horses. Students read the word after the recording and then practice the word like this:Horses↗, horses↘, these are horses↘. Are they horses↗? Yes, they are↘.3. Teach the word “cows”.③T: They’re white and black. They’re big and strong. We drink their milk. What are they?Ss: Cows. (Students can point to the picture of the cows if they can’t say the word “cows”.) T: How clever you are!Write down the word “how” on the blackboard. And then change the letter “h” into “c”.Ask students to spell the word “cow” by themselves.（课件出示:教材P42 Let’s learn图片）Point to a cow and ask students.T: What’s this?Ss: It’s a cow.Point to the three cows and ask students.T: What are those?Ss: They’re cows.The teacher shows the word card of the cows. Students read the word after the recording and then practice the word like this:Cows,↗cows,↘these are cows.↘Are they cows?↗Yes, they are↘.4. Learn the word “sheep”.④（课件出示:教材P42 Let’s learn图片）Point to the sheep and ask students.T: What can you see?Ss: Sheep. /羊。

Unit4 At the farm教案第一课时教学目标1.能听、说、单词“these”,“try”,“yum”。

1、听、说、认读主要语言结构：What are these？ Are these...? They are….并能根据实际情况进行简略回答。

2、能够准确朗读对话。

教学重点句型What are these？ Are these…?及其简略回答。

教学难点 these的发音。

教学准备教学光盘多媒体课件图片单词卡教学过程一、热身（Warm-up）1．教师和学生聊一聊每个人喜爱的蔬菜。

（I like…Do you like…?）2．教师说谜语，引导学生用Are they…?来猜猜是什么蔬菜。

a. They are red. They look like apples, but they aren’t apples. What are they?b. They are long and orange. Rabbits like eating them. What are they?c. They are round, pink and white. 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。

二、新课呈现（Presentation）1. A.Let’s talk（1）教学单词“these”,“try”,“yum”。

①教师出示西红柿、胡萝卜实物，询问学生：What’s this? 引导学生回答：It’s a tomato/carrot.并板书带读。

②教师出示一些胡萝卜实物，教师问学生： What are these？Are these tomatoes?学生回答：No.教师肯定学生的回答：Good.These are carrots. They’re so big.教读单词carrots，强调其复数形式，知道单词“these”的意思及其主题词“this”的区别和联系。

Unit 4 At the Farm B Let’s Talk (教案)1. 教学目标通过本节课的学习，学生能够：•能够运用所学的词汇和句型，描述动物和他们的生活环境。

•能够在日常生活和学习中积极运用学到的英语知识，提高语言运用能力。

•培养学生的合作意识和团队协作精神。

•提高学生对英语学习的兴趣，增强其热爱学生英语的情感。

2. 教材分析本节课是英语四年级下册Unit 4 At the Farm中的第二课，主要讲解了动物和它们的生活环境。

本节课的语言点有：•词汇：Farm, animals, duck, chicken, horse, sheep, cow, pig, pen, pond, field, barn, hay.•句型：What animals are on the farm? The duck quacks. The chicken clucks. The horse neighs. The sheep baa. The cow moos. The pig oinks.3. 教学准备•PPT•美工纸、颜料、剪刀、胶水、卡纸等。

•单词卡片和图片卡片。

4. 教学过程Step 1. Warm-up•Greet the students and ask them some questions to review the unit.•Elicit the following words from the students:–Farm–Animal–Duck–Chicken–Horse–Sheep–Cow–Pig–Pen–Field–Barn–HayStep 2. Presentation•Use PPT to show the pictures of different animals on the farm.•Ask the students what animals are on the farm and then elicit the sounds the animals make.Step 3. Practice•Divide the class into small groups and give each group some cards with pictures of different animals on the farm.•Have the students work in groups and show the pictures to each other while saying the sounds the animals make.•After practicing for a while, have the students switch cards and continue practicing until they have gone through all the cards.Step 4. Consolidation•Have the students complete a worksheet, filling in the blanks with the correct animal names and sounds they make.•Then, have the students present their work to the class.Step 5. Extension•Ask the students to draw pictures of the different animals on the farm and their living environment.•After the students have finished drawing, ask them to describe their pictures using the words they have learned in class.5. 教学反思在这节课中，我对教学内容进行了充分准备，通过多种方式让学生积极参与课堂活动，提高了他们的英语学习兴趣。

Unit 4 At the farm第一课时课时内容A Let’s learn Let’s chant课时分析本课时是人教版四年级下册第四单元第一课时。

围绕“参观农场”这一话题展开，主要通过对话学习词汇tomatoes,carrots, potatoes, green beans.及句型Look at the green beans.They’re so long! The potatoes are big.的表达。

引导学生能够用英语表达自己热爱大自然、热爱农村生活的美好情感，激发学生学习英语的兴趣，树立学好英语的信心。

第一课时是本单元的首课时，是整个单元的基础。

本课时的重点是三会单词的掌握以及能够灵活的描述一种蔬菜、植物的特征的句型。

本课时包括Let’s learn 和Let’s chant两个板块。

Let’s learn通过主线人物讨论蔬菜丰收的情景，呈现了单词的词形和意义。

此情境是与学生的实际生活相关的，话题很能引起学生的兴趣。

Let’s chant是个综合运用活动，用于操练A Let’s learn所学单词。

在设计教学过程时，借助歌曲引出课题，借助简笔画呈现词汇，采用听、说、读、写、做等多种教学手段展开学与练，充分发挥学生学习的主动性。

课时目标（1）能够听、说、认读单词：tomatoes,carrots, potatoes, green beans。

（2）能够运用句型They are …. 来描述蔬菜的特征。

（3）能够理解、跟读歌谣，并能改编歌谣。

（4）激发学生学习英语的兴趣，树立学好英语的信心。

课时重难点1.重点（1）能够听、说、认读单词：tomatoes,carrots, potatoes, green beans。

（2）能够听、说、运用句型They are …. 来描述蔬菜的特征。

2.难点（1）tomato 和potato 复数形式（2）tomato 和potato 的发音和拼写上的区别。

材料4小学英语（PEP）四年级下册At the farm 教学设计一、教学内容A 部分Let’s learn 及Let’s talk。

二、教学目标1.知识目标（1）学生能够听、说、认读单词tomato，potato，carrot，green bean 及其复数形式。

（2）能熟练运用上述单词并运用句型They are…描述蔬菜特征。

（3）能理解对话大意,能够按照正确的意群及语音、语调朗读对话。

(4)能在情景中运用句型:What are these? They are... Are these...? Yes, they are. No, they aren’t.2.能力目标能在情景中运用句型:What are these? They are... Are these...? Yes, they are. No, they aren’t.3.情感目标通过认识不同的蔬菜,培养教育学生要有合理的饮食习惯。

三、教学重难点教学重点：掌握三会单词tomato，potato，carrot，green beans。

教学难点：掌握单词potato 和tomato 的复数形式并且能在情景中运用句型:What are these? They are... Are these...? Yes, they are. No, they aren’t.教具准备1.自制的单词卡2.教师自制课件四、教学过程Step 2 Presentation (一)New wordsT;Let’s read the story about Zoom.1.Teach carrot(s).T:Zip says:I have a carrot.What happened next?Whom will the rabbit follow?(引导学生猜猜看)T: a carrot five carrotscat o’clock注意渗透元音字母a 和o 的发音。

小学四年级英语下册《Unit4Atthefarm》教案（精选18篇）小学四年级英语下册《Unit4Atthefarm》教案篇1一、教学目标与要求1、能够听、说和认读单词：tomato，green bean, 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、掌握句型：Are these carrots? Yes, they are./No, they aren’t. what are these? They are…。

二、教学重点及难点重点：掌握单词：tomato，green bean, potato, carrot 及其复数形式。

并掌握句型： Are these carrots? Yes, they are./No, they aren’t. What are these? They are…。

难点：能够在情景中运用句型：What are these? They are…询问和回答各种蔬菜的名称。

三、教学准备课本、录音机、磁带及单词卡片。

四、教学过程1、Warm-up (1)日常口语交流：T：What’s the weather like today?Ss: It’s cloudy.T: Yes, it’s cloudy, and it’s not so hot. So, let’s go to the farm. 2、Preview Bb: Unit4 At the farm. T: Turn to P36. Look at this picture. This is a farm. What do you see at the farm? Do you see any animals? Do you see any vegetables? What kind of vegetables? 3、Presentation Let’s learn (1) 教师出示carrot 卡片，T：carrots, they’re big, they’re red. Bb: carrots They’re red. They’re big. 教师带读以上词句。

四年级下英语Unit4第5课《At the farm》教案Part B Read and write & Let’s check & Let’s sing 教学内容与目标能够通过图片等读懂短文。

教学难点能够通过观察图片理解例句，并能够在有意义的语境中仿写核心句。

教学准备PPT课件、课文录音、视频、教学卡片等。

教学过程Step 1: Pre-reading1. Greetings.2. Enjoy the song—Mary has a little lamb. （出示课件）3. Revision and Lead-in.①T: Mr MacDonald has a farm. At his farm he has a lot of vegetables and animals. Let’s have a look. (课件出示:本单元的主情景图) T: What are these/those?Ss: They’re…T: Are they…?Ss: Yes, they are. / No, they aren’t.T: Mike makes an introduction of the farm. Let’s have a look! Step 2: While-reading②1. Look at the pictures and read the sentences of Picture 1 and Picture2.T: This is Mr MacDonald’s farm. What kinds of vegetables does he have? Let’s go to his vegetable garden and have a look.（课件出示:教材P43 Read and tick第一、二幅图）Students read and tick by themselves.Play the recording. （出示课件）Students listen to it and find the vegetables.T: What kinds of vegetables does he have? Let’s check.Teaching purpose①利用PPT出示单元主情景图，通过谈论图片复习前面学过的单词和句型。

教学设计教学目标：（一）知识与能力目标1、能够理解对话大意，能够用正确的语音、语调朗读对话；2、能够在情景中运用句型Are these …? Yes, they are. What are these? They're…询问物品名称并回答；3、能够在情景中恰当运用句型They're good/so big!描述物品特点；4、能够在语境中理解新词carrot和tomato的意思，并能正确发音；（二）情感态度目标1、培养学生注意观察、认真模仿的良好习惯和主动竞争的意识；2、激发学生学习英语的兴趣，使学生树立学习英语的自信心,培养学生的合作交流能力；3、多食绿色食品有益健康，远离垃圾食品。

教学重难点：教学重点：1、正确理解和运用 Are these……？Yes, they are.What are these? They're…询问物品名称并回答；2、能够在语境中理解新词carrot和tomato的意思，并能正确发音教学难点：如何创设真实的情景来呈现What are these？和Are these……？的语用功能以及these的发音。

教学准备：PPT，图片，词卡，黄色西红柿。

教学过程：（一）Preparation参观Mac Donald农场的模糊示意图，通过one、two、catch的游戏初步了解Mac Donald 的农场，同时复习有关水果和动物的单词。

（设计意图:one、two、catch的游戏配有较强节奏感的音乐，更直观、生动、形象、轻松地复习了旧知识，激起孩子想说的欲望，最大限度调动他们的积极参与性。

）（二）presentation1、在one、two、catch的节奏中，课件出示多个西红柿，引出What are these?并学习tomato 及其复数形式。

2、Let's chant：Tomatoes、tomatoes.They're tomatoes.(设计意图：通过朗朗上口的歌谣，在一慢一快的拍手游戏中让孩子们在轻松愉快中习得新词tomatoes。