英语人教版四年级下册Unit4 A Let’s learn教学设计
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PEP四年级下册Unit4 A Let’s learn教学设计
设 计 者：邵安娜
教学内容：PEP四年级下册Unit4 A Let’s learn
课 型：词汇课
上课时长： 40分钟
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二课时词汇教学课。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、教学目标 （知识、技能、文化、情感、策略）：
（一）知识与技能目标：
1、能听、说、认读单词：tomato、green beans、potato、carrot以及它们的复数形式。
2、能够熟练运用本课单词并运用句型They’re ……描述蔬菜特征。
（二）情感目标： 教育学生热爱劳动，懂得不劳无获的道理，希望他们养成良好的饮食习惯。（三）学习策略目标：
让学生在参与小组学习活动中学会与他人合作、交流、反思和改进。
四、教学重、难点
重点：能够熟练的运用单词和句型They’re…….描述蔬菜特征。
难点：potato和tomato的复数形式。
五、教具准备：
PPT多媒体课件，学生练习纸，所学蔬菜的实物等
六、教学过程
（一）Warming up
T: Today we are going to an interesting place.
a) It has many trees and grass. b) It has many animals. c) It has many
vegetables. d) There are potatoes, tomatoes, carrots and green beans.
Can you guess? Where are we going?
Ss: Farm.
T: Yes, we are going to the farm.
(设计意图： 本课的导入自然有趣，创设一个真实农场的情景，把四种学习的蔬菜整体呈现给学生，使学生初步感知认识本节课学习的内 容。通过设疑提问的形式 激发学生的学习兴趣，使他们的注意力高度集中，有效参与到课堂学习活动中。)
(二）Presentation
1.Teach “carrot（s)-yummy”
T: Let’s play a guessing game: it’s a kind of vegetables. It’s orange.
The rabbits like it very much. What’s it？
Ss can answer it both in Chinese and English. Then T will show the word
card and the picture and drill it. T will lead activity and pick some S group to read.
T: Then let’s count the carrots in the picture. (e.g., One carrot, two
carrots… many carrots.) 教师出示word card “carrots” 并张贴，教师带读，抽查2小组读。
I like carrots. They are yummy.（出示单词卡抽读个别学生，教师带读新单词。) 趣味拍手操练chant: I like carrots. I like carrots. Yummy,
yummy,yummy.（师生示范chant，学生之间pair work。）
(设计意图：以一个谜语导入本课的新授知识，富有一定的创意，容易激发学生的好奇心，调动学生的积极性，并在自编的chant中不知不觉地学习如何描述carrot。)
2.Teach “Green beans-tender-long”
T: Show a picture of “green beans” and ask “what are these? Are they
carrots? Ss: No, they aren’t. They are green beans. Ss show the word
card and drill it.
T: Look at the green beans. They’re tender. I like green beans, I like
green beans, tender, tender, tender. (Use the different intonations.)
3) Look at the green beans. They’re long. (Show two green beans and compare
them.） Show the word card “long” and let Ss read it.
3. Teach “tomato(es)-juicy”
1) Show a bag. T： Look! I have a bag. There is something in it. Who wants
to come to the front and taste? Be brave!
2) Close your eyes. Open your mouth. What’s it? 当学生得出答案时，教师出示实物及单词，逐步引出one tomato，two tomatoes，从而引出tomato的复数形式。
3) Play the finger exercises. 请学生看老师的手指数量来判断应该使用tomato还是tomatoes。
4) Show tomatoes. T: Look at the tomatoes. What color are they？ Ss: They
are red. T: Yes. They’re red and juicy. 教师用手掰开西红柿并展示词卡。
(设计意图:在这个教学环节教师应用了一个不同的导入方法， 让学生通过品尝从而引出tomato。应用finger游戏让学生掌握tomato的单复 数关系，避免了讲语法的枯燥，符合小学生的心理特征。)
4.Teach “potato(es)-tasty”
1)Show a bag. T: Look at the bag. Can you touch and guess “Which one
is the potato?” Ss touch it and try to find out the potato. 通过这个“摸一摸”游戏，引出新单词potato，然后出示单词卡，让学生认读。接着引导学生数一数共有多少个potato。
2) Play a short game “High and low”. 巩固操练potato的读音。
3)Show the true potatoes. T: Look at the tomatoes. They’re red. Look
at the potatoes. They’re brown. 编一个chant巩固知识： Tomatoes,
tomatoes, “t” is for tomatoes. Potatoes, potatoes, “p” is for potatoes.
带领学生分小组一起吟唱。
4) T: When the potatoes become fries, they’re tasty. 趣味拍手操练： I
like potatoes, I like potatoes, tasty, tasty, tasty.
5) T shows two potatoes and compare them. T: Look! This potato is big.
T shows the word card “big” and let Ss read it.
(设计意图：在这个环节里，教师让学生通过摸一摸、猜一猜的方式引出potato。并把potato 和tomato进行了比 较教学，以一个chant 加深学生对这两个音、形近单词的印象，最后一个环节教师又把单词教学落实到句型中，使单词教学更具意义。)
（三）Drill
1. Games
Teacher says the words and asks two students to point out the picture.
Let’s see who is quicker.（看图说单词）
Guessing game: one student holds the picture, the other student guess.
Use the structure: S1: what are these? S2: are they...? S1: Yes, they
are. / No, they aren’t. Bingo Write the four words on the paper:
1) For the first time: listen and tick. When you finished, put up your
hands and say “bingo” let’s check and see who can get the first bingo.
