新人教版小学四年级下Unit4AtthefarmPartALet’slearn教案

Unit4 At the farmLet’s learn Let’s chant 教学设计一．教学目标1、知识目标：A:能听说认读tomatoes, potatoes, carrots, green beans等蔬菜类单词。

B:能运用句型:Look at the ...They are so...来描述所学蔬菜。

2、能力目标:能正确掌握名词复数概念。

3、情感目标：热爱生活多吃蔬菜，有益身体健康。

二、教学重难点：1、重点：A:能听说认读tomatoes, potatoes, carrots, green beans等蔬菜类单词。

B:能运用句型:Look at the ...They are so...来描述所学蔬菜。

2、难点：能正确掌握名词复数概念。

三、教学过程：Step1：Warm-upReview some different kinds of food by playing games（击鼓传花）. Step2：Presentation1．通过复习不同种类食物单词，引入学习本课。

以本地官桥特色有机农场需要导游导入，如何才能成为一名合格的导游呢？需要通过几项测试： Do task 1---meeting the vegetablas单词授新：tomato，potato，green beans ，carrot 以及相应的复数形式；3. 在单词教授环节，带入本课句型学习Look at the ...They are so...; Step3：Practice.1. Task 2 Let`s chant2. Hide and seek3. 以小组形式，给开心农场的蔬菜制作介绍牌Step4：Summary.1. 引导学生进行课堂小结2. 情感教育Step5:Homework.Make a survey : Ask your parents and grandparents what they would like.Blackboard design.。

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。

小学英语说课稿人教版四下unit4atthefarmA--letslearnUnit 4 At the FarmGood morning, respected judges. I am candidate No.1, applying for English teacher of primary school. My topic today is “At the Farm”. T o make my presentation much clearer, I will describe my thoughts in the following 6 aspects: analysis of teaching material, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design.To begin with, I will analyze teaching material. This lesson comes from Part A of Unit 4, PEP Primary English, Book 4 and it includes two parts: Let’s learn and let’s chant. In part 1, it mainly deals with the new words and a dialogue about describing the vegetables. And in part 2, it is a chant for the students to practice the new words. This lesson is close to students’ daily life, so it is helpful for the students to learn this unit. According to the New Curriculum Standard, the teaching objects are divided into 3 parts:Firstly, knowledge and skill objectives are to enable the Ss to listen, read and write the new words of some vegetables and its plural form: tomatoes, potatoes, green beans and carrots; they can describe the shape and color of the vegetables.Secondly, process and method objective s are to develop Ss’ ability of speaking and to train the Ss’ ability of communication in the real situation.Thirdly, emotional and attitude objective s are to foster Ss’ awareness of healthy eating and cherishing food.Based on analysis of teaching material, the key points of this lesson are to help students listen, read and write the new words and sentences to describe vegetables. The difficult point is tohelp the students to pay attention to the plural form of the words and to pronounce them correctly.According to the teaching objects and the students’ physical and psychological characteristics, I will adopt the Audio-Visual method to establish a real scene and the interaction between the teacher and the students. Task-based language teaching method offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobil ize the student s’ enthusiasm and creativity in learning English.。

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。

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。

Unit 4 At the FarmGood morning, respected judges. I am candidate No.1, applying for English teacher of primary school. My topic today is “At the Farm”. To make my presentation much clearer, I will describe my thoughts in the following 6 aspects: analysis of teaching material, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design.To begin with, I will analyze teaching material. This lesson comes from Part A of Unit 4, PEP Primary English, Book 4 and it includes two parts: Let’s learn and let’s chant. In part 1, it mainly deals with the new words and a dialogue about describing the vegetables. And in part 2, it is a chant for the students to practice the new words. This lesson is close to students’ daily life, so it is helpful for the students to learn this unit. According to the New Curriculum Standard, the teaching objects are divided into 3 parts:Firstly, knowledge and skill objectives are to enable the Ss to listen, read and write the new words of some vegetables and its plural form: tomatoes, potatoes, green beans and carrots; they can describe the shape and color of the vegetables.Secondly, process and method objectives are to develop Ss’ ability of speaking and to train the Ss’ ability of communication in the real situation.Thirdly, emotional and attitude objectives are to foster Ss’ awareness of healthy eating and cherishing food.Based on analysis of teaching material, the key points of this lesson are to help students listen, read and write the new words and sentences to describe vegetables. The difficult point is to help the students to pay attention to the plural form of the words and to pronounce them correctly.According to the teaching objects and the students’ physical and psychological characteristics, I will adopt the Audio-Visual method to establish a real scene and the interaction between the teacher and the students. Task-based language teaching method offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the students’ enthusiasm and creativity in learning English.Then we come to the most important part--teaching procedures, which will be demonstrated in the following steps:Step 1.Lead-inIn this step, I will establish a real scene that Old Macdonald invites all students to go to his farm. And then with the help of a picture, lead the students to speak out what they can see at the farm.Design purpose: It can crate a real scene makes the class much more vivid, and students’ interest will be raised as well.Step 2. PresentationI will lead the students go around Old Macdonald’s farm. As students are familiar with the appearance of the common vegetables, I will draw a tomato on the blackboard, and then lead the students to learn the new words “tomato”. Next, I will draw more tomatoes on the blackboard, and then to teach the plural form “tomatoes” and its pronunciation. After that, I will give them an example to describe the shape and color of vegetables, such as “Look at the red tomatoes. They are so round.”In the same way, I will lead the students to learn the other new words and its plural form “tomatoes, green beans, potatoes, carrots”. In the end, I will discuss with the students about the changing rules of the plural form.Design purpose: The application of drawing could help the students to connect the English words to their real life, and help the students to grasp the major knowledge of this lesson and make the learning much easier.Step 3. PracticeDesign purpose: In order to practice the new words and its plural form through pair work and chant to strengthen their understanding of the knowledge. I design two activities in this part: Activity 1: Pair work. Students work in pairs, one student read the singular form of a vegetable, the other student give the plural form of the vegetables.Activity 2: Let’s chant. After pair work, I will lead the students to use the words we have learned today to make a chant and read it. After that, I will encourage students to make up their own chant to practice the new words.Step 4. ConsolidationTask: A small seller. I will give a demonstration of how to sell something, and then encouragestudents to work in pairs to help Old Macdonald to sell his vegetables at the market, using the words and sentences we have learned today.Design purpose:During this part the Task-based teaching method is used here to develop students’ ability of communication and lead the students learning by doing.Step 5. SummarySs make a summary on what they have learned this class, and I will make supplement that we have a happy time at Old Macdonald’s farm and we can recognize different kinds of vegetables, and we also learned how to read and describe these vegetables in English. What’s more, lead the students to know that it is important for us to eat healthily, and it is hard for the farmers to work on the farm, so we should not waste food.Design purpose: Check the Ss’ weak points and what they have learned this class. Teacher make supplements based on the students’ summary, and arouse the students’ awareness of healthy eating and cherishing food.Step 6. HomeworkDesign purpose: The homework is closely related to not only what we have learned in the class, but also closely related to students’ daily life, so it is effective to improve students’ ability of communication in the real situation, and at the same time review the knowledge of this lesson.So based on this spirit, I set up the homework as follow : Draw a picture of Old Macdonald’s farm and introduce his farm to your parents and friends.Finally, I will talk about my blackboard design. I will draw the pictures of each kind of vegetables and give the English below the pictures to help the students to connect the vegetables name to their appearance.。

人教版PEP英语四年级下册《Unit 4 At the farm Part A Let’talk》教学设计一. 教材分析《PEP英语四年级下册》Unit 4的主题是“At the farm”，Part A “Let’s talk”部分主要围绕农场动物展开，通过介绍动物名称和特征，让学生在真实情境中运用一般现在时进行交流。

本节课的主要语言目标是学生能够听懂、会说、会读本节课的生词和句子，并能够运用所学内容进行简单的交流。

二. 学情分析四年级的学生已经具备了一定的英语基础，能够听懂简单的英语指令，并能用英语进行简单的自我介绍。

但是，学生的英语听说能力参差不齐，部分学生对动物的英文名称和特征了解不多，因此，在教学过程中需要关注学生的个体差异，尽量让每个学生都能参与到课堂活动中来。

三. 教学目标1.知识目标：学生能够听懂、会说、会读本节课的生词和句子，了解动物的英文名称和特征。

2.能力目标：学生能够在真实情境中运用一般现在时进行交流，提高口语表达能力。

3.情感目标：培养学生热爱大自然，关爱动物的良好情感。

四. 教学重难点1.重点：学生能够听懂、会说、会读本节课的生词和句子。

2.难点：学生能够在真实情境中运用一般现在时进行交流。

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。

通过创设农场情境，让学生在真实的语境中学习动物的英文名称和特征。

利用任务型教学法，引导学生参与各种实践活动，提高学生的口语表达能力。

采用分组合作学习法，培养学生团队合作精神，提高学生的自主学习能力。

六. 教学准备1.教学课件：制作与农场动物相关的课件，包括生词、句子和图片等。

2.教学道具：准备一些动物的玩具或者图片，用于课堂展示。

3.教学资源：收集一些关于农场动物的视频或者故事，用于课堂拓展。

七. 教学过程1.导入（5分钟）利用音乐、歌曲或者游戏等方式，引导学生进入英语学习氛围。

然后，教师向学生提问：“你们喜欢动物吗？为什么？”通过这个问题，激发学生对动物的兴趣，为新课的学习做好铺垫。

人教版PEP英语四年级下册《Unit 4 At the farm》教学设计一. 教材分析《PEP英语四年级下册》Unit 4的主题是“At the farm”，主要学习有关农场动物的词汇和句子。

本节课通过介绍农场动物，让学生学会用英语描述动物的特征。

教材包括插图、词汇表、对话、练习等，内容丰富，贴近学生生活，有利于激发学生的学习兴趣。

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

他们对动物有浓厚的兴趣，容易接受新知识。

但部分学生可能在发音和听力方面存在困难，需要教师重点关注和辅导。

三. 教学目标1.知识目标：学生能够听懂、会说、会读关于农场动物的词汇，如cow,horse, pig, chicken, goat等；能够用英语简单描述动物的特征。

2.能力目标：学生能够运用所学词汇和句子进行简单的交流，提高英语口语表达能力。

3.情感目标：培养学生热爱动物、关爱自然的情感。

四. 教学重难点1.重点：掌握农场动物的词汇，能够用英语简单描述动物的特征。

2.难点：正确发音和运用所学词汇进行实际交流。

五. 教学方法1.情境教学法：通过设置农场情境，让学生在真实的环境中学习动物词汇和句子。

2.游戏教学法：运用趣味游戏，激发学生的学习兴趣，巩固所学知识。

3.任务型教学法：引导学生参与实践活动，提高实际运用英语的能力。

4.小组合作学习：鼓励学生相互合作，培养团队精神，提高口语表达能力。

六. 教学准备1.教学课件：制作包含农场动物图片、词汇和句子的课件。

2.教学道具：准备一些农场动物的玩具或图片卡片。

3.录音机和磁带：准备与本节课内容相关的录音材料。

4.作业本：准备相应的作业，以便学生巩固所学知识。

七. 教学过程1.导入（5分钟）教师出示一些农场动物的玩具或图片卡片，引导学生说出这些动物的名称。

然后播放录音，让学生听懂这些动物的叫声。

2.呈现（10分钟）教师通过课件展示农场动物的图片，引导学生说出动物的名称。