英語人教版四年級下冊Unit4 At the farm sectionA.docx

Unit 4 At the farmPart A Lets talk I. Analysis of the Teaching Material The content of my lesson is the first period of Unit 4, , Book 4. This unit mainly talks about the topic of the farm, which is closely related to the students lives. So its easy to create a real language environment for the students to accept the new knowledge and use it to communicate with others in daily life.Students have learned the words about animals: duck, bird, rabbit,and they can use the sentence pattern “Whats this? Its a ” to ask and answer questions.In this class, they will learn the new words about vegetables such as carrot and tomato and their plural form. II. Teaching of the studentsThe students of Grade 4 have learned English for over 1 year and they can understand teachers instructions. They have learned fruits and animals and can use the sentence pattern “Whats this? Its a .” to ask and answer questions. So its easy for them to accept the new words about vegetables and apply the key sentence structures “What are these? Theyre . Are these .? Yes, they are.No, they arent.”III. Teaching Objectives1. Knowledge objectives:a. Students can understand the dialogue , Get the main idea of the dialogue and read the dialogue using the right pronunciation .b. Students learn to listen, read and say the new words: carrot, tomato and their plural form: carrots, tomatoes.c. Students learn to listen, read and say the new sentence patterns: d. -What are these? -Theyre carrotse. -Are they tomatoes? -Yes, they are.No, they arent.2. Ability objectives:f. Learn to use the key sentence structures “-What are these? -Theyre -Are these ? -Yes, they are.No, they arent.” to ask and answer questions about vegetables .g. Learn to describe the characteristics of things with the sentence structure: “Theyre so ”3. Emotional objectives:Vegetables and fruits are good for our health. Dont be such a picky eater.IV. Teaching Keys and Difficult Points1. Key points: Understand the dialogue. Master the new words “carrot, tomato” and key sentence structures “-What are these? Theyre -Are these ? -Yes, they are.No, they arent.” 2. Difficult points: Learn to use the new sentence patterns to ask and answer questions about vegetables according to different environment in daily life.V. Teaching Methods:Task-based language teaching (TBLT), communicative approach, total physical response (TPR) and total situational action (TSA).VI. Teaching Procedures:Step 1. Warming up1. Greetings and daily talk ,then Ill divide the whole class into two groups.T: How are you today?. Im fine, too. Hows the weather?2. Imitate the animals at the farm and lead in the topic: Unit 4 At the farm.T: (Imitate the animals at the farm.)Today we will learn Unit 4 At the farm. (Write the title on the blackboard.)VII. Teaching Procedures:Step 1. Warming up1. Greetings and daily talk with the students to ask about the weather and then say:T: Its sunny and warm today. Well, in such a fine weather, lets go on a trip together.2. Imitate the animals at the farm and lead in the topic: Unit 4 At the farm.T: (Imitate the animals at the farm.)Lets go to the farm! Today we will learn Unit 4 At the farm. (Write the title on the blackboard.)Purpose: First, I imitate the animals and ask students to guess where I am to lead in the topic, which can arouse students interests and set up a real language environment. Step 2. Revision1. Create a real language environment: I am a farmer.T: Old MacDonald is my friend. He has a farm .And I have a big farm, too. Ss: Wow!T: Lets go to my farm! What can you see at my farm? 2. Review the words about fruits and animals and the sentence structures: whats this? Its a Theyre 1) imitate the animals which the students have learned and ask them to guess the animals at the teachers farm T: (Show the words and the relevant pictures of animals on the PPT). Yes, youre right. There are many animals at my farm, but not only animals. Besides the animals, what else can you see at the farm?2) Show pictures of more fruits and review the sentence pattern: Theyre Purpose: Lead in the new class from the old language points can help students build the confidence of accepting the new knowledge. So in this part, And TPR is used to arouse students interest and make them fully participated.Step 3. Presentation1. Lead in the new words and sentence patterns:1) Teach the new words: carrot, tomato and the sentence pattern: What are these? Theyre. a. Describe the carrot and ask students to guess. T: There are not only fruits and animals, but also some vegetables at my farm. Please guess: whats at my farm?Its red. Its long. The rabbits like it.b. play a guessing game and guess the vegetables of carrot and tomato. Then review the learned sentence pattern by asking and answering questions: -Whats this? -Its a carrot.c. Show more carrots and teach the plural form of carrot: carrots and then lead in the new sentence structure: -What are these? -Theyre carrots.d. Take out a plate with some fruits in it, let the students try some and use these sentence structures say: Try somehave someMm, they re_ 2) Teach the new sentence pattern: -Are these.? -Yes, they are.No, they arent. Show pictures of some apples, yellow tomatoes by PPT and ask students :T: Are these tomatoes? Ss: Yes., they are./ No, they arent.3. Dialogue teaching.1) Show the picture in lets talk.T: Well, I have a farm, uncle Wang has a beautiful farm, too. Look! Here come your friends Mike and Sarah at his farm. Lets go to uncle wangs farm.2) 3) Show some questions on the screen. Then ask students to listen again and then read and find the answers by themselves. what are they talking about? Are the carrots big or small? What colour are the tomatoes?4）Discuss in groups and check the answers.5) Listen for the second time and read after the tape. Pay attention to the pronunciation.6) Ask students to practice reading by themselves and then ask them to read in different roles. 7) Show some pictures on the screen , choose a picture ,using these sentences structures to make a short dialogue.Purpose: Let students learn with curiosity can be more efficient. So while teaching the new words carrot and tomato, I describe the words and ask them to guess, which is more interesting than teaching directly. While learning the new sentence patterns, I try to lead in with the sentences patterns theyve learned, which make it easy for the students to accept. While learning the dialogue, I raise some questions. Then discussing in groups can enhance the ability of self-study and help build their confidence of learning English.Step 4.Consolidation Create the chant by we learned the sentences.Today, I went to the farm.What are these? They are carrots.Are these tomatoes? Yes, they are.I like carrots, because they are yummy.I like tomatoes, because they are healthy.Purpose: it will help them to master the dialogue help them and consolidate and use the knowledge flexibly. Step 5. Emotional EducationReview the new sentence patterns: What are these？Theyre