PEP4 Unit 4 At a Farm

A Let’s Talk

丰宁实验小学 邹芬

本课是义务教育课程标准实验教科书PEP英语四年级下册Unit 4 At a farm第二课时Part A Let’s talk。本课重点学习主要句型：Are they ….(名词复数)？及其回答Yes, they are. / No, they aren’t.使学生在具备听读能力的基础上，进一步培养说的能力。

本课在巩固旧知识，学习新知识的同时，拓展延伸了一些关于动物的故事。以此发展学生的言语交际能力。

1.能够在正确理解主要句型的基础上，灵活运用语言，进行关于询问动物等方面的听说综合语言表达。

2.能够正确理解拓展学习资源，并在此基础上能够进行综合说。注重学生在情境中进行运用语言。

3.能够掌握句型Are they ….(名词复数)？及其回答Yes, they are. / No, they aren’t.

4.培养学生能够正确表达的能力。

情感态度价值观：鼓励学生之间交流。

四年级学生通过一年多的学习，已有一定的知识储备，对英语有浓厚的学习兴趣，思维较活跃，表达欲较强，能积极参与到老师的课堂活动中来。但是已出现两极分化现象，少部分学生表现出不愿意主动参与的情绪。对师生对话、两两对话，自主听读及拓展等教学方式比较熟悉。

本课采用交际法，情境法等教学方法，运用多媒体网络资源辅助教学，通过老师讲授、学生合作学习和自主学习等方式，达到本节课教学目的。培养和提高学生的语言综合运用能力和书写能力。

网络资源：PEP农远接收资源Let’s sing , Let’s talk.

跨越式网络教学资源：《Lambert’ s life》《story time》

Step Ⅰ warm up

1. Greeting and warm-up

T: Good morning, children. How are you today?

Ss: I’m fine. Thank you. And you?

T: I’m fine, too. And I’m very happy today. Because we’ll go to the farm to see the animals. Now, Let’s go to Old Macdonald’s farm. (sing the song “Old Macdonald”.)

唱完后并让学生说出歌曲有什么动物（What animals are in this song?)

[设计意图：]教师用欢快的语调带学生进入歌曲“Old Macdonald”，自然而然地使学生进入英语学习状态。

2. Play a game: Who is the fastest?.(屏幕快速滑过动物图片，学生迅速反应说出单词。)

3. Revision talk: make a dialogue with the pictures.(先进行师生示范。)

A: What are they/these?

Farmer: They are tomatoes/green beans …..

A: Yes! They’re good .

[设计意图：]用快看快说的游戏激发学生学习积极性，不仅以一种学生乐于接受的方式复习旧知，并降低了复习说时的枯燥。

Step Ⅱ Presentation

1. Lead in

T: There is another animal. There are other animals.Guess what they are? You can ask:” Are they … ?”

S1: Are they … ?

T: Maybe.

S2: Are they …?

T: Yes, they are. (板书重点句型Are they… ? Yes, they are.)

T: Are they horses?

Ss: No, they aren’t. They are donkeys.(板书：No, they aren’t.

猜测游戏可以用拼图形式或听声音，这样让学生动脑筋去思考，让学生动起来。

[设计意图：]用游戏猜这种方式导入新课，学生会主动想参与而学习，而加速新知的学习内化及运用。

2. Practice:

T: There are some animals hiding in some places. You can guess what they are. If you are right, they will come out.(出示动物的一部分或隐藏的身体，让学生练习重点句型： Are they … ? Yes, they are. / No, they aren’t. )

3. Listening Exercise.

T: You are clever. Now let’s listen and number. Take out this paper. Listen carefully.

[设计意图：]师生互动巩固句型，由于本课重点句型在前面学习中曾涉及到，并且学生已有一定的理解及运用能力，所以，在本课处理时主要侧重了学生兴趣及表达能力的培养，并未进行枯燥的机械强化，避免学生学而无趣现象的出现。

4. Review the sentence pattern “How many … ?”(此句型为旧句型，不做重点处理。)

T: I like animals very much. Especially the horses. Look! This is a famous painting by the artist Xu Beihong. How many horses can you see?

5. Let’s talk.

T: Such handsome horses. This time, we’ll go to a farm with our friends. How many cows does the farmer have? First, let’s listen and try to answer my question, please.

1. Listen and answer the question: How many cows?

2. Listen and repeat.

3. Practice in pairs.

4. Role play.

[设计意图：]由How many…句型过渡到本课文本，自然顺畅。

6. Make a dialogue. (新授说新授说应该是贯穿在知识呈现和操练部分，并不仅仅指这个部分)

T: This farm is so big. I have a big f arm, too. Look! So many animals here. Let’s talk about them, OK?

[设计意图：]新授说给学生提供语言支架，让学生自由发挥，培养拓展学生英语思维，发展学生综合言语运用能力。

StepⅢ: Extension

1.Reading Ⅰ

T: so many cows at on the farm. Zhang Peng and John go to the farm, too. They see many animals, too. Let’s watch and answer my question” how many geese?”

2. Make a dialogue. (综合说)

T：so many animals. This time, let’s talk about them.(设置情境：a. 90岁的老人参观农场；b. 三岁的儿童参观农场。)

.

[设计意图：]给学生提供视频学习资源，在学习本课知识的基础上，扩大语言输入量，增加语言信息，丰富学生语言，达到顺利输出的目的。

3. Reading Ⅱ

T： Zoom and zip go to the farm, too. What funny story happened? Let’s watch the cartoon. And answer my question. What animals are in the story?

4. Reading Ⅲ

T: The cow is a little naughty. What about another animal, its name is Lambert. What animal is it? Let’s watch.(可要求学生尝试复述。拓展的文本也需要复述？)

[设计意图：]在趣味性很强的故事中，感受英语这种语言的魅力。不仅扩大输入，而且提供学习英语的动力。在听听看看中发展学生理解及表达能力。拓展阅读与课文文本的难度关系？个人认为综合说应该是放在最后，全部拓展文本读完再进行综合说

Step Ⅳ: Sum-up

T：I love the animals. They’re our good friend. We should protect them. Right? At last, let’s enjoy a song and you can try to sing it. OK?

[设计意图：]进行情感教育，并让学生在愉快的氛围（欢快的英语歌曲）中结束快乐的学习。

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