Unit 1 On the farmPPT专用课堂实录内容

Lesson Plan 1A

Module4 The natural world Unit1 On the farm Topic: On the farm Period: The 1st period Objectives: 1.

To identify common farm animals:

e.g. chick, duck, cow, pig 2.

To imitate the sounds of the farm animals.

e.g. Oink …

Oink …

Moo …

Moo …

Quack …

Quack …

Peep …

Peep …

3.

To use the key patterns to identify and describe the farm animals.

e.g. Peep … Peep …

It’s a chick. 4.

To understand the meanings of the key patterns.

e.g. What’s this?

What’s that? Difficulty: 1.

To use the key patterns to identify and describe the farm animals.

e.g. Peep … Peep …

It’s a chick. 2.

To understand the meanings of the key patterns.

e.g. What’s this?

What’s that? Aids: multimedia, flash cards

Procedures I. Pre-task Contents Methods Quick response：

Good afternoon. Nice to see you. How are you? Touch your mouth. Who is he?

Look at the screen and enjoy the chant. Listen to the sound of the farm animals.

Purposes 日常交际，活跃气氛

通过歌曲为孩子创造一个轻松的学习环境，提高学生的学习兴趣。并借助歌曲创设语境on the farm并介绍主人公Macdonald。以早晨动物们的叫声将小朋友们自然地带入本课的语境farm中。

1. Daily Talk

preparations

2. Song:

II. While-task

1. A visit to Old Macdonald’s farm. procedure: (in the morning)

New word: chick

Peep … Peep …

It’s a chick.

Listen: Peep, peep. 通过听小鸡的叫声引入单

Acitvity1: Listen and learn. Chick: I am a chick. I’m small. I can draw. S: practice “chick”

Activity2: Look and chant: Show the picture of a chick. T: It’s a chick. S: It’s a chick. Chant with body language: Peep … Peep …

It’s a chick. Peep … Peep …

It’s a chick.

词peep和chick.

学生通过小鸡的自我介绍认识小鸡并学习核心词汇chick。通过I can draw.的描述吸引学生观察小鸡与众不同的“小”字脚，加深学习印象。为后面的找动物活动做好铺垫。

用儿歌的形式操练新单词，带动学生的积极性，同时带入新授句型It’s a …，让学生先尝试上口，并配合肢体动作，降低学习难度。

2. New word: duck

Peep … Peep …

It’s a chick.

Quack …Quack …

It’s a duck.

Acitvity1: Look, guess and learn the new word ‘duck’. M: Look! Is this a chick? S: No. Duck: I am a duck.

I can dance. This is my big mouth.

T: It’s a duck.

S: practice “duck”

通过让学生观察判断引出对duck的学习。

通过旧句型

I can…

This is my…

带动新词

duck的学习。结合小鸭走

路摇摇晃晃的样子描述为I can dance. 增加童趣。

T: Show Donald duck.

S: Hear the sound “Quack …Quack …” and guess. T: A chick？

S: No. T: It’s a duck.

Activity2: Practice and chant. T: (Show the picture of a duck.) What’s this? Quack …Quack …

S：It’s a duck. T: What’s this? Peep … Peep …

S：It’s a chick.

Chant together：(show the picture of a chick and a duck) S: Peep … Peep …

It’s a chick. Quack …Quack …

It’s a duck.

Activity3: Pair-work: Practice in pairs. Peep … Peep …

It’s a chick. Quack …Quack …

It’s a duck.

通过动图展示学生喜爱的唐老鸭，吸引孩子们集中注意力，观察鸭子嘴大、脚大的特点，加深理解和记忆。

采用滚雪球的方法通过chant将chick与duck 一起练习。

通过两两进行儿歌练习，为学生在课堂上创造更多的口语练习机会。

3.New word: pig

Oink …Oink …

It’s a pig. What’s this? M: What’s this? Activity1:Listen and practice. Pig：I am a pig. I am fat. This is my nose. Oink, oink.

S: practice “pig”

T: show the picture of Peppa pig.

Acitvity2: Quick response. S: See the animals and use sound and patterns to identify the animals. ‘…, …, It’s a …’

Activity3: Ask and answer. T: How many …s? S: …

…s.

小猪运用已学单词fat和句子This is my nose.带入新词pig的学习。通过动物进行自我介绍的方法，增加趣味的同时可以在潜意识里鼓励学生将所学运用到日常的表达和描述中。

通过观察学生熟悉的Peppa pig.了解到小猪有大鼻子的特点。

通过课件上快速飞入的chick, duck, pig. 以滚雪球的方式巩固和检验三个单词的掌握。

运用旧句型进行问答，既巩固了新单词又复习了对于数量的问答。

为引出最后一个动物cow 做准备。

4.New word: cow

Moo …Moo …

It’s a cow. What’s that?

M: What’s that? Activity1:Listen and practice. Cow：I am a cow. I can sing. Moo, moo. Moo, moo, moo. Moo, moo, moo.

S: practice “cow”

Acitvity2: Listen and tick. S: Do the exercise from work book P39.

牛的叫声Moo, moo.与声乐练声接近，因此用学生学过的I can sing. 进行描述。

利用配套的练习册资源及时检验学生对四个新词的掌握，检验学生对读音与图片是否能够理解到位。

同时在学生低头做练习时，为切换ppt中进入中午，小动物们躲猫猫不见了提供方便。

语境中小动物们中午吃饭的时候不见了，学生们通过呼喊动物名称的方式帮助Macdonald 寻找动物，同时对核心词汇进行了语用练习。由于Where are you? 学生没有学过，因此由老师来配合完成。在寻找的过程中借助近处的苹果树和远处的房子来初步感知和理解What’s this? What’s that?在描述空间上的的语义差别。

(At noon: Students look for the animals and feed the animals.) What’s this?

Activity1: Looking for the animals. M: I can’t find my animals. S: Chick, chick. T: Where are you? S: Chick, chick. T: Where are you? T: What’s this? S: It’s a chick.

S: Duck, duck. T: Where are you? S: Duck, duck. T: Where are you? T: What’s this? S: It’s a duck.

What’s that?

( In the afternoon. Sing and dance. A song: Cow and pig and chick and duck.) Activity2: Listen and

chant. A chick, a duck. One and two. A chick, a duck. I see you.

S: Use the same method to look for the pig and cow.

S: Make a chant: A pig, a cow. One and two. A pig, a cow. I see you.

Activity3: Feed the four animals. S: Chick, chick. Here you are. …

…

Acitvity4：Role play and group work: Sing and dance. S: Cow and pig and chick and duck. Chick and duck. Chick and duck. Cow and pig and chick and duck. T: This is my farm. 该chant 的改变源于书上的儿歌，容易上口，同时I see you. 又能与寻找的情境相配合起来。提升兴趣，学以致用。

运用已学句型Here you are.为学生营造仿佛身临其境的农场喂食互动体验。并反复巩固运用核心词汇。

“午饭后”MacDonald带领小动物们唱歌跳舞。内容为一曲由课本改编的简单儿歌：Cow and pig and chick and duck. 此时，教师扮演MacDonald，学生则扮演小动物们进行现场儿歌互动和小组练习。

III. Post-task

activities: 1.(In the evening. Animals go home.)

Activity1: Game. S: Help the animals find their home. S: Chick, chick.

Goodbye. Duck, …

…

Pig, …

…

Cow …

…

语境中，“天色已暗”，小动物们也玩累了该回家了。通过为小动物找家的游戏活动让学生初步感知小动物们所对应的单词词形，为学生回家后的自主学习和练习做好铺垫。

通过道别为“一天的农场之旅”和本节课画上句号。

IV. Assignment

1. Listen and read P38, 39. 2. Review the chant.

板书：

Module 4

Unit1 On the farm

The natural world

Groups

课堂评价：

1.

伴随教学过程的口头评价，如Good！Great！Good job！等。

2.

以小组为单位进行部分课堂活动，通过爬梯子摘苹果的方式进行小组比拼。

3.

课后根据小组得分情况及学生个人课堂表现情况给学生敲印章。

A B C D