lesson 1名师教学设计2

PEP英语四下Unit 4 At the farm

Part A Let’s talk

青年路小学 王莉

教学过程

Step 1 Warm-up

1. Greetings.

Hello! I’m Cindy. Nice to meet you!

2. Self-introduction.

Let me introduce our branch school. Show the teaching building, the playground, and the garden. Have students guess what they vegetables they plant.

设计意图：在本课伊始，教师从自己的校区实际出发，介绍校园，最后落到“趣园”，出示学生种菜的图片，让学生猜一猜趣园里有哪些蔬菜。这样的热身方式轻松有趣，在谈话的过程中，进入本课的话题，并用猜一猜的方式对学生的蔬菜类单词进行摸底。

Step 2 Presentation

1. Show the vegetables.

T: What are these? Are these …?

2.

Students listen to the record, and repeat the words.

3.T: We have seen so many vegetables in the garden of our school. Our friends Mike and Sarah also see a lot of vegetables. Look at the picture. Where are they?

4.T: They are talking about something. Listen to the dialog, and answer these questions:

a.What vegetables do they talk about?

b.Are these carrots big?

c.What color are these tomatoes?

设计意图:通过出示趣园里真实的蔬菜,学习本课的核心词汇和句型,在学习词汇的过程中,做到词不离句。为了使问句有意义,我选择的图片都不是一目了然的,需要学生通过观察,运用句型Are these…?去猜测。在处理课文前,我先让学生观察课文图片,通过观察,感知地点和人物,并带着问题去听对话,扑捉课文大意。

Step 3 Practice and Consolidation

1.Watch the video, and check the answers.

2.Watch the video, and repeat the dialog. Pay attention to the intonation.

3.Role-play the dialog by groups.

4.Role-play the dialog with partners.

5.Let’s chant.

设计意图:和上一听对话的环节不同,这次是让学生在观看视频的过程中,检查自己的答案是否正确。对这一对话的具体内容有了更生动

的了解。再听读对话后，教师需要指导学生进行朗读对话。根据故事的情景和内容推进，小组合作，分角色扮演。最后用chant的形式进行词句的复习和巩固。

Step 4 Extension

1. T: You have recognized so many vegetables. But do you know how they grow. Do tomatoes grow up? Do potatoes grow down? Never mind, we can find the answers in a book.

2. Read the title of this picture book, and tell students the author. Do actions of up, down, around and around.

3. Read this picture book page by page. Students do actions to express how the vegetable grows.

4. Ask questions about some vegetables.

T: Do potatoes grow down? Do broccoli grow up?...

设计意图：运用蔬菜绘本进行知识的拓展，不仅从蔬菜词汇上进行补充，对于各种蔬菜的生长状态也提供了答案，对学生进行了一次科普教育。

Step 4 Production

1.

Show the last page of this book.

T: The vegetable soup looks tasty. This morning, I picked some vegetables from our garden, and make a bowl of vegetable soup, too. Students read my soup book. Then fill in the blanks of my soup list according to their memory.

2. Make your own vegetable soup.

3. Have some students share their soup list to the class.

4. Show the Food Pyramid. Suggest students eat more vegetables to keep fit.

设计意图：PPT定格在书本最后一页图，一家在享用蔬菜汤，教师谈起自己的相同经历——从趣园采摘了新鲜蔬菜进行蔬菜汤的制作，以此让学生读一读，并根据记忆填空。最后设计自己的蔬菜汤配方。出示食物金字塔，让学生进行健康饮食。这一环节从真实自然的生活实际出发，让学生运用自己所学的知识，进行语言的运用和输出。 Step 5 Homework

1. Role-play the dialog with your partners.

2. According to your soup list, try to make a real bowl of vegetable soup with your dad or mom. And share the taste next class.

设计意图：英语作业需要包含基础知识的训练和语言的运用。

按照今

天在课堂上设计的soup list,学生回去以后可以自己尝试制作vegetable soup,以达到所学内容在生活中学以致用。