C教案和学案内容

英语集体备课教学设计

课题

执教时间 年 月 日 第 周 累计 节

Unit4 at the farm A Let’s talk

主备人 罗会芳

1.students can read, understand and use the key sentences: what are these? They are…

Are these…? Yes, they are. / No, they aren’t.

2.students can use the key sentence patterns to talk about the vegetables in real situations. Wow, they are so…

3.Gramma: the plural of a noun

1.Develop students’ ability to remember, understand, apply, analyze, evaluate, and create. 2. Develop students’ ability to collect and process information

1.Develop students’ ability to acquire new knowledge, criticize thinking, analysis and problem solving, communication and cooperation 2.children understand the growth process of plants, by observing the growth of plants, cultivate students’ scientific literacy

3.cultivatingi students’ creative spirit and practical ability

Observational method, collection survey method, situational teaching method, task-based method PPT Pictures of the vegetable seeds, flowers, plants and fruits Tomato plants 师生活动

1.review the key words by asking and answering

activities 1)shows the photos of kinds of vegetable seeds, flowers, plants and fruits, teacher ask students answer. If they are sure, they can answer like this: They are…, if they are not sure, they can guess like this: Are these/they…?

Eg: what are these? They are tomatoes. What are these? Are these tomato seeds? Yes, they are. / No, they aren’t.

个人思考

语言

知识

目标

教学内容

及

学

情

分析

学习

能力

目标

思维

品质、

人文

品格

目标

教学方法

及资源

教学环节

Pre-learning

1.Mike and Sarah went to a farm, they saw a lot of vegetables here. 1) watch the video and answer: what information have they got from watching. Eg. The carrots are big. The tomatoes are yellow. While-learning They are good. They are yum. Mike likes tomatoes, they are yum. 2) free talk: what do you like? Why? I like… They are…

2. read and repeat 3. reading show students watch the pictures and make a dialogue in pairs A: Look at these. Are these/they…?

B: Yes, they are. / No, they aren’t.

The… are…

Post-learning 运用思维导图进行板书设计

教学后记