A教学目标

《At a Farm PartA Let’s talk》教学设计

【课题】Unit 6 At a farm

第二课时

【教学重点】句型Are they…？How many…do you have？的理解与应用。

【教学难点】名词的复数及其读音规则

【教学准备】

1、

本单元歌曲的录音。

2、

相关单词卡片及头饰。

3、

自制课件。

【教学过程】

StepⅠWarm-up 1.歌曲导入： T: Let's sing a song. The song's name is 《old Mcdoanld had a farm》. 2.、师生问候： T: Class begins! Hello, everyone! Ss: Hello, Miss Chen! T: How are you today? Ss: Fine, thank you. T: What's the weather like today? Ss: It's fine. 3．Let’s do T: Ok,now first let’s do.(CAI) Feed the hens. /Ride a horse. / Milk a cow. /Shear a sheep. /Hold a lamb. (设计意图：通过一系列的热身活动，让学生在做一做、唱一唱中复习了已学的动物单词,并通过歌曲的引导，很自然的带学生进入了农场的画面，为新课的呈现做好了铺垫。) StepⅡ Presentation 1.

T: (师戴上牛仔帽，扮成农场主)Say:A lovely day, isn't it? Today we're going to visit a farm. There are so many animals. Let’s go and have a look . OK？(CAI出示一张农场图片) Ss: OK! 2. T:(CAI出现一只母鸡)What’s this? Ss: It’s a hen. T:( CAI出现一群母鸡)What are they? Ss: They are hens. T：OH. Now look there. There is a“s”, but why? There is a hen. Only one! So there's no“s”. Wow, there are so many hens, then, we must add an“s”（利用多张卡片领学生练习单词的单复数）.But pay attention to this,“sheep”is always “sheep”,we can’t add an “s”. 3.(CAI:出示因为距离远而看不清楚的动物)T: Oh, sorry. The farm is so big, We can’t see them clearly. Can you guess? T: What are they? Are they cows? Ss: (引导学生回答) Yes, they are. T: Are they hens? Ss: Yes, they are. T: Are they horses? Ss: (引导学生回答) No, they aren’t. T: They are donkeys. Ss ：repeat. T: How many donkeys can you see?

(设计意图：通过出示远处动物的图片，引导学生仔细观察并学会用Yes, they are./ No, they aren’t. 回答问题，且引出新单词donkeys。该游戏不仅能吸引学生的注意力，也为学生创设了一个真实的语境。) 4.T：Pick up the cards.Ss practise one by one.Are they horses? Ss1:Yes,they are.Are they donkeys? Ss2:No,they aren’t…

5.（出示动物影子）

让学生用Are they …? Yes, they are.\No,they aren’t.进行表达

StepⅢ Practice

1. Let’s make a chant. a. (CAI: 出示教师自编的诗歌。) T: Let’s chant. Are they sheep? Are they sheep? Yes ,they are. Yes,they are . How many sheep do you have? How many sheep do you have? One,two,three. One,two,three. b. (CAI: 出示重点单词及新授句型。) T：Can you make a chant?Have them practice in groups. Then act it out. (设计意图：学生在教师指导下自己创编诗歌，能有效提高学生自主学习的能力，激发学生的创造力，培养了学生团队协作的能力。) 2. Ask and answer. a. (CAI: 播放Let’s talk.) T：Open the books, please. Listen and try to answer the questions. “Is the farm big? Are the hens fat?”

Ss: Yes. b. (CAI: 第二次播放Let’s talk.) Listen again and answer. T: What animals are there at the farm? 3. Listen and repeat the dialogue. 4. Role play. (学生带上头饰扮演动物，每个小组都有机会角色扮演，教师扮演农场主) T:Hello,welcome to my farm. Ss:Oh,the farm is so big. (设计意图：让学生带着问题听录音，能提高学生听录音的效率, 加深对对话的理解程度。跟录音朗读有助于学生模仿地道的语音、语调，也能为学生说好英语打好基础。参观农场，在真实的语境中灵活运用所学句型，给学生提供了一个运用语言交流的机会。) Step IV Production 1. Draw a beautiful farm. (Have them draw a farm in groups.) T: Let’s try to draw a beautiful farm. You must help each other. You only have three minutes. Let’s go. 2. Describe my farm. T: Oh, your farm is so nice. There are some visitors. Let’s describe our farm. OK? (设计意图：学生通过小组合作完成农场设计，并互相交换参观农场，在真实的

语境中灵活运用所学句型，体现了教学的开放性，给学生提供了一个运用语言交流的机会。) 3. (CAI) T: Animals are so lovely. Let's look at the animals in nature. Animals are our friends. I love animals very much.Do you love animals? Ss:Yes. T:Do you want to be friends with animals? Ss:Yes. Step V Summary 1. Assessment. T: Every one did a good job today. let’s see how many animal friends do you have? （设计意图：教师从学生参与课堂活动的态度、兴趣、成果及合作能力等方面对学生进行恰当的评价，十分有益于学生树立自信心，形成继续学习的动力。）

2. Homework: Talk about your farm to your parents. T: Look! Time is up. Tell your parents what you see at the farm when you go home. Let’s say “Good bye!” to the farmer and the animals. Blackboard Design: Unit 6 At a Farm

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