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教學設計
所在單元 Unit4 At the farm
教學內容 Part C Story time
教材分析 這是一節故事課，教材呈現了Zoom和Zip參觀農場的情景，通過了解動植物的名稱、特點，體驗參觀農場的樂趣，故事通過它們之間的對話突出了Zoom憨態可掬的形象，故事結局出人意料，趣味性很強。該語篇旨在復習與鞏固本單元核心詞匯與句型，增加學生語言的輸入，同時引導學生培養合理、健康的飲食習慣。
學情分析 四年級的學生經過了三年的英語學習，已經有了扎實的基礎知識，他們在性格上比較活潑好動，思維活躍，樂于模仿和參與任何口頭或書面的活動，因此，這節課以小組合作、角色扮演、配音、人機對話等活動為主要教學環節，目的是通過多種多樣的活動讓學生感知理解故事情節，并能學會恰當運用所學語言知識。
教學目標 課標要求 教學目標
通過本節課的學習，學生能夠在具體的情境中與他人合作、主動探究，認識和表達本單元所學的蔬菜、農場動物，從而熱愛動物、熱愛農村生活、感受大自然的饋贈，樹立良好的飲食習慣和生活態度。 學生能理解故事內容； 學生能朗讀并表演故事； 學生能創編故事，且能恰當運用故事中的語言。 4.培養學生健康合理的飲食習慣。
教學重點 1.能聽、說、認讀turkey, mutton等單詞和句型I love grass. 2.能夠在圖片的幫助下理解故事內容，并使用正確的語音、語調講述或表演故事。
教學難點 能用正確的語音、語調講述、表演和創編故事。
教 法 情景教學法，任務式教學法
學法 小組合作學習法
教學規劃（課時安排） 1課時
教學準備 PPT，head wears, cards
作業設計 必做作業： 1. Listen and read the story fluently. 2. Tell the story to your friends or family. 選做作業： Design your own farm and talk about it with your friends.
教學過程
教學流程 教師活動 學生活動 學習評價 設計意圖
導入新課 Enjoy an English song. 2. Review. 1. Listen and sing. 2. Look and say. 觀察學生是否做好課前準備并積極參與到熱身環節中來。 Lead in the topic. Cultivate a good learning atmosphere. Prepare for the next step.
新課講授 Step1 Pre-reading 1.Presentation T: We know Mr. MacDonald has a farm. On his farm, we can see some animals. Let’s go and have a look. 1). What are those They’re _______. T: Look at the animals. What are those 2). Are those _______ Yes, they are. / No, they aren’t. T: Are those _______ 2. A wanted ads(招聘廣告,設置情景) T: Mr. MacDonald has many animals and vegetables on his farm, he is very busy, so he wants a little farmer to help him. Look, he has a wanted ad. T: It’s sunny today. Zoom and Zip go to the farm to have a try. Now let’s read this story. Step 2 While-reading 1. Listen and number T: Look these are pictures about this story, and Mr. MacDonald’s farm is so big. 1). What do Zoom and Zip see at the farm (引導學生對圖片進行描述) 2). Learn: make a hat T: What’s the weather like today 3). Listen and number, then check the answers 2. Watch and answer 1) What does Zip like 2) What does Zoom like T: Zoom is a foodie. 3) What does the cow like T: Next, What’s going on The cow is hungry, so it eats Zoom’s hat. Step 3 After-reading 1. Retell the story (Use the flash card). Q: Who will get this job Why 2. Read after the computer/teacher. 3. Role play. Continue the story. Answer the Look and teacher’s questions. 1) S: They’re_______. 2) S: Yes, they are. / No, they aren’t. 2．Follow the teacher into the situation. Listen and number the pictures on their papers. Animals and vegetables:… It’s hot. Check their answers. Watch and answer. Cows, hens, sheep. Milk, chicken and eggs, mutton. Grass. 1. Retell the story. Ss: Zip, because she loves animals. 2. Read after the computer/teacher. 3. Role play the story in group. 4. Continue the story. 觀察學生是否能夠正確回答老師的問題，并根據需要調整提問方式，進行追問或給予鼓勵。 教師根據學生的回答給予指導和反饋。 教師觀察學生是否明白該情境并做好參與活動的準備。 教師觀察學生在語境中運用核心語言進行回答和交流的情況，根據學生的表現給予指導和反饋。 教師檢查學生是否能夠根據所聽音頻給圖片正確排序，根據學生的反饋調整教學策略。 教師觀察學生能夠借助動畫正確理解故事內容并回答老師的問題，根據學生的表現給予必要的提示和指導。 教師觀察學生能夠借助板書說呈現的語言支架完成故事復述和表演，根據學生的表現給予必要的提示和指導。 教師觀察學生是否能夠根據所給的語言框架和圖片進行故事續編，根據學生的表現進行必要的指導。 Lead Ss to review the key sentences. Create a situation and lead Ss to learn the story. Lead students to observe the pictures and predict the main idea. Make full use of the information about the pictures. Help Ss get an overall understanding about the story. Make students understand the dialogue better by some detailed questions. Cultivate students’ analytical and logical thinking abilities. Make sure students read the dialogue correctly and fluently. Create a natural reality situation. Students can use the sentences reasonably. Cultivate students’ comprehensive language using ability.
板書設計

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