【文章內(nèi)容簡介】 ayers: Mr Horse，Cow, Hen，Lamb, Goat and ’s see, Their fans are ing, players have fans, !They are are they? They are horses |iz|, cows |z| , goats |ts|, sheep lambs |z|, hens |z|.教師邊按PPT邊板書復(fù)數(shù)的單詞卡。設(shè)計意圖：通過參賽選手的支持者fans自然引出單、復(fù)數(shù)的變化, 再引申到句子What is it?與What are they?的區(qū)別。R ：What are they? They are…教師先拿圖片用horse做例子，自問自答：What are they? They are ，學(xué)生回答, 再分組問答，雙方交換問答的形式學(xué)習(xí)新句型。R 設(shè)計意圖：通過創(chuàng)設(shè)學(xué)生意想不到的情景,激發(fā)學(xué)生的好奇心,抓緊他們的注意力。：那些動物舉行了運動會，我們也進行一次比賽。把學(xué)生分成兩組。T：Now Let’s have a warming up ：Please read as fast as you （學(xué)生們一看到電腦上閃現(xiàn)的單詞馬上讀出來）活動二：flashing game What are they? They are……?（操練句型）T：one group asks, the second group answers, and the third group they are right, you say：YES YES if not, you say： NO NO :將機械的操練賦予有趣的游戲中,充分調(diào)動學(xué)生學(xué)習(xí)積極性,加上一次比一次快的速度,具有緊迫感和刺激性，讓學(xué)生連分散注意力的機會都沒有。C Step 3 practice can you do at the farm? T： What can you do at the farm? Can you …? Let’s try ?學(xué)習(xí)Let’s :四年級的學(xué)生有表演欲望,并且在同學(xué)面前表演會更有優(yōu)越感,在初步體驗成功喜悅的同時，樹立學(xué)好英語的信心。C can guess? T：The monkey is , in our class, who is as clever as monkey? S： is as clever as a ：The second question：(圖)look, Mike is running, he runs very can say: He’s as fast as a（搶答）T：Look, the boy is ’s as strong as an…?(出示圖)T: Look, the girl is ’s as gentle as a ….?(出示圖)T: We have finished the Let’s see who is the ：這個環(huán)節(jié)的任務(wù)是將新單詞融入到句型訓(xùn)練中,內(nèi)容貼近學(xué)生生活實際,在他們易懂的言語中自然地運用。C Step 5 Homework: ’s learn、Let’s do錄音三次，讀Let’s learn、Let’s do兩次 the players to your parents and dance for them Second Lesson Specific vocabulary: aren’t donkeys hundred Specific target sentences: Are they…s? Yes, they are./ No, they aren’ functional exponents: 能聽懂Are they…?How many…? 并能在情景中進行運用。Source of material:本課生詞的單詞卡片配套的教學(xué)課件相配套的教學(xué)錄音帶Assumptions: 在學(xué)習(xí)本課前,學(xué)生已掌握主要句型:What’s this? It’s a …能夠認知從單數(shù)轉(zhuǎn)化為復(fù)數(shù)， 1 Warmup ’s do talk: What is this/that? What are they? Are they …s? How many …s do you have? 設(shè)計意圖：從舊知到新知，過渡自然，學(xué)生樂于接受，并且學(xué)生能在輕松的 Free talk 中不知不覺地提高聽說能力。A Step 2 Presentation many students are there in our school?(引出one hundred的教學(xué)）教師板書 hundred 并教學(xué) one hundred, 拓展教學(xué) two hundreds, three ：讓學(xué)生通過自己班級和學(xué)校的人數(shù)來引出新單詞hundred，拉近了生活與課堂教學(xué)之間的距離，自然地引出了新單詞的學(xué)習(xí)。A ’s talk（1）Mike visits the at the picture.(出示課文圖片)，What are they talking about ? 由學(xué)生猜測圖中人物可能會說些什么。（教師板書）（2）聽錄音，印證答案。（3）再聽錄音， they horses? many cows are there?（3）將文中圖片與文本分開，并將其配對。（4）聽錄音，跟讀三次。（5）同桌互讀，小組分角色讀。設(shè)計意圖：讓學(xué)生帶著問題聽錄音，能提高學(xué)生聽錄音的效率。圖片與文本配對，更能調(diào)動學(xué)生的各種感官參與學(xué)習(xí)活動，加深對對話的理解程度。跟錄音朗讀有助于學(xué)生模仿地道的語音、語調(diào)，也能為學(xué)生說好英語打好基礎(chǔ)。C（6）啟發(fā)學(xué)生替換有關(guān)動物單詞，創(chuàng)新對話。設(shè)計意圖：讓學(xué)生自主選擇以前學(xué)過的單詞創(chuàng)編對話，體現(xiàn)了教學(xué)的開放性，并且給學(xué)生提供了一個運用語言的機會。C Step 3 Practice教師拿起幾支筆握在手中，不要露出筆尖。引導(dǎo)學(xué)生用Are they來猜猜是什么筆, 教師根據(jù)實際回答：Yes, they , they aren’、Let’s play:組織學(xué)生分組利用自己所畫的動物圖片問答學(xué)生匯報練習(xí)情況，教師要接著問：How many…do you have？引導(dǎo)學(xué)生答出相應(yīng)的數(shù)量。設(shè)計意圖：積極參與游戲，調(diào)動學(xué)生開口說英語，增加趣味性的同時可讓學(xué)生鞏固句型。A Step 4 Homework ’s talk 錄音三次，讀兩次。Third Lesson Specific vocabulary: cat，rabbit，pig，duck，dog, Specific target sentences: Are they ducks? No, they aren’ do you see in the picture? I see … What are these? What are those? Specific functional exponents: 聽、說、認、讀、寫本課時的主要單詞 cat，rabbit，pig，duck，dog,以及句型Are they ducks? No, they aren’,會說What can you see in the picture? I see … What are these? What are those? Source of material:本課生詞的單詞卡片配套的教學(xué)課件相配套的教學(xué)錄音帶Assumptions: 在學(xué)習(xí)本課前,學(xué)生已掌握主要句型：What are they…? They are …? Are they…? …能夠掌握從單數(shù)句型轉(zhuǎn)化為復(fù)數(shù)句型。Step 1 Warmup a song: Mary Has a Little Lamp pictures, 露出圖的小部分，引導(dǎo)學(xué)生用Are they …?猜圖片內(nèi)容，教師根據(jù)實際用Yes，they , they aren’。出示Read and write部分的掛圖，組織學(xué)生進行小組問答練習(xí)。設(shè)計意圖：在短時間內(nèi)活躍課堂氣氛并激活學(xué)生的原有知識。A Step 2 Presentation the video and ask the questions: What do you see in the picture？ Are they ducks？ Are they horses？ How many cats can you see？ How many rabbits can you see？How many pigs can you see？ How many geese can you see？，第二遍時重復(fù)對話中的語句。：將單詞卡cats，dogs，rabbits，ducks，pigs，they，are，aren’t，No，yes分別發(fā)給幾個學(xué)生，然后說句子：Are they ducks？ No，they aren’ they rabbits? Yes, they they pigs? Yes, they they dogs? No, they aren’，然后全班同學(xué)一起朗讀排好的句子，并判斷正誤。設(shè)計意圖：通過不同的活動，使學(xué)生對一般疑問句掌握得更牢固。R ：Are they ducks？No，they aren’。設(shè)計意圖：培養(yǎng)學(xué)生的書寫能力。R Step 3 pronunciation Pronunciation部分單詞。教師提供含有此音素的單詞 。、閉音節(jié)中的發(fā)音規(guī)律。設(shè)計意圖：通過多種不同形式的練習(xí)。讓學(xué)生對元音字母a e i o u 的發(fā)音掌握得更加牢固。C Step 4 practice 游戲，教師適時出示蔬菜卡片，為下節(jié)課內(nèi)容進行鋪墊。設(shè)計意圖：利用趣味游戲練習(xí)單詞和句型，鞏固所學(xué)內(nèi)容。R Step 5 Homework and write 的單詞和句型，單詞每個一行，句子兩次 and write、77頁Pronunciation 兩次。Fourth Lesson Specific vocabulary: tomato、cucumber、potato、onion、carrot Specific target sentences: They’re fresh!The potatoes are functional exponents: 能聽、說、認、讀本課時的主要單詞： potato tomato onion cucumber 。能理解，跟說Let’s chant的內(nèi)容。Source of material:本課生詞的單詞卡片配套的教學(xué)課件相配套的教學(xué)錄音帶Assumptions: 在學(xué)習(xí)本課前,學(xué)生已掌握主要句型: What are they…? They are …? Are they…? …能夠掌握從單數(shù)句型轉(zhuǎn)化為復(fù)數(shù)單詞與句子。Step 1 Warmup ’s sing: 教師放歌曲的錄音，學(xué)生看圖欣賞。學(xué)生跟錄音哼唱歌曲。’s chant部分歌謠，教師要根據(jù)歌詞適時舉起相應(yīng)的圖片設(shè)計意圖：在短時間內(nèi)活躍課堂氣氛并激活學(xué)生的原有知識，為本課作鋪墊。A Step 2 Presentation are the vegetables in the chant? Do you know? Yes, they’re at the farm.（呈現(xiàn)農(nóng)場的情景）Let’s go to the can you see at the farm?（學(xué)生說出看到的蔬菜，中文也可以），說：I like you like tomatoes?引導(dǎo)學(xué)生用I like …或I don’t like…根據(jù)自己的實際情況表達。，邊說邊完全呈現(xiàn)：Oh，it’s long and ’s a you like cucumbers? 讓學(xué)生在回答中學(xué)習(xí)單詞。：Do you know it？French fries are made of ’s a you like potatoes? 學(xué)生根據(jù)用I like …或I don’t like…根據(jù)自己的實際進行情況表達。：It’s pink and is often used in ’s an you like onions? 學(xué)生讀單詞：onion ：They are long and like eating them? What are they? 學(xué)習(xí)單詞carrot。設(shè)計意圖：通過設(shè)置農(nóng)場的情景，利用實物或圖片進行單詞教學(xué)，使學(xué)生直觀感受蔬菜的特點。A、R ，然后說單詞，請學(xué)生指出相應(yīng)的實物。：一個同學(xué)說單詞，其他同學(xué)舉起相應(yīng)的單詞卡片。設(shè)計意圖：通過自己動手又動腦的小游戲，讓學(xué)生的思維活躍起來，令單詞學(xué)習(xí)變得更有趣。C Step 3學(xué)習(xí)對話：(B Let’s learn)，教師提問： Are the cucumbers fresh？(引導(dǎo)學(xué)生重復(fù)：They are fresh.)(tomato, carrot)：The tomato is carrot is fresh, 。 at the potatoes，are they big？(引導(dǎo)學(xué)生重復(fù)：Yes，and the potatoes are big.)。設(shè)計意圖：用實物或圖片使學(xué)生更容易感受形容詞。A Step 4 Let’s chant ’s learn中的單詞有什么不同。啟發(fā)學(xué)生說出like后的名詞是以復(fù)數(shù)形式出現(xiàn)的。，carrot的復(fù)數(shù)形式讀音的變化。，教師強調(diào)單詞juicy，tasty，yummy，tender，smelly的讀音和意思。設(shè)計意圖：從chant與learn中的對比得出單復(fù)數(shù)的變化規(guī)律，使學(xué)生更明確單復(fù)數(shù)的變化。C Step 5 Task time:畫下你心目中的農(nóng)場。 a beautiful work : describe your farm to your 。設(shè)計意圖：通過小組合作完成農(nóng)場設(shè)計，并互相交換參觀農(nóng)場。在真實的語境中靈活運用所學(xué)句型，體現(xiàn)了教學(xué)的開放性，給學(xué)生提供了一個語言交流的平臺。C Step 6 Homework ，同桌一起吟唱Let’s Lesson Specific vocabulary: these、those Specific target sentences: What are theset