【文章內容簡介】 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邊板書復數(shù)的單詞卡。設計意圖：通過參賽選手的支持者fans自然引出單、復數(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 ，學生回答, 再分組問答，雙方交換問答的形式學習新句型。R 設計意圖：通過創(chuàng)設學生意想不到的情景,激發(fā)學生的好奇心,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。把學生分成兩組。T：Now Let’s have a warming up ：Please read as fast as you （學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,充分調動學生學習積極性,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 ?學習Let’s :四年級的學生有表演欲望,并且在同學面前表演會更有優(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)的任務是將新單詞融入到句型訓練中,內容貼近學生生活實際,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課件相配套的教學錄音帶Assumptions: 在學習本課前,學生已掌握主要句型:What’s this? It’s a …能夠認知從單數(shù)轉化為復數(shù)， 1 Warmup ’s do talk: What is this/that? What are they? Are they …s? How many …s do you have? 設計意圖：從舊知到新知，過渡自然，學生樂于接受，并且學生能在輕松的 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）教師板書 hundred 并教學 one hundred, 拓展教學 two hundreds, three ：讓學生通過自己班級和學校的人數(shù)來引出新單詞hundred，拉近了生活與課堂教學之間的距離，自然地引出了新單詞的學習。A ’s talk（1）Mike visits the at the picture.(出示課文圖片)，What are they talking about ? 由學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。設計意圖：讓學生帶著問題聽錄音，能提高學生聽錄音的效率。圖片與文本配對，更能調動學生的各種感官參與學習活動，加深對對話的理解程度。跟錄音朗讀有助于學生模仿地道的語音、語調，也能為學生說好英語打好基礎。C（6）啟發(fā)學生替換有關動物單詞，創(chuàng)新對話。設計意圖：讓學生自主選擇以前學過的單詞創(chuàng)編對話，體現(xiàn)了教學的開放性，并且給學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。引導學生用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:組織學生分組利用自己所畫的動物圖片問答學生匯報練習情況，教師要接著問：How many…do you have？引導學生答出相應的數(shù)量。設計意圖：積極參與游戲，調動學生開口說英語，增加趣味性的同時可讓學生鞏固句型。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課件相配套的教學錄音帶Assumptions: 在學習本課前,學生已掌握主要句型：What are they…? They are …? Are they…? …能夠掌握從單數(shù)句型轉化為復數(shù)句型。Step 1 Warmup a song: Mary Has a Little Lamp pictures, 露出圖的小部分，引導學生用Are they …?猜圖片內容，教師根據(jù)實際用Yes，they , they aren’。出示Read and write部分的掛圖，組織學生進行小組問答練習。設計意圖：在短時間內活躍課堂氣氛并激活學生的原有知識。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’，然后全班同學一起朗讀排好的句子，并判斷正誤。設計意圖：通過不同的活動，使學生對一般疑問句掌握得更牢固。R ：Are they ducks？No，they aren’。設計意圖：培養(yǎng)學生的書寫能力。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。設計意圖：通過多種不同形式的練習。讓學生對元音字母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)課內容進行鋪墊。設計意圖：利用趣味游戲練習單詞和句型，鞏固所學內容。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的內容。Source of material:本課生詞的單詞卡片配套的教學課件相配套的教學錄音帶Assumptions: 在學習本課前,學生已掌握主要句型: What are they…? They are …? Are they…? …能夠掌握從單數(shù)句型轉化為復數(shù)單詞與句子。Step 1 Warmup ’s sing: 教師放歌曲的錄音，學生看圖欣賞。學生跟錄音哼唱歌曲?！痵 chant部分歌謠，教師要根據(jù)歌詞適時舉起相應的圖片設計意圖：在短時間內活躍課堂氣氛并激活學生的原有知識，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)農場的情景）Let’s go to the can you see at the farm?（學生說出看到的蔬菜，中文也可以），說：I like you like tomatoes?引導學生用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? 讓學生在回答中學習單詞。：Do you know it？French fries are made of ’s a you like potatoes? 學生根據(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? 學生讀單詞：onion ：They are long and like eating them? What are they? 學習單詞carrot。設計意圖：通過設置農場的情景，利用實物或圖片進行單詞教學，使學生直觀感受蔬菜的特點。A、R ，然后說單詞，請學生指出相應的實物。：一個同學說單詞，其他同學舉起相應的單詞卡片。設計意圖：通過自己動手又動腦的小游戲，讓學生的思維活躍起來，令單詞學習變得更有趣。C Step 3學習對話：(B Let’s learn)，教師提問： Are the cucumbers fresh？(引導學生重復：They are fresh.)(tomato, carrot)：The tomato is carrot is fresh, 。 at the potatoes，are they big？(引導學生重復：Yes，and the potatoes are big.)。設計意圖：用實物或圖片使學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)學生說出like后的名詞是以復數(shù)形式出現(xiàn)的。，carrot的復數(shù)形式讀音的變化。，教師強調單詞juicy，tasty，yummy，tender，smelly的讀音和意思。設計意圖：從chant與learn中的對比得出單復數(shù)的變化規(guī)律，使學生更明確單復數(shù)的變化。C Step 5 Task time:畫下你心目中的農場。 a beautiful work : describe your farm to your 。設計意圖：通過小組合作完成農場設計，并互相交換參觀農場。在真實的語境中靈活運用所學句型，體現(xiàn)了教學的開放性，給學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