小學(xué)四年級(jí)英語下冊(cè)《Unit4Atthefarm》教案范文5篇
人冀子孫賢，而不敬其師，猶欲養(yǎng)身而反損其衣食也。今天小編為大家?guī)淼氖切W(xué)四年級(jí)英語下冊(cè)《Unit 4 At the farm》教案范文，希望可以幫助到大家。
小學(xué)四年級(jí)英語下冊(cè)《Unit 4 At the farm》教案范文一
一、教學(xué)內(nèi)容：
p38 Let’s talk
二、教學(xué)目標(biāo)：
1、聽、說、認(rèn)讀主要語言結(jié)構(gòu)：What are these? Are these...?并能根據(jù)實(shí)際情況進(jìn)行簡(jiǎn)略回答。
2、能夠準(zhǔn)確朗讀對(duì)話。
三、知識(shí)與技能：
認(rèn)讀主要語言結(jié)構(gòu)：What are these? Are these...?。
四、過程與方法：
情景教學(xué)法
五、教學(xué)重點(diǎn)：
句型What are these? Are these…?及其簡(jiǎn)略回答。
六、教學(xué)難點(diǎn)：
these的發(fā)音。
七、教學(xué)過程：
(一)復(fù)習(xí)引題
1、教師和學(xué)生聊一聊每個(gè)人喜愛的蔬菜。(I like…Do you like…?)
2、教師說謎語，引導(dǎo)學(xué)生用Are they…?來猜猜是什么蔬菜。
a、They are red. They look like apples, but they aren’t apples. What are they?
b、They are tender and green. What are they?
c、They are long and orange. Rabbits like eating them. What are they?
學(xué)生猜對(duì)了，教師回答Yes，they are.并拿出相應(yīng)的單詞卡片請(qǐng)學(xué)生拼讀;? 如果猜錯(cuò)了，教師回答No, they aren’t. 再請(qǐng)其他人猜, 直到猜對(duì)為止。
(二)教學(xué)新課
1、教師請(qǐng)學(xué)生將裝有蔬菜卡片的盒子蓋好放在桌子上，然后走到同學(xué)們中間，隨意指著幾個(gè)盒子問：Are these…?，并引導(dǎo)學(xué)生根據(jù)實(shí)際用Yes, they are. / No, they aren’t.回答。如果學(xué)生回答的是No, they aren’t. 教師要繼續(xù)問：What are these?并引導(dǎo)學(xué)生用They are …回答。(教師在操作時(shí)應(yīng)多問幾名學(xué)生，以增加語言的輸入量。)教師適時(shí)板書句型框架。
2、教師將自己帶來的蔬菜卡片分別放在幾個(gè)盒子里，請(qǐng)幾個(gè)學(xué)生過來邊摸邊問：Are these…?或What are these?教師做出相應(yīng)的回答。
3、學(xué)生兩人一組運(yùn)用黑板上的句型互相猜猜對(duì)方盒內(nèi)的蔬菜。
4、播發(fā)Let’s talk的錄音，學(xué)生聽錄音，后跟讀、模仿。
5、分小組做對(duì)話練習(xí)。
(三)鞏固練習(xí)
1、完成Let's play部分，操練句型：What are these? Are these…?
(四)布置作業(yè)
1、聽第38頁的Let’s talk 部分的錄音，讀給同伴、朋友或家長(zhǎng)聽。
小學(xué)四年級(jí)英語下冊(cè)《Unit 4 At the farm》教案范文二
一、教學(xué)內(nèi)容
pep小學(xué)英語四年級(jí)下學(xué)期Unit4At the farm Part A Let’s learn部分重點(diǎn)學(xué)習(xí)名詞的復(fù)數(shù)形式，包括一般變化(直接在詞尾加s的形式)和特殊變化(如sheep-sheep)主要句型是Are they… ?以及相應(yīng)的回答：Yes, they are/No, they aren’t. 以及How many.…?Look at…They are…等重點(diǎn)句型。
二、教學(xué)目標(biāo)與要求
1. 能夠聽、說單詞farm, duck , sheep .
2. 能夠聽、說、認(rèn)讀句型Are they…?How many… 并能在情景中進(jìn)行運(yùn)用。
3. 能夠運(yùn)用句型Look at…They are…對(duì)動(dòng)物的特征進(jìn)行簡(jiǎn)單描述。
4. 培養(yǎng)學(xué)生熱愛大自然，保護(hù)動(dòng)物的意識(shí)。
三、教學(xué)重點(diǎn)和難點(diǎn)
重點(diǎn)：1.掌握句型Are they…以及相應(yīng)的回答Yes, they are/No, they aren’t. 2. 能用How many…?Look at…They are…對(duì)動(dòng)物進(jìn)行詢問和特征描述。
難點(diǎn)：學(xué)生能自然、流暢地表演本課的對(duì)話，并能在生活中很好地運(yùn)用所學(xué)的知識(shí)點(diǎn)。
四、教具準(zhǔn)備
1.用簡(jiǎn)筆畫布置好農(nóng)場(chǎng)的情景，如柵欄、云朵、太陽、小鳥等。
2.動(dòng)物卡片若干張，四張重點(diǎn)句型的詞條。
3.課件
五、教學(xué)設(shè)計(jì)
直觀演示法、情景教學(xué)法。
六、教學(xué)過程
Step 1. Warm-up
1. 課前，教師在黑板上布置好柵欄、云朵、太陽、小鳥，營(yíng)造農(nóng)場(chǎng)的氛圍。
2. Greetings;
T: Hi, children. welcomg to my class. How are you today?
Ss: Very well.
3.Let's chant.
【設(shè)計(jì)意圖】課前播放第一冊(cè)第四單元“Look at the cat. It is fat.”的chant,為后面學(xué)習(xí)新的chant “l(fā)ook at the cats. they are fat.”做好鋪墊。教師特意用“Hi, children. Welcome to my class”和學(xué)生打招呼，為文本第一句“Hi children. Welcome to my farm”作鋪墊。Let's chant.能調(diào)動(dòng)學(xué)生的學(xué)習(xí)熱情，也能消除師生之間的距離感和緊張感，使學(xué)生能自然地融入到英語學(xué)習(xí)的狀態(tài)中，為師生間的互動(dòng)創(chuàng)設(shè)了輕松愉悅的語言環(huán)境。
Step 2. Presentation
1. 猜謎語兩則。
A：They can swim. They have big mouths.They can say “quack, quack”.(ducks)ppt中出示四只鴨子的圖片。T:What colour are the ducks? Ss: Yellow. 教師盡量引導(dǎo)學(xué)生能用“They are yellow.”表達(dá)。
B：They can jump. They have long ears.They have red eyes. They like carrots.(rabbits)出示rabbits的圖片，引導(dǎo)學(xué)生能They are white/funny/cute .回答。出示句子They are… 。并粘貼在黑板上。
2. 利用聲音猜出兩組動(dòng)物。
ppt分別出示cats和pigs的圖片，讓學(xué)生進(jìn)一步用They are 回答。
【設(shè)計(jì)意圖】通過謎語設(shè)計(jì)一定的信息溝，讓學(xué)生來挖掘信息獲取知識(shí)。通過聲音猜動(dòng)物，引起學(xué)生的好奇，吸引他們的注意力。四幅圖片中的動(dòng)物都是兩只以上，強(qiáng)化動(dòng)物復(fù)數(shù)的表達(dá)法，為本課學(xué)習(xí)單詞的復(fù)數(shù)形式打好基礎(chǔ)。
3. 造句Look at the … They are …
4.Let’s chant.
Look at the cats. they are fat.
Look at the pigs. they are big.
Look at the ducks. they are small.
Look at the rabbits. they are funny.
【設(shè)計(jì)意圖】讓學(xué)生描述ppt中動(dòng)物的特征，發(fā)散學(xué)生的思維。chant 的作用在于把學(xué)生分散的句子整合起來，在教師的帶領(lǐng)下做活動(dòng)，進(jìn)一步調(diào)動(dòng)學(xué)生的學(xué)習(xí)熱情。
5. “猜猜房子里的動(dòng)物”
T：There is a big yellow house. What animals are in the house?
Ss: Dogs, pigs, cats, birds. ducks and so on.
【設(shè)計(jì)意圖】利用課件中的房子，讓學(xué)生猜猜里面有什么動(dòng)物，激發(fā)學(xué)生的好奇心和求知欲，并為后面引出句型“Are they ? ”作鋪墊。
(1)利用“狗”和“鴨子”的腳印，引出句子“Are they?”并用狗和鴨子的圖片呈現(xiàn)肯定或否定回答Yes, they are./No, they aren’t.
(2)利用馬和驢的卡通圖片進(jìn)行“Are they horses/ducks?”替換問答。
(3)最后用chant的形式全班到小組整合操練。
Horses, horses, are they horses?
Yes. yes. yes, they are.
Ducks, ducks, are they ducks?
No. no. no, they aren’t.
【設(shè)計(jì)意圖】利用腳印讓學(xué)生來猜動(dòng)物，再用句型Are they ?進(jìn)行提問，這樣設(shè)計(jì)顯得比較真實(shí)。chant 的創(chuàng)編是為了讓學(xué)生能很輕松地掌握重點(diǎn)句型Are they … ?進(jìn)一步激發(fā)學(xué)生學(xué)習(xí)英語的積極性。
Step 3. Practice
1. 操練句型“Are they… ?”
(1)S: hens are very hungry. they are looking for food. where are they now?
ppt 中出示母雞在大樹下的圖片。Are they on the tree?
Ss: They are under the tree.
(2)T:Look, what’s on the tree? There are two big eyes on the tree.
ppt中出示一張有“一雙眼睛”在樹上的圖片，讓學(xué)生發(fā)散思維猜一猜，引導(dǎo)他們運(yùn)用句型“Are they goats?”來猜。
(3)最后出示答案They are sheep. 教授單詞sheep.
(4)ppt中出示喜羊羊與灰太狼的圖片。
T: How many sheep can you see?
Ss: Five sheep.
T: Let’s count: one sheep, two sheep, three sheep, four sheep, five sheep.
T: ppt中出示圖片，Is that a sheep?
Ss: Big big wolf.
T: Big big wolf says: “so many sheep.Ha, ha, I can eat.”
(5) 在黑板上粘貼綿羊圖片，并板書單詞sheep.
【設(shè)計(jì)意圖】單詞sheep是通過樹上的“一雙眼睛”來導(dǎo)入的，盡量讓學(xué)生發(fā)揮想象力。這樣設(shè)計(jì)是為了拓展學(xué)生的問題意識(shí)，活躍學(xué)生的思維。設(shè)計(jì)學(xué)生非常感興趣的喜羊羊和灰太狼也是為了增加學(xué)習(xí)的趣味性。
2.視頻欣賞。(1分14秒)
T: The animals are at the farm now. Let’s watch.
T: What can you see at the farm?
Ss: I can see pigs, dogs, sheep, horses, cows and so on.
T: Are the pigs big? Is the farm funny? Do you want to visit the farm?
【設(shè)計(jì)意圖】英語學(xué)習(xí)動(dòng)靜結(jié)合，讓學(xué)生在觀看視頻中慢慢緩解情緒。觀看視頻的作用一方面在于能讓學(xué)生看視頻說動(dòng)物名稱，起到復(fù)習(xí)和回顧的作用;另一方面在于能為下面Mike和Amy參觀農(nóng)場(chǎng)起到承上啟下的作用。
3.呈現(xiàn)課文對(duì)話。
(1)ppt出示農(nóng)場(chǎng)情景以及人物Mike, John and Sarah。
T: Let’s go to the farm. now,依次呈現(xiàn)課文文本三段對(duì)話，讓學(xué)生聽音回答問題。
A: Is the farm big or small?
B: Are the hens fat?
C: How many cows?
(2)齊讀課文。
(3)分角色朗讀對(duì)話。教師當(dāng)farmer, 女生當(dāng) Sarah, 男生當(dāng)Mike/John.
(4)師生示范表演，四人小組分角色表演，抽幾組學(xué)生進(jìn)行表演展示。
【設(shè)計(jì)意圖】三個(gè)問題的設(shè)計(jì)是讓學(xué)生理解文本內(nèi)容。教師、男生、女生角色分配是為了能很好地進(jìn)行師生間的互動(dòng)。學(xué)生生動(dòng)有趣、活潑大方的表演是本課的亮點(diǎn)，是培養(yǎng)學(xué)生綜合語言運(yùn)用能力的最好體現(xiàn)。
Step 4. Consolidation
1. 看圖說話，幫助農(nóng)場(chǎng)主Sam介紹他的農(nóng)場(chǎng)，ppt中呈現(xiàn)六幅圖片。
2.同桌合作，形成語篇。
Hi, children. My name is Sam. I have a big farm. There are many animals at my farm. They are goats, hens and sheep. Look at hens,They are fat. Oh! look at the sheep.They are funny. I have ten pigs. They are big and strong. Welcome to my farm!
3.Design and show your farm. 六人小組合作設(shè)計(jì)農(nóng)場(chǎng)，秀一秀農(nóng)場(chǎng)，給學(xué)生框架，強(qiáng)調(diào)語言的輸出，其他學(xué)生傾聽并可以現(xiàn)場(chǎng)提問農(nóng)場(chǎng)的情況。
4.Homework.
(1)Read the text.
(2)Show the farm better.
5. 結(jié)語
Hi, children. Do you love animals? Animals are our good friends. Please love them.
板書設(shè)計(jì)
Unit4 At the farm
Are they…?
Yes, they are/No, they aren’t.
How many…?
教學(xué)反思：
這堂課我是滲透有效教學(xué)理念，帶有嘗試性授課的。本單元要求掌握的單詞大多數(shù)都是一些離學(xué)生實(shí)際生活較遠(yuǎn)的動(dòng)物名稱，要是使用我們平常的教學(xué)方法，學(xué)生掌握起來比較難。所以在這堂課的教學(xué)中我以學(xué)生為主，教師為鋪的教學(xué)手段。
針對(duì)四年級(jí)學(xué)生的學(xué)習(xí)習(xí)慣及對(duì)英語的接觸，結(jié)合英語課程標(biāo)準(zhǔn)指出的以學(xué)生的發(fā)展為宗旨，以培養(yǎng)學(xué)生的綜合能力為目標(biāo)，重點(diǎn)培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣及取自信心，養(yǎng)成學(xué)生主動(dòng)學(xué)習(xí)英語的習(xí)慣，有效的結(jié)合學(xué)生學(xué)習(xí)英語的能力，在這節(jié)課中，我采用聽、說、讀、寫、猜、模仿融于一體的教學(xué)手段，將單詞、句型靈運(yùn)用，達(dá)到教學(xué)目的。
在這堂課中，我分為幾個(gè)環(huán)節(jié)完成教學(xué)任務(wù)：一、熱身/復(fù)習(xí)。這個(gè)環(huán)節(jié)我是通過師生日常生活的對(duì)話。使學(xué)生很快地進(jìn)入到英語語言學(xué)習(xí)的情境中來。同時(shí)又通過詢問天氣情況，復(fù)習(xí)第四單詞的內(nèi)容。同時(shí)引出本課時(shí)的主題—參觀農(nóng)場(chǎng)。二、導(dǎo)入新課。這個(gè)環(huán)節(jié)，我是以多媒體課件出現(xiàn)家鄉(xiāng)的旅游景點(diǎn)圖片配音樂。根據(jù)小學(xué)生的年齡特點(diǎn)和認(rèn)知能力，利用身邊的事物，對(duì)學(xué)生滲透德育教育，讓學(xué)生更多地去了解自己的家鄉(xiāng)過渡到參觀農(nóng)場(chǎng)，進(jìn)行新課教學(xué)。三、講授新課。這個(gè)環(huán)節(jié)，我滲透有效教學(xué)的理念，放手讓學(xué)生通過聽、猜、看、表演、自我介紹等多種教學(xué)手段。通過不同的方法主要是調(diào)動(dòng)學(xué)生的各種感官，激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動(dòng)學(xué)生參與教學(xué)活動(dòng)的積極性，提高在學(xué)效率。四、操練。這個(gè)環(huán)節(jié)，我主要是通過“游戲”、“Let’schant”這兩個(gè)部分完成這個(gè)環(huán)節(jié)的教學(xué)目的。因?yàn)閻蹌?dòng)是孩子的天性，將“動(dòng)中學(xué)”，“學(xué)中動(dòng)”有機(jī)結(jié)合起來，讓全體學(xué)生都動(dòng)起來，從動(dòng)腦、動(dòng)口、動(dòng)手等方面提高了學(xué)生的學(xué)習(xí)興趣，活躍了學(xué)生思維。并在活動(dòng)過程中培養(yǎng)了學(xué)生的觀察力、記憶力、模仿能力、思維能力、口頭表達(dá)能力與創(chuàng)新能力。
總的來說，這堂課上得不夠理想。但是有幾個(gè)環(huán)節(jié)我還是滿意的。如：一、學(xué)習(xí)新單詞這個(gè)環(huán)節(jié)。二、游戲。三、Let’schant.四、板書設(shè)計(jì)。這幾個(gè)環(huán)節(jié)我都是以學(xué)生為主，教師為鋪。放手讓學(xué)生自己完成，老師只起到點(diǎn)撥糾正作用。而且學(xué)生完成得非常棒。但這堂課也存在一些問題：
1.內(nèi)容過多，時(shí)間分配不夠。
2.聽音練習(xí)倉促。
3.總體操練不到位。
在以后的教學(xué)中我會(huì)努力學(xué)習(xí)專業(yè)知識(shí)和其他老師的優(yōu)點(diǎn)、不斷反思，改正不足的地方。
小學(xué)四年級(jí)英語下冊(cè)《Unit 4 At the farm》教案范文三
一、教學(xué)目標(biāo)與要求 1、能夠聽、說和認(rèn)讀單詞：tomato， green bean, potato, carrot 及其復(fù)數(shù)形式。 2、能夠正確使用上述單詞和 these 介紹各種農(nóng)場(chǎng)蔬菜。 3、掌握句型：Are these carrots? Yes, they are./No, they aren’t. what are these? They are…。 二、教學(xué)重點(diǎn)及難點(diǎn) 重點(diǎn)： 掌握單詞： tomato， green bean, potato, carrot 及其復(fù)數(shù)形式。 并掌握句型： Are these carrots? Yes, they are./No, they aren’t. What are these? They are…。 難點(diǎn)：能夠在情景中運(yùn)用句型：What are these? They are…詢問和回答各種蔬菜 的名稱。 三、教學(xué)準(zhǔn)備 課本、 錄音機(jī)、磁帶及單詞卡片。 四、教學(xué)過程 1、Warm-up (1)日?？谡Z交流：T：What’s the weather like today?
Ss: It’s cloudy.
T: Yes, it’s cloudy, and it’s not so hot. So, let’s go to the farm. 2、Preview Bb: Unit4 At the farm. T: Turn to P36. Look at this picture. This is a farm. What do you see at the farm? Do you see any animals? Do you see any vegetables? What kind of vegetables? 3、Presentation Let’s learn (1) 教師出示 carrot 卡片，T：carrots, they’re big, they’re red. Bb: carrots They’re red. They’re big. 教師帶讀以上詞句。 (2)教師西紅柿的圖片，教學(xué)單詞 tomato, tomatoes. 教師引導(dǎo)學(xué)生用句型： Look at the tomatoes, they’re red, they’re yum. 描述西紅柿。 (3)一同樣的方法教 potato, potatoes(They’re big.)/ been, green beans(They’re long.)。 (4)填字母：教師板書：_o_a_o, _o_a_o T:聽我讀單詞，按順序填上字母。tomato，potato。 學(xué)生分別填出三個(gè)輔音字母。師生拼讀 tomato，potato. (4)哪個(gè)字母不見了：Bb: c_rr_t, green b__n 學(xué)生填出字母，師生拼讀 carrot, green bean. (5)教師快速閃現(xiàn)單詞卡，學(xué)生快速說出對(duì)應(yīng)單詞。 Let’s talk (1)教師出現(xiàn) carrots 單詞卡片。 T： What are these?引導(dǎo)學(xué)生說出：They’re
carrots. Bb: What are these?They’re carrots. 教師解釋 these，并帶讀這些句子。 (2) 教師繼續(xù)呈現(xiàn) potatoes ， green beans ，讓學(xué)生操練句型： What are these ? They’re… (3)教師再次呈現(xiàn) carrots 單詞卡片， T： Are these carrots? 引導(dǎo)學(xué)生說： Yes, they are. 教師呈現(xiàn) tomatoes, T:Are these carrots? Ss: No, they aren’t. 繼續(xù)呈現(xiàn)其他單詞， 用同樣的方法的方法操練句型： Are these…? Yes, they are./ No, they aren’t. (4)讓學(xué)生翻開 38 頁，看 Let’s talk 部分的圖片， T：Who is at the farm? What do you see at the farm? 引導(dǎo)學(xué)生看圖回答問題。 (5)學(xué)生聽錄音并跟讀，教師板書對(duì)話內(nèi)容。解釋“try some” ,帶讀對(duì)話，齊讀 對(duì)話，角色扮演。背誦對(duì)話。 4、Sum up 5、Exercise (1)學(xué)生獨(dú)立完成《創(chuàng)維新課堂》對(duì)應(yīng)習(xí)題。 (2)教師講解部分較難的練習(xí)題。 6、Homework (1) 抄寫單詞 tomato，green bean, potato, carrot 和句子 Are these carrots? What are these?各五遍 (2)完成《學(xué)習(xí)指導(dǎo)》對(duì)應(yīng)習(xí)題。
小學(xué)四年級(jí)英語下冊(cè)《Unit 4 At the farm》教案范文四
Teaching content: Part A Let’s spell
Teaching content analysis：
Unit4 At the Farm has 6 periods. This lesson is the period3. The main teaching content of this lesson is Part A Let’s Spell. This part requires students to master the pronunciation of words which has letter combination “or”. And students should perceive and conclude the pronunciation rules of the letter combination “or”.
Students’ learning analysis：
As the grade 4 students, they have learn the pronunciation of “ir”, “ur”, “ar”, “er” in the last several units. In this lesson, I will make a connection with “or” and “ir”, “ur”, “ar”, “er”.
Teaching objectives：
By the end of the lesson, students should be able to:
l Master the pronunciation of words which have letter combination “or”: /?：/, /??:：/.
l Perceive and conclude the pronunciation rules of the letter combination “or”.
l Read and write down the words that have letter combination “or” according to the pronunciation rule.
l By the learning of pronunciation can make the students notice the fixed pronunciation of some letter combinations, which can improve students speech recognition ability and reading ability.
Important and difficult points of teaching：
Make the students to master the pronunciation of words which have letter combination “or”. And make them to perceive and conclude the pronunciation rules of the letter combination “or”.
Teaching process：
I Warm-up
1. Free talk.
T: Good morning, boys and girls.
Ss: Good morning, Miss Yang.
T: Today we’ll learn Unit 4 At the Farm PartA Let’s spell.
2. T: Before our class, let’s enjoy two chants.
(Teacher plays the chants about the pronunciation of “ir”, “ur” and “al”, which they have learned before.)
3. Teacher shows the words which contain “ir”, “ur” and “al” to recall the knowledge they have learnt.
4. Teacher asks students whether they remember the pronunciation of “ir”, “ur”, “ar”, “er”. And then teacher can naturally introduce “or” to students.
[Design idea：Recall the knowledge they have learned. Use “ir” and “ur”, which pronounce /?：/, and “al”, which pronounces /??:：/, to make connection with “or”.]
II Presentation
1 . Presentation “or”: /?：/
?、臫eacher shows 3 words, which are work, homework, world map, and asks students to read it.
?、芓eacher asks students to discuss the pronunciation rule of “or”.
[Design idea：Let students perceive and conclude the pronunciation rules of the letter combination “or”. ]
?、荰eacher presents the pronunciation rule 1 of “or”: or在w后通常發(fā)/?：/，與ir，ur同音.
⑷Teacher shows the words: word, worth, worm, worse. And then requires students to spell them according to the pronunciation rule 1.
[Design idea：make students be able to read the words that has letter combination “or” according to the pronunciation rule 1.]
2 . Presentation “or”: /??:：/
?、臫eacher shows students the word “horse” and ask them a question that whether this word pronounce /h?：s/.
?、芓eacher asks students to find out the pronunciation of the word “horse” and pay attention to the other words that has “or” in a chant.
Chant: The story about a horse
I like to read the story.
The story about the horse.
The horse likes to work.
He works hard of course.
?、茿fter listening to the chant, teacher asks students to read the words: horse, story.
⑷Teacher shows 4 words, which are horse, fork, story, morning, and asks students to read it.
?、蒚eacher asks students to conclude the pronunciation rule of “or”.
?、蔜eacher presents the pronunciation rule 2 of “or”: or在單詞中一般發(fā)/??:：/，與al 同音.
?、薚eacher asks students to make brainstorm about the words that contain “or” that pronounce /?:?：/.
3. Summary
Teacher asks students to summary the pronunciation of “or”:
發(fā)音規(guī)則1：or在w后通常發(fā)/?：/，與ir，ur同音
發(fā)音規(guī)則2：or在單詞中一般發(fā)/??:：/，與al 同音
III Practice
1. Listen and number
[Design idea：First of all teacher will help students to master the pronunciation of words which has letter combination “or”: / ? ：/, /??:：/ by listening.]
2. Read and sort
[Design idea：Secondly, through speaking, teacher helps students to be able to read the words that has letter combination “or” according to the pronunciation rule.]
3. Look. Listen and write
Teacher asks students to write down the important words.
[Design idea：Thirdly, though writing, teacher helps students to be able to write down the words that has letter combination “or” according to the pronunciation rule.]
IV Production
Teacher make a summary with students that the pronunciation of “or”,
“ir”, “ur”, “ar”, “er”. And then teacher will guide students to be aware that the fixed pronunciation of some letter combinations.
V Homework
記住or的發(fā)音規(guī)則，并盡量查找單詞來練習(xí)or的發(fā)音。
把查找到的相關(guān)單詞根據(jù)/?：/ 和/??:：/來歸類并記錄。
有能力的同學(xué)試著把歸類的單詞寫一篇小故事。
復(fù)習(xí)之前學(xué)的字母組合的發(fā)音音標(biāo)。學(xué)會(huì)觀察歸納和總結(jié)。
Blackboard design
Unit 4 At the Farm
Part A Let’s spell
小學(xué)四年級(jí)英語下冊(cè)《Unit 4 At the farm》教案范文五
一、教學(xué)目標(biāo)與要求 1、復(fù)習(xí)鞏固單詞：tomato， green bean, potato, carrot 及其復(fù)數(shù)形式。 2、綜合運(yùn)用型：Are these…? Yes, they are./No, they aren’t. What are these? They are…。 3、能夠理解、跟讀歌謠。 4、能夠掌握字母組合 or 的發(fā)音規(guī)則
二、教學(xué)重點(diǎn)及難點(diǎn) 重點(diǎn)： 綜合運(yùn)用型： Are these…? Yes, they are./No, they aren’t. What are these? They are…。字母組合 or 的發(fā)音規(guī)則 難點(diǎn)：能夠讀出符合 or 發(fā)音規(guī)則的單詞，能根據(jù)讀音拼寫符合 or 發(fā)音規(guī)則的單 詞。
三、教學(xué)準(zhǔn)備
課本、 錄音機(jī)、磁帶及單詞卡片。
四、教學(xué)過程 1、Revision and leading in 教師分別出示單詞卡片：tomatoes， green beans, potatoes, carrots,
T：What are these? Are these…? 教師引導(dǎo)學(xué)生回答。 T：About these vegetables, what do you like to eat? 教師引導(dǎo)學(xué)生回答：I like to eat…/I love to eat… 2、Presentation Let’s chant (1)讓學(xué)生看 Let’s chant 的圖片，
T：How about onions? 引導(dǎo)學(xué)生說：I like onions./ I don’t like onions. T: 切洋蔥時(shí)眼睛會(huì)被辣到，會(huì)流眼淚，So, onions make me cry. (2) 播放歌謠，學(xué)生聽音模仿。帶讀歌詞理解意思。 Let’s play (1) 教師拿出課前準(zhǔn)備的水果或蔬菜圖片。請(qǐng)兩名學(xué)生與教師進(jìn)行對(duì)話示范， 利用句型：What are these? Are these…? Yes./No. (2) 讓全班學(xué)生三人一組進(jìn)行對(duì)話。 (3) 請(qǐng)三組學(xué)生上臺(tái)演示對(duì)話。 Let’s spell (1) 教師板書： horse， fork， homework, world map, 將 or 字母組合標(biāo)上音標(biāo)， 帶讀這些單詞，引導(dǎo)學(xué)生注意 or 的不同發(fā)音。 (2) 引導(dǎo)學(xué)生朗讀“Read and number” 中的單詞，播放錄音，學(xué)生聽音排序。 (3) 教師讓學(xué)生觀察“Look and write” 中的圖片，并找出圖片中可能含有 or 的單詞。播放錄音，學(xué)生寫出所缺單詞。 4、Sum up 5、Exercise (1) 聽寫單詞 tomato，green bean, potato, carrot 和句子 Are these carrots? What are these? (2)學(xué)生獨(dú)立完成《創(chuàng)維新課堂》對(duì)應(yīng)習(xí)題。 (3)教師講解部分較難的練習(xí)題。 6、Homework 完成《學(xué)習(xí)指導(dǎo)》對(duì)應(yīng)習(xí)題。