第一篇：四年级英语下学期Unit4第2课时教案
Unit 4
Buying fruit
Period 2 Content :
A.Words of Part B(grapes , bananas ,peaches and pineapples)
B.Part D Sentence pattern :
I'd like some...,please.How many kilos ?
...kilo(s), please.C.Part G Fun house.Say a rhyme.Keystone and difficulty :
Words and sentence pattern.四会单词： grapes , bananas ,peaches , pineapples and some
四会句型： I'd like some...,please.How many kilos ?
...kilo(s), please.Aims :
The title of this unit is “Buying fruit ”.So after the students'
learning and the teacher's teaching of the first two classes , they should grasp the applied English of buying fruits and some other things.Teaching steps:
Step 1: Freetalk and revision.A)Have an easy communication with the students
B)Check the students grasp of the words learned last class.Both in
spelling and writing.C)Add the words to the sentence pattern :
What are these / those?
They're...Focus on the two words : these , those distinguish from the words this/
that and they.Step 2: Presentation
A)After the revision , set up a background for the students to learn the
new fruit.In an fruit shop, pictures of all the fruit we should learn.Pineapple first, pine-apple.According to the style of teacher's
mouth ,guess their pronunciation.The reading of the words are not easy for the students , read in
different ways.Group reading , one by one or other ways.B)Roleplay
Open the book to Page 33 , all the eight words should be used in
the dialogues.Ask students to do pair work according to the pictures.C)Sing a song
Use the new words we learned just now , in stead of the fruit
in the song.I love bananas , I love bananas , I love bananas , I love bananas;
I love peaches , I...Singing , another way to attract the students' interest of learning.And open their mouth to say English word which are not so funny.D)Part D Look and say.1)We have learned the sentences :
“I like...” And “I'd like...”
Two or three kinds of fruit , let the student choose.Use “ I like...” or “ I'd like...”
2)The teacher act as a shop assitant , the students come and say
what would they like , during the dialogue ,the teacher use “How
many ? One , two , or three?”
Appears the sentence :“How many ?” the students can get the meaning
easily.3)Then use a balance to help teaching and the students understanding.How many kilos?(kilo = kg)
...kilos , please.Step 3 :Practise
A)Students open their books to Page 34.Practise by the four pictures in pairs , then do pair work for us.The numbers in each picture show the students how many kilos
they would like.B)Performance.Give the students prop they need ,and they peform with the sentences
we learned this two classes.Act as they are buying fruits in markets.Step 4: Listening and reading.A)Read the words and sentences after the teacher together.During the reading ,spell the words and remember the words in
heart.B)Give the students several minute to remember the words and sentences
C)Say a Rhyme.Apples , apples ，Red and sweet,I like to eat.Bananas ,...Page 37 , the only requiment for this is can say.Help the students
Connect the reading and pronunciation to the words.During the rhyme , we may use some other fruit and colour to instead.Use them neatly.Step 6: Homework
A)Copy and recite the words.B)Make groups of dialogues with the sentences , write down.C)Practise the rhyme and review the dialogues of Part C and D.教学思路：
本课时为Unit 4第二课时的教学流程。这节课主要是Part B部分后四个水果单词和Part D部分句型的教学以及Part G部分的水果rhyme。首先要在自由的气氛中与学生交流，运用上已学习的What are these?What are those? They're….句型和水果单词。除了通过轻松的交谈方式复习单词以外，还要让学生能够拼读出这四个单词。接着趁热打铁再学习剩下的四个水果单词，并把它们运用到句型中去。还是用上节课学习的水果歌来替换，运用水果单词。学完水果后要把重点放在Part D的句型学习上，给学生三种水果，让学生操练I like…和I'd like…句型。紧接着从数水果数量到称水果重量，学习How many kilos？让学生通过看Part D部分的图来操练、巩固句型。最后让学生自己创编对话，表演对话，自如地运用这些句型和单词，掌握与人对话的技巧。学生的听说能力在整个教学流程中得到了锻炼、提高，Part G部分的水果rhyme也是训练学生听力口语的好机会，学生在自己读，听老师读，听同学读的过程中不断地提高自己的能力，同时也在听读的过程中体验到学会英语的乐趣。
第二篇：人教版四年级英语Unit4 第一课时教案
Unit4 My home
第一课时
杨家小学
郭万玉
概述：
小学人教版四年级上册Unit4 My home本单元共需六个课时，本节课是第一课时，本节课学习的主要内容是单词living room, study, kitchen.句子Where is...? Is itheshe in...? Yes, itheshe is.No, itheshe isn’t.在课堂教学中，教师要使教学内容生活化，结合学生的实际情境，使学生口语练习生活化，交际化，从而达到学以致用的目的。
设计理念:
在跨越式理念的指导下，以言语交际为中心，借助现代信息技术，努力为学生创设理想的英语学习环境，提供丰富的网络资源，倡导体验、实践、参与、交流与合作的学习方式。倡导任务型教学，把语言综合运用能力的培养落实在教学过程中。面向全体学生，突出“以人为本”的素质教育理想，使语言教学的过程同时成为提高人文素养、增强实践能力、培养创新精神的过程。
教学目标: 1.知识目标.能听、说、认、读单词living room, study, kitchen.句子Where is...? Is itheshe in...? Yes, itheshe is.No, itheshe isn’t.2.能力目标
能够询问、猜测人或物体的位置，并作出相应的回答。3.情感目标
结合实际生活，创设真实情境，激发学生学习兴趣和热情，提高学习的积极性和主动性，增长课外知识，激发学习热情。
拓展内容：
单词：bath room, bed room.学情分析: 由于学生是四年级学生参加跨越式教学已经有一年了，他们已经适应了跨越式课堂模式，听说能力都比较强。乐于感知，模仿习得英语。由于学生对室内的物体desk，chair等单词在上一册课本中已有所了解，所以本单元巩固旧知的同时进一步拓展与各类房屋及家具有关的更多知识，来满足学生对知识的需求。
教学重难点: 教学重点：能听、说、认、读单词living room, study, kitchen.句子Where is...? Is itheshe in...? Yes, itheshe is.No, itheshe isn’t.教学难点：单词kitchen的发音，对一般疑问句的理解，及其肯定与否定回答。教学策略:
由于四年级学生已学习英语已经有一年了，读与说的能力相对较好，因此在教学过程中采用语言交际的教学策略，通过角色扮演、情景创设、教室内真实的辅助性教学资源提供等,多种方式，激发学生学习积极性，帮助学生领会对话内容，提高学生的语言交际能力。
教具准备:。1.教师自制的PPT。
2.跨越式课题组提供的拓展资源。教学过程:
一．Warm-up /Revision（5minutes）1．sing a song.(2minutes)教师播放歌曲《My bedroom》。
【设计意图：让学生唱熟悉的歌曲，既能激发学生的兴趣，又能营造英语氛围帮助学生进入学习英语的环境中。】
2．Free talk.3分5 A: Hi…, I have a...B: Where is …? Is it in the …? A: No, it isn’t.B: Is it in the …? A:Yes, it is … Practice in pairs.One or two group show us.【设计意图：此处的对话练习，一是实现对以前学习内容的灵活运用，拉近师生间的距离；二为新知的教学打下基础，降低新授说的难度。】
二.Presentation（15minutes）
1.教师通过PPT展示一幅图片，教师指着两本书问学生：What are they? 学生回答道：They are books? 教师接着又问： Where are the books? 这时有的学生可能会说：They are in the …但是后面就不会说了，老师就补充说：They are in the study.从而引出study这个单词。
2.教师又展示了一张在厨房里放有香蕉的图片，教师指着香蕉问：What are they? 学生立马回答说：They are bananas.教师又问：What colour are they? 学生立马回答说：They are yellow.教师又问：Where are the bananas?学生回答到：They are in the …老师就补充说：They are in the kitchen.用同样的方法教授单词living room.【设计意图：利用PPT来展示图片引出单词。可以降低学生学习的难度，可以使抽象知识变具体，便于学生理解和掌握。】
2.教师利用PPT来展示一只可爱的猫，让学生去猜猫在哪里？教师先对学生说：Look, I have a cat, she is cute.然后教师问学生：Where is she? 教师给学生展示不同的图片让学生去猜。
【设计意图：利用PPT展示图片，进一步练习新单词和句子。可以激发学生学习的兴趣。】
3.完成课本上Let’s play部分的内容，教师拿着一支钢笔，让全班所有的学生闭上眼睛，教师把比藏起来，然后教师让学生睁开眼睛，这时教师问:Where is my pen? 学生猜：Is it in your desk? 教师答：No, it isn’t.学生继续猜：Is it in your hand? 教师答到：Yes, it is.然后让学生做更多的练习。
【设计意图：通过做游戏，进一步练习一般疑问句。可以激发学生学习的兴趣。】 4.对话练习（ModelPair workFeedback）A: I have a cat.She is cute.B: Where is she …? A: Is she in the …? B: No, she isn’t.A: Is she in the …? B: No, she isn’t.A: Look, she is in the …
【设计意图：利用真实的情景把学到的知识活用到言语交际中，从而实现跨越式的要求。】
三．Extending reading 10分
总共三篇阅读材料。第一篇课本上Let’s talk 部分，听后让学生回答下列问题： Where is the cat? 第二篇reading1, Dong dong is clean house.听后让学生回答下列问题： 1.Where are the windows?
第三篇readings 2-3, house.听后让学生获取新单词: bath room, bed room.【设计意图：让学生听读与课本内容相关的短文，大信息量输入，丰富学生的语言，在语境中体会、理解新知。培养学生自主听读的能力及语感。通过听 后反馈信息，在交流中进一步学习拓展句型。】
四． Cooperation and making dialogues 8分
支架如下：
A: I have a cat.She is cute.B: Where is she? A: Is she in the living room? B: No, she isn’t.A: Is she in the study?
B: No, she isn’t.A: Look, she is in the bed room.两人一组练习展示。
【设计意图:此环节是对学生听读情境对话的反馈和运用，同时也是在语言输入的基础上为学生提供语言输出的机会，在老师的示范和引导下进行对话，培养学生灵活运用语言的能力。既能落实课标的要求，又能实现语言的迁移运用。】
五． Summary 1分
What did you learn?
【设计意图:总结本课学习的内容，使学生产生成就感，激发学习英语的兴趣。】
六． Homework 1分
用今天所学的短语向家人介绍自己的朋友。
【设计意图:复习巩固本课所学内容。】 板书设计：
Unit4 My home
Living room
Is she in the study?
study
Yes, she is.kitchen
No, she isn’t.教学反思：
本节课的知识教学目标是能听、说、认、读单词living room, study, kitchen.句子Where is...? Is itheshe in...? Yes, itheshe is.No, itheshe isn’t.本节课在上新授时我通过采
用PPT来展示不同的房间来学习这几个单词，可以使抽象的知识变简单，也可以激发学生学习的兴趣。但是作对话时还有一部分同学没有掌握，课下应该多辅导。
第三篇：PEP小学英语四年级下册UNIT4第课时说课稿
PEP小学英语四年级下册UNIT4第一课时说课稿
PEP小学英语四年级Unit4 It’ s warm today第一课时
说课稿
铅山县永平镇中心小学：郑伟伟
尊敬的各位评委、老师：
大家好！
我说课的内容是PEP小学英语四年级Unit4 It’ s warm today第一课时。我主要从教材、教学方法、教学流程和板书这四个方面来展开我的说课。
一、说教材
1．教学内容
本单元所有内容都是围绕weather展开的，本课为第一课时，学习4个关于天气冷暖的单词，并尝试运用所学知识当一回小天气预报员。力在通过这节课，让学生扩充原有的词汇量，并提高用英语进行交流的能力，为后面的学习打下坚实的基础。因此，我确立本课的教学目标为：
2.教学目标：
【知识目标】能听、说、认读本课的重点单词warm, cold, hot, cool和 weather。
【能力目标】能利用所学句子来表达不同地方的天气，如 It’s warm/ cold…in….【情感目标】培养学生自主学习的能力和合作精神。
3.教学重难点
重点：能听、说、认读单词warm, cold, hot, cool和 weather。难点：会说句子It’s warm/ cold…in…和单词weather的发音。
4.教具准备
老师准备本课所需单词卡片以及自制PPT课件。学生准备四张表示天气的卡片和写有城市地名的卡片若干。
二、说教学方法
都说“教学无法，教无定法”。为了更好地实现教学目标，有效地突出重点、突破难点，我在教学中灵活地运用了情景法、比较法、直观法和多媒体辅助法等多种方法，充分调动学生学习的积极性。
三、说教学流程
1、热身阶段：歌谣导入，引出新知
根据英语愉快教学模式，要使学生在教学开始便处在认知的活跃状态，为以后的教学过程创设最佳的开端。怎样才能使学生活跃起来呢？我想到了“农远工程”给我校配置的英语教学光盘和多媒体教室、计算机室。为了突破重难点，我充分利用了这些资源，并将其中的有效资源进行重构，自己做成了课件，使教学资源和教学内容水乳交融。当PPT课件播放由光盘上截取下的第三单元歌谣视频时，老师和学生一齐拍手唱，既活跃课堂气氛，又调动了学生的积极性。因为这首歌谣是有关服装的，之后与学生谈论服装,并拿出温度计,读出当天的气温,谈论什么天气该穿什么衣服，很自然地过度到今天的新
课:weather.2、新课呈现阶段
当教师从旧识过渡到新知,谈到天气时,适时拿出单词卡片,教学单词weather。weather这个词是本课中发音最难的，我准备让学生把weather和以前学过的father、mother、brother三个单词进行比较发音，既可复习旧知识，又可突破本课难点。这时候课件展示我从网上下载的中央电视台的天气预报视频,学生对此片段应该相当熟悉,这时候教学本课二类单词weather report,学生一定非常有兴趣学习.接着,我用课件给学生展示一个他们非常喜欢的卡通朋友:Mickey。当课件展示Mickey乘坐飞机飞入中国的时候,Mickey便会带着学生们畅游英语世界.让学生们喜欢的卡通朋友带着他们一起学习英语,想必会有事半功倍的效果.教学单词cold时，我用课件展示一张哈尔滨冰天雪地的图片和米奇非常沮丧难过的图片，通过观察图片和米奇的表情以及观察老师直观易懂的肢体语言来理解cold的意思。并跟着课件中的录音读单词。当学生理解单词的意思时，马上用英语问他们哈尔滨的天气：What’s the weather like in Harbin？这是个新句子，学生可能不懂这句话的意思，这时候就需要老师做必要的解释。接着课件出示句子It’s cold in Harbin.此句是本课教学的重点，也是难点。如何突破这个难点呢？我又想到了光盘资源。我将光盘上的句子录音插入PPT课件，让学生听着字正腔圆的英语录音，通过个别读，比赛读，开火车读等多种方法让学生练习，以突破这个难点
以同样的方法，让米奇带着学生们去拉萨、北京、香港游玩，教学单词cool、warm和hot。
3、创设情境，巩固新知
在单词和句子都学完了之后，我创设了一个逼真的情境：weather report.将课堂上学习的知识运用到生活中，对学生来说又是一大难点。而“农远工程”的实施改变了过去“一支粉笔一本书”的教学局面，所以，我再一次用上了光盘资源，并将光盘资源和卫星、网络资源有机结合。我将光盘上第四单元的英语天气预报片段截取下来，插入了我的课件中，播放给学生看。之后课件展示一张中国地图，并播放从网络上下载的中央电视台天气预报的背景音乐。在逼真的情景里，我走到大屏幕前，用今天新学的句子播报天气。然后鼓励学生挑战老师，也走上讲台，在优美的《渔舟唱晚》音乐声中用英语播天气预报，给学生一个施展的空间，将学到的知识实际运用。同时，在这样的模拟情境中，让学生明白今天所学的内容来源与生活，服务与生活。
4、拓展延伸
《小学英语课程标准》指出，要为学生提供自主学习和相互交流的机会以充分表现和自我发展的空间。所以，在教学Let’s play时，让学生拿出课前准备好的四张天气的卡片和写有城市名称的卡片，在小组中与同学一起交流，说说天气。卡片上不仅有课本中已经有的四个城市，还有课本上没出现过的城市，如上海，武汉，长沙等等。小组活动结束后，让学生和自己小组中的朋友上讲台展示，这样，既可以锻炼学生的口语，又能充分表现自我。
四、说板书
这节课的板书我主要采用单词和句子共同呈现的方式，既简洁又明了。这些内容又是多种作用的，有呈现，又有操练，力争将板书变得有滋有味，又能体现本课的重点内容。
Unit4 It’s warm today
A Let’s learn
weather
cold
It’scoolin.warm
hot
第四篇：四年级英语上册期Unit4教案
小学四年级英语第一学期Unit4教案
一、教学内容
1、本单元要求会听，说，认读的单词和词组：
study bathroom bedroom living room kitchen phone bed sofa shelf fridge table it’s=it is aren’t=are not they’re=they are
2、本单元要求会听，说的单词和词组：
hey they open the door on the table near the phone in the door
3、帮助学生在掌握单词的基础上造出句子，编出对话，学以致用。
4、培养学生用英语交流的能力，为学生的进一步学习奠定基础。
二、教学要求
1、能听懂、会说，会用每一课会话。
2、掌握本单元出现的生词，词组和字母。
3、会唱本单元的歌曲。
三、教学重点和难点
1、对于较长的单词如bathroom ,bedroom ,living room, kitchen的掌握以及对于第一次出现的介词短语如open the door on the table near the phone in the door的掌握。
2、对于礼貌用语“Thank you , Excuse me, After you”的掌握与应用。
3、描述卧室中所有物件，并能据此编出对话。
四、教学时间
本单元共6课时，每周3课时，2周完成。
Lesson
1.Teaching aims To act quickly after listening to the T.Master the sentences: This is my home.You can see a bedroom...New words: study bathroom bedroom living room kitchen Practice: This is my home.You can see a bedroom, a living room… 2.Teaching aids A tape-recorder
A picture
Several word cards 3.Important points The pronunciation of the new words 4.Teaching steps 1)Greetings Do some oral work and sing a song.2)New contents At first, the teacher shows Amy’s house using the computer.“What can you see in the picture?”
“I can see a study.” “I can see a bedroom.” …….5.Homework Work
To say the sentences smoothly Listen to the tape and recite the new words.1.Teaching notes
Lesson 1.Teaching content 1)Learn the dialogue and act it out.2)Let them master the sentences 1.Teaching aims Master the phrases: in the living room, in the study, in your desk, in your hand… Use the dialogue smoothly.3.Important points The pronunciation of the new words
4.Teaching aids A tape-recorder
A picture
Several word cards 5.Teaching steps 1.Greeting
Sing an English song.Ask the students to introduce their homes.2.Revision
Learn the drills and practice the drills.T: What’s this?
Ss: An eraser.T: yes, what does it like?
S: It looks like a fish.T: Where is my eraser? Is she in the…? Ss: Yes, she is.(No, she isn’t.)Show them several pictures.T: Oh, how beautiful!Where is it? S: This is my bedroom.(This is my
Living-room.This is my bathroom.)T: Is this your..?
S: Yes, it is.(No, isn’t.)Game.-Where is my pen?-Is it in the …?Is it in the …?-Yes, it is.Tell them the difference between “Is it…?” and “Is she…?” Listen to the tape and imitate.Practice in groups and act it out.6.Homework
To say the sentences smoothly Recite the dialogue and listen to tape.2.Teaching notes
Lesson 21 1.Teaching Aims Let them master the words :
home
room
school
classroom
(listening speaking reading and writing)And the sentences
Welcome to my ……home ……
This is my ……room ……
When they see the pictures, they can recognize and say their English names..2.Teaching Aids
a tape recorder cards pictures 3.Important points
4-skill words:
home room school classroom 4.Teaching steps
1).Greeting and organization Sing an English song and do oral work.2).Revision A:Act the dialogue of lesson 21 B: Review these words: Home
room school classroom 3).Presentation
Read the words and spell them.Ask a student come to the front to read all the words, and the others after him or her.4).Practice Listen to the tape, imitate and practice the sentences.Read and spell the words.5.Homework
Spell the words , then write them: Home room
school
classroom 1.Teaching notes
Lesson
1.Teaching Aims Let the students master the words and phrase :
phone bed shelf fridge table sofa Let the students listen and read these drill:
Sit on …
Make …
Watch TV.Answer…
Open…
Set… 2.Teaching Aids a tape recorder cards pictures 3.Important points Learn to say the words: phone shelf fridge table sofa When they see the subject, they can recognize and say their English names..4.Teaching steps
1).Greeting and organization
Sing a song and do a oral work.2).Revision
Review these words:
Home room school classroom 3).Presentation
The teacher shows the phone of the room and points at something one by one, and the students say it in English.In this way, learn to say the new words: phone shelf fridge table bed
sofa
Ask a student come to the front to read all the words, and the others read after him.4).Play a game:
Passing the eight words between eight groups, and then checking which group did quickly and right.5).Practice
Listen to the tape, imitate and practice the words:phone…
Read and spell the words.6).Let’s do
Sit on the sofa.Make the bed.Watch TV.Answer the phone.Open the fridge.Set the table.5.Homework
1.Listen and read the new words and drill.2.Recite “Let’s do”.2.Teaching Notes
Lesson 1.Teaching content 1)Drills
A: Are they on the …?
A: Are they near…?
B: Yes, they are.(No, they aren’t.)
2)Learn the dialogue and act it out.3).Let’s chant.2.Teaching aims Let them master the short sentences:
Open the door
on the table
near the phone
Learn the new drills.Use the dialogue smoothly.3.important points 1).The pronunciation of the new words 2).A: Are they on the …? B: Yes, they are.(No, the are
aren’t)
4.Teaching aids A tape-recorder
A picture
Several word cards 5.Teaching steps 1).Greeting and organization Sing an English song and do oral work.Ask the students to introduce their home.2).At first, the teacher talk to the students.T: Where are the key(book…)?
S: It’s on the table(in the desk, near the phone…)
T: Where are the keys(books…)?
S: They are on the table(in the desk, near the phone…)
T: Are they on the table?
S: Yes, they are.(No, they aren’t.)
Then learn to say the drills.And practise the drill with the Ss.From “the T asks, the S answers” to “the S asks, the S answers.”
3)Then practise these drills smoothly.Play a game.S1:Where are the keys? S2:Are they in he …? S3: No, they aren’t.S2: Are they in the …? S3: Yes, they are.Tell them the different of “Is it…?” or “Are they…?”
Listen to the recorder and imitate.Work in groups and act it out.6.Homework
Recite the dialogue.To say the sentences smoothly 3.Teaching notes
Lesson 24 1.Teaching Aims 1)Let the students master the four-skill words : Window desk door chair bed 2)Let the students read these sentences:
What can you see in my room? I can see…
When they see the objects, they can recognize and read them and do the action about them.2.Teaching Aids a tape recorder.3.Difficult words and emphasis:
4-skill letters and words:
Window desk door chair bed 4.Teaching steps 1)Organization
Chant together and do a oral work.2).Revision Spell the word: Window desk door chair bed Phrase: w_nd_w
d_ _r
d_sk
ch___
b_d
3).Presentation
When the teacher point at the subject, the students say the word and spell it.Then write these words.Read the drills smoothly:What can you see in my room? I can see…
Read and choose: Listen to the T and choose A,B,C or 4).Listen to the tape, imitate and read..5).Game
The teacher asks a student come to the front of the class, and tell him/her a word, then asks other students guess the word.5.Homework
Spell and write the four-skill words :
第五篇：Unit4 At the farm 教学设计(第2课时
小学英语（PEP）四年级下册
Unit4 At the farm 教学设计（第2课时）
一、教学要求 1．知识与技能
（1）能够听、说、认读单词tomato，potato，carrot，green beans。
（2）能理解句子Look at the green beans.They’re so long.Yes, and the potatoes are big.（3）会说唱歌谣。2．过程与方法
培养学生的口头表达能力和表演能力。3．情感态度与价值观
教育学生要有合理的饮食习惯。
二、教学重难点
教学重点：掌握三会单词tomato，potato，carrot，green beans。教学难点：掌握单词potato和tomato的复数形式。
三、教学准备 1.卡片
2.录音机、录音带
四、教学过程
创设情境，导入新课。
T: Today we are going to an interesting place.a)It has many trees and grass.b)It has many animals.c)It has many vegetables.d)There are potatoes, tomatoes, carrots and green beans.Can you guess? Where are we going? Ss: Farm.T: Yes, we are going to the farm.Let’s learn
1.Teach “carrot（s)-yummy”
1)T: Let’s play a guessing game: it’s a kind of vegetables.It’s orange.The rabbits like it very much.What’s it？
Ss can answer it both in Chinese and English.Then T will show the word card and the Step 1 Warming up Step 2 Presentation
picture and drill it.T will lead activity and pick some S group to read.T: Then let’s count the carrots in the picture.(e.g., One carrot, two carrots… many carrots.)教师出示word card “carrots” 并张贴，教师带读，抽查2小组读。
2)I like carrots.They are yummy.（出示单词卡，背面注上中文，抽读个别学生，教师带读新单词。)
趣味拍手操练chant:
I like carrots.I like carrots.Yummy, yummy, yummy.（师生示范chant，学生之间pair work。）
2.Teach “Green beans-tender-long”
1)T: Show a picture of “green beans” and ask “what are these? Are they carrots?
Ss: No, they aren’t.They are green beans.（教师启发）
Ss show the word card and drill it.2)T: Look at the green beans.They’re tender.（比较几根发蔫的四季豆和新鲜的四季豆。）
Then, show the word “tender” and ask Ss to read it.趣味拍手操练:
I like green beans, I like green beans, tender, tender, tender.(Use the different intonations.)3)Look at the green beans.They’re long.(Show two green beans and compare them.）Show the word card “long” and let Ss read it.3.Teach “tomato(es)-juicy” 1)Show a bag.T： Look!I have a bag.There is something in it.Who wants to come to the front and taste? Be brave!
2)Close your eyes.Open your mouth.What’s it?
当学生得出答案时，教师出示实物及单词，逐步引出one tomato，two tomatoes，从而引出tomato的复数形式。
3)Play the finger exercises.请学生看老师的手指数量来判断应该使用tomato还是tomatoes。
4)Show tomatoes.Step 3 Drill
T: Look at the tomatoes.What color are they？
Ss: They are red.T: Yes.They’re red and juicy.教师用手掰开西红柿并展示词卡。Then ask the boys and girls to repeat it.趣味拍手操练:
I like tomatoes, I like tomatoes, juicy, juicy, juicy.4.Teach “potato(es)-tasty” 1)Show a bag.T: Look at the bag.Can you touch and guess “Which one is the potato?”
Ss touch it and try to find out the potato.通过这个“摸一摸”游戏，引出新单词potato，然后出示单词卡，让学生认读。接着引导学生数一数共有多少个potato。
2)Play a short game “High and low”.巩固操练potato的读音。3)Show the true potatoes.T: Look at the tomatoes.They’re red.Look at the potatoes.They’re brown.编一个chant巩固知识：
Tomatoes, tomatoes, “t” is for tomatoes.Potatoes, potatoes, “p” is for potatoes.带领学生分小组一起吟唱。
4)T: When the potatoes become fries, they’re tasty.趣味拍手操练：
I like potatoes, I like potatoes, tasty, tasty, tasty.5)T shows two potatoes and compare them.T: Look!This potato is big.T shows the word card “big” and let Ss read it.1.Games
Teacher says the words and asks two students to point out the picture.Let’s see who is quicker.（看图说单词）
Guessing game: one student holds the picture, the other student guess.Use the structure: S1: what are these? S2: are they...?
S1: Yes, they are./ No, they aren’t.Bingo
Write the four words on the paper: Step 4 Consolidation Step 5 Homework
五、板书设计
1)For the first time: listen and tick.When you finished, put up your hands and say “bingo” let’s check and see who can get the first bingo.2)For the second time: listen and circle.When you finished, put up your hands and say “bingo”.Let’s check and see who can get the second bingo.3)For the third time: listen and cross.When you finished, put up your hands and say “bingo”.Let’s check and see who can get the third bingo.2.Let’s learn
Now, Sarah and Mike are at the farm, too.Let’s listen to the tape.教师播放Let’s learn的内容。
1)第一遍，学生听录音回答问题： Are the green beans long? Are the potatoes big?
2)第二遍，订正答案并跟读。
3)Pair work: one student is Sarah, the other is Mike.4）Show time.Summary:
这节课我们学习了tomato，potato，carrot，green beans四种蔬菜的名称，它们是农民伯伯通过辛勤的劳作才得以收成的。我们知道蔬菜含有丰富的维生素C，应该多吃蔬菜，因为它们有益于我们的健康。Let’s chant:
跟随音乐一起进行歌谣说唱。
Listen and read the words each three times.Listen and repeat the chant.Unit 4 At the Farm Carrots（图片）green beans（图片）tomatoes（图片）potatoes（图片）
Look at the green beans.They’re so long.The potatoes are big.课后反思：
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