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1、.Unit 7 On the farm Story time Teaching objectives:Of language skills:Students are able to1) understand the story while listening2) ask and tell things3) read the new words according to spelling rules4) perform the storyOf language knowledge:Students can1) pronounce the new words such as cow, pig, a
2、ccording to simple spelling rules2) read the sentences in the story with appropriate intonation and stress3 understand and read the new words:farm, these, they, are, pig, those, cow, apple, pear4 use the plural form of a noun5 get farmiliar with the sentences following: What are these/ those? Theyre
3、 Are these/ those? Yes. Theyre/ No. TheyreOf Attitudes to Learning:Students can: 1) get to know a farm with interest.2) Imitate happily3) Open their mouth bravely and participate activelyOf cultural awarenessStudents can have a general idea of what a farm is.Teaching key points:Students can 1) read
4、and act out the story2) ask and tell thingsDifficult points:The pronunciations of the new expressionsThe intonation and stress of sentences in the textTeaching aids:A computer and a projectorTeaching procedures:Step 1 Lead-in1. Have students watch the cartoon of a song about a farm. 2. Lead students
5、 to the topic of this unit.T: We have seen pictures of farms, do you like them? The topic of this unit is On the farm. Have students read the title of the unit.Step 2 Story time1. study for new words and new sentence patternsLead students to learn the new words and new sentence patterns in the text.
6、1 what are these/ those? Theyre pigs/ cows/ apples/ pears.T: present students pictures of Liu Tao and his grandpa. Look, who is the boy? Who is the old man? Ss: Liu Tao andhave students know the old man is Liu Taos grandpa.T: Liu Taos grandpa owes a farm. Do you want to visit it?T: This is the farm
7、of Liu Taos grandpa. What can you see? show a picture of a farm Ss: Some houses, animals and fruit trees.T: show the picture of a pig Look, Whats this? Ss: Its a Tell students its a pig猪 Have students read the new word pig several times.T: show the picture of some pigs What are these?Ss:T: help stud
8、ents answer the question Theyre pigs. 它们是 猪Have students chant the following: This, this, whats this? Pig, pig, its a pig; These, these, what are these? Pigs, pigs, theyre pigs.T: show the picture of a cow. Whats this?Ss: Its a T: help students tell the answer Its a cow奶牛. teach students read the ne
9、w word several timesT: Show the picture of some cows What are those那些是什么？ Ss: Theyre cows.它们是奶牛 Have students chant the following: That, that, whats that? A cow, a cow, Its a cow; Those, those, what are those? Cows, cows, theyre Cows.T: show the picture of some apples What are these ? Ss: Theyre app
10、les. 它们是 苹果T: show the picture of some pears What are those? Ss: Theyre T: help Ss tell Theyre pears. 它们是 梨子Have students chant the following in pairs: These, these, what are these? Apples, apples, theyre apples；Those, those, what are those? pears, pears, theyre pears.2 Are these.? Yes. Theyre. / No
11、. TheyreT: show the picture of some lovely pigs. Are these pigs? 这些是猪吗？Are these? 这些是吗？Ss: Yes.T: Yes. Theyre pigs.是的，它们是猪T：show the picture of some cows. Are those pigs? 那些是猪吗？Are those? 那些是吗？Ss: No.T: No. Theyre cows.不，它们是奶牛。Play a game with students. Present students with pictures of animals made
12、 by the shade of ones hand，such as birds, dogs, and pigs . Have students guess what animals they are, using Are these/ those ?2. understanding the story Lead students to the story in story time and understand it.T: Besides us, someone is also visiting grandpas farm. Do you want to know who he is? Le
13、ts watch the cartoon of the story time. Try to remember what he or she sees on the farm. have students watch the cartoon.T: Who is visiting grandpas farm?Ss: Mike.T: present students with pictures of animals and fruits Can you circle what he sees on the farm? have students tell the names of animals
14、and fruits3. Reading T: Do you want to visit grandpas farm again with Mike? Ss: Yes.T: Ok, you can watch the cartoon again.This time you should say what they say after the CD, can you?Ss: Yes.Have students read each sentence of the text after the CD. Meanwhile, have them act out part of the story.Gr
15、andpa, this is Mike.First have the class read the sentence after the CD. Then have several students read it individually. Have the class repeat it at last. Nice to meet you, Mike. Welcome to my farm.Have the class read the two sentences. Have some students act as grandpa, saying the two sentences. H
16、ave the class repeat the sentences.Nice to meet you. Have the class repeat the sentence after the CD. Remind students to pay attention to the stress on the word you.What are these?Have the class follow the CD to read the sentence. Have students focus on the stress on these Have the class repeat it g
17、roup by group.Theyre pigs.have students read together and pay attention to the stress on pigsWhat are those?have students read the sentence in fluency group by group.Theyre cows.have students read it flently.Have students work in pairs, acting out the part of the story consisting of the four sentenc
18、es: What are these? Theyre pigs. What are those? Theyre cows. Have some pairs show their performance. Are these apples?Yes. Theyre apples.Are those apples too?No. Theyre pears.Have the class read the four sentences sentence by sentence. Have students work in pairs, acting out this part of the story.
19、Have the class read the whole story.Have the class read the story from their memory.4. Acting out the storyHave students work in groups of three, acting out the whole story. Have several groups perform in the front. T: Are you clear about the story? Ss: Yes.T: Work in groups of three and act it out.
20、 Step 3 After-reading activity 1. A game- look and guess Have students play a game, using Are these/ those.?to guess what the animals they see are. 2. What farms overseas are like? Present students with pictures of farms overseas. Give a simple introduction to them. Make students have a general idea
21、 of them. 教后反思：本节课可省去新句型操练环节，句型熟悉和理解可放在story 朗读和表演中进展。在涉及新单词和新句型展示时，老师语速可放慢些，语调更抑扬顿挫些。课堂用语可更简单，配合表情、手势让学生领悟。老师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模拟。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察才能，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理解词义、开展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察才能和语言表达才能的进步。其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记之后会“活用。不记住那些根底知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正进步学生的写作程度,单靠分析文章的写作技巧是远远不够的,必须从根底知识抓起,每天挤一点时间让学生“死记名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的成效。*;第 4 页