英语 - Unit 6 At a farm, A let’s learn—PEP Grade（通用2篇）

英语-Unit6Atafarm,Alet’slearn—PEPGrade篇1

Part1Analysisofthestudents

ThestudentsofGrade4havealreadylearnedsomeanimalsonthefarm.Theyarefamiliarwiththeseanimalsandinterestedinthem.Fortheyarestillchildrentheyareveryactiveandcompetitive.

Part2Analysisoftheteachingmaterial

1.Inthislessonsomeanimalsarelearnedbefore,sothestudentsarefamiliarwiththem.Inthislessonteachershouldpayattentiontothepronunciationofthepluralsoftheanimals.

2.Thekeypointsofthislessonisthepluralsandhowtousethemcorrectly.Teacherneedn’texplainthemindetailsbutenablethestudentstousethemincorrectway.

3.ThepartofLet’sdoisnottheimportantpoint.Teacheronlyletstudentsknowtheactionsanddothemwiththehelpofthetape.

Part3Teachingaids

CAIarecorderclothesofafarmer

Part4Teachingproceduresandmypurpose

Alltheproceduresaredividedinthreebigparts:Presentation,consolidationandpractise

Procedures:

Step1GreetingandWarming-up

a.singasong:OldMacdonald

b.TPR:actlikeafish,abird,amonkey,etc

[Purpose:Toproduceawarmandrelaxingteachingatmosphereandreviewsomeanimalstoreservethenextstep.]

Step2Guessing

a.teacherpresentsafarmandletsstudentsguess“What’satthefarm?”

dogcathorsesheep

Ifstudentsguessrightteachergiveshim/herastar.

b.teachershowstheseanimalsonebyoneandletsstudentsguess“Howmany______sarethere?”

dog------threedogs

cat-------fivecats

horse------sixhorses

sheep------twosheep

[Purpose:Inthisstepfromtheguessinggameteachercanarousethestudents’interestseasily.BecauseasstudentsofGrade4theyareactiveandhavewideimagination.Furthermoreinb.fromlettingstudentsguessthenumberteachercanteacherthepronunciationofpluralsnaturally.]

Step3Finding

a.teacherletstudentslookfortheotheranimalsandpresentthekeystructure“Whatarethey?”“Theyaregoats.”

b.Teacherletsstudentsmakedialogueandpaysmoreattentionoftheusageoftheplurals.

------Whatarethey?

------Theyaregoats./cows/hens/lambs.

c.haveacompetition:teacherpresentsabigfarmwithmanyanimalsarethereandletsstudentsmakemoredialogues.Thenseewhichgroupfinishesitquickly.

[Purpose:inthisstepthecommunicativeapproachisusedhere.Fromthefindinggamesandcompetitivegamesteachercanarousethestudents’interestinthehigh.Atthesametimeletstudentspracticethekeystructureonebyoneandalsointhedifferentwayscanprovidemoretimeandspaceforstudentstomasterthekeystructure.]

Step4Consolidation

Makeaemployment

Teacheractsasanoldfarmingwhoisworkinghardanddifficultly.Soheneedsanassistanttohelphim.Thenimagineyouareanemployeeandyougotothefarm.Theoldfarmerwillaskyousomequestions:

1.Canyoufeedthehens?

2.Canyourideahorse?

3.Canyoumilkacow?

4.Canyoushearasheep?

5.Canyouholdalamb?

(fromLet’sdo.Teacherasksandacts,letstudentsunderstandthem.Atlastlistentothetapeandchant.)

[Purpose:Fromthetask-basedlearningapproachteacherdesignatask“Employment”andletstudentsunderstandthecontestfromLet’sdo.Thisisareallanguagesurroundingstudentscanmasterthemwell.]

英语-Unit6Atafarm,Alet’slearn—PEPGrade篇2

Part1Analysisofthestudents

ThestudentsofGrade4havealreadylearnedsomeanimalsonthefarm.Theyarefamiliarwiththeseanimalsandinterestedinthem.Fortheyarestillchildrentheyareveryactiveandcompetitive.

Part2Analysisoftheteachingmaterial

1.Inthislessonsomeanimalsarelearnedbefore,sothestudentsarefamiliarwiththem.Inthislessonteachershouldpayattentiontothepronunciationofthepluralsoftheanimals.

2.Thekeypointsofthislessonisthepluralsandhowtousethemcorrectly.Teacherneedn’texplainthemindetailsbutenablethestudentstousethemincorrectway.

3.ThepartofLet’sdoisnottheimportantpoint.Teacheronlyletstudentsknowtheactionsanddothemwiththehelpofthetape.

Part3Teachingaids

CAIarecorderclothesofafarmer

Part4Teachingproceduresandmypurpose

Alltheproceduresaredividedinthreebigparts:Presentation,consolidationandpractise

Procedures:

Step1GreetingandWarming-up

a.singasong:OldMacdonald

b.TPR:actlikeafish,abird,amonkey,etc

[Purpose:Toproduceawarmandrelaxingteachingatmosphereandreviewsomeanimalstoreservethenextstep.]

Step2Guessing

a.teacherpresentsafarmandletsstudentsguess“What’satthefarm?”

dogcathorsesheep

Ifstudentsguessrightteachergiveshim/herastar.

b.teachershowstheseanimalsonebyoneandletsstudentsguess“Howmany______sarethere?”

dog------threedogs

cat-------fivecats

horse------sixhorses

sheep------twosheep

[Purpose:Inthisstepfromtheguessinggameteachercanarousethestudents’interestseasily.BecauseasstudentsofGrade4theyareactiveandhavewideimagination.Furthermoreinb.fromlettingstudentsguessthenumberteachercanteacherthepronunciationofpluralsnaturally.]

Step3Finding

a.teacherletstudentslookfortheotheranimalsandpresentthekeystructure“Whatarethey?”“Theyaregoats.”

b.Teacherletsstudentsmakedialogueandpaysmoreattentionoftheusageoftheplurals.

------Whatarethey?

------Theyaregoats./cows/hens/lambs.

c.haveacompetition:teacherpresentsabigfarmwithmanyanimalsarethereandletsstudentsmakemoredialogues.Thenseewhichgroupfinishesitquickly.

[Purpose:inthisstepthecommunicativeapproachisusedhere.Fromthefindinggamesandcompetitivegamesteachercanarousethestudents’interestinthehigh.Atthesametimeletstudentspracticethekeystructureonebyoneandalsointhedifferentwayscanprovidemoretimeandspaceforstudentstomasterthekeystructure.]

Step4Consolidation

Makeaemployment

Teacheractsasanoldfarmingwhoisworkinghardanddifficultly.Soheneedsanassistanttohelphim.Thenimagineyouareanemployeeandyougotothefarm.Theoldfarmerwillaskyousomequestions:

1.Canyoufeedthehens?

2.Canyourideahorse?

3.Canyoumilkacow?

4.Canyoushearasheep?

5.Canyouholdalamb?

(fromLet’sdo.Teacherasksandacts,letstudentsunderstandthem.Atlastlistentothetapeandchant.)

[Purpose:Fromthetask-basedlearningapproachteacherdesignatask“Employment”andletstudentsunderstandthecontestfromLet’sdo.Thisisareallanguagesurroundingstudentscanmasterthemwell.]