3B  Unit 7  On the farm 

(Checkout time/ Sound time/ Song time/Ticking time)

一、教学目标：　　

1. 通过单词复习和相应的练习，能正确地听、说、读单词 cow, pig, chicken, duck, pear, apple, orange.

2.通过师生、生生的对话，使学生能熟练掌握日常交际用语What are these / those? They’re…. Are these / those…?　

3.通过跟唱、分组唱、表演唱等方式，能会唱歌曲 On the farm

4.通过老师的示范发音，学生的跟读与体会，让学生了解辅音字母m在单词中的读音,并能在新单词中体会其发音。

5.欣赏绘本，理解绘本，知道其中的道理。

二、教学重点、难点：

综合运用本单元所学的单词、短语和句子。　

理解绘本

三、教学准备：多媒体课件、板书、小组活动的材料。

四、教学过程：

Step.1 Warm up

1.Greetings

T:Good morning,good morning,morning,my class.

Ss:Good morning,good morning,morning,Miss Jin.

2.Lead in

T:Before the class,let’s enjoy some pictures.

T:Where can we see them?

S1:Farm.

T:Yes.We can see them on the farm.Today,let’s go on Unit7.On the farm.

Step.2 Presentation

1.Checkout time

出示农场

T:Look,this is a farm.Look at the farm.

S1:How nice!

T:Guess,whose farm is it?

S2:Grandpa’s.

T:Sorry,it’s Tom’s.Can you greet Tom?

S3:Nice to meet you,Tom.

T:If you are Tom,what do you say?

S4:Welcome to my farm.

T:Look.What’s on the farm?

Look.They are all animals,they are fruit.

T:Now,can you talk about Tom’s farm.

教师先给出示范，再让学生work in pairs

每一组展示，都插入Ticking,让学生评价学生

2.Song time

T:Visiting is fun.Why?We can play games-Magic eyes.

Are you ready?

T:Are these dogs?

Ss:No,they aren’t.They are cats.

T:Now,girls ask,boys answer.

  Are these ducks?

  Yes,they are.

T:This time,boys ask,girls answer.

   Are these chickens?

   Yes,they are.

T:Now,can you ask in pairs.

T:So many lovely animals.Do you know,what do they say?

T:What animal on the farm go ‘oink’‘oink’?

教一下，Pigs on the farm go ‘oink’‘oink’.

What about cows,dogs...? Talk in pairs.

This time,can you make a new song?Four in pairs.

How is their song?

3.Sound time

A.Tom’s farm is great.Tom is clever.(新授clever)

T:He is warmhearted.He wants to make ice cream for us and his mum.

呈现句子：

Clever Tom from the farm,

 Makes ice cream for his mum.

B.Which letter appears most?

T:Now let’s watch a video about ‘m’?

What does m say?

Can you read?

m,m,moon,

m,m,milk,

m,m,mouse,

m,m, monkey.

Here’s a chant for you.Chant after me.

C.Can you find more words?(让学生到黑板上来贴，让学生做小老师教其他人)

D.Try to read new words.4 a group,help each other.

Step.3 Extension

1.We are happy on Tom’s farm.But listen,what is it?

Wolf(新授)

Today,let’s enjoy a story about the wolf.

Look at the picture.What can you see in the picture?-从封面入手

-a boy,some sheeps,a wolf

So,do you know the name of the story?

2.Now,let’s enjoy the story.

3.After reading,please think how many times-It’s a wolf.Help,help!

The first time,can you read?Is is true?Where’s the wolf?

-Ha-ha!No,no,no!No wolf!

The second time,can you act?Is is true?Where’s the wolf?

-Ha-ha!No,no,no!No wolf!

The third time,can you act?Is is true?Where’s the wolf?

-Yes,the wolf is coming.

4.给学生材料，自读

5.跟着录音读

6.How is the boy at last?男孩最后怎么样了？

7.What do you learn from the story?你从故事中学到了什么？

Step.4 Homework

1.Share the story with your parents.把故事分享给爸爸妈妈。

2.介绍Tom的农场给爸爸妈妈听。

教学反思：

本课中的语音版块教授字母M的发音，我先引出书上的句子，让学生自己发现本课将要学习的字母。然后通过一个phonics动画，里面有简单易懂节奏明快的绕口令，这可以大大提高学生学习phonics的兴趣。否则教学就是枯燥的模仿跟读记忆。学生通过这个phonics动画，他们完全知道了字母M发/m/。接着让学生自己发现自己已经学过的单词中字母M发/m/的音的单词，请他们贴到黑板上来，教其他学生。这样做是把学习的主动权充分交给学生。这几天学习了一个阅读材料，我觉得在我的这种音素教学中，形式还可以多样化一点，比如可以训练学生使其掌握音素分离，音素识别，音素归类，音素组合，音素切分，音素删除，音素添加，音素替换的能力。