一、教学内容：

译林新版小学英语 三年级下册Unit 7 On the farm的Sound time板块, Song time板块, Checking time板块以及Ticking time板块。

二、教学目标：

1. 知识目标：

(1) 能在单元主题情境中熟练运用日常交际用语What are these/those? They’re …. Are these/ those...?  Yes, they are. No, they aren’t。

(2)能感悟、体验字母m的发音/m /，并能根据规律读单词。

(3) 会唱、表演歌曲《On the farm》。

2. 技能目标：

(1)在学习拟声词和歌曲的过程中，培养学生英语学习的模仿能力。

(2)培养学生在单元主题情境中，运用本课重点句型进行英语口语交际的能力。

3. 情感目标：

(1)通过本课时的学习，让学生了解动物是我们的朋友并学会如何爱护小动物。

(2)在学习活动过程中，让学生了解同伴互助、合作完成学习任务的重要性。

三、教学重难点：

能够运用所学知识与他人熟练地谈论农场的事物。

四、教具准备：

PPT，动物图片以及果蔬图片。

五、教学过程：

Step 1 Greetings

T: Hello, boys and girls.

S: Hello, Miss Fang.

Step 2 Free talk and presentation

1.      T: Today, we’ll go on learning unit 7 On the farm. Period 3.

At first, let’s play a spelling game.

Four students in one group, try to find out the words about animals.

Who is fast? Go!(四人一组，协作完成小组活动)

T: Let’s check the answers. Which word do you find out?

（cat, cow, duck, chicken）

2. T: I have more animals here. Look! Who can ask?

  (PPT) What … on the farm?

S1: What are these on the farm?

T: Who can answer?

S2: ….

T: What do they sound like?

S3: Cheep, cheep.

T: You can do some actions.

(同法教授quack，quack. Oink，oink. Moo, moo.)

3. T: Look, some birds are flying to the farm.

What do they sound like？

S4: Tweet, tweet.

T: Quite good, you can do some actions.

T: Look, another visitor is coming. Who is he?

S5: It’s a cat.

T: Cat, cat….(引导学生根据动物的叫声说出对应的拟声词)

Ss: Cat, cat, miaow, miaow, miaow.

T: Where can I put the cat? In the tree?

Ss: OK.

T: What’s that in the tree?                                                

S6: It’s a cat, miaow, miaow, miaow.

T: Who can ask?

S7: ….

T: Look, what are these?

Ss: They’re dogs.

T: Dog, dog ….

Ss: Dog, dog, woof, woof, woof.

T: Where can I put the cat? In the tree or under the tree?

Ss: Under the tree.

T: All right.                                                                     

(引导学生问出What are those under the tree?并回答)

4. T: Look at this farm. This is fruit area. This area is for animals.

And this part is for vegetables. How is it now?

  Ss: It’s ….

T: Whose farm is it? Do you know?

Ss: ….

T: Right, it’s Tom’s. Tom is a little farmer on this farm. (贴上农民的帽子)

  It is his Mum’s birthday today. What will he do for his Mum? Guess！

Ss: ….

T: And I’ll show you what he wants to do for his Mum.

  Work for Mum. Sing a song for Mum. Make a gift for his Mum.

(以农场主Tom为妈妈做三件事来庆祝妈妈的生日这个主情景为教学主线，将活动板块的三个部分巧妙地串联在一起展开教学。)

(1)   T: First, let’s help him work on the farm. Feed the animals, first.

     Look at the animals on the farm. They want to eat. They are ….

   Ss: Hungry.

T: I have some food here, can you?

You can use this drill.

A: Dog, this is…. for you./Pigs, these are for you

Other students, you can say: Miaow, miaow. Yummy, yummy.

(有效地进行了生生互动)

(2)T: Can you see the fruits on the tree? What are they? You can ask me!

Ss: Are these/those …?

T: ….

T: Great, let’s pick the fruit. Follow me.

     Pick, pick, pick apples/pears/oranges.

   T: Who wants to come to the front, and pick some.

T: Now, look at the apples. Where are they?

Ss: They’re in the bag.

T: Read after me.

     Apple, apples, red apples, these red apples. These red apples in the bag.

   Now, it’s your turn, who can make some phrases?

   I have some pictures and phrases here. They can help you.

(3)T: Nice work. We have finished this task. Now, let’s sing for Tom’s mother.

Before singing, I have three questions for you.

1.   What’s the name of the song?

2.   What animals are mentioned in the song?

3.   What do they sound like?

Check the answer.

T: Now, try to sing the song together. This time, there’s no music.

  Can you replace some words? I give you two minutes.

(教师示范，小组合作，改编歌曲)

(4)T: We have sung for his mother. Now, Tom wants to make a gift.

T: What will he make? Try to guess!

S: ….‘makes’

T: Let’s listen then tell me.

S: ….

T: Bingo, ice cream.

T: Look, here’s a new word. ‘Makes’, read after me.

  Can you read the sentence?

Ss: ….

T: Try to find the words with letter ‘m’.

Ss: ….

T: I have some new words here. Can you read?

T: Nice work. Try to make some sentences with the words.

Ss: ….

4.      T: OK, boys and girls. We have helped Tom do all the things for his Mum.

  She is very happy, now. Let’s sing a birthday song for her Mum.

   Step 3 Production

1.      T: Look at the farm, now. There’re some visitors. Here are the learning tips.

小朋友们，农场里来了许多小动物，你可以扮演我农场的小动物来介绍我的农场吗？我有几点建议：

(1)当小动物们来的时候，要说welcome哦。

(2)当小动物们问问题时，一定要认真回答哦。

(3)当小动物们走时，要说：Thank you for coming!

 T: Try to make some dialogues.

You can ask like this:

What’s this/that? 

What are these/those?

What’s /What’re … on/in/under the …?

You can answer like this:

It’s ….     They’re ….

You can also add your ideas:

It’s/They’re lovely/cute/fat/lazy/helpful ….

I like it/them. I don’t like it/them.

(Show time)

2.      Ticking time.

T: Now, this is the end of the lesson. Let’s do a summary.

(1) I know some nouns with “__" at the end.

我知道一些名词复数结尾加_____。

(2) I can sing the song 《_______》.

我会唱《________》这首歌。

(3) I know the sound of the letter “___"

我知道字母____的发音。

   T: Nice work. You did a quite good job today.

  Step 4 Homework

  1. Sing a song 《On the farm》 to your family.

   唱歌曲《On the farm》给家人听。

2. Talk about the things around you with your friends with the sentences of this unit.

   和朋友用本单元的句型谈论周围的东西。

3. Visit a farm if it’s possible.

   周末或假期，有机会亲自去体验农场生活。

六、教学反思：

 本课时的内容主要涉及到相关农场上水果和动物的对话，有浓厚的生活气息。我注重从学生实际出发，立足文本内容，自始至终贯彻了由易到难、由浅入深的层层递进的教学原则。从本节课的复习环节到最后的拓展环节，整体教学思路清晰，教学环节顺畅、自然，较好地达成了本节课的教学目标，教学效果好。

    1. 由于这个课时是本单元的最后一个课时，教学的板块主要是活动板块，内容比较零散，在设计的时候，我创设了以农场主Tom为妈妈做三件事（work for Mum, sing for Mum, make a gift for Mum）来庆祝妈妈的生日这个主情景为教学主线，将活动板块的三个部分巧妙地串联在一起展开教学。

2. 在教学的过程中，我非常注重培养学生团队协作，合作分享的能力。比如在课的开始，我设计了这样一个环节，四人一组，共同从信封里找出有关动物类的单词，在这个环节中，孩子们必须学会分享手中的资源，共同协作，否则无法完成这个任务。在其他的环节中，我也多次采用小组互助的形式完成改编歌曲，改编对话，共同表演这些教学环节，效果突出。

3.我在设计这节课时，注重从三年级学生的认知角度出发，采用了大量色彩鲜艳，形象逼真的动物及果蔬图片进行教学，同时还利用这些图片，师生合作将班级的黑板装扮成一个漂亮的农场，，让学生通过主动探索、发现和体验，学会对信息的收集、分析和判断，从而培养学生的创新精神和实践能力。同时根据三年级孩子的心理特点，我还特地安排了喂养小动物，采摘水果以及介绍农场等一系列活动，孩子们乐于其中。让学生积极参与、主动探究，大胆实践，合作创新，充分发挥学生的主体地位，培养和发展他们的综合语言运用能力，营造一个充满活力的英语课堂。