【新教材】人教PEP版（2024）四年级下册英语Unit 5 Farms and us教案（共5课时）

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【新教材】人教PEP版（2024）四年级下册英语Unit 5 Farms and us教案（共5课时）第1课时【课标分析】依据《义务教育英语课程标准（2022年版）》，本单元属于“人与自然”主题范畴下的“人类活动与环境”子主题。学生通过本课学习，应能用简单的英语描述常见农场动物和蔬菜名称，理解其发出的声音及提供的食物资源；在真实语境中运用核心句型进行问答交流，发展语言能力、文化意识和思维品质。强调在情境中感知语言，在任务中实践表达，体现“学思结合、用创为本”的英语学习活动观。【教学目标】1.能听懂、会说、认读并正确拼写 farm, cow, horse, pig, sheep, chicken, tomato, carrot, potato, green bean 等表示农场动植物的词汇，并能在图片或实物提示下准确指认；2.能在教师引导下，使用句型 “What animals do you have on the farm?” “I have…” 和 “How many… do you have?” 进行简单问答，介绍农场中的动物数量；3.初步理解农场为我们提供食物的重要作用，建立初步的食物来源意识，增强对农业劳动者的尊重之情。【达成评价】1.1 能快速从图片中找出对应的单词卡片并正确发音；2.1 在小组对话活动中，能流畅完成至少一轮关于农场动物的问答交流；3.1 在课堂总结环节，能用自己的话说出“农场给我们牛奶、鸡蛋、肉和蔬菜”等关键信息。【核心短语】on the farm, fresh milk, lay eggs, give us, run fast, roll in the mud【核心句型】What animals do you have on the farm?I have cows/horses/sheep/pigs/chickens.How many cows do you have?I have fifteen/twenty/thirty…【教学重点】掌握 farm, cow, horse, pig, sheep, chicken, tomato, carrot, potato, green bean 等核心词汇的音、形、义；熟练运用“What animals do you have on the farm? I have…”和“How many… do you have?”进行问答交流。【教学难点】区分易混淆词如 sheep (单复数同形) 和 pig / chicken 的复数形式；在真实交际中自然流畅地使用目标句型提问与回答，避免机械背诵；理解“farm animals give us many things”这一抽象概念的具体表现。【教学资源】多媒体课件（含农场实景视频、动画音频）单词卡片、动物头饰、农场场景图、实物模型（胡萝卜、番茄）课本P50-P53内容、互动白板、录音机/播放器【教学过程】Step1Warm up（2’）Enjoy a song1.Sing along to "Old MacDonald Had a Farm"教师播放经典儿歌《Old MacDonald Had a Farm》，带领全班学生边拍手边跟唱。引导语：“Let’s sing a fun song about animals! Can you make the animal sounds with me?”当唱到不同动物时，鼓励学生模仿牛叫“moo”，猪叫“oink”，羊叫“baa”，鸡叫“cluck”。歌曲结束后提问：“Where did these animals live?” 预设学生回答：“On the farm!” 教师顺势引出课题：“Yes! Today we’re going to learn about ‘Farms and Us’!”[设计意图]对应的教学目标1/2通过节奏明快的英文歌曲激活旧知，营造轻松愉快的学习氛围，自然引入“农场”话题，激发学生兴趣，同时复习动物叫声，为后续学习铺垫。Step2Lead-in & Presentation（8’）Look and think1.Observe Picture on P51 and Discuss教师展示课本P51的“Look and Think”图片，引导学生观察：“What do you see in the picture?” 学生自由发言：“I see a farm.” “There are animals.” “I see carrots and tomatoes.”继续追问：“What foods grow on farms?” 引导学生说出更多答案如 rice, potatoes, eggs, milk 等。2.Listen and Chant: "Farms Give Us..."播放课本P51的chant音频：Farms give us potatoes.Farms give us tomatoes.Farms give us fruit and vegetables.They are really great!Farms have cows and chickens.Farms give us eggs and meat.Farms are really helpful.We all need farms to eat!学生跟读两遍，注意语音语调。教师强调关键词“give us”和“need farms”，帮助学生建立“农场供给人类食物”的初步认知。[设计意图]对应的教学目标3，利用教材原图引发思考，结合chant强化主题意义，让学生在视听输入中感知语言结构，理解农场的功能价值，实现主题与语言的融合渗透。Step3Vocabulary Learning（12’）Let’s Learn1.Learn Animal Words with Actions and Sounds教师依次出示 cow, horse, pig, sheep, chicken 的图片和单词卡。每教一个词，先示范发音，学生跟读三遍；然后做出相应动作并模仿叫声，如：Cow 做挤奶动作，发“moo”声；Horse 做骑马状，说“I like to run fast!”；Pig 手放嘴前做拱嘴状，说“I like to roll in the mud!”；Sheep 双手举过头顶做卷毛状，说“My coat can keep you warm.”；Chicken 双臂扇动，说“I can lay eggs.”通过TPR全身反应法加深记忆。2.Quick Response Game: Flashcard Showdown教师快速闪现单词卡，学生抢答说出英文并模仿叫声。规则说明：“When I show the card, shout the word and make the sound! Ready? Go!”教师注意纠正发音错误，尤其是 sheep 的清辅音 /ʃ/ 和 chicken 的 /tʃ/。3.Vegetable Vocabulary Introduction切换至蔬菜部分，展示 realia（实物）或高清图片：tomato, carrot, potato, green bean。教师拿起番茄问：“What’s this?” 引导学生回答“It’s a tomato.” 并补充“They’re big and red.”（来自P56）同样方式教学其他三种蔬菜，强调“green beans”是复数形式。组织 pair work：同桌一人指图，一人说词，互换练习3分钟。[设计意图]对应的教学目标1，采用多模态输入方式（视觉+听觉+动觉），结合TPR教学法和游戏机制，使词汇学习生动有趣、印象深刻；通过实物和图片增强直观性，帮助学生将词汇与真实世界建立联系。Step4Pattern Practice（10’）Ask and Answer1.Model Dialogue with Teacher教师戴上 farmer 的帽子，手持农场地图，示范对话：T: What animals do you have on the farm?S: I have cows and horses.T: How many cows do you have?S: I have twenty cows.重复两次，更换动物种类和数量。2.Guided Practice in Pairs发放动物数量图表（含不同数量的动物图片），学生两人一组根据图表信息编对话。提供语言支架：A: What animals do you have on the farm?B: I have ______ and ______.A: How many ______ do you have?B: I have ______.教师巡视指导，重点关注句型完整性和数字表达准确性。3.Role-play with Headgear邀请几组学生戴动物头饰上台表演，一人扮演记者提问，一人扮演农场主回答。鼓励添加表情和动作，提升表达生动性。观众可举手补充“I have pigs too!”等。[设计意图]对应的教学目标2，通过创设真实交际情境，提供清晰的语言支架，引导学生从机械模仿走向意义表达；角色扮演增强趣味性和参与感，促进语言内化与输出。Step5Consolidation（6’）Read and Guess1.Riddle Time: Who Am I?教师朗读课本P53的猜谜语部分，每次读完一条线索暂停，让学生猜测：“I like to run fast and I am fun to ride.What am I?” Horse“I can make milk.I am black and white.What am I?” Cow“I can lay eggs.I am a bird, but I don’t fly well.What am I?” Chicken“I like to roll in the mud.I have a big nose and small eyes.What am I?” Pig“My coat can keep you warm.I am woolly and white.What am I?” Sheep学生举手抢答，答对者获得小贴纸奖励。2.Extension: Create Your Own Riddle引导学生尝试仿照格式自编一个关于蔬菜的谜语，如：“It is long and orange.Rabbits love it.What is it?” Carrot选2-3位学生分享，全班竞猜。[设计意图]对应的教学目标1/2通过猜谜游戏检验词汇掌握情况，锻炼推理与表达能力；鼓励创造性输出，实现语言迁移应用，满足不同层次学生需求。【作业设计】基础作业：1.听录音跟读P51 chant和P53 Let's learn部分单词三遍，家长签字确认；2.抄写本课新词各三遍：cow, horse, pig, sheep, chicken, tomato, carrot, potato, green bean，并配简笔画。提高作业：1.用所学句型采访家人：“Do you like farms? What animals do you want on your farm?” 记录回答并尝试用英语复述；2.完成练习册P30第1题（连线动物与叫声）第2题（圈出听到的单词）。拓展作业：1.收集一张你喜欢的农场动物图片，制作成单词卡，背面写一句介绍语如：“This is a cow.It gives us milk.” 下节课带来展示；2.观看英文动画《Peppa Pig Goes to the Farm》，写下你听到的三个动物单词。【板书设计】Unit 5 Farms and Us Lesson 1 [左侧区域] Farm Animals: cow moo milk horse neigh ride pig oink meat sheep baa wool chicken cluck eggs [右侧区域] Vegetables: tomato (red) ? carrot (orange) ? potato (brown) ? green beans (long) [中间下方] Key Sentences: What animals do you have on the farm? I have cows and horses.How many cows do you have? I have twenty.[底部彩带框] Why do we need farms? They give us food! We all need farms to eat!第2课时【课标分析】依据《义务教育英语课程标准（2022年版）》，本课时属于“人与自然”主题下“人类活动与环境”的延伸内容。学生在掌握基本词汇和数量问答的基础上，进一步学习描述动物特征、行为及功能的句型，发展语言表达的丰富性和逻辑性。强调通过观察、比较、归纳等思维活动提升思维品质，在真实语境中运用所学语言进行个性化表达，体现英语学科的工具性与人文性统一。【教学目标】1.能听懂、会说、认读并正确使用表示动物特征与功能的核心短语，如 black and white, run fast, lay eggs, make milk, roll in the mud, keep warm 等，并能在图片提示下准确匹配；2.能运用句型 “It is…” 和 “It can…” 描述农场动物的外形特征与能力，能就“I like… because…” 表达个人喜好及原因；3.深化对“农场动物为人类提供帮助”的理解，增强尊重生命、珍惜食物的情感体验，初步建立人与动物和谐共处的价值观。【达成评价】1.1 在配对游戏中，能将8个特征短语与对应的动物图片正确连线；2.1 在小组展示环节，能用至少两个句子完整介绍一种动物，包含其特征与能力；3.1 在课堂讨论中，能主动说出“我们应感谢动物给我们食物”等积极观点。【核心短语】black and white, long nose, woolly coat, red comb, big ears, run fast, fly low, swim well, make milk, lay eggs, give wool, eat grass【核心句型】What does a cow look like?It is black and white.What can a horse do?It can run fast.Why do you like chickens?Because they can lay eggs.【教学重点】掌握描述动物特征（颜色、身体部位）与能力（动作、产出）的形容词和动词短语；熟练运用“It is…”和“It can…”句型进行完整描述；理解不同动物对人类的具体贡献。【教学难点】准确区分并使用多个相似特征词（如 black and white / woolly / red comb）；在描述中整合外貌与功能信息形成连贯语段；表达个人喜好的理由时语言自然流畅，避免生硬套用句型。【教学资源】多媒体课件（含高清动物特写图、微视频片段）特征单词卡、动物身份卡、小组任务单、录音材料（P54 Listen and match）课本P54-P55内容、互动白板、实物道具（羊毛样本、鸡蛋模型）【教学过程】Step1Warm-up & Review（3’）Flashcard Rally1.Rapid Word Recall Game教师快速闪现第一课时所学动物与蔬菜卡片，学生集体抢答英文名称并模仿叫声或动作。加入挑战模式：当出现“cow”时，全体做挤奶动作；出现“pig”时双手拱嘴说“oink oink”；出现“carrot”时做出啃咬状。教师随机提问：“How many cows did Farmer John have?” 引导学生回忆并回答：“Twenty!”通过高节奏游戏激活旧知，迅速集中注意力，营造活跃氛围。[设计意图]对应的教学目标1，以TPR+竞速机制复习旧词，强化记忆的同时调动身体参与，符合小学生认知特点，实现无痕衔接，自然过渡到新课内容。Step2Presentation（10’）Look, Listen & Learn1.Watch Video Clip: "A Day on the Farm"播放一段自拍短视频《A Day on the Farm》，画面依次呈现：牛正在被挤奶，字幕弹出“It makes milk.”马在田野奔跑，“It can run fast.”猪在泥坑打滚，“It likes to roll in the mud.”羊群走过，“Its wool is soft and warm.”母鸡下蛋，“It can lay eggs.”每段暂停，教师引导观察并提问：“What is it doing?” 学生尝试回答后，教师带读新短语。2.Match Features with Animals (P54)打开课本P54 “Let’s talk” 部分，先不听音频，让学生根据图片猜测对话内容。T: Look at Picture 1.The girl points to the cow.What might she say?S1: It is big!S2: It gives milk!T: Yes! And it is black and white.Let’s listen and check.播放录音，学生验证猜测。再听一遍，跟读句子：“It is black and white.It can make milk.”同样方式处理其他三组对话，重点学习“long nose”, “woolly coat”, “red comb”等表达。[设计意图]对应的教学目标1/2利用真实情境视频创设沉浸式学习环境，使抽象语言具象化；结合教材原图与听力输入，培养学生预测、验证、模仿的学习策略，促进语言内化。Step3Practice（12’）Feature Detective1.Pair Work: Describe and Guess发放“动物身份卡”（背面贴有cow/horse/pig/sheep/chicken），每人一张戴在胸前不能看。任务说明：“You are an animal now! Ask your classmates questions to find out who you are.”提供问题支架：Is my body black and white?Can I run fast?Do I have a red comb?Can I lay eggs?学生在教室走动提问，直至猜出自己是谁。教师巡视鼓励使用完整句型。2.Group Task: Build the Animal Profile四人一组，每组抽取一种动物，合作完成“A Farm Animal Fact File”海报：Name: ______Looks: It is ______.It has ______.Abilities: It can ______.Helps Us: It gives us ______.例如：Sheep It is white and woolly.It has four legs.It can eat grass.It gives us wool and meat.教师提供词汇银行支持，鼓励添加细节。[设计意图]对应的教学目标2，通过角色代入式游戏激发探究欲，促使学生主动运用目标语言进行真实交际；小组合作制作物种档案，融合听说读写技能，发展综合语言运用能力和团队协作意识。Step4Production（10’）Show Time1.Mini Presentation: My Favorite Farm Animal每位学生准备30秒口头陈述“My Favorite Farm Animal”，结构如下：I like ______ best.It is ______.It can ______.I like it because ______.教师示范：“I like horses.They are strong and beautiful.They can run very fast.I like them because riding is fun!”学生同桌互练，教师指导。2.Class Sharing with Voting邀请6位学生上台展示，每人限时40秒。观众手持评分卡，从“语音清晰”“句子完整”“表达生动”三个维度打分。评选“Best Presenter”和“Most Creative Reason”两项大奖，颁发小勋章。[设计意图]对应的教学目标2/3设置结构化输出任务，降低表达焦虑；通过公开演讲与同伴互评机制，提升语言流利度与自信心；融入情感教育，引导学生表达真实情感，实现语言与人格协同发展。Step5Extension & Summary（5’）Think Deeper1.Discussion: Why Are Farm Animals Important?教师展示一组对比图：左图：超市货架空荡；右图：摆满牛奶、鸡蛋、猪肉、羊毛衫。提问：“If there were no farm animals, what would happen?”引导学生思考并表达：“We couldn’t drink milk.” “No eggs for breakfast.” “Cold without wool sweaters.”总结升华：“Farm animals work hard every day.They give us food, clothes, and joy.We should thank them and treat them kindly.”2.Choral Reading: "They Help Us"全班齐读改编chant：Cows help us they give us milk!Hens help us they lay eggs!Sheep help us they give us wool!Pigs help us they give us meat!All farm animals help us so much!We say thank you from our heart![设计意图]对应的教学目标3，通过视觉冲击引发深度思考，将语言学习上升至社会责任与生命关怀层面；通过集体朗读强化感恩意识，落实立德树人根本任务，实现学科育人价值。【作业设计】基础作业：1.听P54录音三遍，模仿语音语调朗读对话；2.完成练习册P31第3题（听音选图）第4题（补全句子）。提高作业：1.选择一种你喜欢的农场动物，画一幅画并写三句话介绍它，要求包含外貌、能力和喜好理由；2.采访家人：“What food from farm animals do you eat most?” 记录答案并尝试用英语汇报。拓展作业：1.上网查找一种非中国传统农场动物（如alpaca, duck, goat），了解其特征与用途，制作一张英文info card；2.编写一首关于农场动物的小诗，下节课进行“小小诗人”分享会。【板书设计】Unit 5 Farms and Us Lesson 2 [中心图示] Looks: black and white, big eyes Can: make milk, eat grass Gives us: milk, meat ooks: brown, long tail Can: run fast, carry people Gives us: fun, help on farm ooks: pink, small eyes Can: roll in mud, eat everything Gives us: pork, leather ooks: white, woolly coat Can: follow others, sleep standing Gives us: wool, meat CHICKENLooks: red comb, two wings Can: lay eggs, flap wings Gives us: eggs, chicken meat [底部横幅] Why we love farm animals? They help us.We thank them.第3课时【课标分析】依据《义务教育英语课程标准（2022年版）》，本课时聚焦“人与自然”主题下的“植物生长与人类生活”子话题。学生通过观察、描述蔬菜成长过程，学习相关动词和时间顺序表达，发展科学观念与语言能力的融合素养。强调在探究式学习中掌握知识，在实践活动中提升综合语言运用能力，体现英语学科与其他学科的跨学科整合趋势。【教学目标】1.能听懂、会说、认读并正确使用表示蔬菜种植过程的核心动词短语，如 plant seeds, water the plants, grow slowly, get bigger, come out of the soil, pick the vegetables 等，并能在图片序列中准确排序；2.能运用句型 “First… Then… Next… Finally…” 描述一种蔬菜从播种到收获的完整过程，能就“How does a tomato grow?”等提问进行回答；3.初步了解植物生长的基本规律，体验劳动的乐趣与艰辛，增强珍惜粮食、尊重劳动者的情感意识，树立热爱自然、保护生态的价值观。【达成评价】1.1 在“Planting Journey”排序活动中，能将4张蔬菜生长图按正确顺序排列并说出对应动作；2.1 在小组汇报中，能用至少四个步骤完整讲述一种蔬菜的成长故事；3.1 在课堂讨论中，主动表达“农民伯伯很辛苦，我们要爱惜食物”等积极观点。【核心短语】plant seeds, water the soil, grow slowly, push through the ground, get bigger and stronger, turn red/orange/green, are ready to pick, harvest time【核心句型】How does a carrot grow?First, we plant the seed in the soil.Then, we water it every day.Next, it grows slowly under the ground.Finally, we pull it out when it’s big enough.【教学重点】掌握蔬菜种植全过程的关键动词短语；熟练运用表示时间顺序的连接词 first, then, next, finally 构建连贯语段；理解不同蔬菜的生长特点与收获方式。【教学难点】准确区分相似动作如 grow / get bigger / come out；在描述过程中合理使用连接词使表达逻辑清晰；将抽象的时间顺序概念转化为具体可感的语言输出；部分动词过去式的初步感知（如 planted, picked）虽不作要求但可能被学生提出。【教学资源】多媒体课件（含延时摄影视频《Tomato’s Life Story》）蔬菜生长四阶段卡片、种植流程拼图、迷你花盆与种子实物、录音材料（P56 Listen and number）课本P56-P57内容、互动白板、学生种植日记模板【教学过程】Step1Warm-up & Review（3’）Sound It Out1.Animal Sound Chain Game教师发起声音接龙：“I have a cow.It says moo.” 下一位学生接：“I have a horse.It says neigh.” 再下一位：“I have a pig.It says oink.” 依次类推。加入挑战：不能重复前面同学提到的动物，且必须用完整句子表达。当出现错误或卡顿时，全班齐声提示“It can…”帮助其完成。最后教师总结：“Animals help us.But do you know who helps the vegetables grow?” 引出“farmers”和“plants”。[设计意图]对应的教学目标1，通过趣味接龙复习旧知，强化记忆；以问题驱动引发认知冲突，自然过渡到植物世界，实现知识迁移与主题深化。Step2Presentation（10’）Watch & Learn1.Watch Time-lapse Video: "From Seed to Tomato"播放一段3分钟的延时摄影视频《From Seed to Tomato》，画面展示：播种：hand places seed in soil发芽：tiny green shoot pushes through生长：stem gets taller, leaves spread开花：yellow flower appears结果：small green fruit big red tomato采摘：hand picks ripe tomato每阶段暂停，教师引导观察并提问：“What happens now?” 鼓励学生尝试描述。逐步引出并教授新短语：plant seeds, water the plants, grow slowly, come out of the soil, get bigger, turn red, are ready to pick.2.Read Picture Story on P56打开课本P56 “Let’s learn” 部分，先让学生看图说话。T: Look at Picture 1.What is the farmer doing?S1: He puts something in the ground!T: Yes! We call it “planting seeds”.Say: plant seeds.逐图推进，结合文本“The seed grows into a plant.”“The plant gets bigger.”“We water it.”“Finally, we can pick the tomatoes.”学生跟读三遍，注意语调起伏。[设计意图]对应的教学目标1/2利用视觉冲击力强的延时摄影激发好奇心，使不可见的生长过程可视化；结合教材图文进行语言输入，培养学生观察、预测、验证的学习策略，促进语言与科学知识的深度融合。Step3Practice（12’）Planting Journey1.Sequence Cards: Put in Order发放四张一组的蔬菜生长图（tomato/carrot/potato/green bean），打乱顺序。任务说明：“Work in pairs.Put the pictures in the right order: from seed to harvest.”提供语言支架贴纸：“First”, “Then”, “Next”, “Finally” 可粘贴在对应图片下方。完成后两人合作口头描述一遍过程，如：“First, we plant the seed.Then, it comes out of the soil…”教师巡视指导，纠正表达错误。2.Group Puzzle Challenge每组一套大尺寸拼图（共4块），拼成一幅完整的“Carrot Growth Path”。拼好后，小组成员分工讲解其中一个阶段：Student A: First, the farmer plants the seed.Student B: Then, the baby carrot pushes through the soil.Student C: Next, it grows bigger under the ground.Student D: Finally, we pull it out and eat it!鼓励添加动作演示，如弯腰播种、用力拔萝卜等。[设计意图]对应的教学目标2，通过动手排序与拼图游戏，强化对生长顺序的理解；小组合作讲述培养团队协作与分工意识；多感官参与加深记忆，实现“做中学、玩中学”的教育理念。Step4Production（10’）My Mini Farm1.Hands-on Activity: Plant Your Own Seed每位学生领取一个迷你花盆、一些土壤和一颗绿豆种子。教师示范步骤：“First, put some soil in the pot.”“Then, make a small hole and plant the seed.”“Next, cover it with soil.”“Finally, water it gently.”学生跟随操作，边做边说英文指令。完成后在花盆上贴标签：“My Bean Plant – Planted on Apr.7th”。2.Promise Circle: I Will Take Care围成圆圈，每人手持自己的小花盆。教师领誓：“I promise to water my plant every day.I will watch it grow.I will say ‘Hello’ to my little plant!”学生跟读，做出承诺手势（右手抚心）。教师强调：“This is your responsibility.Just like farmers work hard, you must care for your plant too.”[设计意图]对应的教学目标3，通过真实种植体验建立情感连接，将语言学习转化为实际行动；承诺仪式增强责任感与仪式感，落实劳动教育与生命教育，实现知行合一。Step5Extension & Summary（5’）Think & Share1.Discussion: Why Is Farming Hard Work?教师展示一组对比图：左图：烈日下农民弯腰插秧；右图：餐桌上丰盛的蔬菜菜肴。提问：“Is farming easy? What do farmers need to do every day?”引导学生思考并表达：“They must wake up early.” “Water the plants in hot sun.” “Pull out weeds.” “Wait for months!”总结升华：“Vegetables don’t grow by magic.They grow because farmers work hard.Every bite of food has sweat behind it.”2.Chant Together: "Grow, Little Plant!"全班起立，配合动作齐诵自编chant：Plant the seed (双手作撒种状)Water, water (手掌下压模拟浇水)Sunshine bright (双臂向上展开)Grow, grow, grow! (身体慢慢上升)Little plant comes out (手指尖顶出桌面)Get bigger every day (双手向外扩展)Soon we’ll pick you (做采摘动作)Yummy in our meal today! (双手捧脸微笑)[设计意图]对应的教学目标3，通过视觉对比引发共情，深刻体会农业劳动的艰辛；集体律动chant巩固语言点，释放情绪，营造温馨结尾，实现情感升华与价值观塑造。【作业设计】基础作业：1.听P56录音两遍，模仿朗读“Let’s learn”部分；2.完成练习册P32第5题（听音标序）第6题（选词填空）。提高作业：1.回家观察家中绿植或阳台蔬菜，用手机拍一张照片，并用英语写一句话描述它的状态，如：“My plant is small but strong.”；2.和父母一起查找一种你没见过的蔬菜（如kale, beetroot），了解其生长环境，准备下节课分享。拓展作业：1.制作一本“我的种植日记”，每天记录你的小豆苗变化，至少坚持一周，配图+一句话英文记录；2.编写一个关于“一粒种子的旅行”的英文小故事，下节课举办“种子童话节”。【板书设计】Unit 5 Farms and Us Lesson 3 From Seed to Harvest! [左侧流程图] 1.First, we plant the seed." 2."Then, we water it.The sun shines." 3. "Next, it grows slowly.Gets bigger!" 4. "Finally, we pick the vegetables!" [右侧词汇云] plant seeds water the plants grow slowly come out of the soil get bigger and stronger turn red/orange/green are ready to pick harvest time [底部对话框] Farmer's Hard Work: Hot sun Rainy days Every day Strong hands Big heart [角落爱心] We thank farmers! We love our food!第4课时【课标分析】依据《义务教育英语课程标准（2022年版）》，本课时属于“人与自我”主题下的“日常生活与时间管理”内容范畴。学生在已有农场知识基础上，学习用英语描述日常活动的时间顺序，掌握整点与半点的时间表达法，发展语言能力与生活技能的融合素养。强调通过真实情境模拟提升交际能力，在角色扮演中增强语用意识，体现英语学习的实践性与工具性。【教学目标】1.能听懂、会说、认读并正确使用表示日常活动的动词短语，如 get up, feed the animals, collect eggs, milk the cow, water the vegetables, have breakfast/lunch/dinner 等，并能在钟面图上准确匹配时间；2.能运用句型 “It’s … o’clock.” 和 “It’s half past ….” 描述具体时间，能结合时间与活动说出完整句子，如 “At 6:00, I feed the chickens.”；3.了解农民一天的辛劳作息，对比城市儿童的生活节奏，体会不同职业的时间安排特点，初步建立合理规划时间、尊重劳动者的价值观念。【达成评价】1.1 在“Time Match”游戏中，能将8个活动图片与对应钟面正确配对；2.1 在小组展示中，能用至少四个时间点描述农场主的一天，包含时间与活动；3.1 在讨论环节，能主动说出“Farmers work very early.We should respect them.”等观点。【核心短语】get up, feed the animals, collect eggs, milk the cow, clean the barn, plant seeds, water the garden, take a break, have dinner, go to bed【核心句型】What time is it?It’s six o’clock.It’s half past seven.At 6:30, she feeds the pigs.When do you…?I… at…【教学重点】掌握农场日常工作相关的高频动词短语；熟练运用“It’s … o’clock.”和“It’s half past…”进行时间表达；能将时间与活动相结合，形成完整的“时间+动作”陈述句。【教学难点】准确区分“o’clock”与“half past”的发音及使用场景；在口语表达中自然连读，如 “six thirty” 而非逐字读出；理解“a.m.”与“p.m.”的概念虽不作要求但可能被学生提出；部分动词过去式（fed, milked）的感知虽不强求掌握但需教师正确示范。【教学资源】多媒体课件（含动画视频《A Day in Farmer John’s Life》）可拨动时钟模型、活动卡片、时间表模板、录音材料（P58 Listen and write）课本P58-P59内容、互动白板、学生自制小钟面手工【教学过程】Step1Warm-up & Review（3’）What’s Missing?1.Flashcard Memory Game教师快速闪现前几课时所学的动物与蔬菜卡片共8张，学生闭眼。悄悄移除一张后，学生睁眼观察并用英文说出缺失项：“The tomato is missing!” 或 “We can’t see the egg!”增加难度：要求使用完整句描述其功能：“The chicken that lays eggs is gone!”通过高密度词汇复现激活记忆，营造紧张有趣的竞争氛围。[设计意图]对应的教学目标1，以记忆游戏形式复习旧知，锻炼观察力与反应速度；通过复合句挑战提升语言输出质量，实现无痕衔接，自然过渡到“农场日常”话题。Step2Presentation（10’）Watch & Learn1.Watch Animated Video: "Farmer John's Busy Day"播放原创动画《Farmer John's Busy Day》，画面按时间轴推进：05:00：闹钟响，Farmer John起床，“It’s five o’clock.Time to get up!”05:30：走向鸡舍，“It’s half past five.I feed the chickens.”06:00：收集鸡蛋，“Now I collect the eggs.So many today!”06:30：挤奶，“At six thirty, I milk the cow.”07:00：吃早餐，“Seven o’clock! Breakfast time.”每段暂停，教师引导观察并提问：“What does he do at 5:30?” 鼓励学生尝试回答。逐步引出并教授新短语：feed the animals, collect eggs, milk the cow, clean the barn, take a break.2.Read Text on P58 "Let’s talk"打开课本P58 “Let’s talk” 部分，先让学生看图预测对话内容。T: Look at Picture 1.The girl points to the clock.What might she ask?S1: What time is it?T: Yes! And what is the man doing?S2: He is giving food to the pigs!T: Right! We say “He is feeding the pigs.” Let’s listen and check.播放录音，学生验证猜测。再听一遍，跟读句子：“At 5:30, I feed the animals.”结合钟面图讲解“half past”，强调指针位置与读法。[设计意图]对应的教学目标1/2利用生动动画创设沉浸式学习环境，使抽象时间具象化；结合教材图文进行语言输入，培养学生预测、验证、模仿的学习策略，促进语言内化与认知发展同步进行。Step3Practice（12’）My Farm Clock1.Make Your Own Clock发放提前准备好的纸盘钟面手工材料包（含时针、分针、数字贴纸）。教师示范制作步骤：“First, stick the numbers 1 to 12 around the edge.”“Then, attach the short hand and long hand with a brad.”“Now, show me ‘six o’clock’!” 学生拨动指针。“Show me ‘half past seven’!” 教师巡视纠正。2.Pair Work: Ask and Answer两人一组，轮流扮演 farmer 和 reporter。Reporter asks: “What time do you get up?”Farmer answers: “I get up at five o’clock.”Reporter then sets their clock to 5:00 and says: “It’s five o’clock.You get up.”交换角色练习其他活动：feed the animals (5:30), collect eggs (6:00), milk the cow (6:30)等。教师提供对话支架卡支持表达。[设计意图]对应的教学目标2，通过动手制钟深化对时间概念的理解；角色扮演实现真实交际，促使学生主动运用目标语言；多感官参与提升学习效率，体现“做中学”的先进教学理念。Step4Production（10’）Farm Life Show1.Group Project: Create a Daily Schedule四人一组，抽取一种身份卡（Farmer / Vet / Gardener / Milk Worker），合作完成“A Day in My Life”海报。要求包含：我的身份：I am a ______.四个时间点及对应活动：At 5:00, I get up.At 5:30, I feed the animals.At 12:00, I have lunch.At 9:00 p.m., I go to bed.鼓励添加细节，如天气、心情表情符号。2.Class Presentation: Role Play每组派代表上台展示海报，并配合动作进行角色扮演。例如：“Good morning! I’m Tom, a farmer.It’s 5:00 now.*yawn* I get up.It’s dark outside…”观众手持评分卡，从“语音清晰”“时间准确”“表演生动”三个维度打分。评选“Best Teamwork”和“Most Realistic Performance”奖项。[设计意图]对应的教学目标2/3设置结构化产出任务，降低表达焦虑；通过团队协作与公开演讲提升语言流利度与自信心；融入情感教育，引导学生换位思考，理解不同职业的辛苦，实现学科育人价值。Step5Extension & Summary（5’）Think Deeper1.Discussion: City Kids vs.Farm Kids教师展示两组对比图：左图：城市孩子8:00起床吃早餐；右图：农场孩子5:30已开始喂鸡。提问：“Whose day starts earlier? Why? Is one life better than the other?”引导学生思考并表达：“Farm kids work hard.” “City kids sleep longer.” “Both are good!”总结升华：“Different jobs have different schedules.Early or late, everyone works hard.We should respect all workers.”2.Sing Together: "Tick Tock, It’s Time to Work!"全班起立，配合动作齐唱改编歌曲：Tick tock, tick tock, it’s five o’clock! (双手作钟摆)Time to get up, don’t lie in bed! (做起床状)Tick tock, tick tock, it’s half past five! (加快摆动)Go feed the pigs, keep them alive! (模仿喂食)Work all day from dawn till night,Farmers make our world so bright! (双手展开)[设计意图]对应的教学目标3，通过城乡生活对比引发深度思考，打破刻板印象，培养多元包容的社会认知；集体歌唱巩固语言点，释放情绪，营造积极结尾，实现价值观引领。【作业设计】基础作业：1.听P58录音三遍，模仿朗读对话；2.完成练习册P33第7题（听音写时间）第8题（连线匹配）。提高作业：1.制作自己的“一日时间表”，用英语标注三项主要活动及时间，如“At 7:00, I have breakfast.”；2.采访家人：“When do you start work/school?” 记录答案并尝试用英语汇报。拓展作业：1.上网查找一位国外农场主的vlog，了解他们的一天，写下三个你学到的新信息；2.编写一个关于“如果我是农场主”的英文日记，想象你的一天如何度过。【板书设计】Unit 5 Farms and Us Lesson 4 ⏰ A Day on the Farm! [中心时间轴] Morning 5:00 Get up 5:30 Feed animals 6:00 Collect eggs ? 6:30 Milk the cow 7:00 Have breakfast Midday 8:00 Plant seeds 10:00 Water garden 12:00 Lunch break Afternoon 2:00 Clean barn ? 4:00 Take a walk 6:00 Dinner time Night 9:00 p.m.Go to bed [右侧语法角] How to say time: It’s six o’clock.(长针向上) It’s half past seven.(长针向下) [底部金句] Farmers start early.They work every day.We thank them for food.We respect their way.Practice makes perfect!第5课时【课标分析】依据《义务教育英语课程标准（2022年版）》，本课时属于“人与社会”主题下的“生产与消费”内容范畴。学生在前四课时基础上，整合所学语言知识，探究农产品从田间到餐桌的全过程，发展语言能力、思维品质与社会责任意识。强调通过项目式学习提升综合运用能力，在真实任务中实现跨学科融合，体现英语作为交流工具在解决实际问题中的价值。【教学目标】1.能听懂、会说、认读并正确使用表示常见农产品及其加工品的词汇，如 milk, cheese, butter, flour, bread, tomato sauce, egg salad 等，并能在图片中准确匹配原料与成品；2.能运用句型 “Where does… come from?” 和 “It comes from…” 描述产品的来源关系，能用简单语段讲述一种食品的制作过程，如 “Bread comes from wheat.”；3.理解农业对人类生活的基础性作用，认识食物背后的劳动价值，增强珍惜资源、感恩自然的情感体验，初步树立可持续消费的生活理念。【达成评价】1.1 在“Product Match”活动中，能将6组原材料与加工品正确连线；2.1 在“Story Chain”游戏中，能接续完成一个产品的来源故事；3.1 在讨论中主动表达“Don’t waste food”“Thank the farmers”等积极态度。【核心短语】come from, made of, grown on farms, raised on farms, milk the cow, collect eggs, harvest wheat, bake bread, make cheese, produce food【核心句型】Where does bread come from?It comes from wheat.What is cheese made of?It’s made of milk.Milk comes from cows.Cows are raised on farms.【教学重点】掌握主要农产品与其加工品之间的对应关系；熟练运用“come from”和“be made of”描述来源与构成；能结合农场动物与作物，完整讲述一种食品的生产链条。【教学难点】准确区分“come from”（来源地/原材料）与“be made of”（构成材料）的语义差异；理解某些产品需多步骤加工（如小麦→面粉→面包）；部分抽象名词如“flour”“dough”的具体化认知；口语表达中保持逻辑连贯性。【教学资源】多媒体课件（含动画视频《From Farm to Table》）实物教具（牛奶盒、面包片、奶酪块、鸡蛋、面粉罐）可翻转卡片、食物链拼图、录音材料（P59 Listen and match）课本P59-P60内容、互动白板、学生调查表、环保购物袋手工材料【教学过程】Step1Warm-up & Review（3’）What’s in My Bag?1.Mystery Bag Guessing Game教师出示一个不透明布袋，依次放入牛奶盒、面包片、奶酪块、鸡蛋四种实物。请四位学生轮流伸手触摸，描述触感：“It’s cold and smooth.”“It’s soft and white.”“It’s hard and oval.”“It’s yellow inside!”其他同学根据描述猜测物品名称，并用英文说出：“Is it milk?”“Maybe it’s cheese!”猜对后展示实物，全班齐读单词三遍，强化发音记忆。[设计意图]对应的教学目标1，通过触觉感知激发好奇心，调动多感官参与学习；以游戏形式激活旧知，营造轻松氛围，自然引出“食物来源”话题，为新知铺垫。Step2Presentation（10’）Watch & Learn1.Watch Animation: "From Farm to Table"播放原创动画《From Farm to Table》，分三个篇章：Farm Source：奶牛在牧场吃草 农民挤奶 牛奶装瓶Food Factory：牛奶运输至工厂 加热杀菌 制作成奶酪与黄油Daily Life：家庭厨房 妈妈用奶酪做三明治 孩子享用美食每段暂停，教师提问引导：“What do cows give us?” “How does milk become cheese?” “Where do we eat these foods?”逐步引出并教授新词：cheese, butter, flour, bread, tomato sauce, egg salad.2.Read Text on P59 "Let’s learn"打开课本P59 “Let’s learn” 部分，先让学生看图观察。T: Look at Picture A.The cow gives milk.Milk comes from cows.T: Picture B shows a loaf of bread.Where does bread come from?S1: From the store!T: Good! But before the store? It comes from wheat! Wheat grows on farms.逐图讲解：“Flour is made of wheat.”“Bread is made of flour.”“Cheese is made of milk.”强调“come from”与“be made of”的区别：前者指原始出处，后者指物理构成。[设计意图]对应的教学目标1/2利用动画全景展现食物旅程，使抽象产业链可视化；结合教材图文进行语言输入，培养学生观察、推理、归纳的学习策略，促进深度理解与语言建构同步进行。Step3Practice（12’）Chain Reaction1.Flip Card Matching Game发放双面翻转卡片，正面为原材料（cow, chicken, wheat, tomato），背面为加工品（milk, egg, flour, tomato sauce）。任务说明：“Find your partner! If you have ‘cow’, find the one with ‘milk’!”配对成功后两人合作造句：“Milk comes from cows.”“Eggs come from chickens.”进阶挑战：添加二级链条卡（如 milk cheese），形成“Cow Milk Cheese”三级关系链。2.Puzzle Path: Build the Food Chain每组一套六格拼图，拼成完整路径：Wheat Harvested Flour Baked Bread Eaten拼好后小组成员接力讲述：“First, wheat grows on farms.Then, farmers harvest it.Next, it becomes flour.After that, we bake bread.Finally, we eat delicious bread!”鼓励添加情感表达：“Yummy!”“I love bread!”[设计意图]对应的教学目标2，通过配对游戏强化词汇关联记忆；拼图路径训练逻辑思维与顺序表达；接力讲述促进团队协作与语言流畅度，实现“玩中学、做中悟”的教学理念。Step4Production（10’）Farm to Fork Project1.Group Task: Create a Product Storybook四人一组，抽取一种食品主题（Cheese / Bread / Egg Salad / Tomato Sauce），合作制作“A Journey of…”小书。要求包含：封面：标题 + 绘画第一页：Where it starts? (e.g., Cow on farm)第二页：What happens next? (e.g., Milk collected)第三页：How is it made? (e.g., Made into cheese)第四页：Who eats it? (e.g., Family having dinner)提供句型支架：“______ comes from ______.”“It is made of ______.”“We eat it for ______.”2.Class Exhibition: Share Your Story各组轮流上台展示小书，一人朗读，他人配合动作演示。观众提问互动：“Can we make cheese at home?”“Do all tomatoes become sauce?”教师点评聚焦语言准确性与创意表现力，颁发“Best Storyteller”“Most Creative Book”奖状。[设计意图]对应的教学目标2/3设置结构化产出任务，降低表达焦虑；通过团队创作提升综合语言运用能力；展览分享增强自信心与成就感，实现知识向素养的转化。Step5Extension & Summary（5’）Think Forward1.Discussion: Don’t Waste Food教师展示两组对比图：左图：丰盛餐桌剩下大量食物；右图：非洲儿童饥饿眼神。提问：“Is it okay to waste food? Why not?”引导学生思考并表达：“Food is precious.”“Farmers work hard.”“Some children have no food.”总结升华：“Every grain has a story.Every bite comes from sweat.Let’s finish our meals.Let’s say thank you to the earth and the farmers.”2.Craft Promise: Make an Eco-Bag发放环保布袋与彩笔，学生绘制“Farm to Table”图案，并写一句承诺语：“I love food!”“No waste!”“Thank you, farmer!”完成后背起袋子绕教室走一圈，喊出口号：“From farm to me, I care responsibly!”鼓励带回家重复使用，践行绿色生活理念。[设计意图]对应的教学目标3，通过视觉冲击引发共情教育，深刻体会粮食来之不易；手工承诺将课堂延伸至生活，实现知行合一，落实立德树人根本任务。【作业设计】基础作业：1.听P59录音两遍，模仿朗读“Let’s learn”部分；2.完成练习册P34第9题（听音连图）第10题（选词填空）。提高作业：1.回家查看冰箱里的五种食品，记录其原料来源，尝试用英语说一句：“Milk comes from cows.”；2.和父母一起做一道简单的农场食材菜（如煎蛋、涂奶酪），拍照并标注步骤。拓展作业：1.设计一张“珍惜食物”宣传海报，用中英文双语书写标语；2.调查本地有机农场或菜市场，了解新鲜食材的获取方式，准备下单元“Healthy Eating”话题分享。【板书设计】Unit 5 Farms and Us Lesson 5 From Farm to Fork! [左侧食物链] Wheat Harvest Grain Mill Flour Bake ? Bread [中部循环图] Milk ? Cheese Chicken ? Eggs ? Egg Salad Tomato Juice Sauce [右侧问答区] Where does...come from? It comes from... What is...made of? It's made of...[底部行动号召]Love Food No Waste Thank Farmers Protect Earth [角落贴纸] My Eco-Bag Promise: "I will finish my meal!"