I. Subject: Unit 4 At the farm Part A Lets talkII. Teaching analysis The topic of this lesson is to identify and discuss the vegetables. Teacher should give students more opportunity to say, and arouse the initiative of students.III. Student analysis Students in grade 4 have leant English over a year. They took a great interest in English. They are curious about the unknown vegetables. Teacher should arouse students interest by new methods. IV. Teaching aims Knowledge aims Students can listen, say and read the new words.Students can talk about the unknown things under the key structure. Ability aimStudents can communicate with each other and work together. Emotional aim Students can understand its hard to grow vegetables and cherish the food.V. Teaching key points and difficulties Key pointsStudents can understand and read the new words.DifficultiesStudents can communicate with partners correctly and fluently on the basis of the target language.VI. Teaching aids CAI, cards, tomatoes, seeds of tomatoes.VII. Teaching methods Communicative language teaching method. The situational teaching method.VIII. Teaching procedures Step 1. Warm up1. Greetings（設(shè)計(jì)意圖：用熱情感染學(xué)生，消除陌生感，活躍課堂氣氛。）2. Sing a song (Old Macdonald)Then say its warm in Hefei, lets go to the farm with Mike and Sarah.（設(shè)計(jì)意圖：用歌曲建立輕松歡快的氛圍，同時(shí)引出主題。）Step 2. Presentation1. Show main scene by steps, and lead in the new words and sentence.(1). The farmer give me these (show the seeds), what are these? Are these seeds? Then have students guess they are tomato/orange seeds.(2). Then show the carrots, are these carrots? Show the main scene 1. Yes, they are. Have students repeat after the tape.(3). Show some green tomatoes, they are from the farm, have students touch and guess what are these? They are tomatoes. Then show the main scene 2, ask students what are these? Let students understand they are tomatoes too. Have students repeat after the tape.(4). Let students understand the plural form of the new words by pictures.Game: Simon says;Divide the class into 2 groups (group tomato and group carrot).Then have students match the words with cards. (5). Take out tomatoes, let students guess what are these, say try some and yum. Then show the main scene 3, let them repeat after the tape. Have students taste it and say the sentence.（設(shè)計(jì)意圖：首先用farmer給的西紅柿種子詢(xún)問(wèn)學(xué)生Are these seeds? 導(dǎo)入Are these _? Yes, they are. They are_. 句型，同時(shí)激起學(xué)生好奇心；接著引導(dǎo)學(xué)生觀察胡蘿卜的根，引出 are these carrots? 同時(shí)感知課文第一段對(duì)話；然后引導(dǎo)學(xué)生猜出綠色的西紅柿，引出句型what are these? They are 使學(xué)生多種感官參與情境創(chuàng)設(shè)，既能熟悉句型，又增加課堂趣味性；接著用直觀的圖片解釋單數(shù)和負(fù)數(shù)的區(qū)別，再用游戲訓(xùn)練發(fā)音，接著連接圖片和單詞建立形義聯(lián)系，最后用新學(xué)的單詞分組，用競(jìng)爭(zhēng)的方式來(lái)激發(fā)學(xué)生積極性；最后，讓學(xué)生判斷再?lài)L一嘗西紅柿，說(shuō)出yum， 感知課文。 學(xué)生經(jīng)歷從種子到果實(shí)的生長(zhǎng)過(guò)程，滲透文化教育。） Step 3. Practice1. Read the passage in roles.（設(shè)計(jì)意圖： 練習(xí)從整體掌握課文內(nèi)容，訓(xùn)練語(yǔ)音語(yǔ)調(diào)。）2. Pair work : 2 students cooperate, use the cards to practice the sentence.One ask and one answer: What are these? They are Are these ? Yes, they are.（設(shè)計(jì)意圖： 用獎(jiǎng)勵(lì)的卡片操練句型，使學(xué)生進(jìn)一步掌握句型，培養(yǎng)交際能力。） Step 4. Extension Group work: 2-3 in a group, make a new dialogue. Give the seeds of tomatoes to the best group. A: what are these? B: They are cabbages. A: Are these dogs? B: No, they are wolf.（設(shè)計(jì)意圖： 由導(dǎo)入到導(dǎo)出，使學(xué)生在已有知識(shí)經(jīng)驗(yàn)基礎(chǔ)上，選擇教師提供的情境和例句進(jìn)一步拓展，激發(fā)主人翁意識(shí)，培養(yǎng)語(yǔ)用能力。小組活動(dòng)培養(yǎng)合作意識(shí)。） Step 5. Homework1. Visit a farm, ask and take notes of the food you dont know. Then