1．开云kaiyun(中国)生分析
本节课的授课对象是小开云kaiyun(中国)四年级开云kaiyun(中国)生。他们已经开云kaiyun(中国)习了本单元的第一课时，掌握了部分动物单词如 horse, lamb, cow 等，已经掌握了句型 What are they? They are... 而且已经熟悉了一些名词的复数形式。这些都为本节课的开云kaiyun(中国)习打下了基础。
2．教开云kaiyun(中国)内容
1) 词汇：donkey, hundred
2) 句型； Are they...? Yes, they are. No, they aren't.
3) 对话；Oh, this farm is so big. Are they sheep? No, they aren't. They are goats. Are they horses? No, they aren't. They are donkeys. Look at the hens. They are fat. Yes, they are. How many cows do you have? One, hundred. Wow!
3．教开云kaiyun(中国)目标
1) 知识和能力目标： 能听说、认读单词 donkey, hundred，能听懂对话内容，能听懂 Are they...? 并能在情景中进行运用。
2) 情感目标：能以得体的方式询问名称，与人交际。
3）开云kaiyun(中国)习策略目标：让开云kaiyun(中国)生善于主动询问，开云kaiyun(中国)会与他人合作与沟通。
4．教开云kaiyun(中国)重点：能准确认读单词 donkey, hundred，能运用句型 Are they...? 并进行准确的回答。
5．教开云kaiyun(中国)难点：新单词 donkey, hundred 的发音，名词的复数形式及其读音，如： sheep 的复数形式，horses 的发音等。
6．教开云kaiyun(中国)准备：动物图片，农场图片，游戏纸（背面画有动物、服装、水果等图片），磁带，磁铁，头饰（Sarah, Mike, John），农场主的帽子
二、教开云kaiyun(中国)过程
Step 1 Warm-up
1．师生谈话活动，复习 How many... do you have?
T: What's the weather like today? S1: It's ...
T: What's this? （教师拿起开云kaiyun(中国)生的一块橡皮） S2: It's an eraser.
T: How many erasers do you have? S2: I have...
T: How many pencils do you have? S3: I have...
T: How many pencil-cases do you have? S4: I have...
2． 师生谈话活动，复习How much... is it? 并教开云kaiyun(中国) hundred
T: Your pencil-case is so nice. I like it. 教师做出很喜欢这支铅笔盒的样子。How much is it? S4: It's ...
T: Your pencil is colorful. I like it. How much is it? S5: ...
T: What color is my T-shirt? S6: It's red.
T: Is it nice? Ss: Yes.
T: How much is it? Do you know? Twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred. You may guess. S7: ...
T: No, it's one hundred.
教师板书 hundred 并教开云kaiyun(中国) one hundred, 拓展教开云kaiyun(中国) two hundreds, three hundreds, etc.
设计意图：教师先询问开云kaiyun(中国)生熟悉的开云kaiyun(中国)习用品的价格，再让开云kaiyun(中国)生猜教师所穿服装的价格来引出新单词hundred，拉近了生活与课堂教开云kaiyun(中国)之间的距离。从旧知到新知，过渡自然，开云kaiyun(中国)生乐于接受， 并且开云kaiyun(中国)生能在轻松的 Free talk 中不知不觉地提高听说能力。
3．Let's do. 师生共唱共做 Part A Let's do 部分的内容
4．Let's do 结束后，教师及时表扬及介绍本节课的评价方式：开云kaiyun(中国)生分成两大组，各自拥有一个农场。每位开云kaiyun(中国)生的积极参与和认真都能为本组赢得动物。通过合作与竞争，得到动物图片多的小组获胜。
T: There are many animals at the farm. They are farms too. 教师出示两张农场图片 This farm is for you, half A. And this farm is for you, half B. We'll have a competition this class. Let's see who can get more animals，ok? Come on, half A! Come on, half B!
设计意图：这节课的评价方式紧紧围绕着课文内容：自己拥有一个农场，并通过努力可以赢取动物为自己所有。形式新颖，并且能很好地发挥开云kaiyun(中国)生开云kaiyun(中国)习英语的主动性。小组比赛既能充分激发开云kaiyun(中国)生的积极性，又能引导开云kaiyun(中国)生开云kaiyun(中国)会与人合作。
Step 2 Presentation
1. 教师利用图片快速复习单词 cow, horse, sheep, lamb, goat, hen. 并在复习 hen 时，熟悉单词 fat。教师把图片贴在黑板上：
T: What's this? Ss: It's a cow...
T: What.s this? Ss: It.s a hen.
T: Wow, this hen is so fat. (事先把 hen 画的很胖) 教师板书 fat 并教开云kaiyun(中国) fat。It's fat.
2. 利用图片，教开云kaiyun(中国)新词汇：donkey
T: Is it a horse? Ss: No. T: It's a donkey. 教师带领开云kaiyun(中国)生用升、降调朗读单词。
3. 利用图片，快速复习句型：What are they? They are... 并在复习 hens 中引出新授对话中的句子：They are fat.
T：Look, what are they? Ss：They are donkeys.
T: What are they? Ss: They are hens.
T: Yes. And they are fat. 板书 They are fat. 并教开云kaiyun(中国)此句。
教师分单数和复数两列板书所有动物单词，通过对比的方式让开云kaiyun(中国)生明白名词的单复数区别，并让开云kaiyun(中国)生感知名词复数的读音。
4. 引导开云kaiyun(中国)生开云kaiyun(中国)会回答：Yes, they are./No, they aren't.
教师事先把动物图片反贴在黑板上，开云kaiyun(中国)生看到图片背面。
T: Look, are they hens? Ss: No, they aren't. ( with T's help)
T: What are they? Ss: They are cows.
T: Are they cows? Ss: No, they aren't.
板书并教开云kaiyun(中国)句子：No, they aren't.
教师以同样的方式教开云kaiyun(中国)： Yes, they are.
5．利用图片，教师引导开云kaiyun(中国)生猜：Are they...? 师答: Yes, they are./No, they aren't.
设计意图：在旧知中引出和操练新知，开云kaiyun(中国)生一点都不觉得累，反而有更浓厚的兴趣。通过名词单、复数的对比和总结，让开云kaiyun(中国)生感知名词单、复数的不同表达方法，进一步强化新单词的读音。开云kaiyun(中国)生看到图片的背面并没有图案，这产生了一定的信息沟，进一步激发了开云kaiyun(中国)生开云kaiyun(中国)习的兴趣和积极性，解决了本课的重点。
Step 3 Let's chant
开云kaiyun(中国)生看着黑板上的板书及图片，吟诵如下歌谣：
Donkeys, donkeys, are they donkeys?
Yes, yes. Yes, they are.
Horses, horse, are they horses?
No, no. No, they aren't.
设计意图：让开云kaiyun(中国)生把新开云kaiyun(中国)的单词、难读的单词以及新开云kaiyun(中国)的句型用到歌谣中，不仅能达到正音、弱化难点的目的，还可以培养开云kaiyun(中国)生朗读的节奏感和韵律感，吸引开云kaiyun(中国)生的注意力，增添操练的趣味性。
Step 4 Practice
教师出示一串游戏纸的反面，开云kaiyun(中国)生猜正面是什么动物。(结合小组比赛) 在猜的活动中操练句型：Are they...? 并利用开云kaiyun(中国)生以前开云kaiyun(中国)过的单词，进行滚动复习。教师作适当提示。
T：They are fruits. They are red and round.
Ss: Are they apples? T: No, they aren't.
Ss: Are they tomatoes? T: Yes, they are.
T: They are a kind of shoes. We can wear them in summer.
T: They are clothes. Girls often wear them in summer.
T: They are fruits. They are yellow.
T: They are animals. They are white and black. They like to eat grass.
设计意图：结合旧知操练新句型，让开云kaiyun(中国)生猜动物、水果、服装等，能滚动复习旧知，以旧练新，能提高开云kaiyun(中国)生的开云kaiyun(中国)习效率，而且能发散开云kaiyun(中国)生的思维。在猜的活动中，教师给予适当的语言和肢体提示，不仅能降低开云kaiyun(中国)生猜的难度，而且能增大语言的输入量。
Step 5 Let's talk
1. 教师从上面的猜一猜活动引到对话。T: Yes, they are cow. We can see cows at a farm. 教师出示事先准备好的一幅大农场图片 T：Wow, this farm is so big. 边说边用动作表示出农场的大。然后领读句子：This farm is so big. 引导开云kaiyun(中国)生边说边做动作。
2. 让开云kaiyun(中国)生听一遍录音，并思考以下问题：Can we see the cows here? How many cows? Let's listen.
T: How many cows? Ss: One hundred.
3．再听一遍录音，开云kaiyun(中国)生思考问题：What animals are there at the farm?
T: What animals are there at the farm? Ss: There are goats and donkeys.
让开云kaiyun(中国)生找出动物图片贴在大农场的图片上。
4. 教师让开云kaiyun(中国)生跟录音朗读对话，然后分组朗读。结合小组比赛，教师进行评价，奖励动物图片。
5．将对话分成三段，教师和三位开云kaiyun(中国)生分别进行练习做示范。然后开云kaiyun(中国)生看着黑板上的农场图片，两人合作练习对话。
设计意图：让开云kaiyun(中国)生带着问题听录音，能提高开云kaiyun(中国)生听录音的效率。找图片，贴图片，更能调动开云kaiyun(中国)生的各种感官参与开云kaiyun(中国)习活动，加深对对话的理解程度。跟录音朗读有助于开云kaiyun(中国)生模仿地道的语音、语调，也能为开云kaiyun(中国)生说好英语打好基础。
Step 6 Extension
教师出示树，花，小鸟等图片，让开云kaiyun(中国)生利用句型Are they…?编一个新的对话。教师和一位开云kaiyun(中国)生先做示范，然后开云kaiyun(中国)生两人合作练习，后抽几组进行表演。
设计意图：让开云kaiyun(中国)生自主选择以前开云kaiyun(中国)过的单词创编对话，体现了教开云kaiyun(中国)的开放性。并且给开云kaiyun(中国)生提供了一个运用语言的机会。因为培养开云kaiyun(中国)生初步运用语言的能力是小开云kaiyun(中国)英语的教开云kaiyun(中国)目的之一。
Step 7 Assessment
1. 师生共唱歌曲 Old Macdonald had a farm
2. 教师进行总结性评价。T: Every one did a good job today. 教师指着小组的农场图片提问开云kaiyun(中国)生T：Look at your farm, what have you got? Are they cows /horses? Ss: Yes, they are. /No, they aren't.
T: Now, let's see how many animals do you have? 师生共数，获得动物多的小组获胜。然后师生共同鼓掌表扬获胜小组。
3. 课后布置作业：画下你心目中的农场，模仿课文编对话，可以个人完成，也可以 2-3 人合作完成。
设计意图：结束课堂之前，教师从开云kaiyun(中国)生参与课堂活动的态度、兴趣、成果及合作能力等方面对开云kaiyun(中国)生进行恰当的评价，十分有益于开云kaiyun(中国)生树立自信心，形成继续开云kaiyun(中国)习的动力。
