Unit 4 Drawing in the park-Story time-教案、教学设计-市级公开课-新牛津译林版四年级下册英语(配套课件编号：d2f85).doc

1、Unit 4Drawing in the parkStory timeTeaching contents教学内容教学内容Story timeTeaching aims and learning objectives教学目标教学目标1.能听懂、会说、会读单词：draw, pictures, park, flower, boat, river, easy, difficult.2.能听懂、 会读、 会说日常交际用语： Good idea！ What can you see? I can see Canyou ? Sure, its easy. Its difficult, but I can tr

2、y.3.能正确地理解并朗读对话内容。4.能初步运用本课所学的词汇和日常用语交流看到的事物及会做的事。5.能试着去挑战有困难的任务。Focus of the lesson and predicted area of difficulty教学重点和难点教学重点和难点教学重点：1.能听懂、会说、会读单词：draw, pictures, park, flower, boat, river, easy, difficult.2.能听懂、 会读、 会说日常交际用语： Good idea！ What can you see? I can see Canyou ? Sure, its easy. Its di

3、fficult, but I can try.3.能正确地理解并朗读对话内容。教学难点：能初步运用本课所学的词汇和日常用语交流看到的事物及会做的事。Teaching aids 教学准备教学准备教学准备：教学准备：词词卡，PPT。Teaching procedures教学过程教学过程Step 1 Warm-up ( letters storming)1.Talk about teachers name Peter.(新授 park 并板书)Guess the meanings of letters in my name.2. Enjoy the pictures about the park.A

4、nswer the question“What can you see in the pictures?”【设计意图：利用教师的个人信息，调动学生在课堂开始时的学习热情，也为下一步学习进行铺垫。 】Step 2 Presentation & Practice1. Lets say( pictures storming)T: What can you see in the pictures？ (教授 flower、draw pictures 并板书)【设计意图：任务型教学与学生活动相结合，明确学习目标，同时利用实物图片直观教学，鼓励学生在玩中学，激发学习动力与学习兴趣。 】2. List

5、en and choose (New teaching)T. Today Mike and Tim are in the park, too. What are they doing in the park?Listen and choose.A. Drawing in the park.B. Singing.C. Swimming.【设计意图：学生听录音, 关注有效信息，提高在听的过程中抓关键信息的能力。 】3. Watch and findT: They are drawing in the park. Lets watch the cartoon and find what they s

6、ee inthe park.(学生观看卡通然后找出 Mike 和 Tim 在公园里看到的东西，教授boat 和 river)T: What do they see in the park? 并追问 What can Tim draw?【设计意图：追问 What can Tim draw?引导学生进一步理解课文】4. Talk and drawT: Can Tim draw well?教授 easy 和 difficult，并请学生上黑板画 difficult boat。【设计意图：在与学生交谈的过程中，引导学生感知 easy 和 difficult 这两个词，学生在黑板上画 difficult

7、 boat，激发了学生的学习兴趣，提高了课堂的专注力，并发展了学生多元智能。 】5. Try to read.T:You draw difficult boat. You try to do it well. Boys and girls ,When we meetdifficulties, dont give up, try your best to do it.【设计意图：激发学生挑战自我，提升自己的核心素养】T: OK! Lets try to do something, try to read the text.(三个层次的朗读课文： 1.跟读。2.缺词朗读，尝试记忆。3.缺更多的词朗

8、读，尝试记忆。)T: Well done!【设计意图：三个层次的朗读，激发了学生挑战困难的热情，并通过跟读句子模仿语音语调，理解文中人物的心理与情感变化，同时缺词朗读也发展了学生的记忆能力。 】Step 3Consolidation1. Try to retell the text.【设计意图：根据黑板板书和 ppt 提供的思维导图，引导学生尝试复述课文，挑战自我并发展学生的综合语言运用能力。 】2. Try to talkT:Spring is coming, Lets go outside. What can you see on the farm/in the park?选择一个场景,

9、两人一组讨论。A: Its sunny today.Lets go to the .B: Good idea!A: What can you see?B: I can see.A: Can you draw.?B: Sure. Its easy. / Its difficult, but I can try.A: How beautiful! / Its nice. / Is this.?学生先两人一组练习，然后选几组在班上表演。【设计意图：通过学生的对话，对学生提出更高要求，期待学生通过创新、合作编写对话，共同将这节课所学内容以巩固、拓展。 】3. Enjoy the pictures in the park around the world.【设计意图：学生再一次欣赏更多公园的图片，激发学生从内心里热爱春天、热爱大自然，并鼓励孩子走进生活、亲近大自然，实现情感的升华。 】Homework家庭作业家庭作业1. Read the story fluently and try to act it out.流利地朗读故事，并试着表演。2.Finding Spring in the park and try to draw them.去公园找春天并尝试着画下来。