Unit 4 Drawing in the park-Story time-ppt课件-(含教案+素材)-市级公开课-新牛津译林版四年级下册英语(编号：81555).zip

4B Unit4 Drawing in the park(story time) 我的课件采用我的课件采用“尚学尚学”软件制作，该软件能软件制作，该软件能将教师电脑与学生平板电脑连接，实现师生互动。将教师电脑与学生平板电脑连接，实现师生互动。 课件主要画面已截屏，请往下看。课件主要画面已截屏，请往下看。Free talk: What can you do? Can you . very well?I. Pre-reading:1、呈现、呈现Miss Jiang 的画，学会的画，学会picture，draw some pictures。随后引出随后引出tree并教学。并教学。 通过绘画通过绘画,学会句型学会句型“Can you draw it?”和和“Can you draw them?”，单词，单词easy和和them。随后引出。随后引出difficult并教学并教学(分音节分音节)。 2、通过巩固重点句型，呈现呈现女孩的黑白图片，学会句型、通过巩固重点句型，呈现呈现女孩的黑白图片，学会句型：What can you see? I can see. 引出课文教学。引出课文教学。II. While-reading:1. 教师邀请学生上台，通过教师邀请学生上台，通过“擦擦乐擦擦乐”功能，擦除遮盖图，逐步显现功能，擦除遮盖图，逐步显现课文图片，教学单词：课文图片，教学单词：boat, river, 句型句型: I can see a boat on the river。随后揭示主题。随后揭示主题 Unit4 Drawing in the park。2. 课文教学课文教学任务任务1：听读音，回答问题。：听读音，回答问题。任务任务2：读课文，圈出：读课文，圈出Mike画得好的东西，并在表格中打钩。画得好的东西，并在表格中打钩。任务任务3：六人小组讨论：六人小组讨论Tim会不会画小船，并说说原因，在文会不会画小船，并说说原因，在文中找到依据。激发激发学生思考并分析。随后教师总结讨论中找到依据。激发激发学生思考并分析。随后教师总结讨论结果，并提升主题。结果，并提升主题。 任务任务4:教师指导正确的语音语调，表情动作到位。教师指导正确的语音语调，表情动作到位。III. Post-reading:用所学句型和单词描述给出的双关心理图用所学句型和单词描述给出的双关心理图, 并上台来画一画。并上台来画一画。欣赏欣赏3D立体地画。立体地画。4B Unit4 Drawing in the park 教学反思1. 以旧带新，进入主题 与学生聊聊会做的运动，复习句型：What can you do? I can . 引出 I can draw some pictures.的主题。在欣赏蒋老师现场画简笔画的时候，引出句型：I can draw. Can you draw it/ them? 引导学生灵活运用重点句型：Sure. Its easy. Its difficult. But I can try.2. “尚学趣”软件特效，引人入胜课件中采用“擦擦乐” ，擦掉第一层后面公园里的景象，边擦边显现，从 tree，到 flowers，再到 boat, river, 逐一学习单词和句型：I can see a boat on the river. 学生看得兴趣盎然、学得轻松有趣。在解读课文时，使用了突出显示器，让学生看得更加直观，加强印象。除此之外，还采用了双关思维图、3D 立体图等较为新颖的图片，让学生观察、思考并结合句型来对话，培养学生的观察能力、思维能力以及综合语言运用能力。3. 自主学习，学生主体 学生是教学的主体，在教学中引导学生思考、分析，主动学习知识。教师利用“尚学趣”软件的功能，设计打钩题发送给学生，学生在 ipad 上完成，系统自动评价，学生完成后截屏发送给老师，老师随机检查并评价，实现了教师与学生的高度互动，学生学得非常认真、效果非常好。同时，学生在 ipad 上自读课文，了解了画得好的东西和画得不好的东西之后，让学生找出书上的依据并说一说。学生能自主分析为什么 Tim 不会画小船，因为 Its difficult. 但是他为什么要说 Its difficult, but I can try. 说明虽然画小船很难，但他还是要试一试。虽然画出来不好看，但他努力了，尝试了，这才是值得我们学习的品质。学生跟着教师的一步步引导，主动深入文本分析，最终得出这样的结论，那么本堂课就成功了大半。4. 关注内心，情感升华在了解了 Tim 是个勇于尝试的人之后，给出温馨提示：Though it is difficult, we should have a try. 对学生进行正向引导，达到情感教育的目的。最后欣赏了 3D 地画之后，也强调：We cant draw very well, but we can try! 再一次提升主题，为本课划上一个圆满的句号。5. 渗透语音，培养语感在教学 tree, easy 时，渗透字母组合 ee 的发音是/i:/, 字母组合 ea的发音也是/i:/. 在教学 picture, river, difficult 时，告知学生这里字母i 的发音都是/ I / . 语音教学为学生今后的学习奠定基础。在跟读课文中，标注每句话的重音、停顿、升降调等，指导学生模仿正确的语音语调，体会人物特定的心理，培养学生的英语语感。6. 上台展示，提高勇气 将绘画贯穿于整个英语教学之中，利用软件的绘画功能，让学生上台画一画，真实感受和理解句型：Sure. Its easy. Its difficult. But I can try. 从而能不由自主地说出来，达到了语用目的。最后的拓展环节，学生观察了双关图后，也上台画，在趣味中体会：We cant draw very well. But we can try. If you can try, you can draw better. 的真谛。5rosie4B Unit4 Drawing in the park (Story time)（尚学版）一、教学目标：一、教学目标：1. 学生能听懂、会说、会读单词：draw, easy, difficult, try, flower, them, boat, river.2. 学生能听懂、会说、会读句型：What can you see? I can see.3. 学生能运用日常用语：Sure. Its easy. Its difficult. But I can try.4. 培养学生观察和发现美的能力，培养学生的绘画兴趣。二、教学重点：二、教学重点：1. 学生能听、说、读词汇：draw, flower, them, boat, river.2. 学生能听、说、读句型：What can you see? I can see.Sure. Its easy. Its difficult. But I can try.三、教学难点：三、教学难点：1. 词汇：draw, easy, difficult, river 的读音。2. 句型：What can you see? I can see.的灵活运用。四、教具准备：四、教具准备：白板课件，板书制作, 画板、画架、画纸、画笔，头饰。五、教学过程：五、教学过程：Step1. Warm up:1. Greetings: T: Hello, boys and girls. Are you ready for our class? How are you? S: Im fine. Thank you. 2. Free talk:T: OK. Let me know something about you. OK? T: What can you do？S: I can . T: Can you very well? S: Yes./ No.T: Can you guess what Miss Jiang can do? (做画画的动作)S: You can draw. 引出 draw 并教学。Step2. Presentation and practice:I. Pre-reading:1. 教学教学: draw some pictures, easy, difficult,句型句型 Can you draw it?Sure. Its easy. Its difficult. 渗透：We can draw pictures, but we cant draw very well. 的思路。(1) T: You are right. Miss Jiang can draw some pictures.引出单词 picture 并教学，词组：draw some pictures.T: Please enjoy my drawings. 呈现 Miss Jiang 画的画让学生欣赏。T: Now I will show some stick drawings for you. Look carefully. （在屏幕上画树的简笔画）T: What can I draw? 引出 tree 并教学。 （贴板书“树”）(2) T: Can you draw it? 引出并教学这个句型。S: Yes, I can. 引导学生说：Sure. Its easy. 教学单词 easy(tea / i: /)，领读句型Sure. Its easy.(3) T: Next what can I draw? Look, what can you see? (在树上画小鸟)S：I can see a bird in the tree. （在板书的树上贴“鸟” ）Ss: I can see a bird in the tree.(4) T: Now what can you see? (在树下画猴子)S: I can see a monkey under the tree. （在板书的树下贴“猴子” ）Ss: I can see a monkey under the tree.并问：Can you draw them? 教学单词 them 和这个句型。 Ss: No. Its difficult. But I can try.引出 difficult 并教学(分音节教学)。领读句型: Its difficult. But I can try.T 总结: We can draw pictures, but we cant draw very well. 2. 教学句型：教学句型：What can you see? I can see教学词组教学词组: some flowers, 句型句型 I can see a boat on the river.(1) T: Now lets make a chant for these stick pictures. Listen carefully.Chant: 配上音乐节奏，学生拍手齐说，操练巩固重点句型。Look！Look! What can you see? I can see a bird in the tree.Look, look! What can you see? I can see a monkey under the tree. (2) T: Just now we talked about that picture. Now look at this picture. What can you see? (呈现女孩的黑白图片) S: I can see a girl/ woman. 将女孩的黑白图片着色：What can you see now?S: I can see a flower and a butterfly. 原来女孩的头像是由花朵和蝴蝶构成的呀。教学单词 a flower (how, now) 拼读单词（在板书的树下贴“花” ）II. While-reading:1. 教学单词：教学单词：boat, river, 句型句型: I can see a boat on the river.(1) T: Oh, its an interesting picture. Spring is coming. Look, we can see many beautiful flowers and butterflies in spring. （呈现被遮盖的图片）T: What can you see in spring? Who can help me show the picture? （邀请学生上台，用“擦擦乐”功能将图片上遮盖的一层擦掉）边显现景象，学生边回答：I can see a tree/ Tim/ Mike/ some hills/ some flowers/ a boat and a river/ a blue sky/ .(看完后呈现完整的课文图片)T: Oh, whats this? S: Its a river.教学 river/ i /. 同法教学 boat(coat), 领读句型：I can see a boat on the river.(2) T: Look at Mike and Tim, theyre so happy. Where are they? S: They are in the park.T: What are they doing? Watch the cartoon and find the answers. (图片上 Mike 带的画画工具已打上马赛克，避免明知故问)S: They are drawing in the park. 揭题：Unit4 Drawing in the park2. 课文教学课文教学Task1. Listen and tick.T: What did Tim draw? Lets listen and tick.教师将设计的题目发送给学生，学生在平板电脑上完成：在没有画的图片方框中打叉，画的图片方框中打钩。 （系统会及时评价学生的答案，学生做对了，系统会出现笑脸，学生做错了，系统会出现哭脸，有助于学生及时发现问题和自我评价）学生将自己的作业截屏发送给老师，老师在屏幕上随机挑选学生的答案，学生一起看。（被挑选到的学生站起来先介绍自己的答案）S: Tim drew a tree, some flowers and a boat. （教师进行分析与讲评）Task2. Read and tick.T: Read the text by yourselves and circle the things that Mike can draw very well. 自读课文，圈出 Mike 画得好的东西，并在表格中打钩。（教师将课文文本录入在页面的第二、第三页，学生在平板电脑上可以直接翻页阅读文本，同时可以直接用手指在关键词句下面划线，读好后回到第一页完成表格，非常方便快捷）教师随即挑选一位学生，让其把答案发送到大屏幕，大家一起看。那个学生站起来回答：S: Tim can draw the tree and the flowers very well. T: How do you know that? 找出文中依据。S: Sure. Its easy. This is the tree and these are the flowers.跟读句子。学生模仿表演，读出 Tim 的自信语气，并配上动作。Task3. Discuss in six.T: Tim can draw the tree and the flowers. What about the boat? Can Tim draw the boat? 给出两个选项，在班中形成两种不同的意见，激发学生思考并分析。A. Tim can draw the boat because B: Tim cant draw the boat because.S: 六人小组讨论，找出文中支持你观点的论据。 （直接在 ipad 上阅读文本）S1: Tim can draw the boat because he says, “Its difficult, but I can try.” 跟读句型。T: OK. So what kind of person is Tim? A. He likes to talk big. (他喜欢说大话)B. He tries to do better.（他努力尝试、尽力做得更好） S: B. He tries to do better. 温馨提示: Though it is difficult, we should have a try.S2: Tim cant draw the boat because Mike says, “Is this a boat?” 个别读，模仿Mike 的动作的语气，揣摩人物心理。T: What does Mike mean? Which boat did Tim draw? A or B? (给出两张小船图片让学生直观选择) S: A.T: I think Tim cant draw the boat very well, but he can try. Thats the most important. 教师总结讨论结果，并提升主题。Task4. Imitation.教师指导正确的语音语调，表情动作到位。跟读到 Good idea.时教师提醒：Good idea.意为好主意，还可以说：Thats a good idea.跟读到 Well done.时，让学生说说其他的句子来表扬 Tim.S: Wonderful!/ Nice!/ Great!/ How beautiful./ Very nice./ .Task5. Lets read：两人一组，选择一种方式读，齐读或分角色朗读。Task6. Lets show：学生上台戴头饰表演。 （道具：画板、电子笔）让学生上台，在屏幕上边画变表演，在真实语境中运用所学英语。并给出评一星、两星和三星的标准。Step3. Consolidation: III. Post-reading:1. 用所学句型和单词描述给出的双关心理图用所学句型和单词描述给出的双关心理图, 并上台来画一画、说一说。并上台来画一画、说一说。Eg.1: A: What can you see? B: I can see a tree and three birds/ a girl.A: Can you draw it/ them? B: Sure. Its easy.Eg.2： A: What can you see? B: I can see a man, a horse and a river/ an old man.A: Can you draw it/ them? B: Its difficult. But I can try.情感教育：We cant draw very well, but we can try. If you try to draw, you can draw more beautifully. Lets enjoy some beautiful pictures: 2. 欣赏欣赏 3D 立体地画。立体地画。T: Its difficult for us. Try to draw better. OK?Step4. Homework: 1. Listen to the tape and read the text fluently.2. Draw some interesting pictures and share with us next class.