1、四下 Unit 4 Drawing in the park（Revision）教学设计Teaching aims:1. To use the pattern sentence “ What can you ?” correctly.2. To use the pattern sentence “ Can you ?” correctly.3. Four skills words: boat, flower, tree, hill, lake, river, easy, drawetc.4. To learn to act out the dialogues.5. To get the posi
2、tive emotion.Key points:1. To use the pattern sentences in the simulation of real situation.2. To act out the play.Difficult points1. To use the pattern sentences in the simulation of real situation.2. Some words like difficult, picture, again etc.Teaching aids:CD-ROM, pptTeaching proceduresStep 1 I
3、 can talkTalk with the students about their life. For example, talk abouttheir names, hobbies. Help them understand me with the gesturesand expressions.Step 2 I can guess1. Show the pictures of three students in the class. Ask the otherstudents to guess what they can do. To prove their answers, help
4、the students ask the three students whether they can do thesethings. During this step, the students should master the specialquestions and general questions.2. Show the pictures of Obama and Xi Jinping. Repeat the abovestep. Famous persons make the students be interested in thecommunication.Step 3 I
5、 can singPlay the record of the song “ Whats in the tree?”. The studentslearn to sing it. The song will promote interest. Transit from this stepto next.Step 4 I can see1. Show three pictures of a classroom , a snack bar and a park. Talkabout the things in the pictures. Pratice the pattern sentences.
6、2. Some things are missing. Ask them to pratice the patternsentences again, especially the general questions.Step 5 I can make a dialogueHelp the students make a dialogue like this:Lets go to Good idea!What can you see?I can see.Can you see?Yes, I can./No, I cant.Can you draw itthem?Oh, its easy. /I
7、ts difficult, but I can try.Ask some pairs to present their dialogue and draw the things theytalk about. This is a real task.Step 6 I can drawOn the basis of existing, ask some students to draw a picture of apark. Revise the words boat, flower, tree, hill, lake, river etc. If theyare not good at dra
8、wing, help them draw some comics. The studentsshould be willing to do it.Step 7 I can readThe students read the text with the help of the illustrations.Remind them of the pronunciation and intonation.Step 8 I can dubHelp the students dub the text without the subtitles.Step 9 I can actWatch the carto
9、on, then act it out. Two pairs.Step 10 I can do some exerciseIf we dont have enough time, ask the students to finish it afterschool.Step 11 I can learnHelp the students to understand this truth “ Whatever it isdifficult, we should have a try.”Step 12 I can do my homeworkTo consolidate and practice a
10、re necessary.“行行”中漫记中漫记【以“行“定”学“】以学生所应能达到的知识和技能目标为依据，设立学生能达到的教学目标，教有所依， 教有所据。这节课的主要要求学生掌握情态动词 can 的用法，能用“What can you?”和”Canyou ?”进行询问。教学内容本身就是个“能行”的话题，教师在授课时自然应该让学生在“行”中走向“能行”。老师要让学生在主动积极的思维和情感活动中，加深理解和体验，有所感悟和思考，受到情感的熏陶，获得思维启迪，享受审美乐趣。【在游戏中“行“】运用游戏教学法，利用游戏的无意注意的特性，既能培养学生的兴趣，启发学生的思维能力，又培养了学生的听说能力，使学
11、生形成正确的学习方法和良好的学习习惯，把知识化难为易，减轻学生的负担。第二、三、四环节都是让学生在游戏中学，”行“在游戏中， 在游戏中学生变得能”行“。【在生活中“行“】在英语教学过程中，学生只有在真实的语言情境或模拟的情境中才能更好地组织思维，理解具体情境中所传递的信息和语言材料，触景生情，激发表达思想的欲望，从而促进培养运用英语理解和表达思维的能力。第二个环节先让学生猜本班的同学会干什么，是猜他们身边的人；再让他们猜名人会干什么。这两个名人的爱好或特长是多数学生所不知道的， 这样猜起来才有意思。身边的人和名人让学生感觉亲切可感，容易激发他们的学习和表达欲望，真实的情境和真实的任务可以唤醒学
12、生”我要行“的欲望，可以培养学生”我能行“的能力。【在朗读中“行“】新教材以其生动的形象、简洁而又深刻的内容等特点深深地吸引住了小学生的注意力，能激发学生的学习兴趣，充分调动学生的学习积极性，帮助学生深层次地了解学习内容，更有利于启发学生的想象力，实现学习方式的根本转变。第七、八两个环节让学生读和配音，在饶有兴趣的学习方式中夯实了基础，让学生感觉”我行“。【在表演中“行“】在英语课堂上，教师应该为学生积极创设学习英语的情景，为学生搭建表演的舞台，采用形象、生动有趣的表演方法，将学生带入一个五彩缤纷的英语世界。Cartoon time 部分本身就很生动、有趣，录音夸张、富有表现力，是学生表演的极
13、好剧本。第九个环节，学生可以在表演中充分享受“我能行”的快乐。【在演习中“行“】课堂教学中要检验学生的”行“，还要看他们”行不行“之前，需要作一些铺垫确保绝大多数学生易于”行“、乐于”行“。第四、五、六环节，通过设置模拟环境，让学生真实表达，真实做事。让学生由“准行”逐步走向“真行”。【以“行“检”学“】以“行“检”学“是师生之间互动、交流的过程，是英语课堂教学中的一个重要环节，它也是检测教学效果的重要手段，它可以使教师和学生了解教与学的情况，从而调节教学进程。”行“是学之始，亦是学之终。第二、四、五、六、八、九环节都在实践着这一理念，让学生说、猜、画、配、编、演，在“行”中检验学的成果。【继续前行】本节课所学的 easy，difficult， try 这些词， 让我很容易想到应该有第九个环节让学生明白“ Whatever it is difficult, we shouldhave a try.”的道理，在人生的道路上行走得更好。
