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Unit4 Drawing in the park(Story time)教学设计

2016-05-03    点击数:839    作者:沈爱萍
 

Unit4 Drawing in the park(Story time)教学设计

常熟市徐市中心小学 沈爱萍

教学内容:译林版小学英语四年级下册Unit4Drawing in the park

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、会说、会读日常交际用语Good idea! Sure, it’s easy. It’s difficult, but I can try.

3.  能初步用以下句型What can you see? I can see …来对看到的事物进行交流;初步用句型Can you …?询问交流会做的事。

4.  能正确理解课文内容。

5.  能够较准确的朗读课文并在教师的指导下尝试表演。

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、会说、会读日常交际用语Good idea! Sure, it’s easy. It’s difficult, but I can try.

3.  能正确理解课文内容

教学难点:

1.  能够较准确的朗读课文并在教师的指导下尝试表演。

教学用具:多媒体,练习纸

教学过程:

Step1 Warm up

1.  Greetings

2.  Show the learning aims

 

Step2 Presentation

1.  教学Good idea.

T: We know it’s spring now. So first let’s enjoy spring. Look, the trees turn green. The flowers bloom, they’re beautiful and colourful. And the children are very happy. Do you like spring? To enjoy spring, where can we go? Can you give some advice? You can use the sentence: Let’s go to …

S: Let’s go to the park/ zoo ….

T: Great./ Good idea!

设计意图:本单元教学刚好是在春天,通过让学生边听音乐边欣赏有关春天美景的图片,缓解了学生紧张的情绪,营造了一个轻松愉悦的课堂氛围。而图片在选取的时候,选择的是一些公园里树木变绿,百花齐放以及小朋友在公园或动物园春游的相关图片,为后面学生回答教师提问:To enjoy spring, where can we go?奠定了基础,学生能够快速的提出意见,并引导学生进入本课的主题。

2.  T: I want to go to the park this Sunday. And there are many beautiful parks in Changshu. What parks do you know?

S: Yushan Park, Shanghu Park, Fangta Park, Jusha Park ….

T: I have some pictures about one park. Let’s go and look: What can you see in the park, and then guess what park is it? Please look carefully.

Magic eyes:

(1)T: What can you see in the park?

S: I can see some flowers.出示单词flower,教学a flower, some flowers

T: What colour are they?

S: They are pink.

(2)T: What can you see?

S: I can see a tree. 出示单词 tree,并朗读

  词组拓展: a      tree

(3)T: What can you see?

S: I can see a boat.  coat-boat

T: Look, where’s the boat?

S: It’s on the river.   over-river

拓展:There are two long rivers in China. They are the Yellow River and the Yangtse River.

   T: Now do you know what park is it?

   S: It’s Shanghu Park.

   T: Yes, you’re clever. It’s Shanghu Park.Do you like it?

   S: Yes.

   T: It’s very beautiful. Let’s draw some pictures about Shanghu Park.

 出示词组draw some pictures

     Look, I can draw a tall tree. I can draw a river.

     What do you think of my picture?

   S: How nice/ beautiful.

   T: I can draw the picture well. Because It’s easy for me.

Can you draw some pictures, too?

Who can draw some flowers/ a boat here?

Can he/ she draw well?

S: Yes, he/ she can. T: I think it’s easy for him/ her. Well done.

  No, he/ she can’t. T: I think it’s difficult. But he/ she can try. Well done.

设计意图:本环节是新授环节,重点教学本课时的四会单词:park, flower, tree, boat, river, draw以及四会句型: What can you see? I can see ….在教学过程中,以公园为主题,先谈论常熟有哪些公园;其次出示其中一公园的相应图片,让学生通过观察并回答来学习句型What can you see? I can see …及单词;最后,让学生根据自己所看到的图片猜测这是哪一个公园,并开展画一画的活动,自然引出句型: Can you …?以及回答,并提前渗透日常交际用语: It’s easy. It’s difficult, but he/ she can try. Well done.整个过程循序渐进,环环相扣,与学生的实际生活相联系,学生有话可说,学习的积极性较高。

Step3 Story time

1.  Look and say

T: I like drawing. Our friends like drawing, too.

Q1: Who are they? They’re Mike and Tim.

Q2: Where are they? They’re drawing in the park. So Today we’ll learn Unit4 Drawing in the park. 揭示课题

2.  Watch and circle 圈出相应的图片

T: What does Tim draw in the park?

S: He draws …

3.  Read and judge 用笑脸或苦脸判断

Q: Can Tim draw them well?

Tips: Read loudly; Underline the key sentences; Discuss with your desk-mate.

                                                                                  

Tim

     a tree

   

   some flowers

     a boat

(1)What does Tim/ Mike say? Sure. It’s easy./  Well done.

(2)What does Tim/ Mike say? It’s difficult, but I can try./ Is this a boat?

教学单词easy/ difficult

(3)Check the answers

设计意图:本环节是本课时的重点内容,由于在教学Story time之前已将本课的重点单词,词汇和句型进行了教学,一些日常交际用语也进行了渗透,学生已经有一定的自学能力,因此在Story time教学过程中,我以学生为主体,设计了几个任务:1. Look and answer看图回答问题,了解本故事的人物、地点及事情,并自然引出课题;2. Watch and circle看动画找出Tim所画的物品;3. Read and judge自读课文,划出关键句,并进行判断,在这一过程中教师及时进行提问: Can Tim draw the tree/ folwers/ boat well? 引导学生回答并寻找原因,再此基础上教学日常交际用语:Sure, it’s easy. It’s difficult, but I can try.从而帮助学生读懂课文故事,从而理解课文。在任务布置上,是由易到难的,在整个过程中教师只不过充当了引导者的角色,让学生通过观察,回答,思考的方式自主探索,学习和理解课文,不仅在学习过程中教给了学生一定的阅读技巧,更提高了学生的学习自主性和积极性。

4.  Let’s read

(1)  Read after the tape

2)两人一组朗读或表演故事

A.  Read in roles   B. Act in roles   C. Read together

5.  Let’s dub:

Tips: 1. Read fluently 流利的朗读 ☆

2. Read fluently and beautiful 流利、优美的朗读☆☆

3. Read fluently and beautiful, and follow the speed 流利、优美的朗读,跟上速度☆☆☆

设计意图:朗读是课文教学环节中重点之一。《新课标》倡导英语朗读要用正确的语音、语调,准确、流畅、有表情地朗读课文,通过朗读激起学生自己的情感,在情感体验中加强对课文的理解和记忆。因此我们在英语教学中应清楚朗读的重要作用,采用多种朗读方式:跟读模仿、小组读、分角色朗读、齐读等,培养学生语感,不断提高学生口语水平以及理解能力。另外,配音也是朗读的一种表现形式,它要求学生在朗读熟练的基础上对文本进行配音表演,要求学生要尽量模仿其语音语调以及语速,注意感情,可适当加上自己的动作表演。配音表演是结合动画进行了,可以说更生动形象,更能激发学生的表演兴趣,而且以小组的方式进行比赛、评比,也能更大程度地激发学生参与活动的积极性,从而提高学生的语言运用能力。

6. Fill in the blanks: Try to retell the story

Step4 Consolidation

1.  Let’s act: 昨天我们一起去常熟虞山公园春游了,领略了虞山公园的美丽风景。邀请你的好友一起来画画我们美丽的虞山吧,小朋友们,快点行动吧.

T: Last week we went to Yushan Park for a sring outing. The park is very beautiful. Let’s draw some pictures sbout Yushan Park.

Useful sentences:

A: What can you see in Yushan Park?

B: I can see…

A: Let’s draw some pictures.

B: Good idea! / OK.

A: Can you draw …?

B: Sure. It’s easy. / It’s difficult, but I can try.

2.  Enjoy time: Enjoy some pictures about the parks in Changshu.

Boys and girls, you can go to the parks with your family.

Life is beautiful. Please enjoy your life! Enjoy every day!

设计意图: 本环节主要是拓展运用,结合学生的生活实际,春游去了虞山公园,领略了虞山公园的美丽,开展画虞山公园的活动,学生可以运用本课四会句型以及日常交际用语进行谈论,不仅可以复习巩固本节课的所学内容,更能将所学内容运用于现实生活中,达到学以致用的目的。另外最后的情感升华部分,再次向学生展示了常熟一些有名的公园图片,并对各公园进行了简单介绍,紧扣主体,更点明中心思想: Life is beautiful. Please enjoy your life! Enjoy every day!

Step5 Homework

  1. Copy the new words four times
  2. Read and try to recite the story
  3. Go to the park and draw some pictures.

Blackboard design:

                       Unit4 Drawing in the park

                      A: What can you see?

                      B: I can see … 图片a river

                      Can Tim draw them well?

 

 

Tim

   the tree (图片)

   

   the flowers(图片)

the boat(图片)

    

 

设计意图:板书在小学英语课堂教学中有着不可忽视的作用,本课时主要采用对话形式的板书呈现本课的重点句型,同时利用表格的形式,清晰地呈现了文本内容,整个板书可以说一目了然。通过板书,学生能清楚明白地知道这节学了什么,自己要掌握什么,能够利用板书对课文内容进行复述。