四年级下 英语 Unit 4 单元教案 24页

‎ ‎ 教学 内容 Unit4 Drawing in the park ‎ 教材 分析 本单元主要学习的内容是用I can see …的句型描述公园里的事物。教师可以利用图片、幻灯片、电脑课件或电影片段，引导学生在观察中理解所学语言。教师也可以在学完本单元之后，将学生带入实景中，看一看，说一说，以增加语言学习的真实性及趣味性。本单元的重点句型What can you see …?是个特殊疑问句，其语序与汉语有所不同，在教学时，教师可以引导学生注意这一差异，让学生熟练掌握其结构，并形成语感。另外，教师也可以结合句型I can … Can you …?来归纳总结情态动词can的用法，以便学生全面掌握和综合运用。‎ 教学 目标 ‎1.能听懂、会说、会读、会写句型和日常用语What can  you see? I can see … Good idea!‎ ‎2.能听懂、会说、会读、会写单词park,draw,flower,them,boat,‎ river,lake ‎3.能听懂、会说、会读单词 drawing,easy,difficult,try,hill,again ‎4.会唱歌曲 What can you see?   ‎ ‎5.能听懂、会说字母e在单词中的读音,发音准确 教学 重点 ‎1.在听说读练中，学会单词park,draw,flower,them,boat,river,lake ‎2.在听说训练中，学会句型 What can you see? I can see …‎ ‎3.字母e在单词中的发音 教学 难点 ‎1.句型: What can you see over there? I can see …‎ ‎2.词汇：drawing,easy,difficult,try,hill,again的读音 ‎3. 字母e在单词中的发音 课前 准备 光盘、卡片、图片、PPT等 课时 分配 第一课时：Story time 第二课时：Fun time, Cartoon time 第三课时：Sound time ,Song tome,Checkout time和 Ticking time 第四课时：Workbook 教学 内容 Unit4 Drawing in the park (Story time)‎ 时间 24‎ ‎ ‎ 教学目标 ‎1.能听懂、会说、会读单词：draw, picture, park, flower, boat, river, easy, difficult. ‎ ‎2.能听懂、会读、会说日常交际用语：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, picture, park, flower, boat, river, easy, difficult. ‎ ‎2.能听懂、会读、会说日常交际用语：Good idea！Sure, it’s easy. It’s difficult, but I can try. ‎ ‎3.能正确理解朗读课文内容。‎ 教学 难点 能够较准确的朗读课文并在教师的指导下表演。‎ 课前 准备 PPT,卡片 教 学 流 程 教 学 调 整 Step1 Warm up & Free talk ‎1. T: Today, we will begin Unit 4. In this unit, we will go to some interesting places. Look! Here they are. (出示Park, Theatre, Amusement park, Zoo四个场景图) Which one we will go first? Let’s listen to a song. ‎ ‎2. Enjoy the song: It’s a beautiful day in the park.‎ ‎3. T: Which one we will go first? ‎ Teach: park T: What parks do you know? ‎ S: …‎ Step 2 Presentation ‎1. Talk about the things in the park.‎ T: We know so many parks. I will draw a picture of it. 边画边问：What can you see in the park?‎ S1: I can see a … ‎ T: Yes, it a tall tree. ‎ 依次教授词语：tree, flower, boat, river，注意每个词语教授时和学生拓展交流：What colour are the flowers? I can row a boat, can you? … Can I draw … well? Yes, it’s easy for me. May it’s difficult for me, but I can try.‎ ‎2. Chant ‎ 24‎ ‎ ‎ T: Is it a nice park? Let’s chant about it. Listen to me, first. (节奏声)‎ Chant: In the park, I can see see some trees, over there.‎ In the park, I can see some flowers, under the tree.‎ S: Chant together. ‎ ‎3. Change some words and try to make a new chant.‎ ‎4. T: What can you do in the park? I can row a boat.‎ S: I can fly kites/ play football/ride bike/ …‎ Step3 Enjoy the story:‎ ‎1.T: Good, Mike and Tim are in the park now. What do they do? Let’s have a look! (出示图1)‎ T: 出图局部，让学生猜测。‎ S: They are drawing pictures in the park. ‎ Teach: draw, picture (揭题)‎ ‎2.Watch and choose.‎ T:What do they draw? （出示选项：a tree, some flowers, a boat, a river）‎ Let’s watch the story and choose.‎ Check ‎ ‎3.Read and judge T: Yes, Tim can draw a tree, some flowers and a boat. Can Tim draw all of them very well?‎ Read and judge.‎ ‎ Tips: 快速浏览故事并判断。（学生自己在书上画一画，如果Tim 能画得好则画星，画得不好画三角。）‎ ‎4. T: Tim can draw the tree and flowers very well, so they’re easy for Tim. Teach: easy ‎ So Tim says: Sure. It’s easy. 出示图2. ‎ T: 引导学生有感情地朗读该句话。Can you read it? ‎ What else can you say?‎ ‎ S: So easy! It’s easy for me. ‎ ‎ T: But he can’t draw the boat, so it’s not easy, it’s difficult for him. Teach: difficult T: So Tim says: It’s difficult, but I can try. 出示图4. ‎ T: 引导学生有感情地朗读该句话。‎ ‎5. T: You read very well. Listen and repeat ‎ ‎6. Read in pairs ‎7. Read the story together Step4 Act the story ‎ ‎★Read fluently ‎ ‎★★Read fluently and beautifully ‎ ‎★★★Act it out emotionally ‎ Step5 Consolidation ‎1.Make a new dialogue.‎ 24‎ ‎ ‎ ‎ 你和朋友也来到了一个美丽的公园。你们看到些什么？试着模仿今天学的故事，编一段对话吧。‎ ‎ 课件出示一幅公园图片，有秋千、滑梯、放风筝、骑自行车等。以及参考句型：‎ What can you see? I can see …‎ Can you draw / ride/ fly a …?‎ Yes, it’s easy.‎ It’s difficult, but I can try.‎ Step6 Summary T: Today, we go to the park. Do you like the park?‎ From the learning of this lesson, what can you do now?‎ 引导学生用I can …总结今天的学习。‎ S: I can say/ read/ chant/ …‎ Step7 Homework ‎1.Repeat and recite Story time.‎ ‎2.Retell Story time.‎ ‎3.Imitate the story,make a dialogue with your classmates.‎ 板书 设计 ‎ Unit 4 Drawing in the park What can you see in the park?‎ I can see a tree and some flowers. It’s easy.‎ ‎ a boat It’s difficult.‎ ‎ ‎ 教学 反思 教学 内容 Unit4 Drawing in the park ‎（ Cartoon time和Fun time）‎ ‎ 时间 24‎ ‎ ‎ 教学目标 ‎1.能够熟练说出公园里的一些物品词汇tree, flower, boat, river, hill, lake等。‎ ‎2.能用句型What can you see? I can see a …谈论所见。‎ ‎3.能用句型What can you do? I can … 进行调查会做的事情，能用句型He/She can …对他人进行描述。‎ ‎4.能够读懂Cartoon time 部分内容，体会其中的趣味性。‎ 教学 重点 ‎1.能够熟练说出公园里的一些物品词汇tree, flower, boat, river, hill, lake等。‎ ‎2.能用句型What can you do? I can … 进行调查会做的事情，能用句型He/She can …对他人进行描述。‎ ‎3.能够读懂Cartoon time 部分内容，体会其中的趣味性。‎ 教学 难点 ‎1.能用句型What can you do? I can … 进行调查会做的事情，能用句型He/She can …对他人进行描述。‎ ‎2.能够读懂Cartoon time 部分内容，体会其中的趣味性。‎ 课前 准备 卡片， PPT 教 学 流 程 教 学 调 整 Step1 Revision ‎1.T: Do you remember this story? Drawing in the park (课件出示课文图片) Can you act this story?‎ ‎ First, let’s dub for it. Dub in groups. ‎ ‎2.Act in pairs.‎ ‎3.T: Good job. I think you have good performance ability. Let’s go into the next test.‎ ‎4.Try to retell the story according. 小组讨论，试着S复述该故事，看谁说得完整。‎ ‎ Mike and Tim are in the . They can see , and a on the . Tim can draw very well, it’s easy. But he can’t draw , it’s ‎ .‎ Step2 Learn the vocabulary ‎1.T: Look, here is a picture. Look carefully. You have 15 seconds to remember what you can see? Are you ready? Go! (15秒的倒计时，记住图中的事物，越多越好！)‎ ‎2.T: What can you see in the picture?‎ ‎ S: I can see a …‎ ‎ T: How many … can you see? What colour is it? Where is it?‎ ‎ S: I can see …‎ ‎ Check the answer. (出现学生所说的东西：boat, flower,‎ 24‎ ‎ ‎ ‎ tree, river, hill, lake, 补充：bridge, bench, fountain等)‎ ‎3.T: Now, we know what’s in the park? They are … (指图学生齐说词) ‎ ‎ T: But how to spell them? Look! How to remember them? Let’s discuss in groups. (小组讨论记忆每个词的方法，教师可以举例，如river-over)‎ ‎ T: 请同学来说说记忆的方法。‎ ‎4.T: Can you remember these words? Let’s play a game, Quick response. ‎ ‎ 课件快速闪现新学的单词或图片，学生要很快说出。‎ ‎5. T: Good job. I think you have good memory. Let’s go into the next test.‎ Step4 Do a survey ‎1.T: Look！Mary can draw and she can make a cake Can you draw?  ‎ ‎ S1: No, I can’t.‎ ‎ T: What can you do?‎ ‎ S1: I can play basketball. ‎ ‎ T: S1 can play basketball.‎ ‎2.T: Take out our survey table. Let’s do a survey in groups. ‎ 要求：1. 同桌先互相问并完成。2. 告诉组内其他同学同桌会做的事情，请他们完成表格。‎ ‎3.Report 请学生根据表格的内容来汇报。‎ Step5 Cartoon time ‎1. T: Look! There is a big box. Sam, Bobby are looking at it. In fact, we call this big box：Peep show. 简单介绍西洋镜的一些知识。‎ ‎(出示图4) Look, is Bobby happy? No, Bobby is frightened. Why? What’s in this box? Let’s guess. 学生猜的同时，老师说:Try again.‎ Let’s watch the cartoon and check.‎ ‎2. T: What’s in it? ‎ ‎ S: A boat, a tiger.‎ ‎3. (出示图4) 指导阅读，It’s a tiger! ‎ T: If you are Sam, What will you say?‎ ‎4. Listen and repeat. ‎ ‎5. Try to read together emotionally. ‎ ‎6. Set an example for Ss to act the cartoon. Try to act it in pairs, you can add some new sentences. ‎ 根据表演情况，评价给星。‎ Step6 Summary and Evaluate ‎1.From the learning of this lesson, what can you do now?‎ 引导学生用I can …总结今天的学习。‎ S: I can say/ read/ chant/ … ‎ ‎2. 总结得星的情况。‎ 24‎ ‎ ‎ Step7 Homework ‎1.Copy and recite the new words.‎ ‎2.Recite and act Cartoon Time after class.‎ 板书 设计 Unit 4 Drawing in the park What can you do?‎ I can …‎ He/She can …‎ ‎ ‎ 教学 反思 教学 内容 Unit 4 Drawing in the park ‎(Sound time ,Song time,Checkout time和 Ticking time)‎ ‎ 时间 教学目标 ‎1.能够熟练说出有关公园类的物品词。‎ ‎2.能熟练地运用本单元所学句型进行交际。‎ ‎3.会唱歌曲 What can you see?   ‎ ‎4.能听懂、会说字母e在单词中的读音 ‎5.能在教师的引导下客观地对自己的学习情况做出评价。‎ 教学 重点 ‎1.能熟练地运用本单元所学句型进行交际。‎ ‎2.能听懂、会说字母e在单词中的读音 教学 难点 能听懂、会说字母e在单词中的读音 课前 准备 光盘、PPT 教 学 流 程 教 学 调 整 ‎ Step1 Revision ‎1.T: In the zoo, what can you see? Let’s play a game. Non-stop talking. ‎ 24‎ ‎ ‎ ‎ 要求：10秒内小组轮流说：两个关键词：Animals in the zoo, the other things in the zoo.‎ S: I can see…‎ ‎2. T: Let’s go and have a look. (出示Ken)‎ ‎ K: Hi, can I go with you?‎ ‎ T: Can Kan go with us? S: Sure.‎ T: OK. Let’s go.‎ Step2 Checkout time and song time ‎1.（和Ken互动）T: Look, this is a picture of a zoo. How beautiful! What can you see in this picture?‎ ‎ K: I can see…‎ T: Can you …? How many …can you see? ‎ K: Yes, I can. …‎ T: Look at …‎ K: How beautiful! ...‎ ‎2. 合所给句型，谈论图片。Pair work.‎ 教师用手偶Ken给出评价：Good job！ Well done! …‎ ‎3.T: The picture is beautiful, but there is no animals. Let’s draw some animals on the grass, in the river, in the sky or …‎ ‎ 让学生拿出笔在图中添画一些动物.‎ ‎4.教师在树上画一只猴子。 What can you see in the tree now?‎ ‎ S: I can see a monkey. ‎ ‎ T: Yes, and I can sing a song. ‎ ‎ Listen to the song: What can you see?‎ ‎5.T: Can you sing the song? Let’s try together.‎ ‎6.T: Can you make a new song according to your picture? Let’s try.‎ 小组内编唱歌曲。一人根据自己的图片问，其他三人回答。‎ 教师请Ken给出评价：Good job！ Well done! …‎ Step3 Sound time ‎1.T: Ken, do you like the zoo? ‎ T: Oh, what’s the time? (看表) Oh, Ken, it’s ten to ten, go to bed before ten.‎ ‎ K: OK. See you.‎ ‎3. T: Look at the sentence. These words all have the letter ‘e’, what does ‘e’ pronounced as? ‎ S: /e/‎ ‎ T: Look at my mouth, open it big or small. Try to imitate. ‎ ‎ S: Read one by one.‎ ‎ T: Read the sentence.‎ ‎4.T: Can you read these words? hen, wet, leg, nest, belt. （在读同时出图释意）‎ 24‎ ‎ ‎ ‎5.T:Last unit, we have learnt another pronunciation of ‘e’, what is it? /i:/‎ ‎ T: What’s the difference between them? When is it pronounced as ‘/e/’, when is it pronounced as ‘/i:/?’‎ ‎ 出示：me, he, she, these ‎ bed, pen, red, ten,‎ ‎ T: 教师讲解：开音节中，发/i:/， 重读闭音节中，发/e/。‎ Step4 Summary & Evaluation ‎1.T: What can we learn from this lesson?‎ ‎ S: I can …‎ ‎2.T: Good, we can do so many things. ‎ T: Discuss in groups, see how many stars have you got together?‎ Step5 Homework ‎1.听录音，跟读复习Unit4的内容，模仿语音语调；‎ ‎2.寻找更多字母e发音为/e/的单词，记在书上；‎ ‎3.唱会英文歌。‎ 板书 设计 Unit 4 Drawing in the park Ee /e/ bed desk pen red ten Ken, it’s ten to ten.‎ Go to bed before ten.‎ 教学 反思 教学 内容 Unit 4 Drawing in the park ‎ (Workbook)‎ ‎ 时间 24‎ ‎ ‎ 教学目标 能够在真实语境中熟练运用句型What can you see? I can see …‎ 教学 重点 能够在真实语境中熟练运用句型What can you see? I can see …‎ 教学 难点 能够在真实语境中熟练运用句型What can you see? I can see …‎ 课前 准备 卡片 教 学 流 程 教 学 调 整 ‎ Step1 Warm up ‎1.Free talk ‎2.T: What can you see in the picture?‎ ‎ S: I can see a …‎ ‎ T: How many … can you see? What colour is it? Where is it?‎ ‎ S: I can see …‎ Step2 Revision ‎1.利用单词卡片复习本单元单词。‎ ‎2. Sing the song:What can you see?‎ Step3 Practice(Workbook)‎ A Listen and circle 在播放录音前让学生认真看图,注意两图的区别。‎ ‎1b 2b 3a 4a 5b 6b B Listen and judge 先要求学生仔细看图，在学生充分理解图意的基础上播放录音，让学生根据录音内容来判断。‎ C Ask and answer 引导学生先看懂范例，然后再观察所给图片，最后仿照范例，根据图片内容开展问答活动。‎ D Look,read and tick 先指导学生仔细看图并读一读图中的句子以及所给的答句，然后再结合图意选择合适的应答句。‎ ‎1a 2a 3c 4b E Look ,read and write 先让学生仔细看图，并快速阅读对话，理解上下文的意思，然后再根据图片、上下文以及首字母提示将对话补充完整。‎ Step4 Homework ‎ ‎1.Finish the exercises.‎ ‎2.Recite Unit 4.‎ 24‎ ‎ ‎ 板书 设计 ‎ ‎ Unit 4 Drawing in the park What can you do?‎ I can …‎ He/She can …‎ ‎ ‎ 教学 反思 英语（四年级下册)‎ Unit 4 Drawing in the park Story time ‎ Teaching contents 教学内容 Story time Teaching aims and learning objectives 教学目标 ‎1. 学生能够阅读理解故事内容。‎ ‎2. 学生能够在理解的基础上表演故事。‎ ‎3. 学生能够在表演的基础上，适当拓展改编故事为小短剧并进行表演。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 24‎ ‎ ‎ 教学重点：1. 从整体上阅读故事并理解。‎ ‎2. 语音语调正确地朗读对话，表演故事。‎ 教学难点：学生能够阅读理解故事内容。‎ Step 1 Warm-up ‎1. Let’s talk (self-introduction)‎ ‎(学生用以下句型自我介绍)‎ I’m ______. I can _______. I like _________.‎ ‎2. Let’s play Answer questions with “yeah, yeah, yeah” or “no, no, no” quickly.‎ ‎【设计意图：游戏热身，带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 & Practice ‎1. Let’s say T: I can draw pictures too. (教授draw pictures) This is my picture. Is it beautiful? It’s a picture of a park. (新授park并板书)‎ T: What can you see? (教师出示图字卡并教授tree, flower, river, boat)‎ ‎(同桌操练What can you see? I can see …)‎ ‎【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. Let’s talk ‎ 根据图片内容，两人一组使用如下句型进行操练：‎ A: What can you see/do?‎ B: I can … ‎ Step 3 New teaching ‎1. Let’s guess ‎(1) T: There are two boys in this beautiful park. Who are they?‎ S: They’re Mike and Tim. ‎ ‎(2) T: What are they doing in the park?‎ 24‎ ‎ ‎ S: (学生猜测) Playing in the park, drawing in the park, running … ‎ ‎【设计意图：引导学生通过课文图片，发现有用信息，整理课文要素。】‎ ‎2. Watch and choose T: What are they doing? Let’s watch the cartoon and choose. (学生观看卡通然后完成练习单上的选择题，练习单设计见文件夹里word文件“练习单”)‎ T: So Mike and Tim are drawing in the park. ‎ ‎【设计意图：帮助学生整体感知课文。】‎ ‎3. Listen and tick ‎ T: What does Tim draw? Let’s listen and tick. (学生听录音，完成练习单上的打勾题)‎ T: Tim draws the tree, the flower and the boat.‎ ‎【设计意图：引导学生关注课文中的细节信息。】‎ ‎4. Read and circle T: So, Tim draws a lot of things. But can he draw them all very well? Please open your book, turn to Page 24 and read the dialogue by yourself. Which can be Tim’s pictures? Please circle them.‎ T: Let’s check the answers. Then how do you know? ‎ S: Mike says: Is this a boat?‎ T: Well done! (教师带领学生有感情地朗读这句话，教授easy和difficult)‎ ‎5. Let’s imitate ‎【设计意图：通过精读课文句子模仿语音语调，理解文中人物的心理与情感变化。】‎ ‎6. Let’s read Choose one way to read the dialogue. (分层选择朗读课文)‎ Step 4 Consolidation ‎1. Let’s act 学生先两人一组练习，然后选几组在班上表演。‎ ‎【设计意图：通过将故事内容进行脱稿表演帮助学生复习、巩固课文。】‎ ‎2. Let’s show T: Tim is showing his picture to three friends. Can you make a dialogue?‎ 24‎ ‎ ‎ ‎【设计意图：将所学内容改编，对学生提出更高要求，期待学生通过创新、合作，共同将这节课所学内容以自己的方式演绎出来。】‎ Homework 家庭作业 ‎1. Read correctly and act the dialogue.‎ ‎2. Preview Fun time.‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：图字卡，PPT。‎ 板书设计：‎ Unit 4 Drawing in the park tree, flower, boat, river, hill, lake ‎ What can you see in the picture?‎ ‎    I can see a …‎ 说课 在热身阶段，教师设计了self-introduction和listen and judge这两个环节。教师通过自我介绍告知学生自己会画画，导入相关话题，为后文的学习做好铺垫，通过listen and judge渗透本课重点句型。接下来教师通过Let’s say和Let’s talk两个环节新授单词并铺垫本课重点句型，为Story time的学习扫清障碍。Story time的学习则通过看动画、听录音、读课文等形式帮助学生逐步完成对课文的整体感知和细节把握。最后的巩固环节除了课文表演这一常规方式，教师将课文适当拓展，设定了一个新的场景并让学生据此编对话，既可以用到本课所学词汇又可以培养学生的综合语用能力。为了降低难度并给学生以启发，教师在练习单中附了一个对话的模板供学生参考。‎ 英语（四年级下册)‎ Unit 4 Drawing in the park 24‎ ‎ ‎ Fun time ‎ Teaching contents 教学内容 Fun Time ‎ Teaching aims and learning objectives 教学目标 ‎1. 能够熟练说出公园里的一些物品词汇：tree, flower, boat, river, hill, lake等。‎ ‎2. 能用句型What can you see? I can see a …谈论所见。‎ ‎3. 能用句型What can you do? I can … 调查他人会做的事情，能用句型He/She can …对他人进行描述。‎ ‎4. 能编写完整小故事Let’s be friends并试着表演。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 ‎1. 能够熟练说出公园里的一些物品词汇：tree, flower, boat, river, hill, lake等。‎ ‎2. 能用句型What can you see? I can see a …谈论所见。‎ ‎3. 能用句型What can you do? I can … 进行调查会做的事情，能用句型He/She can …对他人进行描述。‎ Teaching procedures 教学过程 Step 1 Warm-up ‎1. Enjoy the song: I can sing.‎ ‎2. T: Today, we will go to another interesting place—Dream Theatre. Let’s go.‎ ‎3. T: Look! They need some actors for the new play. Do you want to have a try?‎ ‎  T: And you should pass four tests. Let’s have a try.‎ ‎【设计意图：歌曲既起到复习巩固的作用，又起到了激发兴趣、营造英语学习氛围的作用，为进一步学习做好铺垫。通过反复问答来复习巩固，锻炼学生的口语表达能力。】‎ Step 2 Presentation and practice ‎1. Test 1—Good memory. (课件快速闪现新学的单词或图片，学生很快说出单词)‎ ‎ T: Good job. I think you have good memory. Let’s go on to the next test.‎ 24‎ ‎ ‎ ‎【设计意图：经过第一课时的学习，学生对于本课的词汇并不陌生，教师通过TPR教学方式，复习所学词汇，激发学生学习兴趣的同时，提高学习效果。】‎ Step 3 Revision ‎1. Test 2—Good performance ability.‎ T: To be an actor, you should have good performance ability. (PPT出示课文图片) Can you act this story? First, let’s dub it in groups.‎ ‎2. Act in pairs.‎ ‎【设计意图：教师帮助学生复习第一课时学过的内容，通过背诵和表演的方式，任务难度递进，自然复现旧知，为下一步学习新知做好准备。】‎ ‎3. T: Nice. I think you have good performance ability. Let’s go on to the next test.‎ ‎4. T: To be an actor, you should have good expression ability. Try to retell the story according to the information. ‎ ‎(PPT呈现Story time概要，小组讨论并试着复述该故事。)‎ ‎【设计意图：通过表演、练说句型、分角色朗读等方式来寓教于乐，复习所学知识点。】‎ Step 4 Fun time ‎1. Complete the survey form on Page 26 first in pairs and then in groups.‎ ‎ (要求：1. 同桌先互相问并完成P26表格。2. 四人一组，告诉组内其他同学自己的同桌会做的事情，请他们完成表格。)‎ ‎2. Report ‎  (请组长根据表格的内容来汇报，其他组员同步进行动作展示。)‎ ‎【设计意图：学生使用目标句型在小组内进行调查，获取他人能力方面的信息，在学生们完成了小组内的信息调查后，由组长使用目标语进行汇报，同时组员同步进行动作展示。活动设计层层递进，提升学生的综合语言运用能力。】‎ Homework 家庭作业 ‎1. 画一幅公园图，并给图中的物品配上单词，如有不会的词，可以查找资料。‎ ‎2. 预习Cartoon time。‎ 24‎ ‎ ‎ Teaching aids 教学准备 教学准备：多媒体课件。 ‎ 板书设计：‎ Unit 4 Drawing in the park tree, flower, boat, river, hill, lake ‎ What can you see in the picture?‎ ‎    I can see a …‎ ‎    ‎ 说课 ‎ 本节课以三个任务串联：1. 我是记忆小超人；2. 我是表演家；3. 我是小达人。任务之间层层递进，在激发学生学习兴趣的同时，也帮助学生通过完成任务达到学习目标。‎ Revision time Revision time的两个步骤目的在于引导学生复习上一节课所学的story，同时鼓励学生通过表演对话进行有效语言输出。‎ Fun time 本环节的教学设计分为两个步骤：1. Do the survey；2. Report the result。目的在于让学生使用目标句型进行调查，获取他人的信息，同时能够组织语言汇报调查结果，培养学生的语用能力。‎ 在结束前，跟大家分享自己对于本节课的几个“关注”：‎ ‎1. 关注完整的情境创设；设置具备趣味性和可操作性的学习活动或任务。‎ ‎2. 关注学生自主学习、小组合作学习的体验。‎ ‎3. 关注学生语言的综合运用和能力的提升。‎ 英语（四年级下册)‎ Unit 4 Drawing in the park Cartoon time ‎ 24‎ ‎ ‎ Teaching contents 教学内容 Cartoon time ‎ Teaching aims and learning objectives 教学目标 ‎1. 复习上节课所学的关于公园物品的单词，能进一步熟练拼读。‎ ‎2. 复习上节课所学的句型，能进一步熟练运用。‎ ‎3. 能够阅读并理解卡通部分的幽默，并能表演故事内容。‎ ‎4. 能够模仿卡通部分的故事内容续编故事。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 ‎1. 复习上节课所学的句型，能进一步熟练运用。‎ ‎2. 能够阅读并理解卡通部分的幽默，并能表演故事内容。‎ ‎3. 能够模仿卡通部分的故事内容续编故事。‎ Teaching procedures 教学过程 Step 1 Warm-up ‎1. Enjoy the song: Row your boat.‎ ‎2. Free talk (教师与学生利用句型Can you …?进行快速问答。)‎ ‎【设计意图：歌曲既起到复习巩固的作用，又起到了激发兴趣、营造英语学习氛围的作用，为进一步学习做好铺垫。】‎ Step 2 Presentation T: Look! There is a big box. Sam and Bobby are looking at it. In fact, we call this big box: Peep show. (简单介绍西洋镜的一些知识。)‎ T: What’s in this box? Let’s guess. (学生猜的同时，老师说：Try again.)‎ ‎【设计意图：额外铺垫有关西洋镜的内容，看似与书上内容无关，其实也是人文性教学的体现，学生对西洋镜有所了解，学习本课知识也会更有兴趣。】‎ Step 3 Learning Cartoon time ‎1. Watch the cartoon and choose 24‎ ‎ ‎ ‎ T: What’s in it?  Guess!‎ S: A boat, a tiger.‎ T: Let’s watch the cartoon and choose.‎ ‎2. Listen and answer. ‎ T: Is Bobby happy? Listen and answer.‎ S: Yes, he is.‎ T: Is Bobby happy at last? (指导学生带有感情色彩地阅读：It’s a tiger!)‎ S: No, he isn’t.‎ T: If you are Sam, what will you say? ‎ ‎3. Listen and repeat (跟读课文)‎ ‎4. Let’s read (选择喜欢的阅读方式读课文)‎ ‎5. Let’s act (根据表演情况给出评价)‎ ‎【设计意图：带着问题看动画，整体感知故事内容后，自己阅读故事，细化学习。模仿动画中的语音语调和表情，增强学习的趣味性，为表演做准备。】‎ Step 4 Consolidation ‎1. Think and say T: Sam is naughty, but Bobby is naughty too. He wants to play a trick on Sam too. Look! (PPT呈现图片：Bobby告诉Sam他在盒子里看见了鱼。Sam最喜欢鱼了，一听口水都要下来了，结果一看，是一条鲨鱼，吓了一大跳！ )‎ ‎2. Rewrite a new story (你还有其他的创意吗？)‎ ‎(Tips：模仿书上的故事，小组内续编新故事，并把它演出来。教师根据表演情况评价给星。)‎ ‎【设计意图：给学生发挥想象的空间，通过小组合作，创造性地表演对话，培养学生综合运用语言的能力。】‎ Homework 家庭作业 ‎1. 指导学生用I can … 总结今天的学习。‎ ‎2. 小组合作，将改编的新故事，配上图片和文字表演出来。‎ 24‎ ‎ ‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：教学图片和卡片，多媒体课件。 ‎ 板书设计：‎ Unit 4 Drawing in the park hill, tree, river, lake, flowers, boat Peep show Try again.‎ ‎ Bobby is frightened. Why? What’s in this box?‎ Song: What can you see?‎ 说课：‎ 基于对新课标倡导的理念的理解和学情分析，本课教学目标设定为：能够理解Cartoon time的意思，并能够运用正确的语音语调和表情进行模仿及再创造表演。在这一板块中教师遵循语篇教学的原则，加强学习策略的指导，分为以下步骤：‎ ‎1. 看动画回答问题。带着问题看动画，整体感知故事内容。‎ ‎2. 阅读故事，细化学习。寻找故事中的细节，化解难点，为输出表达做准备。‎ ‎3. 仿读和朗读。模仿动画中的语音语调和表情，增强学习的趣味性，为表演做准备。‎ ‎4. 情境想象表演。给学生发挥想象的空间，通过小组合作，创造性的表演对话，培养学生综合运用语言的能力。从学生的反馈来看，他们还是比较乐于想象和表演这样有滑稽情节的故事的。‎ 英语（四年级下册)‎ Unit 4 Drawing in the park Song time, Sound time, Checkout time and Ticking time ‎ Teaching contents 教学内容 Song time, Sound time, Checkout time and Ticking time Teaching aims and learning objectives 教学目标 24‎ ‎ ‎ ‎1. 能够熟练说出有关公园的物品词。‎ ‎2. 能熟练地运用本单元所学句型进行交际。‎ ‎3. 能够掌握元音字母e在单词中的读音。‎ ‎4. 会演唱歌曲What can you see?‎ ‎5. 能够完成故事A new friend的阅读。‎ ‎6. 能在教师的引导下客观地对自己的学习情况做出评价。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 ‎1. 能够熟练说出有关公园的物品词。‎ ‎2. 能熟练地运用本单元所学句型进行交际。‎ ‎3. 能够掌握元音字母e在单词中的读音。‎ ‎4. 能够完成故事A new friend的阅读。‎ Teaching procedures 教学过程 Step 1 Warm-up ‎1. Greetings.‎ ‎2. Free talk (教师与学生利用句型Can you …? 进行快速问答)‎ ‎【设计意图：交流既起到复习巩固的作用，又起到了激发兴趣、营造英语学习氛围的作用，为进一步学习做好铺垫。】‎ Step 2 Revision T: On Saturday, Mike and Tim go to the park. What can you see in the park? You can ask and answer in pairs. (学生两人一组问答)‎ ‎【设计意图：本课的句型并不复杂，小组合作操练进一步巩固句型。】‎ Step 3 Song time ‎1. T: Who is he? (PPT最后引出Ken)‎ ‎   S: He is Ken.‎ ‎ T: He can draw pictures. Look at these two pictures. What can you see?‎ S: I can see …‎ 24‎ ‎ ‎ T: How many … can you see?‎ S: …‎ T: What difference can you see between these two pictures?‎ S: A monkey.‎ T: Yes, and I can sing a song.  (播放歌曲What can you see?)‎ ‎2. T: Can you sing the song? Let’s try together.‎ ‎3. T: Can you make a new song according to the picture in groups? Have a try. (小组内编唱歌曲。一人看着书上Checkout time图片唱问句，其他三人唱答句)‎ ‎4. 完成Ticking time第1项 ‎ ‎【设计意图：歌曲教授的环节，教师通过试听，领唱，齐唱，改唱等多个方法，帮助学生记忆歌曲，也是记忆本单元的重点词句。】‎ Step 4 Sound time ‎1. T: Oh, what’s the time? Oh, it’s ten to ten. ‎ ‎(PPT呈现小诗并播放录音，学生先跟读，然后同桌一起读) ‎ ‎2. T: Look at the rhyme. What does “e” pronounce? ‎ S: [e].‎ ‎  (教师示范发音并纠正，然后带读例词。随后，教师出示更多例词，读的同时出图释意。)‎ ‎【设计意图：教师拓宽词汇，归纳总结字母e的发音，学生反复操练记忆。】‎ ‎3. T: We have learnt another pronunciation of “e”. What is it?  ‎ T: What’s the difference between them? When is it pronounced as [e] and when is it pronounced as [i:]?‎ ‎   (PPT出示：me, he, she, these, bed, pen, red, ten。教师讲解：开音节中，发[i:]，重读闭音节中，发[e])‎ ‎4. Enjoy a song. (与e的发音相关)‎ ‎5. 完成Ticking time第3项 ‎【设计意图：语音环节是教学中的一大难点，教师让学生自己感受单词的发音，并为句子配上节奏感十足的音乐，激发学生的学习动力，通过快读，慢读，击掌读等形式，为语音环节的学习增添乐趣。】‎ 24‎ ‎ ‎ Step 5 Memory game ‎1. T: It’s Sunday today. Ken is drawing in the park too. Try to remember everything in Ken’s pictures. ‎ ‎ T: What can you see on the lake/…?‎ ‎ S: I can see…‎ ‎2. 四人一组谈论图片 ‎ ‎3. 仿照例句，写一组对话 ‎4. 完成Ticking time第1项 ‎【设计意图：设计笔头练习，不仅可以检验学生是否掌握了本单元中的重要信息，而且可以帮助学生将信息片段组合成完整的句子，这一输入到输出的过程，也是学生的语言学习能力提升的过程。】‎ Homework 家庭作业 ‎1. 继续和小组成员用What can you see? 句型来谈论你的画，，不少于三个轮回。‎ ‎2. 搜集更多含有字母e发[e]的单词，以及字母e在单词中的其它读音。 ‎ ‎3. 演唱What can you see? 给父母听，也可以按自己改编的歌词演唱。‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：本单元教学挂图和卡片，PPT。 ‎ 板书设计：‎ Unit 4 Drawing in the park ‎ bed, desk, pen, red, ten ‎ Ken, it’s ten to ten.‎ ‎ Go to bed before ten.‎ Checkout time—Ask and answer 说课 Song time 完成了词汇和句型的学习后，来到了Song time 歌曲板块。这里设计了听歌曲跟唱和创编歌曲两个步骤，目的在于让学生体验英语学习的快乐并通过唱歌来巩固词汇和句型。‎ 24‎ ‎ ‎ Sound time Sound time板块的设计意图在于使学生通过朗读、诵读来感受字母e在单词中的发音，从而初步掌握一定的语音知识和语感。基于这样的解读，教师设计了听录音跟读、有节奏地进行诵读、思考并说出更多含有字母e的单词这样的步骤。教师还结合第3单元的语音板块，让学生通过辨音牢固掌握字母e的发音。‎ ‎ 值得一提的是，本单元的Checkout time 被提前至课堂初始，作为知识点复习，效果显著。而Ticking time没有分裂单独教学，而是融会贯通至每一个环节的教学结尾处，相辅相成，自然流畅，针对性更强，评价效果真实有效。‎ 24‎