四年级下册英语教案Unit4 Drawing in the park (Story time)译林版（三起）

1、.Unit4 Drawing in the park Story time教学设计教学目的：能听懂、会读、会说单词draw picture park flower boat river easy difficult 能听懂、会读、会说日常交际用语good idea , sure , its easy , its difficult , but I can try .能初步运用以下句型what can you see ? I can see 来对看到的事物进展交流；初步使用句型Can you 来交流会做的事。能正确理解课文内容，并进展表演。教学重点：句型与日常用语What can you see

2、? I can see . Good idea!词汇 park, draw , flower , them , boat , river教学难点：句型What can you see over there ? I can see . 词汇drawing easy difficult try 的读音教学步骤：Before- reading 1. Free talk : Daily questions Sing a song “What can you see?T:We can see a monkey in the tree,what can you see in the classroom?S

3、: I can see .Art books 2T: You have Art lesson today.Do you like Art?S:Yes.T: Do you like drawing?S:Yes, I do .T:Can you draw .? S: Yes , I can . T: Its easy for you . T: Can you draw .? S: No , I cant . T: Its difficult ,but you can try.3. T:Its spring now.The trees turn green and the flowers are b

4、looming. Its warm and colorful.Id like to draw spring.Im not good at drawing ,its difficult for me but Id like to try . 在黑板上画，引出词汇flower , tree , river , boat , park.While -reading1. Mike and Tim are in the park too .Look at the picture and guess “What are they going to do in the park ?2. 揭题Unit 4 D

5、rawing in the park3. Watch and answer T:What can they see in the park ?S:They can see .4. Read and underline Can Tim draw the tree?Can Tim draw the flowers ?指导朗读5. Imitate ,pay attention to the pronunciation and intonation6. Read in groups 7. Dub8. Summarize and fill in the blanks After-reading 1. T

6、:We are in a new classroom ,what can you see ?S:I can see .T:Can you draw it / them ?S: Its easy. / Its difficult , but I can try .This is the . /These are the .T: Its Saturday . We are in the park/in the zoo /on the farm Please talk in groups , Here are some useful sentences.What can you see? Can y

7、ou draw .?Its easy.Its difficult . But I can try . Well done . Can you teach me ?Ticking time这个工作可让学生分组负责搜集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探究、环保等多方面。如此下去,除假期外,一年便可以积累40多那么材料。假如学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?I can understand the stor

8、y.I can read the story .I can act the story . 课前考虑 这个板块的重点句型What can you see? I can see .Good idea!在平时的英语课堂日常用语中经常会用到，学生 都会用，已经对其有了语感，所以不像其余单元的重点句型一样在课堂上花很多时间去学。在本课时中我主要考虑把如今春天的公园的美景和画画如何串联成一个话题，用重要句型What can you see? I can see . Can you draw it/them?议论。 在平时的story time板块的单词教学都是先预习的，所以这次也是这么处理的。在预习纸上

9、用以旧带新的方法先会读，有初步的印象，在课堂教学中再逐步加深这些词汇的学习。课后反思1、 最后输出的设计我设计了三个场景，让学生用本节课学到的重点句型，说一说，关键句型是用上了，内容还不太充实，在以后的教学中要注意帮助学生学会拓展，渐渐积累语言。老师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模拟。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。三、板书用在了帮学生归纳总结对话内容上，美观性不太好，或许还可以考虑让学生来和老师一起合作完成。家庭是幼儿语言活动的重要环境，为了与家长配合做好幼儿阅读训练工作，孩子一入园就召开家长会，给家长提出早期抓好幼儿阅读的要求。我把幼儿在园里的阅读活动及阅读情况及时传递给家长，要求孩子回家向家长朗读儿歌，表演故事。我和家长共同配合，一道训练，幼儿的阅读才能进步很快。课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一那么名言警句即可。可以写在后黑