Story timePPT专用教学设计内容

Unit4 Drawing in the park (Story time) Teaching contents: 译林版《英语》四年级下册Unit4 Drawing in the park (Story time) Teaching aims and learning objectives: 知识目标：

1. 能听懂、会读、会说单词park, flower, boat, river, tree.会写单词draw, park, flower, boat, river.

2. 能听懂、会读、会说日常用语What can you see? I can see… Can you draw …?

It’s easy/ difficult.

能力目标：

1. 能正确地理解并朗读对话。

2. 尝试运用本课所学的词汇和日常用语谈论公园里的事物。

情感目标：

1. 通过本课的学习教育学生遇到困难，不要轻易放弃，要勇于尝试。

2. 使学生感受到大自然的美，激发对大自然和生活的热爱。

Focus of the lesson and predicted area of difficulty：

教学重点：能正确地理解并朗读对话。

教学难点：1. 单词draw和difficult的读音。

2. 能初步运用本课所学的词汇和日常用语谈论公园里的事物。

Teaching aids：

希沃课件、卡片、头饰、学生的评价表。

Teaching procedure：

Step1. Free talk and lead in 1. Free talk: T: Hello, boys and girls.

Ss: Hello, Mrs. Wang. T: This term, I become your English teacher. We are together only for two months. I don’t think you know me very well. Do you have any questions about me? You can ask me. Ss: How old are you?

How many lessons do you have today?

What animal do you like?

Can you swim?

Do you like red? What do you like? ...

T: I like drawing. I can draw many beautiful pictures. Look, I’m drawing in the park. Today let’s come to Unit 4 Drawing in the park.

揭题板书，并带读生词draw 【设计意图】学生通过提问来了解刚相处两个月的老师，教师与学生的这种亲切、真实的交流，可以有效建构良好的师生关系，并在不知不觉中引导和培养学生运用已学语言的能力，最终适时地引出了本课的话题。

2. Brain storming:

T: I can draw in the park. Do you know where is the park and what you can see in the park? Let’s watch a video and enjoy the scenery. Ss: Watch and answer. I can see some trees / some flowers / …

板书新句型What can you see? I can see…

并教读，教师借机教读单词flower. T: Do you know where is the park? S:It means “公园”. T: Yes, you are clever. 【设计意图】复现与本话题相关的已有语言积累，一方面可以培养学生发散思维的能力，激活已有知识；另一方面可以铺垫本课的部分词汇和日常用语，逐步引入对话的学习。

Step2. Story time 1.

Show the goals for learning：

T: Today we’ll learn Unit 4 Drawing in the park. Look, they are aims for today.

(1) I can understand the story.

(2) I can talk about things in the park.

【设计意图】这是本课的学习目标，也是Ticking time环节学生自我评价的标准。

2. Watch and answer（一次阅读：看动画，回答问题。）

T: This story happened in a park. Let’s watch the cartoon and answer the questions. Q1: Who are the main characters? Q2: Where are they?

Q3:What do they do? Ss: 看课文动画，整体感知，找出故事的三个基本信息：Who

Where

What 3. Read and circle（二次阅读：读课文，圈单词。）

学生自读课文，圈出Mike和Tim看到的事物。

学生在自读课文的过程中学习新单词：boat，river，教师教读单词。

【设计意图】将新单词的学习贯穿于课文学习过程中，有利于学生对故事内容的整体把握和理解。学习新单词时利用多媒体这一现代化教学手段，避免了单一的朗读，并尝试教给学生简单的记忆单词的方法。

4. Read and answer:（三次阅读：读课文，回答问题。）

T:What can Tim draw?Can Tim draw well? Ss:在回答问题的过程中，着重体会文中句子：“Sure. It’s easy.”、“It’s difficult, but I can try.”、“Is this a boat?”并尝试读出人物的心情。在此过程中帮助学生理解easy和difficult的意思。

T:适时进行情感教育：When we meet difficulties, don’t give up, try your best to do it. 【设计意图】

将easy和difficult做对比，在读中体会人物的心情，从而自然地对学生进行情感提升。

5. Chant: Can you draw the tree?

Sure. It’s easy.

Can you draw the flowers?

Sure. It’s easy.

Can you draw the boat?

It’s difficult, but I can try.

【设计意图】

通过一首chant帮助学生理解和记忆课文内容，增强语言学习的趣味性，在玩中学，学中记。

6. Summary:

Fill in the blanks. 【设计意图】通过练习，引导并帮助学生总结课文的主要内容，使学生对对话内容有更清晰的理解。所填单词是本课的四会单词，学生尝试运用刚刚学到的记忆单词的方法进行写的练习。

Step3. Reading time 1. Read after the tape. 2.

Read in pairs or read by themselves. 2. Dub.

a. 男女生配音

b.

单个配音

【设计意图】通过模仿、配音等多种形式，纠正学生的发音，加强语音语调的练

习。

Step4. Ticking time T: Can you understand the story? If you get three stars, show me your hands. Ss: 自我评价。

T: Can you talk about things in the park? Ss: Yes/Sure. T: OK. Show me! Let’s see how many stars you can get. 将本课的学习目标改成ticking time的形式，并针对第一个学习目标引导学生自我评价，将第二个学习目标作为后面小组活动的评价标准。

【设计意图】在学习过程中，鼓励学生进行自我评价，并在每个教学目标达成时及时进行评价，以便让教师了解学生知识掌握情况。

Step5. Expanding time T: First, let me show you a park. S: Watch the video. T:Tell me, where is it? Ss:It’s Chuxiu Park.

T: Yes. Are you familiar? I think you always go there with your family or friends.

S1, what can you see in the park? T-S1:Make a model: T: What can you see in the park?

S1: I can see …

T: Can you draw/fly/ride …?

S1: Sure. It’s easy.

It’s difficult, but I can try.

T: Thank you, S1.

Now, it’s your turn. Let’s talk in groups. Ss: Work in groups and have a show. T: Do you like their show? Show them your hands.

Ss:给出评价。借助举手示意，教师适时引导生生评价。

T: 从语音语调、表情动作、声音大小等方面给出具体评价。

T: All of you did a good job today. I hope you can enjoy the nature and enjoy your life！

【设计意图】借助真实情境，引导学生初步运用所学语言，小组谈论并上台展示，在活动中进一步激发学生对大自然及对生活的热爱，继续进行情感提升。教师适时引导生生互评，并给出教师自己较客观的评价，将评价机制真正落到实处，而不是流于形式。

Step6. Homework 1.Read the story fluently. 2.Draw a dream park and try to discribe the park. 板书设计：

Unit 4 Drawing in the park What can you see?

I can see …

Sure. It’s easy.

Can you …?

It’s difficult, but I can try.