Story time第二课时教学实录

4B Unit4 Drawing in the park

一中心

郝韵

课时

Period

教学内容

第一课时

Teaching Contents

Story time 教学目标Teaching Aims

1. 通过学习，Ss能听懂、会说、会读单词：draw, picture, flower, boat, river, easy, difficult.

2. 通过学习，Ss能初步用以下句型 What can you see? I can see …对看到的事物进行交流；初步掌握并用句型Can you ...?询问交流会做的事情。

3.通过学习，Ss能在Mike和Tim在公园边看风景边画画的情境下熟练朗读课文对话并能在教师指导下尝试表演。

4.通过阅读故事，Ss能体会情感：遇到困难，不要放弃，要大胆的尝试。

教学重难点Teaching key and difficult Points

1.Ss能初步用以下句型What can you see? I can see …对看到的事物进行交流；初步掌握并用句型Can you ...?询问交流会做的事情。

2.Ss能正确朗读单词：pictures, there, flowers, done, river, difficult的发音。

教具准备Teaching Aids

教学过程

Teaching Procedures

Step1 Warming up

1.sing a song T: Hello, boys and girls, Do you like songs? S: Yes!

T: First, I want to sing an English song with you.

(T呈现PPT歌曲,边唱边做动作) T：Now, let＇s ask and answer. 第一遍：T asks, S answer 第二遍：S ask，

T answers (T呈现PPT改编后的歌曲,边唱边做动作) T: Wow, you are so great! Good job!

课件、人物头饰

修改或反思

Adjustment or

2.

T: You can do so many things. Can you play football ? Can you play basketball?

Can you skate? Can you run ? S: Yes. T:Where can you do these things?

(PPT上出示一些关于地点的图片）

S: In the park. T: 教授

in the park.

3.

20s non-stop talking

T：

Look, this is a park. What can you see in the park ? (PPT呈现公园图片)

T: Now. Let’s do a Boys& Girls PK. Try to say more things you can see in the park in 20s. Don’t repeat! (Boys stand up:S1: I can see a bird. S2: I can see the tree.

Girls stand up:S1: I can see some flowers

S2: I can see some children.)

PK完之后，教授tree/flowers/boat/river T: Good. Follow me ,tree, tree,/

i://

i: /

(先是a tree，后是trees）T板书

What else can you see? S2: I can see the flowers. T: Nice. Follow me , /au/

/au/

/z//z/ , flowers, flowers.

（先是a flower，后是flowers）T板书

Boys one two. Boys: Flowers. T: Great.

Girls one two. Girls: Flowers.

T: Wonderful.

Can you see the boat?（PPT呈现图片）

S: Yes. T:先出示coat，How to read this word first?

Now，c is changed into b, How to read it ? Follow me , /əu/

/əu/

,boat, boat.

T板书

S: Boat boat. T: Excellent. Where is the boat? S：

It’s on the river. T: Great. Follow me ,/r//r/, /v//v/,river, river.

(先出示over，再教授river）T板书

Group one one two.

… Group four one two.

Together one two.

S: River river. T: Well done!

You did a good job!

Step2 Presentation 1.

Look and answer T: We can see these views in the park ,right? S: Yes.

T呈现课文第一幅图

T：

Look , who are in the park too? S: Mike and his little brother Tim. T: Yes. what do they want to do in the park?

S:They want to draw in the park.

T: Great! Look ,they have some drawing paper and (T引导

S观察图片。)

So today we’re going to learn Unit4 Drawing in the park.

T带读。

2.

Ask and answer T: I can draw a tree. Can you draw a tree? S1:Yes. I can draw a tree. T: I see. It’s easy for you. S2:No, I can’t. T:Oh, it’s difficult for you. But you can try. （感知easy和difficult，不用着急教授）

pencils .

3.

Listen & answer T在黑板上贴上Mike和Tim在公园的图片。

P1

T：Look, Mike and Tim are very happy.

So what can Mike say? （听录音，Mike说的句子）

S: Let’s draw some pictures here.

T: Great! Look, Mike says: Let’s draw some pictures here. (S和T一起说出)

Let’s read together.

S：…

T: Wonderful! What does little Tim say? （听录音，Tim说的句子）

S: Good idea.（边说边做动作）

T: Great! Now you are Tim. Can you answer me ?

S: Good idea.（边说边做动作）

T: Nice! Let’s change. I am Tim. Can you ask? S: Let’s draw some pictures here. T: Good idea!（动作）

4.

Predict & make T：They are going to draw some pictures here.

What will they say? Work in two,choose one picture, try to make a dialogue for Mike and Tim.

5. Watch and choose T: What can Tim draw in the park?

Now let’s

watch the cartoon carefully and answer the question. S: Tim can draw a tree, some flowers, a boat and a river. T: Good job. Can Tim draw the tree and flowers well?

6.Read and find T:Can Tim draw the tree and flowers well? Please open your books , let’s

work in four and look at P2-3 carefully and find out key sentences.

Ss 四人一组交流讨论

（教授Sure，it’s easy.

Well done) T呈现PPT上Tim和Mike的两句话

First , Tim says?

S: “Sure. It’s easy.”

T: Follow me

/uə/ /uə/ sure sure. 请竖排学生开火车朗读

S: Sure.

T: Good job!

this word follow me /i: / /i:/ /zi/ /zi/easy easy

Then Mike says ?

S: “Well done.”

T: Great! Follow me “Well done.”

“Well done.”

7.(1) read picture 2&3 T: Well done! Now let’s try to read picture 2&3 together.

(2)

(T呈现P2)

T: Look ,Mike is pointing at the tree and the flowers. What can he say to Tim?

S ：

Can you see the tree and the flowers? T: Excellent. Anything else? S: Look ,Can you draw them? T：Good idea!

Listen ,Mike says:“Can you draw them?”

Let’s read together one two. S:…

T呈现板书

What can you see..? I can see….

T: Great! Can Tim draw them well?

S: Yes. T: So he says “Sure. It’s easy.”

T呈现板书

Sure. It’s easy.

8.T：(呈现P4-P5) Look , can Tim draw the boat well?

S：No, he can’t.

T: What about you ? Can you draw the boat? （请一个会画画的学生上台PK）

请学生上黑板画一画，PK后学生画的比老师好，引出：difficult

T：Oh, I can’t draw the boat well. It’s difficult for me

PPT上出示Tim说的话“It’s difficult, but I can try.”

呈现板书It’s

difficult, but I can try.

T教授difficult. Follow me

/di //di/ /fi/ /fi/ difficult difficult

T请横排学生开火车朗读，再齐读

S：

Difficult.

T：

And look , Can Tim draw the boat well? Ss:

No. T; Maybe you can find the answer in picture5. What does Mike say? S:“ Is this a boat?”

T:

Great! So what does Mike mean? (提前渗透) Ss: He thinks Tim’s picture is

not beautiful. He thinks Tim’s

picture is not good. T:

Great!

Mike is very surprised、confused and awkward.

Who can read it ? S：…

注意疑惑、惊讶、尴尬的语气。呈现板书Is this a boat?

9.T:

Tim is very young, so he can’t draw the boat very well. But he says he can have a try ,right? S: Yes! T: He doesn’t give up. Maybe he can do better next time, right? S:

Yes!

T: Now let’s read

P4-5 together.

Step 3 Practice 1.

Read in roles . T: Let’s read in roles.

You can read picture1-3 or picture 4-5 or the whole story. Pay attention to your pronunciation and intonation.

Ss read. T: Who can have a try?

You two please. Ss read.

T: Well done. Big hands for them.

Who can read better?

Ss read.

T: Perfect. You are full of emotions ! Big hands for them.

2.

Act in roles. T: Now it’s your show time. Please work in two and act out the story. You can choose picture1-3 or picture 4-5 or the whole story.

Pay attention to the stars you can get. Ss act T: Excellent. Big hands for them! How many stars can they get? S: Two. T: I think You can add some actions.

Anyone else? Ss act T: Nice try. Big hands for them! How many stars can they get? Ss: Three.

作业设计

Homework

1.

Copy the words 2 times. 2.

Read the text 3 times to your parents. 3.

Try to act the story out with your friends. 板书设计

Blackboard Writing

Unit 4 Drawing in the park story time Mar.15th

Mike头像 Tim头像 Good idea! Let’s draw some pictures here. What can you see over there? I can see图片

Can you draw them/it? Sure.It’s easy. Can you see (图片）？ It’s difficult,but I can try.

教后反思

Reflection

本节课是Unit 4 Drawing in the park的第一教时Story time部分。本节课呈现的是Mike和弟弟Tim在公园里一边看风景，一边画画的情景。学生围绕“在公园里画画”这一话题展开教学活动，并能掌握使用用“What can you see…? I can see…”交流看到的事物，用“Can you…?”交流会做的事等等。

第一次试上时，我所设计的教学活动虽然形式多样，但没有抓住本节课的重难点，忽略了故事情境，总想着面面俱到，在一课时教完所有内容，但没有考虑到学生的接受情况，违背了语言教学的规律，剥夺了学生自主学习、自我思考及自由表达的权利。

在汝老师及马老师的帮助下，本节课的教学环节经过不断推敲，进行了多次修改，在修改的过程中也使我获益良多。

1.

复习热身：采用歌曲的形式，让学生与老师对唱“I can skate and I can jump”,旨在激活学生的知识储备，让学生通过歌曲的形式活跃课堂气氛，以更好的状态进入文本学习。

2.

呈现新知：新知的呈现是一个动态的过程，采用brainstorm、20s non-stop talking、look and guess等形式教学“trees、flowers、boat、river”,加深学生印象，并由此引出本课课题：Drawing in the park. 3.

趣味操练：文本理解的过程中，在汝老师的帮助及指点下，我设计了层层递进的操练活动：Look and answer、Ask and answer、Listen & answer、Predict & make、Watch and choose、Read and find等等，从听说读演等多方面训练学生的语音能力。

4.除此之外，在一开始面对新单词的教学，我本想将新词flower/tree/river/boat分别拿出来一个一个用画画的方式教授，选择每一组的一个学生为代表选一幅图进行绘画，再以简笔画的形式来教学这些新词。表面看起来这样的教学方式比较新颖，容易吸引学生的注意力。但是考虑不周的是，让学生在课堂上画画需要时间，课堂宝贵的时间应该用在运用语言的环节，因此此环节不切实际。我可事先准备好一些单词卡片，教学时直接贴在黑板上即可。 5.一开始在切入语篇前，自己花的时间有点长。但是在语篇的处理上，自己能够以语篇为载体，在发展学生听说读写能力的基础上，环节设置做到了层层递进。首先，带着学生整体感知对话内容What are Mike and Tim doing in the park? 揭示课题Drawing in the park.然后通过听录音、看视频、读图片，使学生注意课文的细节What do they draw? 再设计了Tim能否把树和花画好，能否把船画好这两个问题，让学生自读课文寻找答案，重点学习It’s easy./It’s difficult.这两个句型。尤其是difficult一词的教学，可通过教师与学生PK画画的方式引出，把新词的教学放到课文中处理，放在了情境中教学，让学生带着障碍进行阅读，让学生能有所收获。

6.又通过跟读课文、选择自己喜欢的方式自读课文、表演课文这一系列的环节，使学生进一步理解了课文，对课文的把握更透彻。

纵观整节课的教学，自己教的痕迹还是较重，思想上得有所转变，能够在情境中找到正确教授Story Time板块的方法。本节课中有些问题看似是开放性问题，让学生有思考的时间，但实则已把学生的回答框定，并没有给学生真正思考、自主回答的机会，不利于学生思维能力的发展。因此在今后的教学，自己应该学会放手，让学生有更多思考的机会，更多练习、运用语言的机会，让学生真正成为课堂的主人。