Story time课堂实录

译林版小学英语四年级下册教学设计

课题

Unit 4 Drawing in the park Period 1 Story time 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. 教学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；初步目标

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。

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 重点

try.

3. 能正确理解朗读课文内容。

难点

能够较准确的朗读课文并在教师的指导下表演。

教学CAI 准备

总体设计意图：由于我们班学生英语学习能力较强，课前能做到充分的预习。因此在本堂课教学设计中，设计围绕提升学生的综合语用能力。希望通过有效的伙伴学习（同桌伙伴学习、小组伙伴学习、师生伙伴学习），给学生尽可能多的机会来读一读、说一说课文内容，多用英语分享自己的生活，感受大自然的美丽。

Enjoy a song before class.(A monkey song) Step 1. Warming up 1. T: Good morning, boys and girls. Do you like the song? What ‘s in the song? S: Monkey, tree. T:Can you draw a tree?

S: Yes/No. Today, let’s learn Unit4 Drawing in the park.(揭示课题并带读) 设计意图：课前歌曲引入，让学生不知不觉熟悉歌曲旋律，营造愉快课堂氛围。既能吸引孩子学习，又不占用课堂时间。运用歌曲中歌词，自然引入课题。

Step 2. Presentation 1. Talk about the things in the park（Teach new words.）

T: Look at this picture. What can you see in the park? S: I can see a flower.带读flower（同法教授新词boat ,tree , hill, river ) 2.Let’s sing. T: Look, where’s the boat? S: It’s on the river. So we can sing: What can you say? What can you see on the boat, on the boat? I can see a boat. I can see a boat on the lake, on the lake.(用课前歌曲节奏唱歌) 设计意图：运用图片，进行单词教学。学生自主说到图片上什么单词，进行该单词教学，调动学生自主学习。并用新授单词与孩子共同唱一唱课前的小歌曲，感受学习的快乐。

Step3. Story time T: Who are they? Where are they? What are they doing?(teach :draw) 1

1.

Watch and find T: What can they see in the park? 2.

Listen and find T:What can Tim draw?

3.

Read and underline T:Can Tim draw the tree and the flowers well? Why ? Can Tim draw the boat well? Why ? Let students read the story and find the two sentences. (1) Sure. It’s easy. (2)Well done. (teach: easy, well done) Let students find the sentences: (1)It’s difficult, but I can try.(teach: difficult) (2)Is this a boat? T: What does “Is this a boat ”mean? It’s means that’s not a boat. 4.

Pronunciation and intonation T: Now, can you try to read like Mike and Tim?(语音指导) 5.

Read the story time (1)

Read after the tape one sentence by one sentence. (2)

Read in two.(同桌两人一组，选择喜欢的方式读书) 6.

Act

T: Work in 2, try to act the story. （两人一组，进行表演）

提醒孩子注意语音语调、台风和动作表情设计。并从这三个方面进行评价。

设计意图：课文教学分三层次进行。一看、二听、三读。读课文时通过任务型教学法层层深入提问，帮助学生理清课文脉络。课文梳理后，进行朗读指导。在充分朗读指导后，指导学生进行表演，从而使学生完全理解课文。

Step 4. Consolidation 1. Make a new dialogue.

T:Tim likes drawing. This time, he goes to a zoo with Mike, Su Hai and Yang Ling. Look, this is the zoo. Can you try to make a new story?

课件出示动物园图片，有花草树木和各种小动物。

2. Enjoy a video. T: I have a video of some beautiful parks in Nanjing. Let\s enjoy together. 设计意图：第一部分拓展为课文延伸。通过Tim进行延伸，不脱离课文内容，有利于学生思维延展。由于我们班学生英语能力较强，因而拓展没有给出例句，避免限制学生的思维。学生通过小组伙伴学习，自主进行角色分配、情节设计并进行表演。第二部分拓展为南京部分公园的美丽图片。因为本课学习内容为公园，希望通过美丽的图片、悠扬的音乐让学生真切感受到大自然的美丽。能够在课外有时间多接触大自然。

1.Try to conclude the knowledge you learn today. 作业2.Try to introduce a park you like to your friends. 设计

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板书设计

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