Story time优秀获奖教案

Unit 4 Drawing in the park

Teaching Aims 1.

WORDS: Be able to understand, say, read and write the words : drawing, park, draw, flower, them, easy, boat, river, difficult, try, hill, lake. 2.

STRUCTURES: Be able to understand, say, read and write the key structures: What can you do? I can… Sure. It’s easy. It’s difficult, but I can try. 3.

FUNCTION: The students can ask and answer with the sentence structures. Be able to understand, say, read and write the sentences and the story. LANGUAGE FOCUS Ss can use the sentence pattern : What can you do? I can…

AIDS Step 1. Free talk

T: Hello, I’m Cheryl. Ss: Hello, I’m…

(设计意图：通过自由问答对话，师生进行简单的主题对话，拉近师生之间的距离。)

Step 2. Introduce Robot

T creates a new character Robot Tonny and introduces Tonny to Ss.

T: Today, let’s meet a new friend. Robot: Hello! I’m Robot Tonny. I can sing. T: Oh, he’s Robot Tonny.

T & S: Hello, Tonny. Robot: Hello.

(设计意图：通过引入串课人物Robot Tonny，引导学生对I can…句型进行巩固、复习，为本单元的重点句型I can see…over there的学习做好铺垫和准备。)

Step 3. Sing a song

T: Robot Tonny can sing. Let’s sing with Tonny.

T guides Ss to sing the song

can jump> with the cartoon.

(设计意图：通过引导学生唱已学习过的歌曲I can skate and I can jump，对I can+verb. 的句型进行回忆复习，并利用歌曲搭配动作活跃课堂气氛，吸引学生注意。)

Step4.Let’s say

T: Robot Tonny can sing songs. How about you? What

can you do? S1: I can jump. S2: I can play football. S3: I can make a salad。

（设计意图：通过与学生的问答，让学生感受What can you do? 句型的表达，并让学生在对话中感知I can…句型的运用，在对话中唤醒学生学习过的动词词组。）

Step 5. Let’s PK

T: Boys and girls, you can do many things. Robot Tonny wants to PK with you.

(PPT呈现PK的两大阵营：机器人和学生们。) T: Let’s PK with Robot Tonny. Ready? Ss: Go! Can you dance, Tonny? Robot: Yes, I can.

T: Now, It’s Tonny’

turn. Robot: Can you draw? Ss: Yes, I can.

Ss: Can you…? (引导学生选择动作进行任意提

问。) Robot: Yes, I can./ No, I can’t. Robot: Can you draw? Ss: Yes, I can.

(设计意图：通过设计PK环节，进一步复习Can you…?句型及其回答Yes, I can./ No, I can’t. 利用机器人和学生的对话，营造活跃生动的课堂氛围。)

Step 6. Let’s enjoy Robot: I can draw well.

T: Tonny can draw well. Let’s see! Ss: Yes.

Robot:I like drawing. Let’s draw some pictures here! Ss: Good idea!

T: Wow, so beautiful! Let’s say: Well done!

(设计意图：在机器人和学生的对话中，让学生感知like+v-ing的规律，并对drawing的发音进行操练，学习词组draw some pictures、well done，处理文本中的重要词组，为进入文本做好准备。)

Part 2 While-task (25’)

Step 1. What can you see?

T: Boys and girls, let’s put on your telescopes and find what can you see. (板书句型：what can you see?)

Ss: What, what, what can you see?

(PPT呈现望远镜效果，图片以圆形图片出现并展示，配以相应的音效。)

S1: I can see a duck over there. (板书句型：I can see a…

over there.)

1. Let’s learn: boat.

T: Now, please move your telescope with Tonny, let’s say it together. (板书：boat) Ss: What, what, what can you see? S1: I can

see a boat over there. Ss drill the new word in

different ways.

（设计意图：教授新单词boat, 引导学生以小组朗读、指读、拼读等不同的形式对单词进行操练，并将单词融入文本中的重要句型进行练习巩固。）

2. Say a chant

Ss: What, what, what can you see?

I can see a boat over there （设计意图：利用朗朗上口的音乐和chant, 带领学生朗读句型和单词，进行复习和巩固。）

3. Let’s say

T: Boys and girls, look! Here are many colorful boats.

Ss: a red boat/ an orange boat/ a green boat/ a pink boat/ a blue boat/ a yellow boat T: And the

yellow boat is from Tonny.

（设计意图：出示不同颜色的小船，引导学生结合颜色说出a +颜色+ boat的搭配，快速巩固boat的发音。）

4. Let’s sing

Ss sing the song. (以作为伴奏音乐，带领学生一起跟唱。)

Tonny has a yellow boat, a yellow boat, a yellow boat.

Tonny has a yellow boat, yellow yellow boat.

（设计意图：以上一个环节a yellow boat引出机器人Tonny有一艘黄色的小船，并引导学生根据Mary has a little lamb的伴奏音乐进行新词歌曲的演唱。）

5. Let’s learn. (PPT呈现水流声)

T: Where’s the yellow boat? Guess! Ss: It’s in the river.

T: You’re so clever! What can you see? Let’s say a chant together.

6. Say a chant

Ss: What, what, what can you see? I can see a ri

ver over there.

7. Let’s sing

Ss sing the song< Robot Tonny can see a river>. (以作为伴奏音乐，带领学生一起跟唱。)

Robot Tonny can see a river. River is long. r-i-v-e-r, r-i-v-e-r, r-i-v-e-r. River is long.

（设计意图：引导学生根据Bingo的伴奏音乐进行新词歌曲的演唱, 在歌曲的氛围中巩固新单词river的发音和拼写。）

8. Let’s learn

(PPT再次呈现望远镜视角，视角中可见一朵小花。) Ss: What, what, what can you see? T: I can

see a flower over there.

T guides Ss to drill the new word “flower”

in different ways. T: Look. What are there? (望远镜视角内呈现一片花丛。) Ss: Flowers.

T: And what can you see now? (望远镜视角内呈现一棵树。) S1: I can see a tree over there. (设计意图：通过Tonny的望远镜视角的不断切换改变，在此过程中学习新单词并进行一系列的巩固和操练。为学生营造丰富活跃的课堂情境，引导学生在情境中学习、感受，并通过视角的切换，让学生更直观地明白和理解单数和复数的使用和表达。在操练过程中，将个别新单词与重点句型融合，整体感知。)

9. Let’s chant

T: Boys and girls, let’s chant now. Please read after me. (引导学生配合相应的动作进行跟读。)

What, what, what can you see? I can see a green

over there. What, what, what can you see? I can see some

over there.

What, what, what can you see? I can see a

on the

(设计意图：通过自编chant，将本单元的句型和新单词进行整合，以朗朗上口的形式搭配音乐和动作，引导学生跟读模仿，巩固单词的发音和句型的表达。

)

10. I can chant

T guides Ss to say the chant with some gestures together.

(设计意图：学生在跟读模仿的基础上，进行自读，教师根据学生的朗读情况和动作表达，检查学生对单词和句型的了解和掌握情况，得到及时的反馈，在接下来的教学中得以及时修正。)

Step 2. Story time 1. Look and say

T: Look! Tonny is here now. Boys and girls, look at this picture. Can you tell me who are they in

the picture? Ss: They are Mike and Tim. T: And where are they?

S1: They are in the park.

(设计意图：呈现文本图片，再次以Tonny的视角带领学生进入文本内容的学习。首先提出两个问题，引导学生观察图片内容，寻找答案。在解答疑问的过程中，加深对文本内容的理解。)

2. Watch and answer

T: Do you want to know what are they doing in the park? Let’s watch a cartoon and try to find the answer.

T shows the cartoon of Story time and guides Ss to watch it and find the answer. S1: They’re drawing in the park.

T: Yes, you’re right! They’re drawing in the park. So, today, we are going to learn unit4, drawing in the park. (板书课题)

（设计意图：播放课文动画，引导学生进一步寻找更深层次的问题，引导学生自主找到本节课的课题drawing in the park。）

3. Listen and imitate

T: Which sentence tells you the answer. Ss: Let’s draw some pictures here. Good idea! T: Well done

! Let’s read the sentences after the tape.

(设计意图：在阅读的过程中渗透阅读技巧的指导，引导学生根据文本中的具体内容定位问题的答案，并对目标句子进行处理，跟读模仿。) 4. Listen and circle

T: They’re drawing in the park. What can they see in the

park? Let’s listen to the tape carefully and try to circle the pictures they see. (剪切文本中涉及到boat, tree, flowers的听力部分进行播放。)

Ss: They can see a boat, a tree and some flowers.

T: Well done!

（设计意图：设计听力理解，通过对文本的录音内容进行适当的剪辑，带领学生在听力过程中寻找答案，锻炼学生听音锁定关键词的能力。）

5. Read and underline

T: Boys and girls, please read the text by yourselves and underline the sentences about the tree, the

boat and some flowers.

S1: What can you see over there? I can see a tree and some flowers. S2: Can you see the boat on the river? Yes.

T makes a summary: We can say Tim can see a tree, some flowers and a boat.

设计意图：学生自读课文，并在阅读的过程中按照教师提出的要求进行划线，渗透文本阅读的技巧指导，培养学生寻找关键词的能力和技能，同时在学生回答后作出总结概括，训练学生的收敛思维。) 6. Read and judge

T: Mike and Tim can see many things in the park.

Can Tim draw them well? Let’s read the text again and judge the sentences. ①

He can draw the tree.

②

He can draw the boat

.

③

He can draw the flowers.

T invites several Ss to share their judgments with

classmates and T guides one student to make a summary according to the judgments. S1: Tim can draw

the tree and the flowers well.

（设计意图：学生自读课文，并对文本的最后一幅图片内容进行处理，要求判断句子的正误并给出合理的总结概括。）

7. Read and imitate

T: Now, let’s read the related sentences after the tape.

Ss will be asked to read the sentences by imitating the pronunciations and intonations. (设计意图：在文本处理过程中渗透阅读技巧的指导，引导学生认识文本上下句之间的关联，在上下文中寻找答案，在讲授them和it的意义时，通过让学生自主寻找指代，加深对句子和单词的理解和感受。在朗读中引导学生加入相应的动作，如在朗读easy时表演“擦鼻”的不屑表情，帮助学生理解巩固文本。)

8. Look and circle

T: Boys and girls, here are two pictures. Let’s guess which one is Tim’s picture. Look at Mike’s face, he’s confused. S1: B is Tim’s picture.

T: I think you are right. Do you think so? Ss: Yes. T: Tim can draw the boat, but not very well. If he practices more, he can draw well.

（设计意图：呈现两幅不同的图片，要求学生在观察Mike的表情并理解文本的基础之上做出选择，并得出Tim多加练习，一定能取得进步的结论，为下一个德育教育的环节做铺垫。）

9. Look and say

T: Look at the beautiful picture. Can you draw it?

S1: It’s difficult, but I can try./ Sure, it’s easy.

（设计意图：Sure. It’s easy.和It’s difficult, but I can try. 是文本中的两个重要句型，并且difficult的发音对学生而言有一定的难度，在练习中利用图片、绕口令、烹饪等技巧进行问答，引导学生对这两个难点句型进行操练和巩固，并在过程中让学生有自主选择的权利，让学生更好地认识到自己的能力。）

10. First try, and then succeed

T: Boys and girls, never say “I can’t”

when you meet the challenges, just try it, and

you then succeed.

(设计意图：渗透情感教育，引导学生不要轻言放弃，凡事都要尝试。只有尝试，才会有成功。)

Part 3 Post-task (15’)

Step 1. Read and imitate

T plays the tape of Story time and guides Ss to listen and imitate.

(设计意图：学生听音模仿，根据PPT上的标记，读出升调、降调、重读。锻炼学生的朗读能力，加强语音语调的模仿和练习。)

Step 2. Read and act

Ss work in two and try to practice the text by themselves. T provides three ways of reading:

a. Read together

b. Read in roles

c. Act the story

（设计意图：教师提供朗读方法，学生两两合作，自主选择自己喜欢的阅读方式进行练习。教师呈现每种朗读方式的评分标准，引导学生在练习过程中根据阅读方法的难度和同伴的朗读水平进行合理选择，培养学生自主学习和合作学习的能力。）

Step 3. Let’s say

T: Boys and girls, what can you see in the classroom? S1: I can see a schoolbag. S2: I can see a

TV. S3: I can see a footbal

S4: I can see some chairs and desks. S5: I can see a blackboard.

T asks Ss to work in pairs and practice the dialogues with their partners. A: What can you see…? B: I can see a/ some…

A: Can you draw it/ them?

B: Sure. It’s easy./ It’s difficult, but I can try.

（设计意图：呈现教室图片和Tonny，创设“Tonny来到了我们的教室”这一情境，引导学生对教室中的物品进行表述，随后与同伴两两合作，练习对话。）

Step 4. Show time

T invites several pairs to show their dialogues in

front of the classroom.

（设计意图：在练习的基础上进行表演，检查学生对单词和句型的输出能力。）

Step 5. Assign the homework Homework:

1. Listen to the tape, read the Story time and try to act it with your friends. 2. Share your abilities with your friends.