Story time优质课教案推荐

——4B《Unit4 Drawing in the park》

Story time 前洲中心小学 华梦熠

教学内容：

译林版牛津小学英语4B《Unit4 Drawing in the park》 Story time

教学目标：

知识与技能：1.能听懂、会说、会读、会写单词boat、flower、tree、river和句型What can you see? I can see…… 2.学习理解story time内容。知道Mike和Tim在哪里做了什么事情。 过程与方法：先通过歌曲《What can you see?》预热，利用游戏引入park场景学习词句，而后引入Mike和Tim，进行课文内容的学习，以任务型教学进行一步步教学。

情感与态度：教育孩子遇到困难不退缩、不害怕，要勇于尝试。

教学重难点：

重点：理解掌握story time内容、正确朗读文本，掌握词句。

难点：idea、picture、difficult等单词的发音和拼读。

教学准备：

ppt、板画、词条

教学过程：

Step1. Warmig up 1. Enjoy a song(课前听) 设计意图：利用本单元song进行预热，让学生在课前先跟唱歌曲，可以激发学生学习兴趣，将学生的学习注意力很快的吸引到课堂中来。

2. Greetings T: Class begins.

Ss: Stand up. T: Good morning, class. Ss : Good morning, Miss Hua. T: How are you? Ss: I’m fine. Thank you. And you? T: I’m fine too. Nice to meet you. Ss: Nice to meet you too. T: Sit down, please. Ss: Thank you. 3. Free talk and Game time T: Hello, boys and girls, I’m Miss Hua. I can draw pictures. I like singing and dancing.(加上动作)What about you? S: I’m… I can… I like…（个人回答） T: Oh, I think you can do a lot of things. Then, let’s play game together. If you can do something, you can say “yeah, yeah, yeah”. If you can’t, you can say ”no, no, no”. Are you ready? Ok, let’s go. Ss:学生玩游戏（图片定格在Can you draw some pictures?） T: I can draw some pictures, too. Look, here are some pictures. Let’s enjoy them. Ss: enjoy pictures T: Are these pictures beautiful? Do you like them? Ok, today, let’s go to the park 设计意图：此环节先运用句型I’m…I can…I like…让学生简单介绍自己，不仅可以让师生与学生间进一步了解对方，而且进一步巩固了前几个单元所学知识。紧接着运用一个师生互动、生生互动的小游戏，可以进一步巩固句型Can you……?及其回答，同时也能激发学生学习兴趣、活跃课堂氛围，为新课的学习奠定了基础。

Step2. Presentation and practice together. So we will learn Unit4 Drawing in the park(揭题) 1. Learn new words T: Boys and girls, where are we now? Ss: park(教师指导学生说出该单词) T: Yes, we are in the park now. What can you see in the park?

S: I can see…… (个人回答) 设计意图：在教授新单词环节，我利用旧知和新知相结合，学生先通过复习句型What can you see? I can see……来回答图中所看到的，再进一步引导学生说出本节课所要教的新单词后进行教授。交教授新单词的过程中，为了避免学习学习的枯燥乏味，我运用了多种朗读方式，以激发学生自主学习的积极性。

: 教师依次教学flower(some flowers)、a tree、a boat、a river 2. Watch and answer T: Look, who are they? T: Yes, they are Mike and Tim. But where are they? Let’s watch the cartoon Ss: Mike and Tim together. Ss: Watch the cartoon. T:(出示两个问题)Where are they? What are they doing? S:(根据选项回答问题) :教学draw、draw some pictures、I can draw a/some…… T: Boys and girls, I can draw some pictures.(板书画树花等)What can you draw? 设计意图：这一环节让学生通过观看视频对动画内容进行记忆后进行回答问题，并在此基础上教授新单词，通过一步步循序渐进教授句型I can draw……之后让学生对该句型进一步操练，由于学生想象力很丰富，因此在这一环节可以很好的活跃课堂氛围，激发学生参与到课堂中来。

S: I can draw……(个人回答) 3. Listen and tick T: Good! Do you still remember what dose Tim draw in the park? If you don’t remember, never mind. Let’s listen to the tape again. Now, listen carefully. 设计意图：这一环节主要训练学生的听和说的能力，让学生在只听不看的基础上尝试对课文关键信息进行快速提取，可以培养学生的逻辑思维能力。

Ss: 听记答案 4. Read and judge T: So, Tim can draw a lot of things. But can Tim draw them well? Now, please open your books and turn to page24, read the passage by yourselves, then find out the key sentences. Ss: 默读课文

T: Times up. So can Tim draw the tree and flowers well? S: Yes. T: How do you know? S: Can you draw them well? Sure, it’s easy. T: So here them means the tree and flowers. Boys and girls, can you draw the tree : easy、them and flowers well? T: So, I think it’s easy for Tim to draw them. And what about the boat? Can Tim Ss: Sure, it’s easy. draw it well? S: No. T: How do you know? S: Can you draw it? It’s difficult, but I can try. : difficult T: Tim can’t draw the boat well, so what does Mike think of the boat Tim draws? Ss: Is it a boat? T: Is it a boat?(教师做动作) Who can read this sentence for us? T：So, we know it’s difficult for Tim to draw the boat now. But in the future, I 设计意图：这一环节主要是对课文内容的整体理解。我通过让学生自己朗读课文自己提取信息并和同桌交流答案来让学生对课文内容进行自学，在学生初步掌握文章大意的基础上，再带领学生深入学习课文。通过培养学生自由朗读课文的习惯，让学生养成独立找答案的好习惯，可以更好的培养学生自主学习的能力，养成自主学习和合作交流的能力。

S:(模仿朗读) think Tim can draw it well. 5. Listen and repeat T: Now, let’s read the story after the tape. Please pay attention to your Ss: 跟读 pronunciation and intonation. 6. Happy reading T: Now, boys and girls, it’s your turn to red, please choose one way you like to read the story. (1) Read after one

(2) Read together (3) Read in roles 7. Dub and act 设计意图：多种形式朗读和角色扮演，增加学生朗读兴趣，培养学生的口语交际能力。为对话配音可以增强学生的自信。为了遵循交际教学法，我让学生演绎故事内容，鼓励学生自由发挥，可以培养学生的表现力，锻炼学生的口语能力。

Step3. Summary (1) Listen and choose 设计意图：最后课文内容的复习是为了进一步巩固复习，增强学生的记忆力，加深学生对本节课内容的印象。

Step4. Homework 1. Listen to the tape and read the story. 2. Copy the new words four times. 3. Preview Fun time and cartoon time. 板书设计： Unit4 Drawing in the park tree easy f lowers river (2) True or false boat difficult