Story time教学目标

Unit 4 Drawing in the park

Period 1 Story time 周瑾

一、教学目标:

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. 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。

二、教学重点: 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.

3. 能正确理解课文内容。

三、教学难点：

能准确地朗读课文并表演。

四、教学准备：CAI

headdress 五、教学过程：

Step 1

Greetings Step 2

Sing a song Sing a song: I can skate and I can jump

Step 3

brain storming T: Let’s have a match, please say sentences in the limited time. The more , the better. S:I can sing/dance/skate/jump/play football/play basketball/play table tennis…

Step 4

Presentation 1)Guess T: Well done.You can do many things. Please guess: What can I do ? S: …

T: Yes. I can draw some pictures. Present: picture, some pictures 2) Draw and say T: Now, I draw you say. (Draw some fish) T: What can you see? S: …

T: Fish can swim in the…

(Draw a river) Present: river, in the river (Draw a boat) T: What can you see? S: I can see a boat. Present: boat Read: coat

goat T: Look, is the boat in the river?

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S: No, it’s on the river. Present: on the river (Draw a hill) T: What can you see? S: …

Present: hill (Draw a tree) T: What can you see? S: I can see a tree. T: Guess, what are these under the tree? S: …

Present: flower, flowers 3)Watch and choose

(Point to the blackboard) T: This is a beautiful picture. Look at this picture. Who are they? S: Mike and Tim. T: Where are they? What do they want to do? Let’s watch cartoon and choose the title. Check the answer. 4)Read and tick T: What does Tim draw in the park? Please skim the story, tick the words. S: …

Check the answer. Look at these pictures, can Tim draw them all? Why? Let’s read the story. 5)Listen and repeat Read the story picture by picture. Present: Good idea! easy, difficult. Make sentences: I can…It’s easy. I can’t…It’s difficult. Students answer the questions: Can Tim draw them all? Why? 6)Fill the table Students try to complete the table, try to retell the story. 7)Read and act

Students read the story in roles. Students act out the story. ★能正确朗读对话。

★★能熟练朗读对话，语音标准，注意语速与停顿。

★★★能熟练朗读对话，语音标准，语言流畅，能读出Mike的语气，能表现出Tim的心情。

Step 5

Consoliation 1)Say a rhyme Look at this picture. What can you see in the tree? I can see a bird in the tree. Can you draw it for me? Yes, I can. It is very easy. Look at this picture. What can you see on the river? I can see some boats on the river.

Can you draw them for her? No, I can’t. It is difficult .

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But I can try. 2)Compose a rhyme Look at this picture. What can you see

? I can see

.

Can you draw

for

?

. It is

.

Students choose one of the pictures, compose the new rhymes. Step 6

Homework

1.Read the story with emotion.

2.Write the words for three times. 3.Preview Fun time and Cartoon time.

反思：开展师生对话，生生对话，小组比赛都是为了培养学生的语言运用能力，在对话问答中学习知识，体验学习的过程。在知识的交流中融入情感的交流，小组的竞赛，大家的合作互助精神还要继续培养。这一节课上虽然出现了突发状况，但是恰当的处理反而推动了学习气氛，制造了学习机会。在课堂上的教学的我有了“新鲜的活力”。

怎么说呢？活力是那些孩子所传给我的，他们的单词的动作诠释兴趣，他们强烈的表现欲促使我开展了那些趣味性互动性的教学活动。

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