Story timeppt配套的教学设计及说课稿

教学设计方案

学校

课题

四下 Unit4 Drawing in the park 学科

教时

英语

第一课时Story time 班级

执教

※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！What can you see? I can see …Can you …? Sure, it’s easy. It’s difficult, but I can try. 3.能正确地理解并朗读对话内容；

4.能初步运用本课所学的词汇和日常用语交流看到的事物及会做的事。

※制定依据：

1.教材分析

本课是《译林版牛津小学英语》（4B）Unit 4 Drawing in the park的第一教时内容，主要学习Story time。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。围绕“在公园里画画”这一话题展开教学活动。学习用“What can you see…? I can see…”交流看到的事物，用“Can you…?”交流会做的事。

2.学生学情分析

本节课的教学对象是本校四（2）班的学生。在学习本课之前，学生在四年级上学期第四单元中已经学习了关于can的用法，会用“I can…”表达自己会做的事。另外，在上一个单元的cartoon time中学生们已经初步感知了句型“What can you see…?”及其回答“I can see…”。学生已经掌握了一定量有关的词汇和句型，并能运用这些词汇进行日常交际对话。本课的重点是语篇教学，需帮助他们感知交流看到的事物及会做的事的表达方式，并在练习与交流中自主掌握、接受语篇内容，并能运用一定的方法进行自主阅读、解题。

※教学准备：

PPT，单词卡片，练习纸

教 学 过 程

1

教学环节

Step Pre-reading

Step2

While-reading

教师活动

学生活动

设计意图

以演唱歌曲以及头脑风暴作为热身活动，活跃课堂氛围，激发学生兴趣，同时又复习了“I can…”的句型及已学过的行为动词。

通过游戏教学法，在轻松的氛围中巩固与本课内容相关的已知词汇及句型，为课文的学习做铺垫。 1.Greeting 1 1.Greeting 2. Enjoy a song: I can skate and I can 2. Sing the song. jump. 3. Brain storming Non-stop talking: I can…

4.Play a game: Jump, jump Rules(规则)：

When you see a picture or a word, please read it loudly. When you see the rabbits, please stand up and say “Jump Jump”.

3. S1: I can….

S2: I can….

S3: I can….

…. 4. Play the game.

建议今天去春游，让学生猜测我们今天将去哪儿，引出“park”。

通过问题“What can you see in the park?”，教授单词：flower, tree, boat, river，并操练句型T: What can you see in the park?/Can S: I can see…

“What can you see…? you see…?

Yes, I can./No, I can’t. I can see…”

Teach: flower, tree, boat, river. Learn: flower, tree, boat, river.

b. Chant: A tree, a tree, a green tree. Make a new chant. 通过chant及同桌对话

I can see a green tree. 的形式操练新单词及

句型。

What can you see?

c. Work in pairs

Work in pairs:

A: What can you see in the

park?

B: I can see a/some…

“watch and answer”，让2. Task1：Watch and answer

2. Watch and answer: 1. a. T: Boys and girls, it’s a nice day 1. Ss: We can go to

….

today. Shall we go outing? Let’s get on

the bus. Where can we go today? Can

you guess?

T: Good idea!

(Show a picture of a park) We are going

to a park today.

Teach: park Learn: park 2

学生了解故事背景。通T: Our friends are also in the park today. Ss: They are Mike and Tim. 过回答Mike及Tim在Who are they? What are they doing?

They are drawing in the 公园里做什么，教授park.

“draw”并揭示主题“Drawing in the

T：Yes, they’re drawing in the park. park”。

Teach: draw并揭示课题

S: Yes, I do./No, I don’t.

T: Do you like drawing?

I can draw...

What can you draw?

Yes./No.

Can you draw a/some…?

3.Listen and circle. “listen and circle”的3. Task 2：Listen and circle 练习，让学生整体了解

T: What does Tim draw in the park? 课文。

Let’s listen and circle.

4. Read and judge. 学生通过自读课文自4. Task3: Read and judge.

己发现信息，完成表T: Can Tim draw all of them well?

Please read the story by yourselves and 格，培养了他们寻找信

judge. 息的能力，并对课文有S: Sure. It’s easy./Well done./ Tips: Read loudly; Underline the key It’s difficult, but I can try./Is sentences; Discuss with your desk-mate.

this a boat? Check the answers.

T each: easy, difficult Learn: easy, difficult 5. Task4: Listen and imitate. 5. Listen and imitate. 进一步的理解。

同时教授“easy”及“difficult”。

在单词和句型基本掌握的基础上，再次回到语篇，让学生模仿录音跟读，注意语音语调，为培养学生的语感打下基础；并整班朗读，全体参与。

放手让学生小组内自由选择读，既考虑到不同层次学生的自主性，又培养了学生小组合作学习的意识。

T: Read after the tape, pay attention to

the pronunciation and intonation.

6. Task5: Happy reading. T: Read in pairs and then have a show. Choose the way you like. a. Read after one. b. Read in roles. c. Read together. 6. Happy reading.

Read in pairs.

3

Step 3 Post-reading

Step4 Homework

Task6: Happy talking. T: Show your picture and talk about it with your partner.

Give homework. Ss: Talk about the pictures.

Look at my picture.

What can you see? I can see…

Can you see…? Can you …? Sure. It’s easy./It’s difficult, but I can try. …

…

1.Read and imitate the story after the tape; your classmates and parents. 话题表达，培养学生的综合语言运用能力。

两个层次的作业，分别训练学生听、读、说的2. Introduce your picture to 能力。

板书设计

Unit 4 Drawing in the park What can you see…?

a tree I can see a/some…

a flower

a boat a river

Can you …? Sure. It’s easy./ It’s difficult, but I can try.

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