四年级下册英语教案Unit4 Drawing in the park译林版.doc

1、四下Unit4 Drawing in the park(第3课时)教学设计一、教学内容四年级下册Unit4 Drawing in the park (Period3 Sound Time，Cartoon time)二、教学目标1. 能听懂、会说、会读、会写句型与日常用语 What can you see? I can see. Good idea!2. 能了解卡通时间的文本信息，听懂、会说、会读词汇boat, river, great fun, Try again!并能在理解的基础上进行配音和表演。3. 会唱歌曲What can you see?,并能根据不同的图片内容，进行歌曲的创编。4.

2、能听懂、会说、发音准确：字母e在单词中的读音，并尝试结合发音规律，自主阅读文本材料达到巩固运用的目的。三、教学重点和难点教学重点:1. 卡通时间的文本朗读和大意的正确理解。2. 能听懂、会说、会读、会写句型与日常用语 What can you see? I can see. Good idea!教学难点:字母e在单词中读音的正确掌握和运用四、教学准备：PPT五、教学过程Step1. Warming up1. Greeting 2. Sing the songT: I like singing songs. Do you like songs? Now, lets sing a song Wha

3、t can you see? together.T: You can see a monkey in the tree. What can you see in these pictures? Can you change the words to make a new song?生根据图片，替换歌词，创编新歌。3. Review Story timeT: (呈现Story Time图片) What can you see in this picture?Can you try to ask some questions?生根据图片信息，尝试Ask and answerEg: What can

4、 they see on the river?Can Tim draw a boat? And why?4. Ss work in groups and act the story outStep2. Presentation1. Game timeT: Do you like the park in spring? Its very nice because there are many things in the park. So the park is a kaleidoscope of colors, smells and sounds. We can also play intere

5、sting games in the park. Do you want to play? Look, I have a box here. What can you see in each picture? Lets throw the box and have a look. T&S play the game togetherT: What can you see in the picture? S1: I can see a river. What can you see in the picture?S2: I can see a boat. T: What can you see

6、in it?S3: I can see a kaleidoscope. 复习句型What can you see? I can see.和单词flower, river，boat，lake，hill等。2. Cartoon timeT: Just now, we played a game with a funny box. Bobby sees a box too. Whats in his box? Lets watch the cartoon and find the answer. Ss: He can see a boat on the lake and a tiger. T: Is

7、 the story funny? Where is fun?生自己阅读，寻找其中的funT: Do you like the story? Lets try to read the story beautifully and fluently. Ss read after the tapeT: You can read it now. Please choose the role you like and dub for it. Ss dub for the story in rolesT: What a funny story! Can you try to act it out? Ss

8、act out the story3. Sound timeT: Bobby sees a tiger in the kaleidoscope. Hes afraid. Is it a really tiger? Lets have a look again. What can you see now?Ss: Its a tiger clock. T: What time is it?Ss: Its nine fifty. Drill: ten to ten=before ten T: Look at this boy, Ken. He goes to bed late. He feels s

9、leepy. What can you say to him?Drill: Ken, its ten to ten, go to bed before ten. 呈现单词和句子T: What does e pronounce in these words?生朗读并体会其发音 e/ e / T: Can you give me more words?生说出字母e发/e/的其他单词Can you read?T: We know e/ e /, can you read them now?True or falseStep3. Consolidation1. Sum up 2. Assign hom

10、ework 1) Read and act out Cartoon time after class2) Try to remember more words with e/ e /板书设计： Unit4 Drawing in the park e/ e / ten, bed, red, desk观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到

11、，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天

12、空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识

13、那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察能力，扩大幼儿的认知范围，让幼儿在观察事物、

14、观察生活、观察自然的活动中，积累词汇、理解词义、发展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察能力和语言表达能力的提高。教后反思：本节课我上的是四年级下册Unit4 Drawing in the park 第3课时。设计的内容是Cartoon time, Sound time& Song time板块。我由欣赏Song time板块入手，在学生哼熟了旋律、会唱了歌曲之后，让学生根据图片创编歌曲。通过Try to ask questions and Act the story两个活动简短复习了Story time 后，自然由万花筒kaleido

15、scope导入到Cartoon time。丰富多样的活动让学生把文本内容参悟到位。Sound time板块我设计了一个音标达人闯关记，并安排了三个难度不等的挑战闯关，Try to read-Try to choose-Try to do.三个由浅到深的坡度练习，使每个学生都能感受到闯关之后的成就感和喜悦感。 在课上，我设计的如唱歌、游戏、为卡通配音表演等形式不同的学习活动，使学生能够在轻松愉悦的氛围中习得本课的语言项目，知识储备得到了有机扩充。本节课，我感觉节奏明朗欢快，环节之间较为流畅自然。特别是Sound time经过姜老师的修改之后，层次更为清晰，且学生的掌握情况较之以前有了很大改善。但由于对四年级的学生学情分析不到位，最后一个板块的Try to do（阅读文章后判断正误），对于问题的设计较难，且最后时间教仓促，故学生不太会做，其阅读能力没有得到较大的提高。另外，在操练单词设计的游戏Magic box 环节，设计的不够精巧，学生的参与面不广，很多学生没玩到游戏，其积极性有点受挫。如果能利用PPT做，可能效果会好一点。