四年級下冊英語教案Unit4 Drawinginthepark譯林版

1、.Unit4 Drawing in the park 教案Period One: Story time教學目的：1 能聽懂、會讀、會說單詞draw picture park flower boat river easy difficult 2 能聽懂、會讀、會說日常交際用語good idea , sure , its easy , its difficult , but I can try .3 能初步運用以下句型what can you see ? I can see 來對看到的事物進展交流；初步使用句型Can you 來交流會做的事。4 能正確理解課文內(nèi)容，并進展表演。教學重點：1. 讀準

2、生詞draw picture park flower boat river easy difficult2. 會在詳細語境中使用句型good idea , sure , its easy , its difficult , but I can try .3. 正確理解課文內(nèi)容。教學難點：1. 生詞的發(fā)音2. 怎樣正確使用句型進展交際。教學過程：Step1 warm up1.Greetings2.Free talkDay,date,weather What lessons do you have this moring?What subjects do you like?T:I like Eng

3、lish ,too. we can sing songs ,we can play games at an English lesson. Do you like games?3.Play a game. Answer questions with “yeah, yeah, yeah or “no, no, no quickly.Step2 Pre-reading1. Teach: picture tree boat river flowerWay:T: I can draw pictures, too. teach: draw pictures What can you draw? Wher

4、e can you draw?This is my picture. Is it beautiful? Thank you. Its a picture of a park. teach parkLook at this park. What can you see?T: what can you see in the picture ?S: I can see逐個教授tree boat river flowerStep3 While reading1.Lets guess1 There are another two persons who also come to this beautif

5、ul park. Who are they?What are they doing in the park?2.Watch and choose1What are they doing?You can get the answers from the cartoon Lets watch the cartoon ,OK?2So Mike and Tim are drawing in the park. reveal the title of the unit, 3teach drawing3.Listen and tick What does Tim draw? Lets listen and

6、 find out the answers. Listen! Have you found the answers? 4.Read and judge T: They can draw the tree,the flowers and the boat in the park .Look at these pictures, Which can be Tims pictures? And how do you know? Please find the sentences in the passage , and underline it .Teach: easy difficult指導(dǎo)閱讀s

7、ure , its easy . Its difficult , but I can try . Is this a boat ?讀出語氣5.retell the story根據(jù)板書6.Learn a proverbT:I think Tim is a good boy,because when he meets troubles,he doesnt give up,he has a try. So .7.Try to imitate You have known the story. Its time for reading.Lets read and imitate the story a

8、fter please pay attention to your pronunciation and intonation. Are you ready?Wow, you read very well.8.Happy reading timeNow, boys and girls, its happy reading time. Choose the way you like to read the story. Ready, go! Which group wants to have a try?Wonderful, big hand for them.Step 4: Consolidat

9、ion1.Lets act.Now, I think you can read the story very well. So, lets act out the story. Please practice in groups.OK, time is up. Here are some tips for you. When you act you can use them. Which group wants to act? Big hand for them. Well done!2.Lets showT:Tim draws in the park.Where else can you d

10、raw?S: In the zoo/school,on the farmT:I think you can draw well too,Now please take out your pictures.Show it to your partners.Make up a dialogue and act it out.Step5 homework1.Draw a picture and try to describe your pictures to your friends. 完成你的畫，并嘗試向你的朋友描繪你的畫。“教書先生恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學堂

11、，“教書先生那一行當怎么說也算是讓國人景仰甚或敬畏的一種社會職業(yè)。只是更早的“先生概念并非源于教書，最初出現(xiàn)的“先生一詞也并非有傳授知識那般的含義。?孟子?中的“先生何為出此言也？；?論語?中的“有酒食，先生饌；?國策?中的“先生坐，何至于此？等等，均指“先生為父兄或有學問、有德行的長輩。其實?國策?中本身就有“先生長者，有德之稱的說法?？梢姟跋壬夥钦嬲摹袄蠋熤?，倒是與當今“先生的稱呼更接近?？磥?，“先生之根源含義在于禮貌和尊稱，并非具學問者的專稱。稱“老師為“先生的記載，首見于?禮記?曲禮?，有“從于先生，不越禮而與人言，其中之“先生意為“年長、資深之傳授知識者，與老師、老師之意根

12、本一致。進一步通讀課文，并試背。死記硬背是一種傳統(tǒng)的教學方式,在我國有悠久的歷史。但隨著素質(zhì)教育的開展,死記硬背被作為一種僵化的、阻礙學生才能開展的教學方式,漸漸為人們所摒棄;而另一方面,老師們又為進步學生的語文素養(yǎng)煞費苦心。其實,只要應(yīng)用得當,“死記硬背與進步學生素質(zhì)并不矛盾。相反,它恰是進步學生語文程度的重要前提和根底。2.Read Story time and try to recite it. 讀Story time并試背。唐宋或更早之前，針對“經(jīng)學“律學“算學和“書學各科目，其相應(yīng)傳授者稱為“博士，這與當今“博士含義已經(jīng)相去甚遠。而對那些特別講授“武事或講解“經(jīng)籍者，又稱“講師?！敖?/p>

13、授和“助教均原為學官稱謂。前者始于宋，乃“宗學“律學“醫(yī)學“武學等科目的講授者；而后者那么于西晉武帝時代即已設(shè)立了，主要協(xié)助國子、博士培養(yǎng)生徒?！爸淘诠糯粌H要作入流的學問，其教書育人的職責也十清楚晰。唐代國子學、太學等所設(shè)之“助教一席，也是當朝打眼的學官。至明清兩代，只設(shè)國子監(jiān)國子學一科的“助教，其身價不謂顯赫，也稱得上朝廷要員。至此，無論是“博士“講師，還是“教授“助教，其今日老師應(yīng)具有的根本概念都具有了。教學反思：本節(jié)課以“在公園畫畫為主線展開教學，開場的free talk引入游戲，調(diào)動了學生的積極性，復(fù)習了Can you ?這個句型。又從游戲中老師也會畫畫自然過渡到主題Drawing in the park, 接著用出示老師畫作的形式把學生帶到真實的生活背景中，讓學生在有聲有色的聲音感染中不知不覺學習生字單詞。然后引入課文故事的學習，閱讀中我們由整體入手，為學生搭建了多層次的語言學習平臺。即先讓學生觀看課文動畫，聽錄音找出Mike和Tim在公園中能畫的景物，對短文有一個初步總的印象；然后細讀短文，幫助學生梳理文本，并指導(dǎo)重點句子的朗讀，體會人物的感情；接著在各種形式讀完課文后設(shè)計了表演故事的活動。最后，讓學生和同伴討論自己畫的圖畫并編對話進展表演，讓英語與美術(shù)進展