四年级下册英语教案Unit4 Drawinginthepark译林版

1、.Unit4 Drawing in the park 教案Period One: Story time教学目的：1 能听懂、会读、会说单词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 , its easy , its difficult , but I can try .3 能初步运用以下句型what can you see ? I can see 来对看到的事物进展交流；初步使用句型Can you 来交流会做的事。4 能正确理解课文内容，并进展表演。教学重点：1. 读准

2、生词draw picture park flower boat river easy difficult2. 会在详细语境中使用句型good idea , sure , its easy , its difficult , but I can try .3. 正确理解课文内容。教学难点：1. 生词的发音2. 怎样正确使用句型进展交际。教学过程：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逐个教授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指导阅读s

7、ure , its easy . Its difficult , but I can try . Is this a boat ?读出语气5.retell the story根据板书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. 完成你的画，并尝试向你的朋友描绘你的画。“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

11、，“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“老师之意，倒是与当今“先生的称呼更接近。看来，“先生之根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，与老师、老师之意根

12、本一致。进一步通读课文，并试背。死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生才能开展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为进步学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背与进步学生素质并不矛盾。相反,它恰是进步学生语文程度的重要前提和根底。2.Read Story time and try to recite it. 读Story time并试背。唐宋或更早之前，针对“经学“律学“算学和“书学各科目，其相应传授者称为“博士，这与当今“博士含义已经相去甚远。而对那些特别讲授“武事或讲解“经籍者，又称“讲师。“教

13、授和“助教均原为学官称谓。前者始于宋，乃“宗学“律学“医学“武学等科目的讲授者；而后者那么于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教在古代不仅要作入流的学问，其教书育人的职责也十清楚晰。唐代国子学、太学等所设之“助教一席，也是当朝打眼的学官。至明清两代，只设国子监国子学一科的“助教，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士“讲师，还是“教授“助教，其今日老师应具有的根本概念都具有了。教学反思：本节课以“在公园画画为主线展开教学，开场的free talk引入游戏，调动了学生的积极性，复习了Can you ?这个句型。又从游戏中老师也会画画自然过渡到主题Drawing in the park, 接着用出示老师画作的形式把学生带到真实的生活背景中，让学生在有声有色的声音感染中不知不觉学习生字单词。然后引入课文故事的学习，阅读中我们由整体入手，为学生搭建了多层次的语言学习平台。即先让学生观看课文动画，听录音找出Mike和Tim在公园中能画的景物，对短文有一个初步总的印象；然后细读短文，帮助学生梳理文本，并指导重点句子的朗读，体会人物的感情；接着在各种形式读完课文后设计了表演故事的活动。最后，让学生和同伴讨论自己画的图画并编对话进展表演，让英语与美术进展