四年级下册英语教案Unit4 Drawing in the park译林版

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、教学目的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. 能理解卡通时间的文本信息，听懂、会说、会读词汇boat, river, great fun, Try again!并能在理解的根底上进展配音和表演。3. 会唱歌曲?What can you see?,并能根据不同的图片内容，进展歌曲的创编。4. 能听

2、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，自主阅读文本材料到达稳固运用的目的。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 What

3、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，交换歌词，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 the

4、y 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 interestin

5、g 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 in i

6、t?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 the

7、 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 act

8、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 sleep

9、y. 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 homewor

10、k 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，由近及远的原那么，有目的、有方案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展观察，保证每个幼儿看得到，看得清。

11、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空，朗读自编的一首儿歌

12、：“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，幼儿不仅印象深化，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的根底上，引导幼儿联想，让他们与以往学的词语、生活经历联络起来，在开展想象力中开展语言。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，幼儿可以生动形象地描绘观察对象。“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那般的含义。?孟子?中的“先生何

13、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才能，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理

14、解词义、开展语言。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，着重于幼儿观察才能和语言表达才能的进步。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kaleidoscope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，使学生可以在轻松愉悦的气氛中习得本课的语言工程，知识储藏得到了有机扩大。本节课，我感觉节奏明朗欢