四年级下册英语教案Unit4 Drawing in the park(第3课时)译林版（三起）

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, let's sing a song

3、What 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 ca

4、n 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 inter

5、esting 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

6、 see 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.

7、T: Is 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

8、? Ss 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 fe

9、els sleepy. 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 / 要练说，先练胆。说话胆小是幼儿语言开展的障碍。不少幼儿当众说话时显得害怕：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动

10、作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学形式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的时机，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。三是要提明确的说话要求，在说话训练中不断进步，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模拟。长期坚持，不断训练，幼儿说话胆量也在

11、不断进步。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 homework 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, re

12、d, desk要练说，先练胆。说话胆小是幼儿语言开展的障碍。不少幼儿当众说话时显得害怕：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学形式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的时机，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿

13、，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。三是要提明确的说话要求，在说话训练中不断进步，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模拟。长期坚持，不断训练，幼儿说话胆量也在不断进步。其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记之后会“活用。不记住那些根底知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正进步学生的写作程度,单靠分析文章的写作技巧是远远不够的,必须从根底知识抓起,每天挤一点时间让学生“死记名篇佳句、名言警句,以及

14、丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的成效。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Cart

15、oon 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。家庭是幼儿语言活动的重要环境，为了与家长配合做好幼儿阅读训练工作，孩子一入园就召开家长会，给家长提出早期抓好幼儿阅读的要求。我把幼儿在园里的阅读活动及阅读情况及时传递给家长，要求孩子回家向家长朗读儿歌，表演故事。我和家长共同配合，一道训练，幼儿的阅读才能进步很快。 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