译林版《英语》四下Unit 4 Drawing in the park (Story time)
卢家巷实验学校 刘子萌
研修主题
“双减”背景下小学英语情境化作业的设计与实施研究 |
研修专题
“双减”背景下小学英语单元第一课时情境化作业课堂学练结合探究 |
教学目标
1. 能听懂、会说、会读单词：draw, picture, park, flower, boat, river, easy, difficult. 会写单词：draw, park, flower, boat, river, easy. 2. 能听懂、会读、会说日常交际用语：Good idea！Sure, it’s easy. It’s difficult, but I can try. |
教学重点
1. 能在情境中初步运用句型 What can you see? I can see …来对看到的事物进行交流；初步用句型Can you …? 询问交流会做的事。 2. 能正确理解课文内容，较准确的朗读课文并在教师的指导下尝试表演。 3.培养学生的观察能力和鉴赏美的能力。 |
教学难点
1.能熟练运用日常交际用语What can you see ? Can you … 与他人进行交流。 2.句型What can you see? Can you...的正确应答。 |
教学准备
PPT多媒体课件，板贴图片 |
教学过程
Stage1 Pre-reading 1. Greeting 2. Sing a song <What can you see?> 3. Good memory (出示动物园图片) T:We can see some monkeys in the zoo. There are a lot of animals in the zoo. Let’s play a game: Good memory. You can use the sentence “I can see ……” Teach: I can see …… T: Look! (手指屏幕) Are you ready? Stage2 While-reading 1. T: Look at this picture. What can you see?（出示公园图片） Teach: What can you see? T: What can you see? T: Can you ask your friend? Teach: flower T(遮住单词): Can you spell it? T: I think it’s easy for you. You can say “Sure, it’s easy.” Teach: Sure, it’s easy. T: Can you spell it? T: If you can´t, you can say “It’s difficult, but I can try.” Teach: It’s difficult, but I can try. The same method: boat, river 2. T: Look at these things, can you guess where are they? Teach: in the park 3. T: Yes, in the park we can run, we can play basketball（师边说边做动作）And we can …… T: We can also draw in the park. Teach: draw T: Do you like drawing in the park? （边说边板书）First, let’s draw some pictures now.（出示第一幅图） T: Can you draw it? If you can, please stand up and say “Sure, it’s easy.” T: Now draw it on your paper. T: Show us.（教师对学生作品进行评价） T: Sit down. If you can’t, please stand up and say “It’s difficult, but I can try.” T: Now try it.（学生在纸上快速画出图形） T: Show us.（教师对学生作品进行评价） 同法操练其他三幅图 4. Learn the text T: Well done. You draw beautifully. Now let’s go to the park and draw some pictures. Look, Mike and Tim are in the park too. What are they doing? T: Let’s watch the cartoon and tick them out. ① Watch and tick Q1. What do they draw? ② Read and fill T(出示表格): Can Tim draw all of them well? T: Now read the story again and fill in the form. ③ Read and evaluation T: Tim draws some flowers, a tree and a boat. What does Mike say about the pictures？（出示Tim的图画） T: Tim can draw them well. How do you know? T: Yes, who can read better？ T: Can Tim draw the boat well? T: How do you know? Stage3 Post-reading 1. Read after the cartoon 2. Read together 3. Dub for the cartoon 4. Act the cartoon 5. Make a new dialogue 你和朋友也来到了一个美丽的公园。你们看到些什么？试着模仿今天学的故事，编一段对话吧。 课件出示一幅公园图片，有秋千、滑梯、放风筝、骑自行车等。以及参考句型： What can you see? I can see … Can you draw / ride/ fly a …? Yes, it’s easy. / It’s difficult, but I can try.
Homework 1. Repeat and recite Story time. 2. Retell Story time. 3. Imitate the story, make a dialogue with your classmates.
板书设计: Unit 4 Drawing in the park What can you see ……? flower，tree，hill，lake，river，boat I can see …… Can you draw them? It’s easy. / It’s difficult, but I can try. |
课后反思:
本课为译林四下《Unit4Drawing in the park》第一课时，重点突出，课程内容丰富，教学环节设置合理，热身环节生动有趣，呈现环节稳步推进，拓展环节开拓创新。课堂教学步骤清晰，循序渐进，由易到难，由浅入深，环环相扣。下面着重从情境创设这一方面来评价刘老师这节课的亮点设计。
1.创设前置情境，引入阅读。
本堂课，以相关情境图背景为基础，合理设置情境，促使阅读内容完整连贯。先是基于课时话题，通过歌曲、Free talk和teacher’s picture，巧设前置情境，然后导入文本阅读的主题“Draw in the park”，回答：what are they doing in the park?接着进入story time板块的教学。这一前置情境的创设，优化了文本提供的情境，使文本内容更丰富、更连贯、更完整，也为后面情境的继续作了充足的铺垫，使文本学习一气呵成。
2. 再现文本情境，聚焦阅读。
教材内容较为简单直白，本课基于学情及真实生活，从细节出发，充分挖掘文本配图、文本关键词等情境信息，围绕情境信息开展阅读教学。利用“Tim’s picture”将各板块有机组合进行教学，耳目一新：首先是Listen and tick:What does Tim draw ? 初步理解文本内容，教师导学和学生自学相结合，实现思维可视化。其次用Which can be Tim’s picture? How is Tim’s picture? Why?几个大问题引导学生进行深入的阅读，重点理解文本，并深刻感受“easy，difficult”这两个词的含义，“river和lake”的区别，板块情境的设置连贯且不突兀。
3.拓展文本情境，迁移运用。
在阅读教学中，最后的拓展与运用至关重要，是培养学生用英语做事能力的关键环节。依托教材情境After trying,Tim can draw a picture book去拓展运用的后续绘本阅读，使拓展情境与文本情境浑然一体，使学生仿佛置身于教材文本中，增添课堂的趣味和活力，语言学习的时空得到了延展。
总体而言，本课以单元主题为依托，围绕课时话题开展循序渐进、层层递进、环环相扣的活动任务，让学生在有意义的情境推进中学习文本，体会文本语言的魅力，促进其综合语言运用能力的发展。课堂节奏的把控、环节时间的分配要注意。
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