1、Unit4 Drawing in the park (Story time)教学设计教学目标：能听懂、会读、会说单词draw picture park flower boat river easy difficult 能听懂、会读、会说日常交际用语good idea , sure , its easy , its difficult , but I can try .能初步运用以下句型what can you see ? I can see 来对看到的事物进行交流；初步使用句型Can you 来交流会做的事。能正确理解课文内容，并进行表演。教学重点：句型与日常用语What can you se
2、e? I can see . Good idea!词汇 park, draw , flower , them , boat , river教学难点：句型What can you see over there ? I can see . 词汇drawing easy difficult try 的读音教学步骤：Before- reading 1. Free talk : Daily questions Sing a song “What can you see?”T:We can see a monkey in the tree,what can you see in the classroom
3、?S: I can see .(Art books )2T: You have Art lesson today.Do you like Art?S:Yes.T: Do you like drawing?S:Yes, I do .T:Can you draw .? S: Yes , I can . T: Its easy for you . T: Can you draw .? S: No , I cant . T: Its difficult ,but you can try.3. T:Its spring now.The trees turn green and the flowers a
4、re blooming. Its warm and colorful.Id like to draw spring.Im not good at drawing ,its difficult for me but Id like to try . 在黑板上画，引出词汇flower , tree , river , boat , park.While -reading1. Mike and Tim are in the park too .Look at the picture and guess “What are they going to do in the park ?”2. 揭题Uni
5、t 4 Drawing in the park3. Watch and answer T:What can they see in the park ?S:They can see .4. Read and underline Can Tim draw the tree?Can Tim draw the flowers ?指导朗读5. Imitate ,pay attention to the pronunciation and intonation6. Read in groups 7. Dub8. Summarize and fill in the blanks After-reading
6、 1. T:We are in a new classroom ,what can you see ?S:I can see .T:Can you draw it / them ?S: Its easy. / Its difficult , but I can try .This is the . /These are the .T: Its Saturday . We are in the park/in the zoo /on the farm Please talk in groups , Here are some useful sentences.What can you see?
7、Can you draw .?Its easy.Its difficult . But I can try . Well done . Can you teach me ?Ticking timeI can understand the story.I can read the story .I can act the story . 课前思考 这个板块的重点句型What can you see? I can see .Good idea!在平时的英语课堂日常用语中经常会用到，学生 都会用，已经对其有了语感，所以不像其余单元的重点句型一样在课堂上花很多时间去学。在本课时中我主要考虑把现在春天的
8、公园的美景和画画如何串联成一个话题，用重要句型What can you see? I can see . Can you draw it/them?谈论。 在平时的story time板块的单词教学都是先预习的，所以这次也是这么处理的。在预习纸上用以旧带新的办法先会读，有初步的印象，在课堂教学中再逐步加深这些词汇的学习。课后反思一、 最后输出的设计我设计了三个场景，让学生用本节课学到的重点句型，说一说，关键句型是用上了，内容还不太充实，在以后的教学中要注意帮助学生学会拓展，慢慢积累语言。三、板书用在了帮学生归纳总结对话内容上，美观性不太好，或许还可以考虑让学生来和老师一起合作完成。课本、报刊杂
9、志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死”的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。可以写在后黑板的“积累专栏”上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏”在学生脑中,自然会出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相
10、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；而后者则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分明晰。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”，其今日教师应具有的基本概念都具有了。一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。
