课题Unit4Drawinginthepark课学习目标1.Icangettoknowsomewordsaboutthepark.2.Icanunderstand,readandactoutthestory.3.Icantrytodowhatitisdifficult.教学重点1Canunderstand,readandactoutthestory.2.Cantrytodowhatitisdifficult.教学难点Canusesentences:Whatcanyousee/do?Ican教学过程设计教学环节教师活动学生活动设计意图Step1WarmingupFreetalkWhatsubjectsdoyoulike?Whatcanyoudo?Knoweachother(Icansay)Playagame(Icananswer)IlikeIcanIntroducethemselves.Im_.Ilike_.Ican_.Answerquestionswith“yeah,yeah,yeah”or“no,no,no”quickly.拉近师生之间的距离，为后面的新授创造一个轻松的氛围Icanask.drawpicturesIdrawapicture.激发学生已有的知识储备，Step2Presentation&PracticeWhatisit?Whatcanyousee?Askandanswer:Whatcanyousee?IcanseeT:Look,Whoareintheparktoo?T:Whatdoyouwanttoknow?Anyquestionsaboutthem?CanyouuseWhatorCantoasksomequestions?Discussinagroupoffour.LearnthestoryIcanaskandanswerT:Writedowntheanswersfromstudentsontheblackboard.Youhavesomegoodquestions.AndMissHuanghasaquestiontoo.Whatcantheydointhepark?Letstrytowatchthestoryandanswer.Ithinkyoucangettheanswersafterlearningstories.Yes,theylikedrawinginthepark.Drawinginthepark.LetslearnUnit4Drawinginthepark.IcanlistenandtickWhatcanTimdrawinthepark?Letslistenandtick.PleasetakeoutyourItsapark.Workinpairs.Icanseeatree/someflowers/aboat.MikeandTim.Discussandasksomequestions.供选内容：A.Theycanplayinthepark.B.Theycandrawinthepark.C.Theycansinginthepark.Watchthecartoon.Watchandchoose.Theycandrawinthepark.让他们积极参与课堂自主提问，激发学生积极思考，培养他们的创新思维发展pencil.Listen!Haveyoufoundtheanswers?Payattentiontothekeywordsinthedialogue.IcanreadandchooseTimdrawsalotofthings.Butcanhedrawthemallverywell?Boysandgirls,pleaseopenyourbookandturntopage24andPage25,readthedialoguebyyourself.ThinkwhichareTimspictures.Letschecktheanswers.Thenhowdoyouknow?Itseasy.Welldone!Followme!(readthesentenceswithemotion)Teacheasy,difficultIcanimitateLetsreadthestoryaftertheCD.Trytoimitate.Whenyouread,pleasepayattentiontoyourpronunciationandintonation.Areyouready?Wow,youreadverywell.IcanimagineIsthisaboat?Timdrawsthetree,theflowersandtheboat.Timsays:Itseasy.Mikesays:Welldone!Timsays:Itsdifficult,butIcantry.Mikesays:Isthisaboat?Readaftertheteacher.ReadthestoryaftertheCD.Trytoimitate.S:通过不同形式的阅读方式帮助学生去理解文本的文本细节注重语音语调的模仿，注重培养学生良好的阅读习惯T:WhatdoesMikewanttosay?Canyouimagine?IcanreadReadbyyourselfReadtogetherReadinrolesS:让学生自主阅读，培养阅读兴趣Step3:ConsolidationIcanactNow,Ithinkyoucanreadthestoryverywell.So,letsactoutthestory.Pleasepracticeingroups.OK,timeisup.Herearesomeitemsforyou.Whenyouactyoucanusethem.Whichgroupwantstoact?Bighandforthem.Welldone!IcanreadCanyoureadthenewwordswhichyoucantreadbeforeclass?投影出示学生的前置性作业单喊两到三人读一下他/她课前预习时不会的单词或句子IcansummarizeAfterlearningthestory,letshaveasummary.T:Timthinksdrawingisdifficult,buthecantryPPT出示几个学生的困惑Swimmingforisdifficult.学生读单词或句子学生回答通过分层表演，给不同层次的学生搭建展示自我的平台，从而建立自信心。前置性预习单的合理的设计可以显露出学生在即将的学生中存在的问题，同样，课堂中预习Runningforisdifficult.Studyingforisdifficult.Letssaytothem:Itsdifficult,butyoucantry.Whateveritisdifficult,weshouldhaveatry.Sowhatcanyousay?Ss:Itsdifficult,butIcantry.单上问题的再现，可以起到检查学生课堂学习效果的作用。情感、态度和价值观的有效提升Homework1.Trytorecitethedialouge.2.GototheparkwithyourfriendsandtalkwiththeminEnglish.