课题	Unit 4 Drawing in the park		课型	新授课		授课者
学习目标	I can get to know some words about the park. I can understand, read and act out the story. I can try to do what it is difficult.
教学重点	1．Can understand, read and act out the story. 2. Can try to do what it is difficult.
教学难点	Can use sentences: What can you see/do? I can…
教学过程设计
教学环节		教师活动			学生活动		设计意图
Step 1 Warming up		Free talk What subjects do you like? What can you do? Know each other(I can say) Play a game(I can answer)			I like… I can… Introduce themselves. I’m ______. I like_______. I can_________. Answer questions with “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
Step 2 Presentation& Practice		I can ask. draw pictures I draw a picture. What is it? What can you see? Ask and answer: What can you see? I can see… T: Look, Who are in the park too? T: What do you want to know? Any questions about them? Can you use ’ What ‘ or ‘Can’ to ask some questions? Discuss in a group of four. Learn the story I can ask and answer T: Write down the answers from students on the blackboard. You have some good questions. And Miss Huang has a question too. What can they do in the park? Let’s try to watch the story and answer. I think you can get the answers after learning stories. Yes, they like drawing in the park. Drawing in the park. Let’s learn Unit 4 Drawing in the park. I can listen and tick What can Tim draw in the park? Let’s listen and tick. Please take out your pencil. Listen! Have you found the answers? Pay attention to the key words in the dialogue. I can read and choose Tim draws a lot of things. But can he draw them all very well? Boys and girls, please open your book and turn to page 24 and Page25, read the dialogue by yourself. Think which are Tim’s pictures. Let’s check the answers. Then how do you know? It’s easy. Well done! Follow me!(read the sentences with emotion) Teach easy, difficult I can imitate Let’s read the story after the CD. Try to imitate. When you read, please pay attention to your pronunciation and intonation. Are you ready? Wow, you read very well. I can imagine Is this a boat? T: What does Mike want to say? Can you imagine? I can read Read by yourself Read together Read in roles			It’s a park. Work in pairs. I can see a tree/some flowers/a boat... Mike and Tim. . Discuss and ask some questions. 供选内容： They can play in the park. They can draw in the park. They can sing in the park. Watch the cartoon. Watch and choose. They can draw in the park. Tim draws the tree, the flowers and the boat. Tim says : It’s easy. Mike says: Well done! Tim says: It’s difficult, but I can try. Mike says: Is this a boat? Read after the teacher. .... Read the story after the CD. Try to imitate. S: S:		激发学生已有的知识储备，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让学生自主阅读，培养阅读兴趣
Step 3: Consolidation		I can act Now, I think you can read the story very well. So, let’s act out the story. Please practice in groups. OK, time is up. Here are some items for you. When you act you can use them. Which group wants to act? Big hand for them. Well done! I can read Can you read the new words which you can’t read before class? 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 I can summarize After learning the story, let’s have a summary. T: Tim thinks drawing is difficult, but he can try. PPT 出示几个学生的困惑 Swimming for…is difficult. Running for…is difficult. Studying for…is difficult.. Let’s say to them: It’s difficult, but you can try. Whatever it is difficult, we should have a try. So what can you say?			学生读单词或句子学生回答 Ss: It’s difficult, but I can try.		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
Homework		1. Try to recite the dialouge. 2. Go to the park with your friends and talk with them in English..