(共33张PPT)
Drawing
in
the
park
（Period
3）
Unit
4
What
can
you
see…?
30
seconds
non-stop
talking
I
can
see
a
river.
...
四人一组，开火车提问，看谁说的又快又好。
What
can
you
see…?
30
seconds
non-stop
talking
I
can
see
a
river.
...
四人一组，开火车提问，看谁说的又快又好。
What
can
you
do…?
30
seconds
non-stop
talking
I
can
run.
...
四人一组，开火车提问，看谁说的又快又好。
What
can
you
do…?
30
seconds
non-stop
talking
I
can
run.
...
四人一组，开火车提问，看谁说的又快又好。
We
are
in
the
park.
What
can
you
see?
I
can
see
a
bird
in
the
t____.
I
can
see
a
b____
on
the
l____.
I
can
see
a
h____
near
the
r____.
I
can
see
some
f_______
.
Red,
yellow
and
pink.
ree
oat
ake
ill
iver
lowers
Look
at
this
picture.
What
can
you
see?
I
can
see
a
boat
on
the
river.
I
can
see…
Look
at
this
picture.
What
can
you
see?
I
can
see
a
boat
on
the
river.
I
can
see…
Try
to
say
more（试试再说几句）:
What
colour
…?
Do
you
like…?
How
nice/
lovely
…
Can
you
draw
…?
I
can
talk
about
things
in
the
park.
我能谈论公园里的事物。
I
know
the
sound
of
the
letter
‘e’.
我知道字母“e”的发音。
组内互评：能比较丰富、完整、流利地表达的得
☆
☆
☆
能比较正确、流利地表达的得
☆
☆
有一些小错或不太流利的得
☆
I
can
use
“What
can
you
do?
”to
ask
questions.
我能用“What
can
you
do?”提问。
is
for
“
”.
/
e
/
ten
e
bed
red
desk
pen
is
for
“
”.
/
e
/
Ken
e
Ken,
it
is
ten
to
ten.
Go
to
bed
before
ten.
e
nine
fifty
十点前
/
e
/
Ken,
it
is
ten
to
ten.
Go
to
bed
before
ten.
bed
red
ten
get
egg
仔细观察这些单词，你发现什么规律了吗？
e
desk
pen
/
e
/
wet（湿）
leg（腿）
你能根据发音规律读出以下单词吗？
The
hen’s
legs
are
wet.
hen（母鸡）
I
can
sing
the
song
“What
can
you
see?”.
I
can
write
a
rhyme
about
the
park.
我能写一首关于公园的儿歌。
I
can
talk
about
things
in
the
park.
组内互评：能读准发音并且能说出类似单词的得
☆
☆
☆
能读准书上单词和句子的得
☆
☆
仍然需要好好努力的得
☆
I
can
use
“What
can
you
do?
”to
ask
questions.
I
know
the
sound
of
the
letter
‘e’.
What
can
you
see?
What
can
you
see
in
the
tree,
in
the
tree?
I
can
see
a
monkey.
I
can
see
a
monkey
in
the
tree,
in
the
tree.
What
can
you
see?
What
can
you
see
in
the
tree,
in
the
tree?
I
can
see
a
kite.
I
can
see
a
kite
in
the
tree,
in
the
tree.
What
can
you
see?
What
can
you
see
in
the
park,
in
the
park?
I
can
see
a
river.
I
can
see
a
river
in
the
park,
in
the
park.
What
can
you
see?
What
can
you
see______________,
_______________?
I
can
see
_______.
I
can
see
_____
_________.
__________
.
四人一组合作创编自己小组的歌曲。
组内互评：
能改编歌词并演唱歌曲的得
☆
☆
☆
能按原词演唱歌曲的得
☆
☆
仍然需要好好努力的得
☆
I
can
talk
about
things
in
the
park.
I
know
the
sound
of
the
letter
‘e’.
I
can
use
“What
can
you
do?
”to
ask
questions.
I
can
sing
the
song
“What
can
you
see?”.
I
can
write
a
rhyme
about
the
park.
想一想，可以写哪些方面呢？
In
the
park,
in
the
park.
What
can
you
see?
I
can
see
a
bird
in
the
tree.
I
can
see
a
hill
near
the
river.
I
can
see
some
flowers
under
the
tree.
Beautiful,
beautiful.
They’re
beautiful.
想一想，可以写哪些方面呢？
In
the
park,
in
the
park.
What
can
you
do?
I
can
sing.
Sing,
sing,
sing
a
song.
I
can
play.
Play,
play,
play
a
game.
Happy,
happy.
Happy
every
day!
别忘记写儿歌的格式哦！
转行
每行首字母大写
四人小组合作创编儿歌，可推荐一人执笔，其余
同学一起出谋划策；也可轮流执笔。
诗歌美感
I
can
sing
the
song
A
Sunny
Day.
四人一组创编儿歌：
能提出创意，积极合作完成儿歌编写并展示可得☆
☆
☆
能较好完成合作并展示的得☆
☆
仍然需要好好努力的得
☆
I
can
talk
about
things
in
the
park.
I
know
the
sound
of
the
letter
‘e’.
I
can
use
“What
can
you
do?
”to
ask
questions.
I
can
sing
the
song
“What
can
you
see?”.
I
can
write
a
rhyme
about
the
park.
独立编写一首与公园有关的儿歌。
搜集更多符合Sound
Time部分规律的单词，了解
中文意思，读一读，并记下来。
3.演唱What
can
you
see?也可以按自己改编的歌词
演唱。
4.如Ticking
time没有达到3星要求，有针对性的
进行改进练习。
关注每个版块的学习。
设计解读
关注单元课时目标之间的递进关系。
——努力让孩子们在前两节课的学习基础上有所提升，实现目标语相对完整、连贯的表达，传递较为完整的信息。
——努力让每个版块都得到较为充分的训练。
第一部分：谈论公园
头脑风暴（What
can
you
see?）；
头脑风暴（What
can
you
do?）；
Say
a
rhyme；
Checkout
time
(Ask
and
answer)
；
Ticking
time（1,2）
设计解读
第二部分：语音学习
Ticking
time
（3）引入；
读词找出共同发音；
课文内容呈现；
说更多的词；
发现规律
运用规律读新词，新句
回到Ticking
time评价
设计解读
第三部分：歌曲
Ticking
time
（新增）引入；
欣赏歌曲；
学唱歌；
改变歌词唱；
创编新歌；
回到Ticking
time评价
设计解读
第四部分：写儿歌
Ticking
time
（新增）引入；
讨论写什么，如何写；
欣赏范文；
小组合作完成；
回到Ticking
time评价；
作业布置
设计解读
