Unit 5  Seasons

武进区政平小学 周小钰 2016.4.14

一、教学内容: Story time 

二、教学目标:

1. 能听懂、会读、会说：fly, kite, go boating, go swimming, picnic, go climbing, go skating。

2. 能听懂、会读、会说日常用语：In spring, it is warm. We go boating.

3. 能正确地朗读并理解语篇内容，在图片和语言提示下复述语篇。

4. 能初步运用本课所学的词汇和日常用语谈论不同季节的气候特征以及在不同季节里人们经常从事的活动。

三、教学重点和难点:

1、能正确地朗读并理解语篇内容，在图片和语言提示下复述语篇。

2、能初步运用本课所学的词汇和日常用语谈论不同的季节和人们的活动。

四、 教学过程:

Step 1 Free talk

1. Greetings

2. What day is it today?

  S: It’s Friday.

Step 2 Presentation

1. Watch and answer:

  What’s the cartoon about?

引出seasons 教读

2. T: About seasons, what do you want to learn?

T: Let’s focus on the names, weather and activities.

3. Watch the cartoon of story time

T：How many seasons are there in a year?

S: Four.

  T: What are they? What are the seasons’  name?

S: spring, summer, autumn, winter

Teach: spring, summer, autumn, winter

（Spring, spring, I like spring.）

4. T: There are four seasons in a year. They are spring, summer, autumn and winter. How is the weather?

T: Spring is warm. Summer is hot. Autumn is cool. Winter is cold.

教学感觉类词汇：

Try to say: In_____, it is_______.

Warm, hot, cool, cold

5. T: Last question, about the seasons of the activities. What do we do in every season? Now, it is spring. It is warm. What can we do in spring?

（1）watch the cartoon: Spring 看动画回答问题。

In_____, it is____. We_____.

Teach: fly kites, go boating.

T: Spring is beautiful, but where is it?

Let’s find. Show pictures of spring.

T: spring is beautiful. I want to make a poem for spring.

In spring, it is warm.

We fly kites.

We go boating.

We like spring.

Teacher reads it emotionally.

Ss read after the tape.

(2)Listen to the tape: Summer 听录音回答问题

T: What can we do in summer?

In_____, it is____. We_____.

Teach: eat ice creams, go swimming

(3)T: We can do different things in different seasons. What can we do in autumn and winter? Please open your books, read and underline the activities.在秋季和冬季我们做什么？ Work in groups 小组合作谈谈这两个季节吧！

Task 1: Underline the key phrases 划出关键词组

Task 2: Share in groups  小组分享交流

Task 3: Try to read, help each other 互帮互助试读

In_____,it is_____. We_______.

学习have picnics和go climbing.

In_____,it is_____. We_______.

学习make snowmen, go skating

Practice: Listen and repeat

T: Listen to the tape and repeat .

Step 3 Consolidation

1.    Read or act it out.

T: Now let’s read the poem with emotion or act it out..  

Ss: .四人一组诵读或者表演小诗。

2.    Learn to write the poem.

T: Boys and girls, you can understand the poem and express your feelings of the poem, can you write the poem?

Look, among four seasons, I like summer best. So I wrote this poem.

Which season do you like best? Choose one season to write a poem.

3. Boys and girls, you can understand the poem, express the feelings of the poem, and even you can write the poem, so I think you can be the poets!

Congratulations! After class, maybe you can write more poems.

Step 4 Homework

1.    Read and recite the poem with emotion.

2.    Think about more activities in different seasons.

板书设计：

1. T: It’s a warm day today, isn’t it?

S: …

(出示课件图片，学习warm)

T: What do we do on warm days?

S: We …

(出示课件图片，学习：go boating, fly kites, pick strawberries,…)

【设计意图：师生通过谈论天气和人们的活动为课文学习进行铺垫。如果天气不好（不温暖），可以通过课件中的图片直接引入学习。】

2. Talk in groups

(1) T: Look at this picture, how’s the weather?

S: It’s hot.

(出示课件图片，学习：hot)

T: What do we do on hot days?

S: …

(2) T: How’s the weather in this picture?

S: It’s cool.

T: Do you like cool days? What do we do on cool days?

S: …

(3)T: Is it cool?

  S: No. it’s cold.

(通过课件图片继续学习cold)
T: Do we go climbing on cold days? What do we do on cold days?

S: …

【设计意图：结合天气特色明显的三幅图学习：hot, cool, cold。并通过：What do we do on… days?引发学生对不同天气人们的不同活动进行思考，进一步为话题学习铺垫情境。】

Step 2 Say a rhyme

1. Ask and answer

T: How’s the weather?

S: It’s warm/hot/cool/cold.

T: What do we do on warm/hot/cool/cold days?

S: We go boating/go swimming/go climbing/go skating.

(学习go boating/go swimming/go climbing/go skating)

2. Learn to read the rhyme

(出示Rhyme:

Warm, warm, let’s go boating.

Hot, hot, let’s go swimming.

Cool, cool, let’s go climbing.

Cold, cold, let’s go skating. )

3. Read it together

【设计意图：通过朗诵韵律小诗，帮助学生强化新词warm, hot, cool和cold的语音，强化词组go boating, go swimming, go climbing和go skating的语义，为课文学习做好铺垫。】

Step 3 Presentation:

1. Watch and answer

T: We are happy today. Let’s watch a cartoon together. Then tell me, what’s the cartoon about?

S: It’s about seasons.

(学习seasons)

2. Read and answer

T: How many seasons are there in one year?

S: There are four.

T: What are they in English? Read the passage quickly and find the answers.

S: …

(学习spring, summer, autumn, winter)

3. Read and underline

T: What do they do in different seasons? Please read and underline the activities.

S: …

4. Read in pairs

T: Check your answers in pairs. And try to read with your partner.

S: …

5. Read and learn

T: What do they do in spring/summer/autumn/winter?

S: …

(学习fly kites, eat ice creams, have picnics, make snowmen)

6. Listen and repeat

T: Listen to the tape and repeat Story time.

S: …

【设计意图：通过观看动画了解语篇的主题Seasons，展开话题的学习。让学生在朗读中回答、划线和学习，在跟读中强化语音知识，注重学生语音、语调的训练和培养。】

Step 4 Consolidation

1. Try to retell the passage in groups

T: Please retell the passage about seasons in groups of four.

S: …

2. Let some groups retell in class

T: Who’d like to retell the passage in class?

S: …

【设计意图：请学生在语篇学习的基础上，进行模仿和复述。小组合作的形式可以降低活动的难度，增加活动的趣味性。可鼓励学生在原文的基础上进行改编和补充。】

Homework  家庭作业

1. Read and recite the passage.

2. Think about more activities in different seasons.

3. Prepare some photos of your favourite season and bring them to class next time.

Teaching aids  教学准备（含板书设计）

教学准备：PPT课件及相关音、视频文件，单词卡片。

板书设计：

说课

       本节课作为单元的起始课时，主要以图片和文字的形式呈现了四个季节的气候特征以及孩子们在这四个季节中通常做的活动，表达了对自然和生活的热爱。

       教学内容的设计主要有以下几个特点：

1. 始终围绕Seasons的主题展开学习。从不同天气对人们活动的影响开始谈起，再结合动画了解不同季节的气候特征，最后将季节、气候和人们的活动相结合进行学习。始终围绕着Seasons这一主题，有利于学生的学习，符合循序渐进的学习规律和原则。

2. 语篇学习前的语言铺垫为语篇学习降低了难度。作为四下学习内容，本语篇的目标词汇和句型偏多。为了降低学习的难底，在语篇学习前设计了Free talk的环节，请学生根据所提供的图片和实际情况进行谈论，鼓励学生根据自己平时的观察，用已有的知识进行简单描述和回顾，并提前学习了本课部分目标词汇。

3. 注重在语篇学习的过程中，培养学生获取信息的能力和表达能力。在语篇学习中，活动的设计注重学生学习能力的培养。通过看动画找主旨，读课文找关键词以及划出目标短语等活动来培养学生的阅读能力；朗读的训练和复述的活动设计都可以有针对性地训练学生的语言素质和语言输出的能力，为进一步的学习进行语言铺垫，为能力提升打好基础。