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1、My favorite season. Section A学 校霞坊小学授课教师周丽萍学 科English教学课题My favorite season. Section A教学课时One班级五教学时间2015年5月教学目标1. Knowledge: Enable the students to catch the new words: season, spring, summer, fall, winter.2. Ability: Enable the students to ask and answer: - Whats your favorite season?- Spring.教学重点难
2、点重点：1.Words: season, spring, summer, fall, winter.2. Sentence: Whats your favorite season?难点：运用学过的单词，描述季节。教具与课件图片、单词卡、My favorite season.课件教 学 过 程修改意见Step 1: Warming up（热身） 1. Free talk T invites a S to introduce himself or herself.Follow me, follow me, fly a kite, fly a kite. Follow you, follow you
3、, fly a kite, fly a kite.Follow me，follow me, swim, swim, swim. Follow you, follow you, swim, swim, swim. Follow me, follow me, run, run, run. Follow you, follow you, run, run, run. Follow me, follow me, make a snowman, and make a snowman. Follow you, follow you, make a snowman, and make a snowman.2
4、. Chant (通过课前的热身活动，活跃课堂气氛，调动学生的学习兴趣，为本课的教学创造积极的条件。)Step 2: Presentation（课堂展示）1. Teach the new words（教授新单词）(1) T：Oh, boys and girls, youre so good. Now look at the screen, I have a beautiful picture. Can you tell me what the weather is like? （多媒体课件展示一幅春天图片）S1: Its warm.T: What color is it?S2: Green.
5、T: Yes, we see the leaves are green, and the flowers are blooming. The weather is sunny and warm. Which season is it? 也可以通过询问天气导出课题：Whats the weather like? windy and warm sunny and hot windy and cool windy and coldLets chant: windy and warm windy and warm sunny and hot sunny and hot windy and cool w
6、indy and cool windy and cold windy and cold无棣县小泊头镇小学教案教 学 过 程修改意见T: Its spring. (教授单词spring and season )T: What can you do in spring?S3: I can fly a kite.S4: I can plant trees. T: Lets see some pictures about spring.Can you tell me something about spring? (2)多媒体播放知了的声音，更生动、形象，唤起学生的注意力。T: Whats the s
7、ound? Which season is coming?Ss：Its summer.（引导学生回答并操练新单词。）T: What color is it in summer? S1: Summer is red.T: Whats the weather like in summer? S2: Summer is hot. T: What can you do in summer?S3: I can swim.S4: I can eat some ice-cream.（教师出示一首歌谣。教师和学生一起吟唱。）Spring and summer , spring and summer. Spri
8、ng is green, green, green , green. Summer is red, red, red , red. Spring is warm, warm, warm, warm. Summer is hot, hot, hot, hot. Spring and summer ,spring and summer. I like spring and summer.（这首歌谣读起来朗朗上口，可以使学生在欢乐的气氛中将知识加以巩固，充分体现了寓教于乐的教学思想。）(3)、教师播放一些秋天的视频短片T: Which season is it? Can you tell us so
9、mething about it?如：Fall is cool and windy. Fall is yellow. I like fall because.(4)、教师慢慢地播放视频短片，让学生猜是什么季节，同时引出新单词：winter，根据短片说一说。如，What can you do in winter? Whats the weather like in winter?（教师出示一首歌谣fall and winter,教师和学生一起吟唱。）T：Whats the first season in a year? What about the second/third/fourth?Ss：
10、The first season is spring. The second is summer./。 2. Read the words（多媒体课件展示本课所学四季图片及单词）T: Please look at the screen, lets read the new words together, s-p-r-i-n-g, spring, spring, spring.学生之间小组讨论他们所认为的夏天的样子，这样既可以培养学生小组合作的精神，也可以培养学生进行探究性学习的习惯。教师在问学生最喜爱的季节时，可采用任务型教学，给学生一张表格让他们进行问卷调查。无棣县小泊头镇小学教案教 学 过
11、 程修改意见3.唱歌谣教师示范相关的歌谣，如：Spring is green, summer is bright, fall is golden, winter is white提供给学生歌谣的节奏，鼓励他们自编一段有关季节的歌谣，比一比谁的歌谣琅琅上口，让学生互相学唱。Step3. Practice 1.Show Mike s Email.4. guessing game 课件通过呈现描述某个季节的语句，学生通过阅读后，猜猜是哪个季节，然后再总结在该季节能进行的活动内容。 e.g. Its often windy. Sometimes its rainy. We can wear our s
12、hirts. We can fly kites and plant trees in this season. What season is it ? Its spring . What can you do in spring? I can fly kites , climb mountains , plant trees . 同样，在学生复习完“季节与活动”后，老师继续进行板书。I can swim and eat ice-cream in summer . （4）通过与学生的复习，老师完成了自己的回邮。课件呈现老师给Mike的回信。学生了解了Canada和Yunnan的季节差异。 （5）
13、学生进行邀请信的书写，突出Wuhan的季节特点。 （6）老师对学生的作文进行阅读和批改。发现问题，及时纠正。 Sing the song: Whats your favorite season?（媒体播放歌曲）作业布置Homework： To write an e-mail to Jack, to tell Mr. Lai something about the season in Wudi。To make a season book.板书设计： My favorite seasonseason, spring, summer, fall, winter.Whats your favorite season?教学反思：我能够结合教材和学生的特点，依据新课程标准的精神，从激发学生的学习兴趣、培养良好的学习习惯、丰富生活经验和提高认知水平出发，科学安排教学内容，合理设计教学任务，开展形式多样的教学活动，让学生亲身体验，大胆实践，积极参与，共同合作与交流，帮助学生在任务性的教学途径下发展综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。