Story timePPT专用教学设计内容

四下Unit5 Seasons (Story time) By Yiling Primary School

Niu Qufeng

Teaching aims:

1. Enable the students to master the four-skill words: season, spring, warm, summer, hot, autumn, cool, winter, cold.

2. Help the students to learn the new drills: In spring, it is warm. We go boating.

3. Require the students to read the poem with emotion. 4. Enable the students to talk about the activities of the four seasons. 5. Cultivate the students’ spirit of loving the four seasons and their life. Teaching key points: 1. Enable the students to master the four-skill words: season, spring, warm, summer, hot, autumn, cool, winter, cold.

2. Help the students to learn the new drills: In spring, it is warm. We go boating.

Teaching difficulties: 1. Require the students to read the poem with emotion. 2. Enable the students to talk about the activities of the four seasons. Teaching aids: PPT and paster board.

Teaching procedures: Before class T: Hello, everyone! Nice to see you again. Before class, let’s enjoy some pictures. (PPT shows the pictures of the four seasons, lead the students to feel the concept of the seasons and the poem. ) T: These pictures are very nice, right? They’re all about seasons. Step 1. Warming up 1.

Greeting 2.

Free talk T: Today, I’m your new English teacher, so I want to know something more about you. Can you introduce yourselves from these parts? 3.

Revision At the same time, review the old knowledge: fly kites, go swimming, go boating. (The purpose: The students still forget themselves in the break when the bell is ringing. Simple daily English will get them back to the English learning atmosphere. I’ll talk about something they’ve learned before which relates to this lesson, that will arouse the students’ interest in learning English.)

Step 2. Presentation 1.

To stimulate the students’ interest in English learning 2.

Let’s enjoy The students watch the cartoon 《Four seasons》

and learn the new words: spring, summer, autumn and winter. (1)

Watch and learn T: Look, this is Mac the apple tree, today he will read a nice English poem for us. Let’s enjoy the poem and try to find out “Which season does Mac like?”

T: Now let’s check it, which season does Mac like? (PPT shows the seasons which Mac likes.) T: So, Mac likes spring, summer, autumn and winter. They’re seasons. Please read after me: seasons. (2)

Think and say T: On the blackboard, we can see four colours, they’re…

(The teacher leads the students to say the colours.) T: One colour stands for one season. So, green, what do you think? 3.

Listen and match The students listen to the special sound of the four seasons, and choose the right pictures. (1)

Warm (read individually) T: Spring, listen carefully, choose A, B, C or D?

(The teacher sticks the paster of “warm” on the blackboard.) (2)

Hot (read together) T: Summer, how do you feel?

(The teacher sticks the paster of “hot” on the blackboard.) (3)

Cool (read together) T: What about autumn?

(The teacher sticks the paster of “cool” on the blackboard.) (4)

Cold (read group by group) T: The last season is winter. We choose…

(PPT shows the words

“old” and “cat”.) T: In this word, letter “c” pronounces “/ k /”, can you read it now?

(The teacher sticks the paster of “cold” on the blackboard.) 4.

Let’s talk

The students talk about the four seasons like this: I like… It’s… I can…

(PPT shows the pictures of the four seasons.) Teach: have picnics (read one by one) Teach: go climbing (read by boys and girls)

(The purpose: We know “Interest is the best teacher.” All the students are very interested in these activities. So they are eager and active to take part in, and they will learn the new words and drills easily and efficiently in the real situation.）

Step 3. Text learning 1.

Watch and give a title The students watch the cartoon and give a title.

(The students watch the cartoon.) 2.

Read and match

(The students read the poem and underline the sentences.) 3.

Let’s say (The students try to recall each season of the poem.) (1)

Spring (teacher and students) (2)

Summer (one student) (3)

Autumn (a boy and the group) (4)

Winter (a girl and the group) 4.

Let’s read The students read after the computer and try to read the poem well. (1)

Read after the computer (2)

Cultivate students’ individual reading ability Spring: In spring, it is warm. Summer: We eat ice creams. Autumn: We go climbing. Winter: We like winter. (3)

Read in different ways The students read the poem in different ways.

(PPT shows different requirements of reading.) T: If you can read it correctly, you can get one star. If you can read it fluently, you can get two stars. If you can read beautifully, you can get three stars. (The students read the poem freely.) (4)

Read the four seasons The students try to read the poem beautifully.

Spring

(The teacher asks one student to read.) Summer

(The teacher asks one student to read.) Autumn

(The teacher asks the students to read.) Winter

(The teacher asks the students to read.) The whole poem

(The students read the whole poem together.)

(The purpose: According to the cognitive ability, I will teach the new through the old, which will help them to learn quickly and conquer the difficulties easily. The students will develop their abilities by reading the poem.) Step 4. Development 1.

Compose a poem The students try to compose a poem on the season card.

(The students compose a poem in groups of four.) 2.

Read in groups The students read the poems in groups. 3.

Have a poem contest The students have a poem contest to show their poems.

(The students read the poems in groups of four with the background music.) 4.

Summary

(The purpose: In this step, I will give Ss a free space to show their abilities. Task-based teaching method is used here to develop Ss’ abilities of communication and co-operation.) Step 5. Homework (PPT shows the homework.) T: Here’s your homework: (1) Read and recite the poem with emotion. (2) Talk about your season card with your friends. So much for today, class is over. Goodbye, class. (The purpose: The students will forget what they learned quickly if we don’t offer immediate consolidation. So the exercise is necessary for them. Through the colorful exercise they will master the contents better.)

Blackboard design：

Unit5 Seasons