Story time板书设计及意图

4B Unit5 Seasons （story time）Teaching plan Teaching content: Unit5 Seasons （story time）

Teaching aims: 1. Pupils can read and say the poem about seasons.

2. Pupils can discribe the climate in each season.

3.Pupils can talk about activities in different seasons.

4. Pupils can write a poem with the new words. Teaching difficulties: 1. The format of the poem. “In …, it’s …, we go … .”

2. The pronunciation of the new words, such as picnic, climbming, snowmen, etc. Teaching aids: pictures of four seasons, a fan, an ice bag, season cards(exercice sheets) Teaching procedures:

Step one: warming up 1.

Greetings.

T: Nice to meet you, boys and girls. 2.

Free talk.

T: Do you know me?

T: Who am I?

T: What do I like?

S: ...

T: I’m Miss Chang. I like singing. Can you sing with me? Step two: presentation 1.

Appriciate a song.

T: Can you title this song? [设计意图]：一首地道的英语歌曲，能迅速集中学生的注意力，把学生的学习热情转移到学习上来，让学生快速进入角色，沉浸在浓厚、的英语学习氛围中，全身心的准备开始学习。而且本节课中涉及到了四季，学生很自然的从歌曲中学习了四季的英文表达，为后续的教学作铺垫。

T: I think that’s a good title. “Seasons”. 2.

Talk about seasons. T: There are four seasons in a year. Spring, summer, autumn and winter. T: Which season do you like? Spring, summer, autumn or winter? S: ... T: Different people like different seasons. [设计意图]：

3.

Talk about feelings in different seasons. T: In different seasons, people have different feelings. T: In spring, it’s warm. (Teacher plays the PPT, and enable pupils to listen to the birds.) S: (listen and say)warm. T: In summer, it’s hot. (Teacher shows a thermometer with high temperature and a picture of hot sun.) S: (look and say)hot. T: In autumn, it’s cool. (Teacher takes out a fan, and enable pupils to feel the gentle wind.) S: (feel and say)cool. T: In winter, it’s cold. (Teacher shows an ice bag, and enable pupils to touch it.)

S: (feel and say)cold. T: We know the climate in each season. And there’s a chant about it. “In spring, it is warm. In summer, it is hot. In autumn, it is cool. In winter, it is cold.”

[设计意图]：通过谈论季节带来的感觉，调动学生已有生活体验，使他们能充分融入话题讨论中，有话想说也有话可说。并采取听鸟叫声、观看图片、感受微风和触摸冰袋等多种感官刺激，加深学生对warm, hot, cool, cold四个词的识记。然后再通过一首chant，将四季和气候类单词进一步联系在一起，巩固新知。

4.

Talk about activities in different seasons.

T: Different people like different seasons. Because in different seasons, people can do different things. T: In spring, it’s warm. We go fishing. We go boating. We go jogging. T: In summer, it’s hot. We go... . S: ... (think and say) T: Yes. In summer, it’s hot. We go swimming. (Teacher shows a picture of swimming.) T: In autumn, it’s cool. What do we do? S: ... (think and say) T: That’s a good idea! We also go climbing. (Teacher shows a picture of climbing hills.)

And in winter, it’s cold. S: ... T: You can say that again! (Teacher shows a picture of skating.) We can go skating together this winter! And we can go skiing too! [设计意图]：话题继续延伸，进一步讨论在不同季节里的活动，让学生在教师的引导下通过个人思考说出新句型we go ...ing，以便教师对新语言点的呈现更加自然。接下来让学生在用中巩固, 非单调地反复操练句型，而是有意义地使用。学生在实用英语的过程中，感受成功的喜悦。

5.

Enjoy the story time. T: Seasons are beautiful. Let’s appriciate a poem about seasons. (a) Watch and judge （

）1. In spring, we go boating. （

）2. We go swimming in summer. （

）3. Autumn is cool, we go skating.

（

）4. In winter, we go climbing.

T: （√）1. In spring, we go boating. （√）2. We go swimming in summer. （×）3. Autumn is cool, we go skating.

T: Autumn is cool, we go climbing.

（×）4. In winter, we go climbing.

T: In winter, we go skating. (b) Read and circle T: What else do we do in different seasons? Please the poem by yourselves and circle the phrases.

S: (read and circle, then try to say) fly kites, eat ice creams, have picnics, make snowmen. S: (listen to teacher and try to say the phrases) (c) Read and feel T: Good job. Let’s learn to say the poem, and think how they feel. S: (read and feel) They’re happy. (d) Read the poem in groups T: Please choose your favourate season to read in your groups. Then read the poem together in four. [设计意图]通过观看录像来调动他们视觉、听觉和记忆力来参与语言活动。通过判断题强化climbing和skating的听读；采用自读方式让学生自己找出“动词+复数”短语，培养学生一定的阅读技巧和阅读能力。同时，小组活动体现了协作和团队精神。

Step three: consolidation and practice 1.

T: How would you descibe seasons? In my opinion, summer is hot. We go swimming. We eat watemelons. I like summer. How would you descibe the four seasons? Discuss in groups and finish the season card. S: (discuss and stick) 2.

T: Look! I’ve done my card. (Teacher looks at the blackboard and retells the poem.) S: (report in groups) 3.

T: Great！Do you find anything in the poem? S: In ..., it’s ... . We go... . We ... . We like ... . T: That’s right! So we can make our own poems now! S: (try to make new poems) S: (show the new poems) [设计意图]进一步鼓励学生发挥自己的想象力和主观能动性，并与实际相结合，完成对季节卡的制作，加深学生对四季完整而又鲜明的认知。此外，在引导学生找出诗歌这一体裁特点后，鼓励学生采用小组合作的方式设计创编“最喜爱的一个季节”新诗歌活动，是一种能激活学生思维的积极有效的语言输出方式。该任务具有趣味性、挑战性和创新性，可以使学生充分运用自己储备知识和创造力，从而使整个学习过程充满了灵感和智慧。让学生从对课堂的体验、对文本的体验和对英语的体验回归到对生活及对大自然最本真的体验。

Step four: assign homework 1.

Read the poem with emotion. 2.

Try to make a poem about the whole seasons.