Story time含PPT的教学设计及点评

4B Unit5 Seasons (Story time)教学设计

前洲中心小学 支莺燕

一、教学内容：《译林英语》4B Unit5 Seasons (Story time)第一课时

二、教材分析：

本单元围绕Seasons这一话题展开，重点谈论四个季节的不同天气特点和人们在每个季节的活动。本课Story time不同于以往学习的对话形式，而是以阅读文本形式出现的一首关于seasons的优美小诗，这就要求学生能读出小诗的韵律美。

三、教学目标：

知识目标：1.能听懂、会说、会读、会写season, spring, warm, summer, hot, autumn, cool, winter, cold。

2.能听懂、会说、会读、会写 In spring, it is warm. We go boating。

能力目标：能在老师的指导下有感情地朗读本首诗歌。

情感目标：能表达四季的气候特征及人们相应的活动。

四、教学重点：

1.能听懂、会说、会读、会写season, spring, warm, summer, hot, autumn, cool, winter, cold。

2.能听懂、会说、会读、会写 In spring, it is warm. We go boating。

五、教学难点：

1.能在老师的指导下有感情地朗读本首诗歌。

2.能表达四季的气候特征及人们相应的活动。

六、教学准备：PPT,词条

七、教学过程：

Step1. Preparation and Situation 1. Greeting. Good morning, boys and girls! Nice to see you. 2. Free talk What day is it today? What lessons do you have this morning? What subjects do you like? Why? 3．Play a game 承接以上问题，学生回答： I like English. It’s fun. T: Me too. We can play games in English lessons. Do you like games? Ss: Yes. T: Let’s play a game. OK? Ss: OK!

游戏规则：

看见单词、词组、句子读一读；看见图片拍拍手

【设计意图】本环节设计了游戏：看见单词、词组、句子读一读；看见图片拍拍手。旨在然学生复习之前学过的动词词组及部分形容词，为本课的学习作铺垫。游戏中的图片用的是一年四季比较有代表性的图片，让学生欣赏图片的同时导入新课。

Step2. Presentation and practice 1. 揭题Unit5 Seasons T: Look at the pictures. Are they beautiful? Ss: Yes. T: What do you know about the pictures? What are the pictures about? 引导Ss: They are about seasons. (教学seasons，并贴板书) Ss read after T T: How many seasons are there in a year? Ss: Four. T: What are they? Ss: Spring, summer, autumn, and winter. 2. 学习四季Spring, summer, autumn, winter及相应的天气

T: These are the four seasons in a year. They are spring, summer, autumn, and winter. And what’s the weather like in each season? Which season is cold? Which is cool? Which is hot and which is warm? (教学 cold, cool, hot, warm) Please think and choose.

cold cool hot warm

In spring, it is _______. In summer, it is _______. In autumn, it is _______. In winter, it is _______. T: Let’s say a chant: In spring, it is warm. In summer, it is hot. In autumn, it is cool. In winter, it is cold. 【设计意图】在学习完四个季节后，我让学生根据已有生活经验来选一选每个季节的气候。学生都能准确选择。然后把四句描写四季气候的句子配上节奏形成一个chant,学生读起来朗朗上口，对季节和气候掌握较好。

3. Read and find T：What do we do in different seasons? Let’s read in groups and find the activities about seasons.

Ss: 学生回答。

T把与本课有关的词条贴到黑板的边上。

相机教学：fly kites, go boating, eat ice creams, go swimming, have picnics, go climbing, make snowmen, go skating. Make a poem 对照板书，编一首小诗。

______ In _______, it is_________. We___________. We___________. We like ________. 【设计意图】本环节我让学生自读课文找一找不同季节人们做的不同事情。由于课文是诗歌形式，学生找起来比较简单。然后让学生根据板书来编一首一个季节的小诗，其实就是复述课文的一段。由于字词都学习了，所以难度不大，学生也乐于参与。

4. Enjoy reading （1）read after the tape T: Now, let’s read after the tape. Please pay attention to the pronunciations. 跟录音读一遍。

（2）Poem recital party T: what do you think of the poem? We’ll have a poem recital party. You can choose any one way to read. 小组合作，设计一下朗诵展示的形式，

如：1.小组齐读

2.小组分工读

3.小组花样读

4. …

… （期待你创意独特的表现哦！）

Tips :1.小组成员能够正确、流利地朗读诗歌。

2.能够有感情、有动作地朗诵诗歌。

【设计意图】：在教学完小诗后，让学生进行一个朗诵比赛，旨在让学生巩固所学文本的同时能感受到诗歌的韵律美及诗歌中要表达的对大自然的热爱之情。

（3）小组展示诗歌朗诵成果

Step3: Extension and expansion （1）

Show time: T: Now we know the seasons. What about the seasons in Wuxi? Can you introduce? Hello, everyone. In Wuxi, it's…in…

I (can)…

I like… （2）学生展示环节。

（3）情感升华：

Enjoy each of the season, enjoy your life! 【设计意图】：本环节让学生离开文本，来谈一谈无锡的一年四季。培养学生语言的实践运用能力。并通过情感升华激发学生对大自然的热爱之情。

Step4. Homework. 1. Choose one season and compose a poem. 选择一个季节，并创编一首诗。

Try to introduce the seasons in our hometown. 试着介绍我们家乡的季节。

Step5:板书设计

spring warm fly kites go boating

winter cold make snowmen go skating

Seasons

autumn cool have picnics go climbing

summer hot eat ice creams go swimming