Unit 3 The seasons第二课时教学实录

Teaching plan School: Yuxiu School Date: May, 20th , 2010 Teacher: Tangyingying (唐缨瑛) Book: Oxford English Book 3B M3U3(Period 3) Topic: The four seasons Time: 35 minutes Teaching Aims: 1. Learn the new words: sandcastle, swallow, willow. 2. Can say the phrases and sentences about four seasons: Eg: plant trees, fly kites, have picnics, make sandcastles, have gloves …

we can … in …. 3. Can use “…like doing…/ …can do …” correctly and fluently.

Eg: I like making sandcastles. I can make a sandcastle. 4. Can find out the difference about four seasons and describe the favourite season correctly. 5. Make students enjoy the four seasons, enjoy the nature. Main points: 1. Enable to read the new words correctly. 2. Enable to use the sentences: …like doing …./ …can do …. 3. Describe the four seasons correctly. Difficult points: 1. Enable to use the sentences: …like doing …./ …can do …. 2. Describe the favourite seasons correctly.

procedures steps Pre-task preparation

contents 1. A song

2. Review methods Sing the song; “Four seasons”

1. Ask and answer: purpose 由本课主线小蚂蚁Lily带领大家唱儿歌，并

What season is it? How is this season? 2. Read the small text. 1. Listen a passage. 2. Show pictures of

“swallow” and read.

3. Read: Swallow, swallow.

Back, back, back.

Look! The swallows are back. Look and say: Look! The ____s are back. They like ___(ing) in spring.

1. Show pictures of “willow”,

spell and read. grow, grow. We can plant willows in spring The willows grow and grow. Look and say: We can plant ___s in spring. The ___s grow and grow.

Look and say: It is warm in spring. _____s are back. They like ___(ing) in spring. We can plant ____s. The ____s grow and grow. spring 由此展开相应教学内容。

While-task procedure Spring: 1. swallow

…s are back.

in spring.

2. willow

in spring. The…s grow

and grow.

3. describe

由再构的关于春天的短文，引出swallow和willow这两个与春天息息相关的景物。让学生在介绍春天时能有更多话可说。

由swallow引出willow，两个单词间读音和拼写都很相似。

结合swallow和willow的两个语段，让学生用更多的话来描述春天。

They like …ing

They like singing in spring. We can plant…

2. Read: Willow, willow. Grow,

Summer 1. sandcastle

I like doing …. I can do….

2. describe

summer

Autumn

Oh! How beautiful!

1. Listen a passage. 2.Show the pictures of

“sandcastle”, spell and read. 3. make a sandcastle 4. Read: In summer, I like making sandcastles on the beach. 5. Look and say: In summer, I like____ on the beach. Look! I can ________.

Say and act:

Make a phone call A: Hi, this is Lazy. B: Hi, this is Lily. A: Where are you, Lily? B: I’m on the beach. A: On the beach? Do you like

____(ing) there? B: Yes, I do.

And I can _____.

1. Listen the passage about

autumn. 2. Fill the blanks. 3. Read this passage.

通过两个句子进Look! I can make a sandcastle. 的对比学习，一步巩固like doing和can do的用法。

创设打电话的情景，让学生在扮演角色中既提高学习的趣味性，又巩固相关句型。

用听力的方式使学生了解秋天的主要特征，同时锻炼学生听和写的能力。

Winter:

I like/don’t like winter, because can/like …

(because can’t

/ don’t like …) I I 1. Listen and read 2. Look and say: (show the pictures of animals) A: I like winter,

because it’s ____. I can/like ____. B: I don’t like winter,

because it’s ____.

I can’t/ don’t like _____. 3. My idea about winter: I like/ don’t like winter, because I can/ like ……. (because I can’t / don’t like …) 让学生通过具有季节性特征的动物的视角出发，引出I like/don’t like winter, because..

设置开放式的回答，让学生没有束缚的想说什么就表达什么。

Post-task Activity My favourite season 1. Show four pictures and

passages about seasons. 2. Choose the season you like to read. 3. Exchange “My favourite

season”

在互相交流自己最喜欢的季节中巩固所学知识。

Assignment Homework 1. Read the text. 2. Copy the new words and

sentences. 3. Try to write your favourite season.

教案说明：

本课教学内容是小学牛津英语3BM3U3 Seasons的第三课时。主要新授swallow，willow，sandcastle这几个单词，学习和巩固…like doing …/ …can do…

的用法，以及让学生能正确流利的描述自己喜欢的季节。基于三年级学生的现有

知识与接受能力，和现在英语教学中文本再构的教学思路，对本课教学进行了以下的设计和考虑。

一、对于四个季节进行侧重点教学。本课教学重点放在spring和summer上，其次是winter，其中包括了要新授的单词和贯通四个季节所涉及的句型。对于autumn的教学相对简略。这样分配一是可以调节上课的节奏，二是避免相似句型反复出现使学生觉得枯燥。

二、由小蚂蚁Lily贯穿于四个季节。为了使整个教学更有整体性和连续性，仍旧以上个单元出现过的Lily这个学生很喜欢的卡通为主线，学生们在再次看到Lily感到很亲切的同时，跟随Lily的视角，一同感受着四季的变化和每个季节的不同特征。

三、每段教学先感知四个季节的特征再表达。除了春天这个现在所处的季节学生能实实在在感受到以外，其它三个季节都会有距离感。因此通过再构的短文，并在其中出示不同的景物特征唤起学生对其它三个季节的记忆，和感知不同季节间的区别。为最后学生能正确描述自己喜欢季节的特性做准备。

本文的词句教学都有相关的文本带动，最后又回归文本，让学生综合运用所学能较全面的描述自己喜欢的季节，达到学以致用的语言目标。

文本1：In spring, it’s warm and wet. Birds are back.

Listen! The swallows are singing. And plants grow and grow.

Look! The willows begin to turn green. 文本2：In summer, it’s very hot. The sun shines and shines.

We can go to the beach. And I like making sandcastles there. Look! I can make a sandcastle. 文本3：In autumn, it’s cool. It’s not hot.

I can hear leaves falling down. They’re red and yellow.

I can smell many fruits. They’re nice. I like flying a kite and riding a bicycle. I like having a picnic too. 文本4：In winter, it’s cold outside. There are no leaves on the trees. Sometime it snows. I can have my coat and gloves. I like ice-skating and skiing.