Story time教学设计一等奖

Unit5 Seasons (writing time) 教学内容：牛津小学英语4B Unit5 Writing time 教学目标：

1.

知识与能力目标

（1）培养学生初步的写作能力，学会介绍自己最喜欢的季节。

（2）培养学生基本的造句能力，掌握I like spring/summer/autumn/winter. In ..., it is ....I wear/eat/do ...in .... （3）学生能了解作文的正确书写方法，并注意大小写、标点符号、分段等。

2.

学习策略目标

（1）学会合作学习，交流信息，提高英语写作能力。

（2）掌握英语写作中组织语言的能力。

3.

情感态度目标

通过My favourite season的写作，培养学生基本的写作能力，培养学生愿意用英语描述自己最喜欢的季节。学生能更好的自评作文和评价其他同学的作文，并能正确的使用修改符号。学生能通过介绍自己最喜欢的季节表达自己对四季的情感。

教学重点：

1.学生能正确的听说读写I like spring/summer/autumn/winter. In ..., it is ....I wear/eat/do ...in .... 2.学生能用本单元所学正确的书写My favourite season。

3.学生能了解作文的正确书写方法，并注意大小写、标点符号、分段等。

4.学生能更好的自评作文和评价其他同学的作文，并能正确的使用修改符号。

教学难点：

学生能用本单元所学正确的书写My favourite season。

教学准备：

PPT，板贴

教学过程：

Step1 Warm up 1）Sing a song

What’s your favourite season?

（设计意图：通过歌曲开门见山的引入最喜欢的季节，学生通过感官初次感受季节。）

2)

Introduce four seasons T:There are four seasons in a year. They are spring, summer, autumn and winter. Spring is green with flowers and songs.Summer is hot and the days are long.Autumn is golden and the farmers are busy. Winter is white and the year is gone.What’s your favourite season?Why？

Can you guess my favourite season? （设计意图：通过一个小绘本配上音乐介绍四季，让学生再次感受季节，再让孩子们说一说哪个是你最喜欢的季节并解释原因。让孩子们说说你对季节的初次印象。最后让孩子们猜猜教师最喜欢的季节，猜的环节为下面的思维导图进行伏笔。）

Step 2 Presentation

1）T: Maybe my favourite season is summer ,or spring. There four seasons in a year, so let’s devide our class into four groups, spring, summer, autumn and winter. There are five tasks for you. If you can finish them, I will give you some key phrases. After that ,you will know my favourite season.If one group wins, I will give you a gift. Ready? Task1 Little reporter (你是小小播报员，给大家来介绍四季的天气吧！) T: You are all the little reporter, let’s report the weather! Who’d like to try?

In

，it is hot and sunny. In

, it is warm and fine. In

, it is cold and snowy. In

,it is cool and windy. Task2Big eyes（全体一起说放大镜中的景物，记得用形容词可以让你的句子更漂亮哦！）

T:What do you see in the picture? You can say”I see ...”If you can use the adjective in the note, it will be perfect! S: I see green trees/colourful flowers/green leaves/yellow leaves. Task3 Little speaker（我们都是会说能道的演说家！现在男生女生一起来PK！谁能用下面的句型来说一说各种季节你会穿什么衣服？记得用形容词可以让你的衣服更多彩哦！）

T: You are the little speaker, what do you wear in different seasons? Boys and girls, maybe you wear different clothes, let’s PK!What do you wear? You can use I wear ...in ... Pay attention to use some adjectives! Task4 Little actor（小小配音家，来给贪食蛇配个音！记得用各种形容词来形容好吃的水果或事物哦！）

T:You are a good actor too! Let’s act for the snake. He likes eating in different seasons. What do you eat? You can use “I eat ...in ...”

Task5 Little mouth（同桌问答，看看谁的小嘴巴能说出更多的句子哦！）

T:Little mouth, but more sentences! Let’s work in pairs. One asks:What do you do in ...? One answers:I ... A:What do you do in ...? B:I .... (每完成一个任务教师提供一些key phrases给学生，在任务中给四个小组加奖励。)

（设计意图：通过任务型教学让学生在潜移默化中发现思维导图，在任务型教学中操练写作中所需要的重点句型，并鼓励孩子们多使用形容词来完善句子，让句子更饱满。）

2）T：Can you guess which is my favourite? You’re right. It’s spring. Yes, let’s think about it. Task1 is talking about weather. Task 2 is talking about scenery. Task3 is talking about clothes. Task4 is talking about fruit or food. Task 5 is talking about the activities.There are five aspects for spring.

3)

T: Can you make some sentences for each aspects? Weather: It's warm and sunny. Scenery: The leaves are green and the flowers are colourful.

Clothes: I usually wear my nice blouse or dress.

Fruit: I eat sweet strawberries and yellow mangoes. Activities: I fly kites with my friends. I have a spring outing with my classmates. It's great fun. T: Now ,let’s combine these sentences and read it!(带领学生朗读) This is the body of the composition. A composition also needs a title, a head, and a ending. Now you can see a whole composition. Let’s read it. There are three paragraphs in this composition. In the first paragraph, you can introduce your favourite. In the second paragraph, you can introduce your favourite season from some aspects, for example, the weather, clothes, scenery,fruit or food,and the activities. You can use I eat/wear/do ...And look，”usually” is a good word.

(设计意图：通过词组到句子，有易到难，层层剖析，让学生了解写作的基本步骤，思维导图的建构能让学生在引领下一步一步的完成作文。) 4)

T:This is my favourite season .What about your favourite season? Today let’s write a composition about “My favourite season”

Writing aims: 1、内容简单，句式单一，且单词拼写和语法错误等较多。9-10分

2、语言比较丰富，句式灵活。7-8分

3、结构完整，语言丰富生动。5-6分

（设计意图：让学生通过写作目标对写作有一个整体定位，为接下来的自评和互评作文打下基础。）

5）Finish your mind map 请在大圆圈里填入你最喜欢的季节。再根据word bank写一些词组来初步完成完成你的思维导图。(朗读学生思维导图) 根据你完成的思维导图，在相应的空白处把词组转化成优美的句子，如果你完成了，请举手！（投影学生句子）

（设计意图：教师不先让学生写作文，而是先完成思维导图，能让作文更出彩，更全面，教师的投影和示范能让学生体会到写作的正确步骤。）

5)

Finish your writing 写一篇标题为My favourite season（你最喜欢的季节）的英文作文，根据思维导图完成你的写作。（投影学生作文并修改）

6)

This is someone’s composition, let’s revise it!

（设计意图：通过修改有错误的作文，给学生提供修改符号的使用，能让学生目标更明确。）

7)

Sharing and revising（使用用修改符号进行自评和互评）

8)

T: Good job! You group wins! Let’s share the gift! Now, let’s enjoy a flash for the seasons in the sun!

Every season is colourful ! Enjoy every season! Enjoy our colourful life! （通过欣赏西城男孩的Seasons in the sun 对四季有一个更明确的感受，并能升华对四季的喜爱，也是对学生本节课完成作文的奖励。）

Step3 Homework 1.

Revise your writing , and then rewrite your writing.

继续修改作文，并誊写作文。

2. Write your favourite season from one aspect.

感兴趣的同学可以选择其他的方面重写最喜爱的季节,遇到不会的单词可以查词典哦。

教学板书：

Unit5 Seasons