Words in each unitppt配套教案板书设计

Unit2

My favourite season

教学目标：

1、学习第二单元有关四季特征及相应活动的语言知识。

2、能够在write and say部分用英语表达最喜欢的季节和在该季节能够进行的活动。

湖北省监利县三洲镇三洲小学

朱璟雯

3、能够结合已学的单词和句子串入新词汇编写小对话并与同学进行相互交流。

重点难点：

重点：能够描述四季特征和最喜欢的季节及其原因。

难点：能够编写对话同其他同学交流。

教学准备：

1、课件、课前板书。

2、单词卡片。

教学设计：

Step1:Warming up

通过do actions 进行热身

T：Are you happy today? S:Yes. T: If you are happy,please clap your hands.

If you are happy,clap your hands, shake your body,do morning exercise. Step2:Lead-in

设计目的：利用猜谜语的游戏，让学生叙述并猜测四季，这样既训练了学生的口头表达能力，又训练了学生听说的能力，使学生听说阶段学习兴趣更好得到强化。

Guess riddle：

（1）it's very cold. There aren’t any tree leaves. Sometimes youcan see white snow in it. Which season is it?

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（2）it's very hot. The trees are green. You can see many flowers I can wear my skirt. We always use fans and eat ice-cream. Which season Is It? （3）it's not too hot or too cold. The leaves turn yellow. Many people like to go outing and have a picnic. Which season is it? （4）it's getting warmer and warmer. it's the most beautiful season, I think. The birds are singing in the trees. The flowers are coming out. People will plant trees in this season. Which season is It?

Step3:Presentation 设计目的：通过看和说，呈现本课词组，利用卡片和动作让学生理解句子。

1、复习四季单词

T：We have learned the word of seasons,clap your hands and read the four words. 询问

T：Which season do you like? S:I like spring/summer/autumn/winter. 然后分别让四位学生带读句子I like spring/summer/autumn/winter。

2、由Which season do you like?进一步加深难度到Which season do you like best?强调“best”并释义，随后将best 加到I like spring/summer/autumn/winter构成完整句子让学生朗读。

T：Which season do you like? S: I like ……and……

T：As we know, we can like many seasons and in different season,we can do different things.So which season do you like best? S:I like……

best T：Why? 随后引出并教读Because I can ……此类释义句，并带学生朗读小对话。

设计思路：由Which season do you like?进一步到Which season do you like best?并把两个答句整合成“I like ……best，because I can……”一步步导向目标语句。

2、由上一步引出go on a picnic/go swimming/pick apples/make a snowman并配合动作让学生识记。

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Step4:Practice

设计目的：通过游戏、表演等趣味操练，让学生在生动活泼和趣味盎然的气氛中学习知识。

合作方式：ONE BY ONE 1、go fast

教师发出指令，学生迅速转向后面并拍打后桌一下读出“go on a picnic”，最后一排同学举手，点两列学生同时进行并PK，先举手的那一列为winner，由此往复。

2、pass on

利用传递的方式操练go swimming,可由两组同学同时进行，一个同学读完指向后面一排任意一同学，由此传递下去。

3、大小声操练pick apples. 4、Touch it

学生跳跃顶卡，若是触碰到则大声朗读出来。

5、四季和四项动词短语卡片以开火车式小组朗读检验成果。

6、最后让学生整合所学，利用编对话的形式巩固和运用所学。

Step5:Consolidation 设计目的：利用“消失的图片”游戏活动，让学生在一个开放性的活动中回顾本节重点并向深层次发展。

1、“What’s missing?”融入第一单元动词词组，结合第二单元让学生看一张图片，几秒过后消失几组词组，让学生回忆并反馈消失的词组，重复几次，由此达到记忆巩固的效果、

Step6:Homework 1、抄写四个动词短语各5遍。

2、运用今日所学句子，询问父母最爱的季节，了解父母的喜好。

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