Story time教学设计

四年级下册Unit5 Seasons (Story time) 江苏省高邮实验小学 戚红霞

教学目标：

1.

能听得懂，会读，会说，会写单词：spring, summer, autumn, winter, hot, warm, cool, cold。

2.

能听得懂、会读、会说句子：We like spring/summer/autumn/winter. In…, it is warm/cool/hot/cold. We… (具体活动)。

3.

自由地表达每个季节的气候特征和在每个季节里通常做的事情。

有感情地朗读小诗并表演。

教学重难点：

重点：1.有感情地朗读小诗并表演。

2.会介绍四季的气候特征并表达在每个季节里通常做的事情。

难点：会介绍四季的气候特征并表达在每个季节里通常做的事情。

Teaching procedures：

Step 1. Warm up （Greetings and free talk）

T: Hello, boys and girls. I'm Miss Qi. Nice to meet you.

Ss: Nice to meet you, Miss Qi. T: Hi, what's your name? How are you?

S1: ... T: Hello, what's your name? How old are you? S2: ... T: Hi, nice to meet you. I like reading, do you like reading? S3: ...

Step 2. Presentation （Outside reading）

The sun has four children. They are Spring, Summer, Autumn and Winter. In spring, the flowers are beautiful. In summer, ice creams are yummy. In autumn, the apples are red. In winter, the snowmen are lovely. Q: How many children does Mr. Sun have？

Who are they? Learn: spring, summer, autumn, winter, season. 【设计意图】此处在课的开始，利用绘本导入，营造英语学习的氛围，增强

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学生学习英语的兴趣，所编的这篇关于四季的绘本与本单元所学内容紧紧相扣，让学生通过阅读，引导本节课将要教授的内容seasons,并顺势揭题，使得学生在轻松快乐的氛围内从旧知过渡到新知. Step 3. Happy Reading Task1: Watch and say Watch the cartoon Q: Which season do you like? I like... Task2: Listen and match How is the weather in four seasons? Listen，match. Learn: warm, hot, cool, cold. Chant together. Task3: Look and say Show some pictures. Q: What can we do in spring/summer/autumn/winter? In spring, we fly kites. In summer, we eat ice creams. In autumn, we have picnics. In winter, we make snowmen. Learn：fly kites ,eat ice cream，have picnics, make snowmen. Task 4 : Read and circle Open their books, read in groups, circle some phrases. In spring, we go boating. In summer, we go boating. In autumn, we go climbing. In winter, we go skating. Learn：go boating ,go swimming, go climbing , go skating. Task5: Play a game 1.

Take out the envelope, discuss in groups and stick the pictures on the paper.

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2.

Ask a student to stick the pictures on the blackboard. 3.

用“In…., it is…. we...”来总结所学内容. 【设计意图】：学生对文本有了一定初步感知和了解后，要通过多种方式，层层递进地理解文本，感受文本，此处采用任务型阅读的方式，学生完成任务之后，教师可以在各个环节教授新的单词和词组。

Step 4. Consolidation 1.

Listen and repeat 2.

Read and act A:Act one season together ! B:Act four seasons together! C:Act one by one! 3.

Do all the countries have four countries? In Iceland, it's winter all year around. In Tanzania, it's summer all year around. Enjoy seasons! Enjoy nature! Enjoy life! 【设计意图】: 语篇教学中,教师要有意识地适当引导学生从知识汲取到能力训练的过渡

,此处先跟读然后再自选方式表演，这样可以让学生模仿语篇,培养学生口头表达能力, 用学会的语言进行输出,培养学生的语言运用能力，并适当进行文化知识的拓展与延伸。

Step 5. Homework: 1.Talk about the season you like with your parents.

2. Choose one season to make a new poem.

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