>
T&S:
Canyousing?
Icansing….
Step2Revision
T:
Let’sreviewsomewords.Lookatthiscard.run
Ss:
Spellittogether.
T:
make
Ss:
Readittheretimes.
T:
swimUsethewordmakethesentence.
S1:
swimswimIcanswim.
T:
skateWhocando?
S1:
skate
Step3Leadingin
T:
Lookatthepicture.
It’sawonderfulseason.It’sgettingwarmerandwarmer.Leavesbegintogrowonthetree.It’sspring.Doyoulikespring?
S1:
Yes.Ilikespring.
T:
Ilikespring,too.Todaywe’lllearnlesson6Ilikespring.
Step4Teachingthenewlesson
T:
Lookatthiscard.spring
Sp-ringàspring
Ss:
Spellitonebyone.
T:
springspringIlikespring.
Ss:
springspringIlikespring.
Boys&girlsspringspringIlikespring.
T:
It’sspring.It’swarminspring.How’stheweatherinspring?
S1:
It’swarm.
T:
w-ar-màwarm
Ss:
Spellitonebyone.
T:
warmwarmIt’swarm.
Ss:
warmwarmIt’swarm.
T&S:
warmwarmIt’swarm.
T:
Doyoulikespring?
S1:
Yea.Ilikespring.
T:
Why?
S1:
Icanflyakite.
T:
Inthisseasonwecanswim.It’shot.Whatseasonisit?
S1:
summer
T:
What’sthefirstletterwithsummer?
S1:
s
T:
sisforsummer.sum-meràsummer
Ss:
Spellitonebyone.
T:
summer,summer
S1:
summer,summer
S2:
summer,summerIlikesummer.
T&S:
summer,summerIlikesummer.
T:
It’ssummer.It’shot.How’stheweatherinsummer?
S1:
hot
Ss:
Readittogether.
S1:
hothotIt’shot.
T:
Whatdoyoudoinsummer?
S1:
Icanswim.
S2:
Icaneatice-cream.
T:
Idon’tlikesummer.BeacuseIt’shot.Look.It’snottoohotandnottoocold.Leavesbegintoturnyellow.Guess.whatseasonisit?
S1:
fall
T:
Good.ButinEinglandwecallitautumn.Whocancomehereteachthenewword.
S:
f-allàfall
Ss:
f-allàfall
S:
fallfallIlikefall.
Ss:
fallfallIlikefall.
T:
It’fall.It’snottoohotandnottoocold.How’stheweatherinfall?
S1:
It’cool.
T:
Whocancomehereteachthenewword.
S:
c-oo-làcool
Ss:
c-oo-làcool
S:
coolcoolIt’cool.
S&S:
coolcoolIt’cool.
Ss&S:
fallfallIlikefall.coolcoolIt’cool.
T:
Goodforyou.What’sthelastseason?
S1:
winter
T:
Learnthisseasonwithyourpartner.
Group1:
win-teràwinterIlikewinter.
Group2:
winterwinterIlikewinter.Wehavesnowinwinter.Wecanmakeasnowman.
Group3:
winterwinterIdon’tlikewinter.It’cold.
Group4:
winterwinterIlikewinter.Ilikeskating..
T:
Idon’tlikewinter.It’cold.ButIlikewinter,too.Icanskate.Ilikeskating.
T:
IsayIcan….YousayIlike…
T:
Icanskate.
Ss:
Ilikeskating.
S&SAskandanswer
T:
Lookatthepicture.Let’schant.
Step4Practice
A.Chant
T:
Let’schant.
springspringIlikespring.warmwarmIt’swarm.…
T&SS&S
B.Listenandrepeatafterthetape.
C.Makwthedialogue.Chooseonepicturewithyourpartner.
D.Finishthetableandshow.
Step5Summary
T:
Everyonedoagoodjob.Let’schant.
T&S:
springspringIlikespring.
warmwarmIt’swarm.…
Step6Homework
Today’shomework:
Listentothetape.
T:
Somuchfortoday.Goodbyeeveryone!
、
Lesson6 ILikeSpring. (第二课时)
教学目标:
1.熟练掌握 四季的单词以及主要的气候特征。
2.能够询问他人喜欢的季节及表达自己喜欢的季节并说明原因。
3.能够以第三人称的口吻,询问和表达他人喜欢的季节。
4.鼓励学生要经常到户外去活动,锻炼身体。
教材分析:
这一课选自小学英语EEC教材四年级下册第六课《ILikeSpring》第二课时的内容,本课是Ken,LiLi和Jess在讨论彼此喜欢的季节以及原因。
本课在上一课时的基础上进行讲解,因此学生们已经学会了两个个季节的表达法以及所对应的气候特征。
并且他们也已经熟练地掌握了一些动词短语,并可以正确表达出自己喜欢做的事情。
学情分析:
本课的教学对象是小学四年级的学生,他们经过了一年半的英语学习,已经有了一定的单词和句子基础,并急于也敢于用英语表达自己的想法。
本课是本单元第二课时的内容,因此学生已经学会了单词:
spring,winter。
以及学会表达句型:
Ilike________.Idon’tlike______.以及所对应的天气特征。
并根据之前学过的动词短语,可以自由表达自己喜欢做的事情。
教学内容:
Words:
fall/summer/season/which
Sentences:
Whichseasondoyoulike?
Ilike_________.It’s______.
Whichseasondoeshe/shelike?
He/Shelikes_________.
教学难点:
1、准确表达Whichseasondoyoulike?
以及答语Ilike_____.
2、学会用第三人称表达他人的想法。
3、能够运用已经掌握的词汇,对自己真实的想法加以表达。
教学流程
1、组织教学
1.Greeting:
Goodmorning,boysandgirls.
2.LettheSsaskmesomequestions.
①What’stheweatherliketoday?
②Let’schanttogetherabout“weather”OK?
师生间进行亲切问候,拉近师生间距离。
直接切入主体,和学生一起讨论今天的天气,让学生了解今天的学习内容的同时,带领学生一起背诵歌谣,复习天气的表达法,并激发学生的学习兴趣。
2、讲授新课
1.Newwords:
fall/summer/season/which
T:
It’ssunnyandwarm.Becauseit’sspringnow.Doyoulikespring?
(出示春季PPT)
S:
Yes.
T:
Whatisthenextone?
Whocantellme?
用已知的春季,冬季引出其他两个季节的教授。
再由四个季节引出season一词。
S:
Summer.
T:
Yes,it’ssummer.Lookatthepicture.
Whatcanyoudoinsummer?
S:
Eatingicecream.Swim.
T:
Yes,Idotoo.Aftersummer,it’s____?
S:
Fall.
T:
InBritishEnglish,peoplecallitautumn.
Whatdoyoudoinfall?
S:
Flyakite,rideabike…
T:
Thelastoneiswinter,wehavelearnit.
Allthefourwecallthem“seasons”
(用闪卡操练读音)
Ok,therearesomepicturesonyourdesks.
Canyoureadthemteambyteam?
Now,pleasestickputthemunderthesewords,forexample,eatwatermelons,Iputitunder“summer”.Ok?
Go!
(一起或分组陈述每个季节所做的活动。
)
T:
Whichseasondoyoulike?
出示PPT四季
S1:
Ilikesummer.
S2:
Ilikewinter.(写出板书)
T:
Why?
S:
Ilikemakingsnowmanandplayingsnowballs.
T:
Whichseasondoeshelike?
S:
Helikeswinter.(写出板书)
T:
Season,season,whichseasondoyoulike?
S:
Spring,spring,Ilikespring.
T:
Season,Season.Whichseasondoesshelike?
S:
Shelikeswinter.
T:
WhichseasondoesKenlike?
Doyouknow?
HowaboutJess?
进入课文的学习
3.巩固练习
1.看图说句子
T:
Yesterday,ItaughtinClassone,theybroughtmesomepicturesandtoldmewhichseasontheylike,butIlostthepassagetheywrote,canyouhelpme?
给学生出示另一个班级的学生的图片,让她们帮老师回忆学生们所喜欢的季节以及原因。
S:
Yes.
T:
Look,it’sJiaWenbo’spicture,andyoucandescribeitaccordingtothefollowingsentences.
S1:
Shelikessummer,it’shotinsummer,shelikesswimming.
鼓励学生用第三人称单数的句子表达他人的想法。
……
2.阅读语段
T:
IhaveafriendinAustralia,shemovedtoAustraliafiveyearago,youknowtheseasoninAustraliaisquitedifferentfromHarbin,becauseit’sonthesouthoftheearth.IhaveneverbeentoAustralia,soshewrotemeaboutit,let’sreadittogether.
给学生介绍一位远在澳大利亚的朋友,通过她的邮件,让学生了解澳大利亚的天气及她喜欢的季节。
T:
Canyouunderstandit?
Ifyoudo,therearesomequestionsforyou.
S:
读并回答问题。
并鼓励学生给她写回信,介绍自己喜欢的季节。
提高学生的写作能力。
4.布置作业
1.本课的课文听并跟读5遍。
2.预听下一课时内容。
找出不会的地方。
3.写老师的朋友写一封回信,描写自己喜欢的季节以及说明原因。
lesson6 I likespring(III)
教学目标:
1.学会问答可能与否的语句
2.运用听说法
3.培养学生多说多练的学习习惯
教学重点:
Thewordsandsentences.
教学难点:
Theoralandlisteningability.
教学过程:
I.Organization
T:
Goodmorning,class!
S:
Goodmorning,teacher!
T:
Howareyou?
S:
Fine,thankyou!
T:
Whatalovelymorning!
S:
Yes,itis.
II.Revision
T:
Let’sreviewsomephrasesaboutthelastlesson.
Whichseasondoyoulikebest?
Ilikesummer.Wecanswim.Ilikeswimming.
S:
Actoutthisdialogue.
T:
Good,allofyoudidagoodjob,verygood!
III.Newlesson
T:
Listentothetape,what’shappening?
S:
Listen.
T:
Pointtothepicture.Look,it’srobo.He’sinthewater.
S:
Repeat.
T:
Canheswim?
S:
No,hecan’t.Hedoesn’tlikewater.
IV:
Consolidation
T:
Listentothetapeandchecktheabilityofunderstanding.
Letthemtranslateandrepeat.
S:
Dotheexercises.
T:
Asksomestudentscometothefrontandactthedialogue.
S:
Workwithpairs.
T:
Listentothetapeoncemore.
S:
Listentothetapeanddotheaction.