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2019-2020年五年級英語下冊 Module 4 Unit 2(3)教案 外研版（一起） Title Book10 Module4Unit2My favourite season is spring. Teaching contents: 1. My favourite season is spring. 2.It’s warm/cold/hot/cool/ 3. I can see the baby ducks. I can go swimming. I can play with them. 4. I can wear shorts and sandals. Teaching aims: 知識目標: Four skill words: sent, fine, chocolate, season. 能力目標: Train the student’s ability of talking about favourite season. 情感目標: Make the students know something about calling. Make the students know something about season. Main points: Four skill words : season. Difficult points: the meaning of the passage Teaching aids: some cards tape, pictures of some food, word cards tape recorder stickers ect. Periods: 2 periods. Teaching steps Teacher’s Activity Students’ Activity Re- preparation 1. T and S meet with each other. T: Let’s talk about seasons Spring—warm, summer--hot, autumn--cool, winter--cold (T show out some pictures-four seasons) 2, A. chant: It’s hot, It’s cold. And It’s raining, too. It’s sunny and it’s windy. We don’t know what to do. It’s hot, It’s cold. And It’s raining, too. It’s sunny and It’s windy. Is this weather true? 3. Daily talk: How many hours are there in a day? How many days are there in a week? How many weeks are there in a month? How many months are there in a season? How many seasons are there in a year? What are they? 4 Which season do you like best? Or what’s your favorite season? Why do you like …? Do you want to …? Oh, I see, you can’t say it very well! At first, let’s learn “What’s your favorite season?” then I hope you can tell me how about the Zhundong’s season, What is your favorite season in Zhundong? Why do you like it? 5. A. Look at the CD-Rom and listen, please tell us what you have heard or which sentences or words do you like best? B. Listen again then answer questions: 6. Listen to the tape, read the sentences. Practice to talk about your favourite season. 7. Spell the words. SpringspringI can fly a kite in spring,summer summer I can swim in summer, autumn autumn I can pick the apple in autumn, winter winter I can ski in winter. meet with each other. S s talk about seasons Spring—warm, summer--hot, autumn--cool, winter--cold (S s look at some pictures-four seasons) Say the chant. talk about daily life Ss ask: what’s your favorite season? Listen to the tape, read the sentences. Practice to talk about your favourite season. Look at the CD-Rom and listen Listen to the tape Spell the words. On the BB Module4Unit2My favourite season is spring. spring （圖片） warm fly a kite summer （圖片） hot go swimming autumn （圖片） cool play with the leaves winter （圖片） cold go skating Teaching notes 附送： 2019-2020年五年級英語下冊 Module 4 Unit 2(4)教案 外研版（一起） 教學目標： 1.知識技能目標： 學生能夠聽、說、讀、寫單詞spring, summer, autumn, winter, season； 能夠認讀、表達和運用重點句My favourite season is …. It’s …. I can …. ； 能夠運用所學詞匯、句子表達或描寫出自己喜歡的季節(jié)及原因； 能夠正確朗讀語篇、獲取語篇的信息，在閱讀的基礎上進行仿寫。 2.過程方法目標： 學生通過給單詞分類的熱身活動，對前置知識進行復習鞏固，如colour, weather and activities等，為本課進一步談論季節(jié)話題奠定一定的語言基礎； 學生通過看短文的課件，整體感知文本，并找出文中What are their favourite seasons?提高學生抓主要信息的能力； 通過回答“Why do they like these seasons?”這一問題，學生自主細讀短文，采用劃關鍵詞的方法，找出答案，完成表格，提高學生整理、分析信息的能力； 通過猜季節(jié)的游戲活動，初步培養(yǎng)學生的閱讀能力，并對我國不同地方不同季節(jié)的特色有所了解； 學生在談論最喜歡的季節(jié)中繼續(xù)鞏固本課的重點句型，結合自身感受和經(jīng)歷進行初步的仿說，再到仿寫，提高學生的語言運用能力及寫作能力。 3.其他目標： 學生通過獨立閱讀、同伴閱讀，提高自主探究、合作學習的能力； 通過談論喜歡的季節(jié)及原因，提高學生實際運用語言的能力； 通過品讀短文，感受四季之美，培養(yǎng)學生熱愛生活，熱愛大自然，積極樂觀的生活情感態(tài)度。 教學內(nèi)容： 本課是第四模塊第二單元，按照教材設計意圖和高年級段閱讀教學的建議，本課主要是學習有關季節(jié)的短文，在正確朗讀、回答問題、理解短文的基礎上培養(yǎng)學生的閱讀能力和初步的仿說、仿寫能力。 學情分析： 學生在二年級已經(jīng)學習過有關季節(jié)的知識，能夠熟練說出季節(jié)詞匯spring, summer, autumn, winter, it’s warm/ hot/ cool/ cold. We can wear T-shirts.；學生喜歡談論季節(jié)話題，并對不同季節(jié)中的人們的衣著變化有一定的感受和經(jīng)歷，這樣就為本課學習談論并初步表達出自己喜歡的季節(jié)、天氣、自然景物特征及其原因奠定了良好的語言和心理基礎。學生能在創(chuàng)設的語境中，通過一系列的課堂活動以及談論自己能做的事情，抒發(fā)對大自然的贊美和熱愛之情。 教學重、難點： 進一步鞏固有關季節(jié)的單詞和句型spring, summer, autumn, winter, it’s …. I can wear ….； 指導學生在理解的基礎上有感情的朗讀課文； 運用所學知識談論自己喜歡的季節(jié)及原因，并且能在生活中靈活運用。 主要教學步驟： I. Pre-reading. 1. Enjoy a song then let the Ss to find out the theme. 播放迪士尼season歌曲。 T: A beautiful song. Do you like it? What ‘s the song about? Ss: Seasons. T: Great. It’s about seasons. Elicit the word “season”. 板貼單詞：season 2. Talk about the four seasons. Q: How many seasons are there in a year? What are they? Ss: 4 seasons. Spring, summer, autumn and winter. 3. Show some words and let the Ss classify the words (include colour, weather, clothes and activities) by seasons. T: When we talk about seasons, what do you think of them? Here are some words for you, maybe you can find the words about the 4 seasons. red / white / green / golden cool / cold / warm / hot a jacket / gloves / sandals / a sweater fly a kite / go skiing / pick apples / go swimming 引導學生說It’s …. I can …. 并板書句子。 4. Ask the Ss “What is your favourite season?” T: Well, children, you’ve know something about the seasons. What’s your favourite season? 板書句子：What’s your favourite season? 全班齊讀句子 T: My favourite season is winter. 板書句子：My favourite season is …. 找一個同學T: What’s your favourite season? S1: My favourite season is spring. T: Why do you like spring? S1: Because it’s warm. I can fly a kite. T: That sounds great. 再找一個同學T: What’s your favourite season? S2: My favourite season is summer. T: Why? S2: Because I can eat ice cream. T: I like ice cream, too. It’s yummy. Now, please ask and answer in pairs. 學生兩人一組問答，然后展示。 （設計意圖：通過歌曲引入“季節(jié)”話題，教授新詞season，并通過問題導入“ How many seasons are there in a year?”復習學生已知的單詞spring, summer, autumn, winter。然后通過讓學生討論給單詞歸類的活動，讓學生熟悉每個季節(jié)的特點，如顏色，氣候，人們穿的衣服和主要活動等，對學生已有的知識進行復現(xiàn)，再通過老師與學生，學生與學生之間的簡單問答，了解孩子們最喜歡的季節(jié)是什么，為本課的新授內(nèi)容做鋪墊。） II. While-reading. 1. Watch the video and find out the children’s favourite seasons. T: In today’s story, 4 children are talking about their favourite seasons. What are their favourite seasons? Let’s watch the video and find out. Then let the students to match the pictures. （設計意圖：進入文本后，第一遍整體呈現(xiàn)課文，讓學生看課件并找出文中四個孩子喜歡的季節(jié)是什么，對短文進行整體的理解，培養(yǎng)學生抓主要信息的能力。） 2. Read the whole passage. T: Why do they like these seasons? Read the passage by yourselves and underline the keywords. 3. Then discuss with partners and fill in the form. name season weather clothes activity Amy spring a jacket Daming summer hot go swimming Lingling autumn a sweater Sam winter Check up the answers. T: What’s the weather like in spring and what can Amy do? S1: It’s warm. She can see the baby ducks. T: What can Daming wear in summer? S2: He can wear shorts and sandals. … （設計意圖：第二遍讓學生自主閱讀短文，通過問題引導分段細讀，采用劃關鍵詞的方法，找出答案，同伴合作完成表格，培養(yǎng)學生整理信息的能力，通過表格的方式提煉主要信息，同時也為學生運用語言做好鋪墊。） In autumn, we can play with the leaves. Elicit the word “l(fā)eaves”, show some pictures of beautiful leaves. Let the Ss enjoy the pictures of the fallen leaves. Then read the sentences “In autumn, the leaves fall from the trees. How beautiful!” emotionally. （設計意圖：創(chuàng)設情境突破難點the leaves fall from the trees。通過欣賞大量秋天樹葉的圖片及落葉紛飛的flash，讓學生感受秋天的美，激發(fā)起學生的情感，抒發(fā)對大自然的熱愛。） 4. Listen to the video and repeat the text. 5. Choose your favourite paragraph and read it emotionally. （設計意圖：讓學生選擇自己最喜歡的一段短文并配樂朗誦，注意培養(yǎng)學生有感情的朗讀課文的能力，使學生對自然的熱愛之情得到升華。） III. Post-reading. 1. Read other passages and guess what season it is. The wind loves me, because I let her play in the clear, blue sky. And I’m cool. I colour the leaves. I give the pretty, falling leaves as gifts to everyone. Who am I? This season is wonderful! People can swim in the sea in Hainan, and they also can go skiing in Harbin. Children love it, because they can play firecrackers and get lucky money. T: You see, we can swim in the sea in Hainan, and go skiing in Harbin. Different cities, different weather. Here are some pictures about snow scene. Let’s enjoy them. （設計意圖：高年級段的閱讀課可以在學生閱讀文本后，再找一篇容量相當?shù)牟牧线M行拓展性閱讀，培養(yǎng)學生語言運用的能力。此處給學生提供了兩段描寫季節(jié)的段落，讓學生通過分行閱讀猜出描寫的是哪一個季節(jié)，既增強了趣味性，又使學生拓展了視野，了解到不同的地方，不同的季節(jié)特色。） 2. Talk about your favourite season and write it down. T: Well, children, my favourite season is winter. It’s cold. I can wear coats and gloves. But when it snows, it’s white everywhere. And I can make a snowman. I can get presents on Christmas Day. I love winter, because my birthday is in winter. What about you? 找一個學生仿照老師的例子說一說自己喜歡的季節(jié)及原因，然后小組同學相互之間說一說，最后仿寫短文，進行展示。 （設計意圖：先由老師引導著學生談論自己喜歡的季節(jié)和原因，再組織成短文，讓學生寫下來，這樣通過讓學生眼、口、耳、手多種器官并用，達到訓練思維，提高技能的目的。在這個活動中，學生的寫作能力得到了提高，從拓展的說到拓展的寫。） IV. Homework: Listen to the tape and repeat the text. Talk about the seasons in your city. （設計意圖：課堂活動的延伸，將所學語言運用到真實的情景中。） 教學反思： 本節(jié)課主要通過學習課文文本，獲取有關季節(jié)的信息，學生能夠談論自己喜歡的季節(jié)及原因，提高學生綜合語言運用的能力。我認為主要有以下幾個特點： 1.從學生已有知識出發(fā)，以舊引新。 英語課程標準中指出，新課程理念指導下的課堂教學，教師應尊重學生的情感因素，關注學生的認知結構，真正做到以人為本，使小學英語課堂教學充滿生命活力。因此本課教學中，從學生已有經(jīng)驗入手，歌曲導入，直奔“季節(jié)”主題，通過給單詞分類活動，激活學生已有的知識積累，對前置知識進行復現(xiàn)，為后面學生的流利表達做鋪墊。 2.對學生的閱讀策略進行有效的指導。 小學高年級的閱讀教學是以提高學生的閱讀能力為根本目的的。閱讀就是培養(yǎng)學生從語言材料中獲取信息，并對信息進行分析、推理的過程。閱讀可以幫助學生擴大詞匯量，開闊學生的視野，因此本課對學生進行了閱讀策略的指導。首先通過老師的問題導入，整體感知課文，使學生對四季有初步的了解，培養(yǎng)學生捕捉信息的能力。再通過學生自主閱讀，分段細讀，劃關鍵詞、合作填表格等方式，培養(yǎng)學生獨立閱讀，查找信息、分析信息及整理信息的能力，對學習策略進行指導，最后形成固定的學習行為習慣。讀后通過閱讀猜季節(jié)的活動，培養(yǎng)學生抓主要信息并且整體把握語篇的能力，達到學用結合的目的。 3.運用多媒體，使學生的認知和情感合而為一。 情趣教學主張把情境創(chuàng)設作為課堂教學的一條主線，讓學習成為學生的樂趣和需求，以保證學生能積極主動地參與學習全過程。因此本課采用各種形象化手段和方法，創(chuàng)設出直觀的、便于學生直接感知和體驗的教學活動情境，如秋天紛飛的落葉，冬天白茫茫的雪景，充分調動與激發(fā)具有多元智能學生的求知欲望，使學生在輕松愉快的氛圍中保持良好的情緒，從口頭語言入手，引導學生理解教材，有感情的朗讀課文，并且進行綜合語言的訓練，從而促使學生獲得認知與情意的和諧發(fā)展。