1、译林版英语四下Unit 5 Seasons(Fun time& Song time)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. It is(季节)It is warm/cool/hot/cold. It is (颜色) We (具体活动)We like 3.能综合运用本单元句型和词汇谈论四季，学会制作季节卡，并用诗歌的形式写下来，表达出对四季的喜爱。4.有感情地朗读课文。5.会唱歌曲“A su
2、nny day”，并且能够改编唱。教学重难点：重点：会介绍四季的特征并表达在每个季节里人们通常所做的事情。难点：学会介绍四季的基础上能够创作有关自己喜爱季节的诗歌。教具准备：PPT，季节卡，板书教学过程：Before class: enjoy a songWhere is the spring?Step 1 Free talk& game1.T: Before class, we enjoyed an English song, what season is the song about?T: What other season do you know? (板书四个季节图片并分组)T: Thi
3、s class lets go on.2.T: I like spring, because I can play games outside, do you like games? lets play a game. Please try to guess what season it is. (PPT显示游戏内容)Ss: (学生根据老师出示的图片和单词猜季节)Step 2 Talk about the four seasons1.Review Part AT:Last lesson, we had learned a poem about seasons, this is your hom
4、e work, can you read beautifully? (配乐整体朗读，选择一段读)2.Talk about four seasonsT:You can read the seasons beautifully, can you talk about the seasons use these sentences? (PPT显示句型)Step 3 Enjoy poemsT: Just now we talked about the seasons, herere some poems for you. Lets enjoy and complete.1. Listen and co
5、mplete.2.Read the poems.Step 4 Make season cardT: Actually, every season is colourful, I want to make a poem, too. (PPT显示小诗，师为学生朗读)1. Enjoy the poem.2. How to make a season card?3. What to write?4. Time to make season card.5. Show in class.Step 5 Song time1.T:We can write for the seasons,we also can
6、 song for the seasons.Lets learn a song “A sunny day”2.Listen and learn3.Try to make a new song ,like “A summer day”Step 6 Homework1. Introduce your season card to your parents.2. Sing for your parents.板书： Unit5 Seasonsspring Its Itssummer Its Iautumn I I gowinter I like教学反思： 本节课教师确定的教学重点是：综合运用本单元句型和词汇谈论四季-介绍四季的特征并表达在每个季节里人们通常所做的事情；学会在介绍四季的基础上能够创作有关自己喜爱季节的诗歌；能唱出自己最喜欢的季节。根据以上教学重点安排，教师设计歌曲，游戏，季节卡制作，诗歌欣赏等形式安排教学活动，揭发学生的学习积极性，学生在课堂上能够积极参与，教学反馈理想。但在课开始的看图片、单词猜的活动中，学生的参与度广，积极性高，但从学生的思维角度来看，显得过于单调，没有难度与深度，学生的思维发展得不到训练；另外在四季诗歌欣赏完应该让学有余力的同学加以朗读，充分考虑学生需求，为学生的更高发展提供学习平台。
