PEP人教版五年級下冊英語全冊教案

1、；.Teaching Plan of Grade FiveUnit 1 This Is My Day l Topic: Daily routinel Language systems:1. Lexis: 有關描述一天中的生活起居以及周末活動的語言.2.Grammar: 有關詢問別人一天中的生活起居以及周末活動的句型如：When do you ? 和What do you do on the weekend?的提問和回答。3.function: 學會描述一天中的生活起居以及周末活動的語言.4.phonology: 字母組合ai/ay在單詞中發(fā)【ei】以及gr、gl的發(fā)音訓練。同時在教授新單詞和l

2、ets chant時滲透一些發(fā)音規(guī)律。l Language skills:1. Listening: 聽懂一些描述人物特征的單句、對話和一段完整的語篇，根據(jù)關鍵信息完成一些相應的聽力練習。2. speaking:能和他人交談自已一天中的生活起居以及周末活動的一些情況。3. reading:讀懂對話或短文，培養(yǎng)一些基本的閱讀技能，如何快速查找關鍵信息，根據(jù)上下文猜詞等。4. writing:規(guī)范書寫四會單詞和句子，并能根據(jù)圖片和提示語寫一段話描述一天中的生活起居以及周末活動的情況，養(yǎng)成良好的書寫習慣和寫作習慣。l Objectives:1. 能力目標(1) 能夠使用頻度副詞問答作息時間,如:Wh

3、en do you do morning exercises? I usually do morning exercises at 8:30.(2) 能夠使用頻度副詞問答周末活動,如:What do you do on the weekend? I often go shopping.(3) 能夠聽說讀寫與日常作息有關的動詞及介詞短語,如:eat breakfast, do morning exercises, play sports, eat dinner, in the evening, at noon等.(4) 能夠用所學語言知識描述一天中的生活起居以及周末活動等.2. 知識目標(1)

4、能夠掌握AB部分Lets learn和Read and write中的四會單詞.(2) 能夠聽說認讀AB部分Lets talk中的單詞和句型.(3) 能夠掌握AB部分Read and write中的四會句型,并能靈活運用.(4) 能夠理解并在課堂中正確操練Lets play, Lets chant, Lets find out等部分的內(nèi)容.(5) 能夠了解字母組合ai, ay, gr, gl的發(fā)音規(guī)律并能讀出例詞.(6) 了解Story time, Good to know等部分的內(nèi)容.3. 情感,策略,文化等有關目標(1) 情感態(tài)度:引導學生養(yǎng)成良好的作息習慣.能夠理解,尊重從事不同職業(yè)的人

5、.(2) 學習策略:訓練學生的角色扮演能力,引導他們在調(diào)查,詢問和學習的過程中學會思考如何更好地安排作息時間.(3) 文化目標:了解白天,黑夜,工作日,周末等相關概念以及中西方中小學生作息時間安排上的異同.l Evidence: 學生能熟練運用目標語言與他人進行交際活動，聽說讀寫技能有所提高，能獨立自主地完成課本、活動手冊和同步練習冊相關的聽力和筆試部分檢測練習。l Procedures:The 1st lesson: Lets start / A. lets learn/lets play/ Good to knowThe 2nd lesson: Lets try/A.lets talk/l

6、etfind out/ Make a surveyThe 3rd lesson: A.read and write/Task timeThe 4th lesson: B.Lets learn/ Lets chant P7/ PronunciationThe 5th lesson: Lets chant P2/ B.Lets try/B.lets talk/ lets find out /Story timeThe 6th lesson: Lets sing/lets check/ B.read and write/ lets play/*Period 1Specific vocabulary:

7、 學生能夠聽、說、讀、寫動詞詞組have English class, do morning exercises, eat breakfast, play sports, eat dinner.Specific target setences: 學生能聽懂問句:When do you do morning exercises/? 并能用所學動詞短語替換句型: I usually at中的關鍵詞回答問句.Specific functional exponents: 學生學會表達一天中不同時間段內(nèi)學習和生活起居情況.Source of material: 課件, 卡片,同步練習冊Assumptio

8、ns and Anticipated problems: 這一課時的重點放于動詞詞組的掌握和句型:When do you ? 這些詞組與生活貼近,學生較為容易理解. 而學這一課時之前學生已經(jīng)掌握很多的動詞詞組: cook themeals, set the table, watch TV 和知道如何表達時間的方法.Step1 Warm-up1. Free talk-What do you do in winter holiday?-I often .2.呈現(xiàn)大量學生已經(jīng)掌握的動詞詞組,讓學生快速認讀Watch TV, read books, play computer games, play

9、ping-pong/ football, Listen to music, read books, do homework/ housework, cook the meals, sweep the floor, water the flowers, clean the bedroom, empty the trash, make the bed, wash the clothes, put away the clothes, set the table, do the dishes(設計意圖:通過緊張刺激的游戲既復習了已學的知識,又能起到熱身的作用,使學生的注意力集中到課堂教學中來.)Ste

10、p2 Presentation1.整體呈現(xiàn)部分單詞的同時復習時間的表達法 T: What time is it now? Its time for English class. Guess when does T get up/ eat breakfast/ go to school/ eat dinner?(設計意圖:猜測游戲是一種學生喜歡而非常容易操作的游戲,通過猜一猜,讓學生勾起原來的時間表達的小知識.)2. 師生問答,呈現(xiàn)出并新授單詞T: When do you eat breakfast? S1: At 6:30 貼詞卡并寫出6:30,并教讀新詞組.用這種方法教授其它的詞組:do m

11、orning exercises, have English class, play sports, eat dinner3.Read the phrases follow the TV / T , read by Ss together(設計意圖:在教學中引入生活中的經(jīng)驗,自然過渡到新短語的學習.)4. Game: Guess whats falling?呈現(xiàn)五個單詞和when在一個畫面上, 讓學生猜一猜哪一個單詞掉下去,猜對的加分,直到最后一個也掉下去,游戲結(jié)束.(設計意圖:在游戲中不斷重復所學的短語,讓學生在不知不覺中練習,自主地掌握學習的內(nèi)容.)5.Lets startT 介紹自己的t

12、imetable: I get up at 6:30. I go to school at 7:00. I eat breakfast at 7:15. What about you? Listen to me and write down your answers.Pair work. Check it. (中途插入usually)-When do you .? - I usually . at .6.Lets play(1)學生二人一組配合表演動詞短語,一人表演,一人在他/她背后說出這個動作的名稱,如: I get up/ do morning exercises表演完畢后全班評選最佳拍檔

13、.(2)學生再三人一組進行表演,第一人表演動作,第二人表演時間,第三人說出句子,如: I get up at 6:30.(設計意圖:在鞏固中引入Lets start/ play的教學內(nèi)容,既能作為一個個人的反思,也能作為對話的練習.)7.Spelling the phrases.Fill in the blank. pl_ _ sp_ _ts; br_ _kf_stGuess the phrases. er eat dinner; ayplay sportsSpell the phrases by Ss, check someone.(設計意圖:這課時的難點在于短語的背誦,特別是do morn

14、ing exercises,因此設計不同的拼寫活動,讓學生在不知不覺中背誦單詞.)Step3 Sum upSummarize what we have learned in this lesson 思想教育: 合理安排時間,要讓孩子把家庭和學校的作息制度銜接起來,知道什么時間該做什么事情.Step4 Homework 抄寫單詞以及背誦課文3次課后反思：Period 2Specific vocabulary: 能夠針對具體情況正確使用usually, often, sometimes三個頻度副詞.Specific target setences: 學生能聽懂并會說句型: When do you

15、get up/ eat breakfast/? I usually at并能在實際情景中運用.Specific functional exponents: 學生學會表達一天中不同時間段內(nèi)學習和生活起居情況.Source of material: 課件, 卡片, 掛圖, 同步練習冊Assumptions and Anticipated problems: 本課的重點是熟練使用句型: When do you get up/eat breakfast/? I usually at 問答作息時間,學生學起來應該不難,但如何正確運用就是一個難點,所以本課時要多設計活動,讓學生在真實的情景中運用,同時也要

16、向?qū)W生解釋usually, often, sometimes三個頻度副詞的用法.Step1 Warm-up看動作猜短語 教師將全班學生分為兩組,每組選派一名代表上講臺表演,教師向該學生出示動詞卡片,各組學生根據(jù)他/她的表演猜測動作名稱,并把短語拼讀出來,相同時間內(nèi)猜對動作名稱多的一組為勝.Step2 PreviewLets tryGuess the word: What table has no legs? 引出timetable教師放Lets try部分的錄音,讓學生對新句型在聽覺上有所感知,完成聽音找對作息時間表的練習.(設計意圖：通過Lets try 的聽力練習，讓學生初步感知新句型。)

17、Step3 Presentation1. 由Lets try 過渡到Lets talk的教學T: You know Mikes timetable, what about Zhang Pengs and Amys timetabe? Now lets watch TV and answer the question: When do Zhang Peng and Amy go to school?Ss listen to the dialogue and find out the answers.(設計意圖：利用任務型教學的形式，讓學生帶著問題去聽，培養(yǎng)學生的聽力能力。)2.Read foll

18、ow TV, （注意部分詞語）, read T, read together, read in 2 big groups, read in groups of 2. Try to act it out.( 設計意圖：糾正語音、語調(diào)。)3.Make a new dialogue in pairs.T: Good morning. How are you? When do you get up/? Oh, your day is so happy. See you.學生可以根據(jù)Lets talk右邊的圖畫或自己實際的生活改編對話.(設計意圖：在操練部分，通過多種方式朗讀課文對話后，進入到表演對話，

19、為后面的延伸拓展做準備。）4.Lets find out師示范調(diào)查一學生,并填表; Pair work.師示范作調(diào)查匯報，生作調(diào)查匯報: My partner gets up at Step3 Sum up以下是美國一所小學五年級學生一天的作息時間表,以較有何不同.7:00Get up9:00-10:15Class meeting/ Reading/ Writing10:15-10:30Recess10:30-12:00Math/ History/Geography12:00-1:00Lunch1:00-2:15Science/ Social study/ French2:15-2:30Rec

20、ess2:30-3:30Art/ Gym/ Music3:30Go home6:30Supper7:30-9:00Homework/ Watch TV9:30Go to bed思想教育:做一名優(yōu)秀的中國小朋友不容易,做一名優(yōu)秀的西方小朋友也不容易.Step5 Homework 抄寫對話并改編對話,共3次; 聽錄音,讀課文3次.完成P6 Make a survey 的課后練習.課后反思：Period 3Specific vocabulary: go to work,policeman, evening, noon, eveningSpecific target setences: 能夠聽說讀寫句

21、型:When do you eat dinner? I eat dinner at 7:00 in the evening. When do you get up? I usually get up at 12:00 at noon.Specific functional exponents: 理解對話含義并能靈活運用于實踐.Source of material: 課件, 卡片, 同步練習冊Assumptions and Anticipated problems: 經(jīng)過第一至第二課時的學習,并結(jié)合學生三,四年級掌握的相關動詞短語的知識,展開這一課的閱讀教學.這篇文章的趣味點是The polic

22、emans get up at 12:00 noon. He goes to work at 9:00 in the evening. 比較警察和我們的生活作息時間,引導學生進行學習,更能夠調(diào)動他們的積極性.Step1 Warm-up1.Game:誰的反應快?( T: Now lets play a game. Boys, when you see the blue word,stand up and say; Girls, when you see the red word,stand up and say. Lets see who is quickly. Are you ready? )

23、快速出現(xiàn)不同的時間, 活動的短語,如:7:00, 9:30, 8:15, 4:00, 6:20, 12:00, 3:45;in the morning; in the afternoon;in the evening; go to work;eat dinner;go home;eat breakfast;go to bed;get up;play sports.(設計意圖：將全班分成兩大組,利用學生的競爭意識去提高參與課堂活動的主動積極性,一為了活躍課堂氣氛,二為了復習時間活動短語,讓學生初步感知新課內(nèi)容，為下文作鋪墊。)Step2 Preview演講比賽: My day( 對make a

24、survey 作匯報). 學生兩人一組一問一答互相配合,向全班表述自己的作息時間.Step3 Presentation1.T: Youre so clever. But some people go to bed at 7:00 in the morning. Do you know why? Who are they? Lets go and see.第一次閱讀:學生快速閱讀, 讓學生了解文章的大概內(nèi)容，獲取關鍵信息.2.T shows some pictures: go to work, go to bed, eat dinner, play sports. Students say th

25、e phrases. Then read the dialogue and find out the time.第二次閱讀:獲取警察叔叔具體的作息時間.Finish his timetable on the book.3. Read again, tick or cross. Why?返回原文劃出答案The man is a doctor.The policeman get up at 7:00 in the morning.The policeman goes to work at 9:00 in the morning.The policeman goes to bed at 6:30 i

26、n the evening.This is a Policemans day.(設計意圖：第三次放慢閱讀速度，目的是培養(yǎng)學生獲取信息，處理信息的能力。通過理解課文的主要內(nèi)容和細節(jié)信息，進行比較作出判斷。)4.Read follow T, read by boys and girls.T:You can understand the text well. Now lets read follow the TV. Follow T, and by Ss.5.口頭作文 My day Hello! Im_. I _ at_. I_ at_.I _ at _. I _ at _. I like my d

27、ay.6.完成同步練習冊相關練習.Step4 Sum upSummarize what we have learned in this lesson.Step5 Homework抄寫并讀課文;完成Task time,并在小組內(nèi)作匯報.課后反思：Period 4Specific vocabulary: 學生能夠聽、說、讀、寫動詞詞組climb mountains, go shopping, play the piano, visit grandparents, go hikingSpecific target sentences: 學生能聽懂問句:What do you do on the we

28、ekend? 并能用所學動詞短語替換句型: Sometimes I / I usually/often/ 中的關鍵詞回答問句.Specific functional exponents: 學生學會正確使用頻度副詞表達自己的周末活動.Source of material: 課件, 卡片,圖片，活動手冊，同步練習冊Assumptions and Anticipated problems: 這一課時的重點放于動詞詞組的識記上。這些詞組與生活貼近,學生較為容易理解. 這一課時的句子What do you do on the weekend?是上冊要求掌握的重點句，不是新內(nèi)容。難點是單詞mountain

29、和grandparents的正確拼寫。Step 1 Warm-up (設計意圖:復習以前學過的一些周末活動詞組，以舊引新。活動類型：A/C.)(1) Review the old phrases: read books, watch TV, do homework, cook the meals, clean the bedroom, play the violin (2) Free talk: two pairs have a talk about weekend activities. S1:What do you do on the weekend? S2: I often on the

30、 weekend. What about you ?S1: I often Step 2 Presentation Lets chant教師放P7lets chant, 學生跟唱，初步感知本課時的動詞詞組。Lets learn(1) 教師出示自己的家庭照和a family tree, “Look, my father and my mother, they are my parents. My grandfather and my grandmother, they are my grandparents.”通過紅色筆的不同對比讓學生初步感知英語構詞法：grand+parentsT: We o

31、ften visit our grandparents on the weekend. What about you?Ss:T: Sometimes I visit my friends on the weekend. Im happy with them. Do you visit your friends/ uncle/aunt/teacher?Ss:(設計意圖:通過圖片與圖表結(jié)合的方式讓學生先從意義上理解詞匯，再從音和形方面去幫助記憶及強化記憶?；顒宇愋停篈/C.)(2) After teachers introduction about the weekend, teacher con

32、tinues: How about you, boys and girls? What do you do on the weekend?(3) Let some students come to the blackboard and choose the pictures. Teacher helps them say: I often climb mountains/ go shopping/ go hiking/play the piano(設計意圖:發(fā)揮圖片和身體語言的作用，通過多種方式呈現(xiàn)新詞，遵循意義先行的原則，使單詞教學生動有趣而且有實效?；顒宇愋停篊.)(4) Students

33、 learn the phrases. Ss follow the tape to read. Do action and practice the phrases.(5) Game: 找朋友學生四人一組，動詞卡片“出牌”，翻開牌面后根據(jù)牌面上的圖畫說：On the weekend I go hiking./ I climb mountains on the weekend.等，牌面相同的人即為朋友，互相擊掌說：Lets go together!然后繼續(xù)下一輪游戲。(設計意圖:在游戲中不斷重復所學的短語,讓學生在不知不覺中練習,自主地掌握學習的內(nèi)容.活動類型：C)(6) 引導學生做拼讀詞組比賽

34、，在課堂上給學生時間互相交流認記技巧，互相競賽。Step3 Lets chant (1)Listen to the tape. (2)Clap hands and chant.Step 4 Pronunciation(1)展示掛圖，帶讀例詞，強調(diào)幾個字母組合ai,ay, gr,gl的讀音，引導學生總結(jié)其讀音規(guī)則。（2）放錄音，跟讀。聽繞口令，配圖，簡單講解，學生試著跟讀、說繞口令。Step3 Sum upSummarize what we have learned in this lesson 引導學生過積極的、有意義的雙休日。Step4 Homework 1.read and Copy th

35、e new words.2.調(diào)查各任課教師的周末生活。課后反思：Period 5Specific vocabulary: 能夠針對具體情況正確使用usually, often, sometimes三個頻度副詞.會使用next 一詞。Specific target setences: 學生能聽懂并會說句型:What do you do on the weekend? I usually/often play football. Sometimes I go hiking.并能在實際情景中運用.Specific functional exponents: 學生學會正確使用頻度副詞表達自己的周末活動

36、.Source of material: 課件, 卡片, 掛圖, 同步練習冊Assumptions and Anticipated problems: 第一課時僅要求學生能聽說、認讀頻度副詞usually/ sometimes, 而在本課時就要求能準確使用頻度副詞進行表達，這是本課時的難點，設計的活動要著重于學生的實際運用。對句型Lets together next Sunday.能正確認讀。Step 1 Warm-up(1)Ss read and spell the words.(2)Blank-filling: T: Climb Ss: Climb mountains. T: Hiking

37、. Ss: Go hiking. T: Shopping. Ss: Go shopping.Step 2 Preview(1)Question: What do you do on the weekend?Let some of the students talk about their weekends.(2)Listen to the tape “Lets try”. Students listen to Lets try and finish the exercises. Check the answers. Step3 Presentation(1)When teacher asks

38、the question “What do you do on the weekend?” Mark a star on the pictures. Then present “sometimes, usually, often”.(2)Practice the words: sometimes: clap hands once; usually: clap hands twice; often: clap hands three times.(3)T: Do you want to know what does Miss Tang do on the weekends? Ss: Yes. T

39、: So ask me. Ss: What do you do on the weekend? T: I often Sometimes I Usually I .(4)Teacher asks some questions about students.(5)Play the tape. Students follow the tape. (6)Students practice the dialogue and act the dialogue.Step4 Story time Play the tape and enjoy the story.Step5 Sum up: How can

40、you have a happy weekend? 引導學生過積極的、有意義的雙休日。Step 6 Homework 1. Copy the dialogue.2. Practice reading.3.Do the exercise book.課后反思：Period 6Specific vocabulary: says, eitherSpecific target sentences: 能夠聽說讀寫句型:What do you do on the weekend? Usually I watch TV and go shopping. Sometimes I visit my grandpa

41、rents. I often play football. Sometimes I go hiking.能聽說、認讀句子： The weather report says its going to rain tomorrow. I cant play football in the rain. I cant go hiking, either.Specific functional exponents: 理解對話含義并能靈活運用于實踐.Source of material: 課件, 卡片, 同步練習冊Assumptions and Anticipated problems: 本課時的重點和難點

42、是四會掌握句型。提倡個性化的學習將學習過程更有意義，引導學生把課堂學習與自己的生活、興趣和感受聯(lián)系在一起。有意識地滲透學習策略的訓練，引導學生對自己的生活安排做出相應的調(diào)整。Step 1 Warm-up(1)Free talk: My weekend. Two students have a talk. (2)Play the train game: T: What do you do on the weekend? S1: I often go hiking. S2: Sometimes I go shopping. S3: Usually I visit grandparents. (us

43、e the words often, sometimes and usually)Step 2 PreviewT: Zip and Zoom do different things on the weekend. Lets go and see.Step3 Presentation(1)Ss read the dialogue on their own. Find out the difficult words.(2)Ss write down Zip and Zooms weekend activities.(3)Listen and read after the tape.(4)Ss pr

44、actice reading the dialogue. Then act the dialogue.(5)Write the four-skilled sentences on the blackboard. Ss practice writing.(6)Rewrite the story. Write the dialogue as a passage. Teacher writes the passage and students do the blank-filling.Step4 Lets check (1)Play the tape and students do the exer

45、cises. (2)Check the answer.Step4 Sum upSummarize what we have learned in this lesson.Step5 Homework1. Practice writing the four-skilled sentences.2. Practice reading.課后反思：Unit 2 My Favourite Season 道滘鎮(zhèn)中心小學 葉少瓊 陳歡詠 葉月有l(wèi) Topic: 談論自己喜歡的季節(jié)l Language systems:2. Lexis: 四會掌握季節(jié)單詞：spring, summer, fall, winte

46、r, season; 季節(jié)性活動的單詞和短語：swim, fly kites, skate, make a snowman, plant trees, sleep.3. Grammar: 有關詢問所喜歡的季節(jié)的句型：Whats your favourite season? I like Which season do you like best? I likebest. Why do you like? Because I can4. Function: 學會詢問別人所喜歡的季節(jié)及其原因，表達自己所喜歡的季節(jié)及原因。5. Phonology: 字母組合環(huán)air, ear在單詞中的發(fā)音以及sp,

47、 sk的發(fā)音訓練。同時在教授新單詞和lets chant時滲透一些發(fā)音規(guī)律。l Language skills:5. Listening: 聽懂一些表達所喜歡季節(jié)及其原因的單句、對話和一段完整的語篇，根據(jù)關鍵信息完成一些相應的聽力練習。6. speaking:能和他人交談或向他人介紹有關季節(jié)的信息內(nèi)容，并介紹自己最喜愛的季節(jié)及原因。7. reading:讀懂對話或短文，培養(yǎng)一些基本的閱讀技能，如如何快速查找關鍵信息，根據(jù)上 文猜詞等。4. writing:規(guī)范書寫四會單詞和句子，并能根據(jù)圖片和提示語寫一段話介紹自己最喜愛的季節(jié)及原因，養(yǎng)成良好的書寫習慣和寫作習慣。l Objectives:1能

48、力目標（1）能夠就所喜歡的季節(jié)及原因進行問答，如：Whats your favourite season?/Which season do you like best? Summer/Winter Why do you like? Because I can（2）能夠就天氣情況進行問答，如：“Whats the weather like in? Sunny.”（3）能夠聽懂、會唱歌曲“Whats Your Favourite Season?”和本單元的歌謠。2知識目標（1）認讀A、B部分Let's learn、Let's talk中的單詞和句子，并掌握四會單詞。（2）掌握Rea

49、d and write中的四會句子，讀懂對話內(nèi)容，并完成閱讀理解檢測題。（3）能夠理解并開展Lets start, Make a survey, Take time等部分的內(nèi)容。（4）能夠了解Pronunciation中字母組合air, ear, sp, sk 的發(fā)音規(guī)則，能朗讀相關的例詞。（5）了解Good to know, Story time等部分的內(nèi)容。3情感、策略、文化等有關目標（1）情感態(tài)度：讓學生有興趣用英語表達，能積極參與課堂活動。（2）學習策略：引導學生注重小組合作學習，培養(yǎng)溝通和交流的能力。（3）文化目標：讓學生了解有關全球天氣差異的常識。l Evidence: 1.學生能

50、熟練運用目標語言與他人進行交際活動，與他人談論有關季節(jié)的信息內(nèi)容，以及表達自己最喜愛的季節(jié)及原因。2. 聽說讀寫技能有所提高，能獨立自主地完成課本、活動手冊和同步練習冊相關的聽力和筆試部分檢測練習。3. 教學中讓學生在玩中學，學中玩，寓教于樂。讓學生能把所學內(nèi)容聯(lián)系到實際，在真實的情景中使用英語。l Procedures:The 1st lesson: Lets start/ MainScene/ A. lets learn/lets chant/lets singThe 2nd lesson: Lets sing/Lets try/A.Lets talk/Make a surveyThe 3

51、rd lesson: A.Read and write/ Good to knowThe 4th lesson: B. lets learn/Lets play/Group workThe 5th lesson: B. Lets try/Lets talk/Lets find out/Task time/ PronounciationThe 6th lesson: B.Read and write/ Lets find out /Story time五年級下冊unit 2Period 1Specific vocabulary: 能聽、說、讀、寫四個季節(jié)類單詞“spring, summ

52、er, fall, winter”Specific target sentences: 在實際情景中，能恰當?shù)厥褂镁湫汀癢hats your favourite season?”“My favourite is _.”Specific functional exponents: 學生能詢問某人喜愛的季節(jié)。Source of material: 教師準備教學多媒體課件 教師準備單詞卡片、錄音機、教學錄音帶 學生每人準備單詞卡片一套Assumptions and Anticipated problems: 本節(jié)課重點講解四個季節(jié)類單詞“spring, summer, fall,

53、 winter”和“Whats your favourite season? My favourite season is _.”句型，在情境中進行教學。(一) Warm-up T: Good morning, boys and girls. Whats the weather like today? S: Its warm. Its sunny. T: Yes, its warm and sunny. What a nice day. And look the flowers are beautiful. And the trees are green. The birds are sing

54、ing on the trees. Springs coming. Do you like spring? (show the picture of spring by CAI) (設計意圖：在教學中以舊引新，這樣既能相應地降低教學的難度，也能帶領學生溫故而知新。)( 二 ) Presentation1.T: How many seasons are there in a year? 板書season.: spring, summer, fall, winter.2. 通過圖片以及教師的介紹了解四季的特色. Spring: Its warm and sunny. The flowers are

55、 beautiful. And the trees are green. Summer: Its sunny and hot. We can go swimming. Fall: Its windy and cool. The trees are yellow. There are many fruits. Winter: Its windy and cold. In some places. It snows.（設計意圖:在輕松的教學環(huán)境中學生學得主動，放松，培養(yǎng)他們學習英語的興趣。）（三）Practice1Game1: mouth guessing.2. page18 Lets play.（設計意圖：在緊張刺激的游戲中，學生的注意力高度集中，學習效果更加明顯。設計這樣的游戲把學生從集體活動中解放出來，讓學生自主地消化掌握學習的內(nèi)容，同時培養(yǎng)學生相互溝通和交流的能力?；顒宇愋? A）3. Lets talk1.sing the song of the seasons.P24T: there are 4 seasons in a year. So whats your favourite season?Ask and answer in pairs:Whats your favourite season?Winter. (可適當讓學生說說季