陜旅版五年級下冊英語整冊教案及各單元知識點總結

1、行者無疆 思者無域 竊者無德 Unit1 How Are You Feeling Now?第1課時教學設計【主題】Warming-up: Look and circle, Lets learn【課時】第1課時一、教學目標1. 能聽、說、讀、寫詞匯：feel happy, feel sad, feel tired, feel angry, go out to play, make a snowman。（重點）2. 學習運用Im feeling. 表達自己的情感。（難點）二、教學準備教師準備：1. Lets learn部分的圖片或貓的手偶。2. 本課時的相關課件。3. Lets learn部分的教

2、學音頻。4. 若干寫有Lets learn部分詞匯的紙條。三、教學方法建議1. 課程導入(Leading In)(1) 課前問答T: Good morning, everyone! Nice to see you again in English class. I am feeling happy now. Are you happy?（教師做出很高興的表情）Ss: Yes.T: So we are feeling happy to be together again. And I hope well feel happy all the time in our class.(2) 新課導入

3、Part A Warming-up: Look and circle引導學生觀察本部分各圖片中人物的神情，并通過圖片中人物的神情推斷他們的情緒：T: Now look at the girl in the pictures. How is she feeling? Which is happy? Can you circle it?之后引導學生說出各自的情感：T: What about you? How are you feeling now?通過此任務讓學生提前感知本課要學習的內(nèi)容，導入新課。2. 課程：展示活動和過程的設計建議(presentation)(1) 新課展示Part A Let

4、s learnT: I have a new friend. Look. Who is he?教師出示Lets learn部分小貓的圖片，向?qū)W生介紹：T: He is a cat and his name is Tom. He likes to eat fish.此處建議教師可以準備一只貓的手偶，然后模仿貓的聲音向?qū)W生介紹：Hello, boys and girls! My name is Tom. I like to eat fish.1) 教授詞組feel happy教師課件出示盤子里有一條魚的圖片，并提問學生：T: What can you see?S1: I can see a fis

5、h.T: Yes. Its a fish. Tom likes fish, so he is feeling happy.教師板書feel happy，讓學生隨著教師的書寫進行拼讀。教學小貼示教師在教授feel的發(fā)音時，可向?qū)W生初步滲透字母組合ee在單詞中的發(fā)音，并可通過已學單詞，引導其歸納字母組合ee的讀音i，如：green, tree, sheep, sleep, see, street等。教師做出很高興的表情，引導學生進行練習：T: Look at me. Im feeling happy. Are you feeling happy, too?Ss: Yes.T: Show me a

6、happy look, please.（讓學生做出很高興的表情，并一起重復句子）T&Ss: Im feeling happy.2) 教授詞組feel sad課件出示一個空盤子，并提問學生：T: What can you see?S2: I can see a plate.T: Yes. Its an empty plate. Tom is hungry now. Where is the fish? It is lost.(教師出示Tom貓傷心的圖片)Tom is feeling sad.教師板書并領讀feel sad之后，做出很傷心的表情，說：T: Im not feeling ha

7、ppy. Now Im feeling sad. Look, a sad look. Show me a sad look, please.(讓學生做出很傷心的表情，并一起重復句子。)T&Ss: Im not feeling happy now. Im feeling sad.3) 教授詞組feel angry教師以課件出示一只老鼠和一條魚，并告訴學生：T: Look! its a mouse. He gets the fish from the plate. Tom is feeling angry now.教師出示貓生氣的圖片，板書并領讀feel angry。教師做出很生氣的樣子，

8、說：T: Im not feeling happy. Now Im very angry. Im feeling angry. Show me an angry look, please.(讓學生做出很生氣的表情，并一起重復句子。 )T&Ss: Im not feeling happy now. Im feeling angry. Im angry.4) 教授詞組feel tiredT: Tom wants to catch the mouse, so he runs after him for a long time. Now he is feeling tired.教師出示貓累的圖

9、片，板書并領讀feel tired。然后，做出很累的樣子，說：T: Im feeling tired. Im very tired, I want to have a rest. I want to sleep. Are you tired?Ss: Yes. Im feeling tired, too. / No. Im not feeling tired.5) 教授詞組go out to play和make a snowman教師出示Tom在室內(nèi)的圖片介紹：T: The weather is fine. Toms friends are playing in the garden. But

10、Tom is in the living loom, he wants to go out to play.教師出示戶外的圖片，板書并領讀go out to play。教師出示冬天的雪景以及堆雪人的圖片井介紹：T: Oh. Its snowing. Lets go out to play. What can we do?從而自然引出短語make a snowman。T: Yes. We can make a snowman.(邊說邊板書該短語)此處教師可添加一兩個句子，讓學生了解一下snowman的復數(shù)形式，如：We can make two snowmen. We can make some

11、 snowmen.(2)鞏固活動教師播放錄音，讓學生聽并跟讀Lets learn部分的詞匯，其間注意糾正學生的錯誤讀音。對于學生容易讀錯的單詞(如tried, angry等)，教師要注意進行有針對性的示范和訓練。3. 操練活動的設計與實施建議（Practice Activities)(1)游戲：變臉1) 教師先和一名學生做示范。教師說詞組，學生面向全班做出相應的表情或動作，同時重復這一詞組。2) 同桌之間相互說詞組做動作。(2)詞匯傳遞將全班分成若干組，每一排為一組。然后教師分別發(fā)給每一組最后一排的學生一張寫有某一詞組的紙，在教師說開始后，最后一排的學生即用耳語的方式把紙上的詞組告訴前面的學生

12、，這位學生再把聽到的詞匯告訴前面的學生，這樣依次進行下去。最后，第一排的學生根據(jù)獲得的信息將相應的詞組寫到黑板上，傳得最快、最準的組獲勝?！景鍟O計】Unit1 How Are You Feeling Now?第2課時教學設計【主題】Warming-up: Think and match, Lets talk, Lets play, Listen and tick or cross【課時】第2課時一、教學目標1. 能聽懂Lets talk對話中表示情感的詞匯。2. 能用下列句型結構就情感進行表述及回答：(1) You look sad.(2) How are you feeling now?I

13、m feeling very .(3) Are you happy / .?Yes. I am very happy /.（重點）3. 能聽、說、熟讀對話，語音語調(diào)準確自然。（難點）4. 通過對對話的學習，培養(yǎng)學生的會話能力，增加學生的學習興趣。二、教學準備教師準備：1. Lets learn部分的圖片以及Lets talk部分的教學圖片。2. Lets talk和Listen and tick or cross部分的教學音頻。三、教學方法建議課程導入(Leading In)(1)課前問答T: Look out of the window, boys and girls. Its snowin

14、g. Do you want to go out to play?Ss: Yes.T: Can you make a snowman now?Ss: .T: Its a very interesting game.(2)新課導人Part A Warming-up: Think and match教師先引導學生觀察本部分圖片15中的人物表情，然后提問學生：T: How is he / she feeling now? Is he / she scared / happy / sad / angry / tired?Ss: Yes, he / she is. / No. He / She is .

15、T: Why?引導學生先觀察A, B, C, D, E這五幅圖片，理解其中包含的信息，然后教師引導學生根據(jù)人物表情進行連線，并用所學過的詞匯和句型嘗試回答，說一說為什么。課程展示活動和過程的設計建議(presentation)(1)新課展示Part A: Lets talk1. 借助游戲“猜表情”呈現(xiàn)功能句：教師先把feel happy, feel sad, feel tired, feel angry這四張詞匯卡片放在講桌上，然后讓一個學生上臺任意抽出一張，根據(jù)詞意做表情，由其他學生猜：教師在這里可以提前滲入新句型。臺上學生做表情，教師提問：T: Is he / she feeling ha

16、ppy?Ss:.若得到否定回答且臺上同學所抽取的卡片為sad時，教師對臺上的學生說：T: You look sad. How are you feeling now?臺上學生回答：S1: Im feeling very sad.教師再對全班學生說：T: He / She looks sad. How is he / she feeling now?教師引導學生說出：T&Ss: He / She is feeling sad.教師再次問臺上的學生：T: How are you feeling now?S1: Im feeling sad.T: Why?教師出示詞卡go out to pl

17、ay, 繼續(xù)和該學生會話：T: Do you want to go out to play?S1: Yes.T: Can you go out to play now?S1: No, I cant. I must have class now.T: Oh, I see. You cant go out to play now. So you look sad. You are feeling sad.2. 功能句講解：You look sad.你看起來不高興/很難過。教師舉例并鼓勵學生加以運用，如：You look tired. What did you do just now?He look

18、s very angry. Whats the matter?教學小貼士此句中的look是系動詞，與形容詞連用，表示“看起來”?！發(fā)ook+表示情感的形容詞”如：look happy / angry / sad / tired等，表示“看起來高興/生氣/難過/很累”等。3 . 聽力理解(1) 教師板書并領讀功能句，為聽力部分做鋪墊：You look sad.How are you feeling now?Im feeling.Are you happy?Yes. Im very happy.(2) 教師播放錄音，讓學生聽Lets talk部分的第1段對話，回答問題，問題可參考如下：a. Is

19、Kitty happy? Why?b. What can Kitty and her dad do?(3) 聽Lets talk部分的第2段對話，回答如下問題：c. What are they doing?d. How is Kitty feeling now? 教師要注意引導學生使用完整的句子回答問題，并且注意提醒他們新句型中人稱代詞的替換。4. 看圖說話(1)借助Lets talk第一部分的課件或掛圖，師生看圖說話：T: What is the weather like today?Ss: It is snowy.T: Do you like snow? Look at the pictu

20、re. Its snowing. Kitty is sad. Do you know why?Ss: Because she cant go out to play.T: What does her dad say?Ss: He says that they can make a snowman.(2) 借助Lets talk第二部分的課件或掛圖，師生看圖說話：T: Look! What are they doing?Ss: They are making a snowman.T: How are they feeling now? Are they happy?Ss: Yes. They a

21、re very happy.教師在教校新句型How are you feeling now? Im feeling .時，要告訴學生因為這里談到的是對方此刻的感受，所以要用現(xiàn)在進行時態(tài)進行提問和回答。(2)鞏固活動1. 教師播放錄音，讓學生聽并模仿其語音語調(diào)跟讀Lets talk部分的對話。2. 學生分角色朗讀對話，教師給予積極評價。操練活動的設計與實施建議(Practice Activities)(1)看圖片表演對話1. 教師將Lets talk部分的插圖展示給學生，并和一位學生進行示范練習。2. 學生分組進行對話練習3. Show time: 兩人一組上臺表演對話。教師要鼓勵學生盡量模仿爸

22、爸和Kitty的語音語調(diào)，表演要大方自然，學生表演完對話之后，教師可對其進行適當?shù)木窕蛭镔|(zhì)的獎勵，以增強他們表演的積極性和學習英語的興趣。(2)Part B Lets play1. 教師將相應的單詞和句型寫在黑板上，然后請一位學生上臺，教師背對該學生，讓該學生做表情，而教師問其他學生：Is S1. ? 并根據(jù)其他學生的回答確定是否繼續(xù)提問：Is he/she.? How is he/she feeling now? 引導學生踴躍作答。2. 教師請兩位學生上臺，一位做表情，另位打電話，用本課句型提問該生和其他學生（要背對做表情的同學），這樣多做幾組問答，讓學生充分練習本課時所學的新句型。也可三

23、人一組，其中一人做表情，另兩人背對背“打電話”（要求一人面向“做表情”的同學，另一人背對做表情的同學），就該同學的表情進行問答。(3)Part C Listen and tick or cross1. 教師先引導學生仔細觀察本部分各圖片中人物的表情，并進行簡單描述，如：She looks happy. She is feeling happy. He looks angry. He is feeling angry .2. 教師播放錄音，讓學生根據(jù)所聽到的內(nèi)容判斷圖片是對“”還是錯“×”。3. 再次播放錄音，要求學生復述聽到的句子，并核對答案。本部分的錄音內(nèi)容如下：1. Kitty

24、can make a snowman. She is very happy.2. Su Nan cant go to the cinema with us. He is feeling sad.3. Mr. Zhao works in his garden. He is tired.4. The boy is late again. His teacher is very angry.參考答案：1. 2. × 3. × 4. ×?！景鍟O計】Unit1 How Are You Feeling Now?第3課時教學設計【主題】Lets learn more, Tal

25、k in groups【課時】第3課時一、教學目標1. 能聽懂Lets learn more對話中表示情感的詞匯和句型。2. 能運用Are you tired? Yes, a little. This makes her very angry.這些功能句型進一步就情感進行表述及問答。(重點)3. 能聽、說、熟讀對話，語音語調(diào)準確自然。4. 通過對話的學習，對學生進行情感教育，使其明白父母工作的辛苦，并能懂得上學遲到是一個壞習慣。（難點）二、教學準備教師準備：1. Lets learn部分的詞匯卡片。2. Lets learn more部分的教學掛圖。3. Lets learn more部分的教

26、學音頻。三、教學方法建議課程導入(Leading In)(1)課前問答教師拿出所準備的Lets learn部分的詞匯卡片，請一位學生上臺后，教師背對全班學生，向該學生隨機出示卡片，要求該生看卡片做表情或動作，請臺下學生猜詞匯。T: Is he / she . ?Ss: Yes. / No.T: How is he / she feeling now?Ss: He / She is very . ( Because she can / cant.)(2)新課導入T: What is your mother?S1: She is a / an .T: Is she happy / sad / an

27、gry / tired at home?S1: Yes, she is. / No, she isnt. She is .T: What about your father?S1: .T: Are you helpful at home?S1: .課程展示活動和過程的設計建議(presentation)(1)新課展示Part B Lets learn more1. 教師承接上一環(huán)節(jié)，出示Su Nan和Colin的圖片，并向?qū)W生作介紹：T: Look! This is Su Nan. He is a good boy. He is helpful at home. And this is Col

28、in. He is late for class, so Miss White is very angry. Now, lets talk about the two pictures.(1)教師出示Lets learn more第一部分的掛圖：T: What can you see in the picture?Ss: I can see Su Nan and his mom.T: Yes. Su Nans mom is very tired and thirsty after work. So, what is Su Nan doing?引導學生說出：Su Nan is giving hi

29、s mother a glass of water. T: He is helpful to his mom. He is really a good boy.(2)教師出示Lets learn more第二部分的掛圖：T: Look at the picture. Where are Colin and Miss White?S1: They are in the classroom.T: How is Colin feeling now?S2: He is feeling sad.T: Is Miss White sad, too?S3: No. She is very angry.2.

30、聽力理解(1) 教師分段播放錄音，讓學生聽對話，理解對話大意。(2) 分別為兩段對話設置問題，讓學生帶著問題聽錄音。問題可參考如下：a. Is Su Nans mom tired? (Yes, a little.)b. Is Su Nan a good boy? Why?(Yes, he is. Because he cares for his mom. He gives his mom a glass of water.)c. Why is Miss White angry?(Colin is late again. This makes her very angry.)d. What is

31、 Miss White doing?(She is telling Colin to come to school on time and not to be late again.)(3) 教師再次播放錄音，并隨機挑選學生回答問題。3. 教師板書并講解對話中的詞匯和句型：(1) a littleAre you tired?Yes, a little.教學提示：a little “少許、有一點”，可修飾不可數(shù)名詞和形容詞。如：a little time, a little water; a little angry/tried, a little hungry/thirsty等。舉例并鼓勵學生

32、練習運用，如：The boy doesnt do his homework. His dad is a little angry.Kitty cant find her cat. She feels a little sad.(2) on time教學提示：on time是“準時”的意思，在五年級上冊Unit1中已經(jīng)接觸過，這里復現(xiàn)時也可以擴充詞組in time“及時”，并可適當解析兩者的區(qū)別。(3) This makes her very angry.教學提示：make在這里的意思是“使人”，“sth. makes sb.+形容詞”這一結構，表示“某事使某人感到”。舉例并鼓勵學生練習運用，如

33、：The football game makes the students excited.The pictures make the story book very interesting.(2)鞏固活動1. 教師播放錄音，學生聽并模仿其語音語調(diào)跟讀本部分的對話。2. 學生兩人一組分角色朗讀對話，之后，可請幾個小組上臺做對話表演。操練活動的設計與實施建議(Practice Activities)(1)擊鼓傳卡片1. 教師準備有關情感的單詞卡片，并將全班學生分成兩組。2. 教師發(fā)指令，第一組學生傳卡片，當教師叫停后，拿到卡片的同學分別做相應的動作，第二組學生集體描述：. is feeling

34、. . is feeling. and .is feeling.以此類推，描述若出現(xiàn)錯誤則第一組重新傳遞卡片；若描述全部正確則兩組交換，第二組傳遞卡片，由第一組學生集體說句子。(2)Part C Talk in groups1. 教師先和一兩位同學通過會話介紹活動中的主要功能句：T: I like making a snowman. It makes me happy. I dont like playing computer games. It makes me tired. What about you, S1?S1: I like . It makes me I dont like It

35、 makes me .2. 教師把學生分成四人一組，各組自選話題參考本部分的句型提示進行會話，會話的話題可以是文體活動也可以是天氣、季節(jié)等。3. 請幾組同學在班上展示，師生一起評價?！景鍟O計】Unit1 How Are You Feeling Now?第4課時教學設計【主題】Read the words, Read a story, Look and write, Read and answer【課時】第4課時一、教學目標1. 能聽懂、理解Read a story部分中情節(jié)簡單的小故事，并能流利跟讀錄音，要求模仿正確，語音語調(diào)自然。（重點） 2. 了解字母組合ar和er在單詞中的讀音變化，學

36、習其發(fā)音規(guī)則。3. 通過完成Part C部分的活動，對本單元所學的有關情感的詞匯和句型進行全面復習和檢測。（難點）二、教學準備教師準備：1. Read the words和Read a story部分的教學音頻。2. 本單元的詞匯卡片及Read the words部分的單詞卡片。3. Read a story部分的掛圖。三、教學方法建議課程導入(Leading In)(1)可設計這樣的師生會話導入本節(jié)課：T: Hi, boys and girls! Look out of the window, please. Whats the weather like today?Ss: Its .T:

37、Do you like the weather?Ss: Yes . / No.T: So how are you feeling now?Ss: Im feeling.T: Why?引導學生說出：Ss: Its. today. It makes me .課程展示活動和過程的設計建議(presentation)(1)Part B Read the words1. 教師播放Read the words部分的錄音，要求學生跟讀。然后隨機展示本部分的單詞卡片，讓全班學生認讀，注意單詞中紅色的字母組合ar和er，并板書音標，示范發(fā)音。2. 在學生認讀后，引領學生找出規(guī)律并加以總結：字母組合ar在單詞中讀

38、；字母組合er在單詞中通常讀長元音，而詞尾的er常讀短元音。3. 教師和學生一同找到發(fā)音規(guī)律后，嘗試運用讀音規(guī)則拼讀Try to read more部分的生詞，之后播放該部分的錄音，讓學生核查自己拼讀得是否正確。4. 教師可視學生掌握情況給出更多含有ar或er字母組合的單詞讓學生嘗試拼讀。通過拼讀總結記憶單詞的好方法，并鼓勵學生說出更多含有所學字母組合的單詞進行拼讀練習。教學小貼士在英語中，讀音的最小單位是音素，一個元音音素可附帶一個或多個輔音音素構成一個讀音單位，也就是音節(jié)。一個單詞如果只有一個音節(jié)，就是單音節(jié)詞，若有兩個音節(jié)就是雙音節(jié)詞，三個以上音節(jié)的單詞叫多音節(jié)詞。每個單詞會有一個音節(jié)重

39、讀，如果是單音節(jié)詞，那就不用標重音符號，這個音節(jié)肯定是重讀，但如果是雙音節(jié)或多音節(jié)詞，那就必須要標哪個音節(jié)重讀，除了這個音節(jié)以外的音節(jié)就是非重讀音節(jié)。字母組合ar在重讀音節(jié)中讀，如large。字母組合er在重讀音節(jié)中讀，如term；而在非重讀音節(jié)中讀短元音，如ruler。(2)Part B Read a story1. 教師出示故事掛圖或請學也打幵課本翻到P6，看圖理解故事。之后，教師可對圖片進行提問，以下問題可供參考：(1) What can you see in Picture 1?(2) Is Alice happy in Picture 1?(3) What can you see i

40、n Picture 2 and Picture 3?How is Alice feeling in these pictures?2. 教師引導學生結合圖片內(nèi)容作答。3. 教師繼續(xù)提出問題，讓學生默讀故事內(nèi)容，并注意啟發(fā)學生思考、完整作答。以下問題可供參考：(1) Why is Alice feeling a little sad at the beginning?(2) Are Alices mom and dad at home?(3) Does Kitty send a gift to Alice?(4) How is Alice feeling finally?(5) Why is A

41、lice happy?教學小貼士教師可以翻譯或大概講解一下問題中的生詞，如：send a gift “送禮物”，finally“最后”。第5個問題比較難，教師可讓學生分組進行討論，鼓勵學生用學過的句型回答，如果學生程度不夠，教師可引導學生作答。4. 引導學生參考上述問題的答案嘗試復述故事。(3)Part C Look and write1. 教師引導學生仔細觀察本部分各圖片中人物的神情，并進行簡單描述。2. 指導學生結合圖片下方的主語提示和所學功能結構，寫出相應的句子。3. 隨機選出幾名學生讀一讀他們完整的句子，帶領學生核對答案。參考答案：1. is (feeling) angry 2. ar

42、e (feeling) tired 3. makes Kevin / him happy 4. is (feeling) sad(4)Part C Read and answer1. 教師引導學生先讀問題，了解要解決的是什么問題。2. 要求學生帶著問題讀短文，遇到不會的單詞，可結合上下文推測理解。3. 隨機挑選幾個學生回答問題，核對答案；教師也可根據(jù)學生對短文的理解程度適當?shù)剡M行引導和補充。教學建議：教師在學生完成閱讀題的時候，可限定閱讀和做題時間，逐步培養(yǎng)學生良好的閱讀習慣。4. 教師可鼓勵學生同桌之間合作，將本部分的小短文改編成一個小對話進行表演，看哪一組改編得最自然最流暢。操練活動的設計

43、與實施建議(Practice Activities)(1)詞匯拼讀大賽教師將全班分成四組，然后快速說出本單元所學的詞匯，請學生在聽到“Start!”之后舉手搶答拼讀詞匯，拼讀正確的所在組加1分，拼錯或在搶答時犯規(guī)的，則所在組減1分。如：教師說：“Feel sad. Start!”根據(jù)門令第一個舉手的學生所在的組可以起立拼讀詞匯，如果教師沒有說start!就舉手的學生則為犯規(guī)。(2)句型復習教師選出六名學生上臺站成一排，并逐一提問：How are you feeling now?請這六位學生分別回答：I am feeling .，然后他們打亂順序站成一排，請臺下的學生結合剛才的記憶提問：Are

44、you.? 臺上的學生回答：Yes, I am/a little. /No, Im not feeling. 臺下猜對的學生所在組加1分?！景鍟O計】Unit 2 Spring Is Coming!第1課時教學設計【主題】Warming-up: Think and group, Lets learn, Lets chant【課時】第1課時一、教學目標1. 能聽、說、讀、寫詞匯：spring, summer, autumn, winter, season, plant trees, ride a bike。（重點）2. 能熟練說唱Lets chant部分的歌謠。（難點）二、教學準備教師準備：1.

45、 Lets learn部分的教學卡片。2. 本課時的課件。3. 春天和夏天的圖片：春天的圖片上要有綠色的草坪和樹木，以及一些正在放風箏的小朋友；夏天的圖片上是一個滿頭大汗（準備游泳）的男孩兒。4. Lets learn部分和Lets chant部分的教學音頻。三、教學方法建議課程導入(Leading In)(1)課前問答師生互致問候之后，教師繼續(xù)話題，發(fā)起自由會話：T: How many days are there in a week?Ss: Seven.T: How many months are there in a year, then?Ss: Twelve.T: And how ma

46、ny seasons are there in a year? Do you know?(教師可以向?qū)W生解釋season的意思是“季節(jié)”，從而引導學生回答Four。)(2)新課導入Part A Warming-up: Think and group1.課件展示本部分這四幅有不同季節(jié)特點的圖片，先讓學觀察并簡單描述，再讓學生說一說圖片中的場景通常都發(fā)生在一年中的什么時候：(1) T: What can you see in the first picture?T&Ss: The trees are green. The grass is green. There is a kite in

47、 the sky.T: What is the time in the year? Do you know?(2) Look at the second picture. The farmer feels very hot. He is selling watermelons. What is the time in the year?(3) The weather is fine. Look at the farmland. The crops are ripe (莊稼成熟了) Whats the time in the year?(4) Its snowing. Its very cold

48、 outside. Whats the time in the year?2. 引導學生用相應季節(jié)圖片下的符號在年歷上做標記，將年歷上的各個月份分組，同桌交流討論，看看能否統(tǒng)一意見。課程展示活動和過程的設計建議 (presentation)(1)新課展示Part A Lets learn1. 教授詞匯spring和plant trees教師出示春天的圖片（圖片上要有綠色的草坪和樹木，以及一些正在放風箏的小朋友），通過圖片引入教授單詞spring。T: Look at the picture, boys and girls. What can you see?S1: I can see gree

49、n grass, some trees and some children.如學生回答不完整，教師可以進行補充。T: What are they doing?S2: They are flying kites.T: Yes. The weather is warm. The grass is green. The trees are green and the birds are back. Its spring. Spring is warm. We can fly kites in spring.教師板書新單詞spring，引導學生進行拼讀。讀音方面要注意提醒學生s后面p的讀音的濁化和pr

50、這兩個輔音的連綴現(xiàn)象。教師繼續(xù)提問，引出新授短語plant trees：T: What can we do in spring?(然后一邊做植樹的動作一邊說)We can plant trees.教師板書plant trees，引導學生拼讀短語并糾正錯誤的發(fā)音。教師在這里可以擴充講解：plant作名詞時，意思是“植物、草木”，作動詞時的意思是“種植”。拓展應用：We can plant flowers in spring, too. We can plant many plants in spring.2. 教授單詞summer教師出示夏天的它片（圖片上是一個滿頭大汗正準備游泳的男孩兒）T:

51、Hi, boys and girls. What can you see in the picture? Ss: A boy.T: How is he feeling?（引導學生作答）T&Ss: He is feeling very hot.T. Yes. It is very hot. It is summer. The weather is very hot in summer.教師板書并領讀新單詞summer，注意提醒學生：字母u在這里讀短音。T: What can we do in summer?Ss: We can swim.3. 教授詞匯autumn和ride a bike

52、教師出示秋天的圖片，邊指著圖片上的景色邊介紹：T: Look, the trees are yellow. The leaves are falling down. Its autumn. The weather is cool in autumn.教師板書并領讀新單詞autumn，注意提示單詞autumn的讀音：字母組合au讀，u讀，而詞尾的n在這里不發(fā)音。T: What can we do in autumn?(教師展示圖片或做騎自行車的動作，邊做動作邊說) I can ride a bike in autumn.教師板書ride a bike，學生拼讀。并反復引導學生練習運用：T: Wh

53、o can ride a bike? Can you ride a bike?4.教授單詞winter教師出示冬天下雪的圖片：T: Look. Is it snowing?Ss: Yes, it is.T: Well. Its winter now. It often snows in winter. Is it cold?(教師縮頭縮腦作寒冷狀幫助學生理解cold的含義)Ss: Yes, it is.T: Its cold in winter. Do you like to make a snowman in winter?Ss: Yes, I do.T. We can make a sno

54、wman in winter.教師板書并領讀單同winter。5. 教授單詞season教師邊出示四季的圖片，邊向?qū)W生介紹：T: Spring is a season. Summer is a season. Autumn is a season and winter is also a season. How many seasons are there in a year?Ss: Four.T&Ss: There are four seasons in a year.板書并領讀單詞season，強調(diào)這個單詞里的第一個s讀s、第二個s則讀z，而字母組合ea在這里的發(fā)音是長元音i。(2

55、)鞏固活動1. 教師播放錄音，讓學生聽并跟讀Lets learn部分的詞匯。2. 借助以前學過的句型和學生進行問答，鞏固本課時所學的詞匯。如：Do you like spring / summer / autumn / winter?What can you do in spring / summer / autumn / winter?Whats your favorite season? / Which season do you like best? Why?操練活動的設計與實施建議 (Practice Activities)(1)Part B Lets chant這是一首描述四季特點的

56、韻文，文字優(yōu)美，韻律感強，教學中教師要注意培養(yǎng)學生的語感，引導學生在輕松歡快的節(jié)奏中感受到英語語言的美，借此激發(fā)學生的學習興趣。1. 教師要求學生自己先試著讀一讀本部分的句子，并把不會的單詞用鉛筆圈出來。2. 播放Lets chant的讀詞部分，要求學生模仿其語音語調(diào)跟讀歌詞。3. 播放Lets chant的說唱部分，學生跟著節(jié)奏邊打拍子邊說唱。4. 教師領讀，學生分組讀或四人為一組，小組內(nèi)練讀。5. 隨機選取學生表演歌謠，教師及時給予鼓勵和積極評價。(2)你來表演我來猜1. 教師先和一名學生做示范。教師做動作表現(xiàn)出季節(jié)的特點，學生說出季節(jié)的名稱。如：教師做很冷狀，引導學生猜單詞winter。2. 將學生分成若干組，進行限時比賽。每組選一人進行表演，全組同學猜。在30秒內(nèi)猜出單詞最多的組為獲勝組，教師適當獎勵?！景鍟O