江阴市峭岐实验小学  张玲霞  小学英语教师  
一.        教学内容: Part B, C
二.        教学目标:
1.        Four-skilled words: season, best, spring, summer, autumn, winter
2.        Three-skilled words: cool, warm, because
3.        Three-skilled sentences: Which season do you like best?
                       I like…best. Why? Because it’s…I can…
4.  Affect aims: let the students know that we should protect our seasons and home.
三. 教学准备
1. CAI(自制课件)
2. some papers
四．教学过程
A .Warm up
Show some pictures about four seasons
(设计意图：用mvbox插图片，背景音乐The seasons in the sun，目的是为学生渲染一种气氛，带领学生进入四季的风光中，也为接下来的教学做铺垫。)
B. Free talk
  1. T: Do you like these pictures?
Ss: Yes
T: Why?
Ss: Because it’s beautiful.
  2. T: Do you like the song?
Ss: Yes.
T: It’s called “The seasons in the sun”
（设计意图：从学生感兴趣的歌曲着手，引出新授内容的标题：The seasons，引的自然而流畅）
C. Presentation
  1. Introduce “season”
T: Do you know what’s the meaning of “season”?
Introduce “season”
Ss: Read and spell the word.
（设计意图：引出四会单词后要马上给他们一个背诵的时间，以便大部分同学能当堂课掌握，不能马上掌握的也得让他引起注意。）
  2. Introduce “spring”
   a. T: How many seasons in a year?
     Ss: There are four seasons
     T: Yes, there are four seasons
（设计意图：在黑板上画一个圈，周围四个叉表示四个季节，目的让学生可以一目了然的看清各季节的主要活动，更体现学生的主体性，让他们猜猜四季有哪些主要活动，当场把它写下来，方便又清晰）
     T: The first season is spring.
Introduce “spring”
T: Which Festival is in spring?(Spring Festival)
Ss: read and spell it.
   b. T: What can you do in spring?
     Ss: I can ...(课件举几个例子: fly kites, go camping, plant trees and flowers.)
     T: Work in pairs(把课件上没有的板书)
3.Introduce “summer” “Which season do you like better?” “warm”
   a. T: What about the second season?
Introduce “summer”
    （设计意图：春季过后再介绍夏季，一个顺着自然的发展规律，还有是为了贴近学生的想法，更主要的是方便新句型“Which season do you like better?”）
Ss: read and spell
   b. T: What do you like doing in summer?
     Ss: I like swimming/eat ice cream/drink juice…
   c. T: Which season do you like better?
Introduce “Which season do you like better?”
T: I like spring better. Which season do you like better?
Ss: I like…better.
   d. T: I like spring better, because summer is too hot, but spring is warm
Introduce “warm” “because”
T: Which season do you like better?
Ss: I like …better.
T: Why?
Ss: Because it’s warm/hot. I can…
(设计意图：春夏两季节做过比较后，就可以很自然的引出春夏两季的气候区别，一个 “hot” 一个 “warm”)
4.Introduce “autumn” “Which season do you like best?” “cool”
a.T: Which season comes after summer?
Ss: It’s autumn
Introduce “autumn” (mid- autumn festival)
Ss: read and spell
b.T: What can you do in autumn?
Ss: I can …
T: Work in pairs.
c.T: It's spring, summer, autumn, which season do you like best?
Introduce “best”
Ss: I like …best.
T: Ask one by one.
S: Which season do you like best,Tina?
T: I like autumn best.
Ss: Why?
T: Because it’s cool. I can pick and taste fruits.
Introduce “cool”
(设计意图：引出秋季后就可以引出另一新句型: “Which season do you like best?”给学生设置一个疑问: 怎么一会用 “better”一会用 “best”)
5.Introduce “winter”
a.T: What is the last season?
  Introduce “winter”
  Ss: read and spell
  T: What do you like doing in winter?
  Ss: I like skating/skiing/making a snow man…
b.T: Which season do you like best during four seasons?
  Ss: I like …best.
  T: Why?
  Ss: Because it’s cold . I can skate/ski/make snowmen.
c.T: Juse now , we have learned “Which season do you like better?”
What is the difference between “better and best”
     Ss: “better” points to two things, “best”points to more than two.
    （设计意图：把两个容易混淆的句子放一起作比较，引导学生说出 “better” “best”的区别，这样就变被动接受为主动发现问题并解决问题，印象更深）
D Consolidation
1. Part C Ask and answer
   T: Which season do you like best?
  Ss: I like spring best.
  T: Why?
  Ss: Because it’s warm and windy. I can fly kites.
  T: Ask and answer each other.
    (设计意图：巩固操练学生刚学习的新句型，运用书本上C部分的内容，这样的处理就会显得水到渠成)
2. Read comprehesion
  T: Who can read this passage for us?
  Ss: Read it one by one.
  T: Look at these questions while reading by yourselves.
  Ss: Answer them one by one.
   （设计意图：为了拓展学生的阅读训练能力，也为了拓展学生的知识面，让他们看一篇课外短文，通过他们做的题目检测他们对知识的灵活运用能力）
3. T: Just now we have seen many beautiful pictures.
    Look at these pictures (show some pictures about the ice of North Pole)
  T: Why does it happened?
  Ss: The weather becomes warmer and warmer.
  T: What should we do ?
  Ss: We should protect our seasons and home.
Introduce “Protect our seasons! Protect our home!”
    (设计意图：新课程要求要对学生进行情感教育，所以我特意从网上搜索了许多有关两极冰川融化的图片，让他们意识到现在的环境污染非常严重，导致全球不断升温，如果不好好的保护，那么不久的将来就看不到如此四季分明又漂亮的季节了)
E Homework
1. Copy the new words and sentences.
2. Try to write a short story about seasons and tell your friends how to protect the seasons and our home.

教后反思
1.        本节围绕“季节与气候”这个话题开展各项活动，教学设计新颖而流畅。环节一环紧扣一环。为学生营造了一种宽松、民主、和谐的教学氛围。
2.        加强了对学生的情感教育：要保护四季，保护我们的家园。
3.        体现了“任务型”教学，培养了学生综合语言运用能力，拓展了学生的文化视野。
4.        因课时内容安排稍紧凑，所以一部分学生很难当堂课消化，必须重视并加强学生的预习能力。

回复 1# zhanglingxia


    有课件吗？急用

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