【教学设计】Unit 2 Part B（陕旅） (2).docx

陕西旅游出版社 五年级（下册） 畅言教育Unit 2 Spring Is ComingPart B 教材分析本部分意在让学生看图讨论各自最喜欢的季节及原因。可要求学生参考本部分几幅图片的内容阐述为什么喜欢某个季节，并根据学生的程度进行引导，让他们拓展说出其他更多的原因。 教学目标【知识与能力目标】1. 能听懂Lets talk对话中表示季节的词汇。2. 能运用What do you do in .? I often . with my friends. Sometimes we . 谈论各个季节的相应活动。【过程与方法目标】Warming-up: Look, tick and say, Lets talk, Tick, then ask and answer【情感态度价值观目标】能理解并运用Its warm and trees are green. We like to . Summer is hot, but we can . 谈论某个季节的特征。 教学重难点【教学重点】能听懂Lets learn more部分描述季节的词汇和句型。【教学难点】能听、说、熟读对话，语音语调准确自然。 课前准备 图片，PPT 教学过程课程导入(Leading In)(1)课前复习1. 闪卡教师快速出示Lets learn部分的词汇卡片，请学生分组抢说。抢说正确的同学所在组得一分。(1)新课展示Part B Lets learn more1. 教授单词March, April和May(1) 教师大屏幕出示春天的景色。T: Look. What season is it?Ss: Spring.T: Yes. Its spring. The trees and grass are green and the flowers are beautiful. But which months are in spring? Who can tell us?展示年历，鼓励学生进行讨论，并在年历上圈出相应的月份。之后，教师指着年历上圈出的3月、4月和5月逐一介绍单词March, April和May 。(2) 教师出示3月、4月和5月的卡片，领读并注意纠正学生的错误读音。(3) 教师板书这三个单词，请学生进行拼读，并提醒他们注意月份单词的书写格式：首字母大写。拼读时，教师要注意引导学生关注单词中字母组合的发音，学会按读音规则拼读拼写单词：March中，字母组合ar读a:，ch读tApril中，字母a读ei, i读短音的。May中，字母组介ay读ei板书并朗读句子：March, April and May are in spring.(4)比比谁最快教师将学生分成四组，并快速出示手指，三根手指代表3月，四根手指代表4月，五根手指代表5月。要求学生看到教师出示的手指个数快速说出相应的月份，哪组学生说的又快又准，其所在组加一分。2. 教授句型(1) 教师承接上一环节，指着大屏幕继续提问学生：T: What can you see in March, April and May?(并引导学生作答)T&Ss: We can see green trees, green grass and beautiful flowers.T: (教师做温暖的动作）Is it warm in spring?Ss: Yes, it is.T: In March, April and May, its warm and trees are green. Do you like to go out to play?Ss: Yes, we do.板书句型：In March, April and May, its warm and trees are green. We like to.教学建议：教师可以在这里适当复习一下like后面接动词的用法。(2) 教师以大屏幕出示夏天非常炎热的景象，并指着图片，做擦汗的动作，向学生介绍：T: Oh, summer is coming. It is hot.之后，教师出示小朋友游泳和吃冰淇淋的图片，并提问：T: Look at the children. What do they do in summer?Ss: They often swim and eat ice-creams.板书句型：Summer is hot, but we can.(3) 教师以大屏幕出示秋天丰收的景象。T: Look! What can you see in autumn?SS：（教师可根据学生回答的情况适当地进行补充）We can see many fruits and vegetables.T: Yes. Autumn is coming. Its cool but rick. We have many fruits in this season.由于在Part B Lets chant部分已经接触过rick这个单词，建议教师在这里简单解释一下rich的意思即可。(4) 教师以大屏幕出示冬天小朋友在下雪天堆雪人的景象。T: Look! It is snowing. What season is it?Ss: Winter.T:(教师作发抖状)Is it cold?Ss: Yes, it is.T: What can you see in the picture?Ss: We can see some children and a snowman.T: What are the children doing?Ss: They are making a snowman.T: Are they happy?Ss: Yes, they are.3. 听力理解教师分别播放Lets learn more部分的五段录音，让学生认真听这五段话，并在听完每段话时回答问题：(1) What are the four seasons in a year?(2) Whats the weather like in spring / summer / autumn / winter?(3) What do / can you do / have in spring / summer / autumn / winter?(2)巩固活动教师完整地播放录音，让学生听并注意模仿其语音语调跟读Lets learn more部分的内容。(2)Part B Tick, then ask and answer1. 教师引导学生仔细观察本部分的活动图片，并引领他们一一说出这些活动的名称。2. 教师与一位学生进行问答示范，请其他学生注意听：T: What do you do in spring?S1: In spring, I often fly kites. Sometimes I plant trees.T: What do you do in winter?S1: In winter, I often make a snowman with my friends. Sometimes 1 draw pictures at home.3. 学生两人一组勾出在相应季节的两幅图片，相互问答。教师向学生强凋在相互问答时要注意句子的完整性，然后在教室里进行巡视，对个别学生进行指导，并注意纠正学生不恰当的语音语调。(1)Read again and answer the questions1. 先让学生自己读一读本部分的四个问题。对于难点，教师可以适当地进行提示：如特殊疑问词when的意思是“什么时候”，snowmen是单词 snowman的复数形式等2. 任务型阅读：学生带着问题自读Lets learn more部分的课文，并勾画出与这四个问题有关的信息。3. 教师提问，并要求学生在回答时，尽量将句子回答完整；如果有学生回答得不够完整，教师可以适当补充后让其再重复要遍。鼓励学生大胆开口、踊跃作答并表扬积极参与的字生。参考答案：1. They are spring, summer, autumn and winter.2. Because it is warm and trees are green.3. We can swim and eat ice-creams.4. We can make snowmen in winter.4. 上述问题处理完毕后，教师可视学生的理解和表达情况，提出一些拓展性的问题供其讨论，如：(1) Which season do you like best? Why?(2) Why is autumn rich?(3) Do you like winter? Why or why not?(1)Lets chant教师播放Part B Lets chant部分的录音，请学生跟着节奏打拍子说唱歌谣，通过朗朗上口的歌谣，带领学生进人英语学习氛围