英语人教版五年级下册Unit2 My favourite season B.doc

My favourite season 教学设计一、教学课题Unit 2 My favourite season B read and write二、教案设计理念以学生为主体，教师起主导作用的教学理念，重视对学生学习习惯的培养与学习方法的指导，希望与学生在快乐活动中实现教学相长。在教学中主要通过互联网搜索获取丰富的图像和视频进行多个情景的创设，让书本上的知识尽量贴近生活，运用于生活，并使学生热爱生活。通过游戏形式，活跃课堂气氛。通过自主探索与合作互动形式相结合，全方位调动学生学习积极性，扩大知识的广度和深度，提高教与学的能力。二、教学目标：1学生能够听、说、读、写句型：I like because. I want to并能在情景中正确运用。2学生能够理解文章意义并正确回答问题和书写答句。3. 学生能够表达自己所喜爱的季节，并能写下来。4培养学生热爱大自然，热爱生活，热爱学习的高尚情操。三、教学重、难点分析：本课时的教学重点和难点是掌握询问对方喜欢某个季节的原因及其应答的句型：I like because.四、教学准备：图片、卡片和多媒体课件。五、教学过程：（一）Warm-up1. Review the old words. When you see the words, You can just stand up and say it loudly. Lets see who is faster.(抢答的方式增强了孩子们的积极性。)2. Watch a short video about seasons-Favourite season? (视频)（设计意图：设计以唱歌进行热身，也把相关的季节内容放在听力内容中，既调动了学生的学习热情,又为下面的阅读环节复习了必要的相关知识。)（二）Presentation1Ask students who remember the the question appeared in the video.2The question is :whats your favourite season?让学生说出另一种表达方式：Which season do you like best? 并让学生用I likebest,because I can回答。3Let students guess which season does Robin like best? Find the answer in the text.学生带着问题进行独立阅读，并提出自己的答案。4. The first time :Listen to the tape. The second time :Read after the tape.(注意模仿机器人的语气。) 5. Analysis the text. （1）Show students the picture of spring. Ask them the main color of the picture.Students will say its pink. I will show the sentence:“Look at the green trees and pink flowers.”Let students look for the green color. Show the following sentences.practice the sentences.(男生读绿色字体，女生读粉色字体，共读红色字体。)Write the main character of spring on the blackboard.(2)Show the picture of summer. Students read the sentence “The weather is hot,hot,hot!”The voice is louder and louder. Write the main character of summer on the blackboard.I will ask students whether Robin likes summer. They may guess. I will tell them he does. Because he is a robot and he is not afraid of hot. Ask students whether Robin can swim. Show students the sentence :But I cant swim. (3) Show the picture of autumn. The leaves on the picture are falling. They dont know the “fall”.I will do the gesture of fall. Students will know the meaning of this word.Tell students the two meaning of “fall”.Ss practice and try to read these sentence full of emotional.Write the main character of spring on the blackboard.(4)Show the picture of winter. Ask students the main colour of winter. And write the main character of winter on the blackboard. Ask students why they like winter. Lead in students say “play in the snow”.（三）Practice1. Do some exercises. Circle the right answer.2. I use some pictures to instead of the words. Students try to read the text by this way. 3. Act out the text in group. -Role A (Zoom) -Role B (Zip)（四）Extension1Encourage Ss to talk about things we can do in four seasons.（设计意图：激发了学生的学习热情,又为下面的写作环节做了很好的铺垫。）2. Lets write Write a poem: 用英语写出自己喜欢的季节，为什么喜欢这个季节，在这个季节能做的活动。（1）Giving instructions and Ss begin to write.（2）Invite some Ss to share their written work in the class. Correct the mistakes. (3) Correct each others passage.（设计意图：培养学生写作的能力，通过互相批改作文，提高学生的写作技巧。）3.Enjoy the proverbs about the four seasons.(五) Homework1. Try to talk about “Seasons in Hebei” with friends.（谈论河北的四季。）2. Read the poem and write poems about other seasons.(读自己写的小诗，试着写一写另外的季节。)(六) 板书设计Unit 2 My favourite season seasonsspringlovelywintersummerbeautiful hotautumnwhite 教学反思: 本节课以favourite season为主线，利用歌曲“Favourite season”来激发学生的兴趣。然后采取师生对话的形式作为示范，在进行小组交流，生生对话的形式进行。让每个学生都能参与其中，都有发表的机会，同时也是帮助学生恢复对旧知识的记忆，也为后面的写作做好积累，铺垫的工作。通过这一环节学生能口头描述季节。Presentation部分我的设计主要是引导学生学会如何阅读。第一遍快速阅读让学生带着问题找到最主要的信息。阅读对学生来说最大的兴趣在于文中的信息。每个人阅读的过程都是获取信息的过程。第二遍进行精读，同样带着问题找出相关的信息。第三遍学生提问找出自己仍然不明白的单词或句子。在学生进行第二和第三遍阅读时可让学生与同桌进行讨论交流。讨论的形式有助学生对课文信息的消化。让学生分层次阅读这篇对话，更多的是注重学生学习能力的培养,强调学生的学习策略,阅读策略,引导学生能够运用阅读中的Scanning(快速浏览)，Intensive reading (精读)等阅读技巧，很好理解文章意义，获得相关知识.在本环节中，最后由学生提出不明白的词句，这样是让学生自己找问题，发现问题。经过前面的层层铺垫，从一开始的说，描述四个季节，并说出自己的favourite season。这是口头作文。然后进行阅读。有了以上的积累，学生们对写作已经豪不畏惧了,他们有明确的写作目标,也有丰富的写作内容,而且在这一环节的设计中，我先给出一个框架，让