小学英语教案：Unit5 The seasons

2014教师招考

Unit5 The seasons（第一课时）
一、教学内容：
6B.Unit5 A部分：Listen, read and say.
二、教学目标：
1.能听、说、读、写单词：spring, summer, autumn, winter, season, next, weather ,best。
2.能听、说、读日常交际用语：What’s the weather like in…? 及其回答。
3.能听、说、读单词和词组：rain, cool, windy, warm,  countryside, most of the time, the best season, make snowmen。
4.能理解课文内容并较熟练的朗读课文。
5．学会用整体感知、部分细读的方法快速获取语篇信息，并能借助关键词对语篇进行结构把握。
三、教学重、难点：
重点：能在语篇中初步理解询问天气的用语，并能在语言输出中初步运用。
难点：对于四季不同天气的正确理解与表达。
四、教学准备：
1、学生做练习的纸（课前发）
2、多媒体课件。
五、教学过程：
Step1 Revision.
1.课前欣赏歌曲《爸爸去哪儿》沙画版
Sing a song: How is the weather?2.Free talk.
Step2. Presentation and drill.
1.T: How is the weather? What’s the weather like ?Teach: weather
T: What’s the weather like today? Ss: It’s cloudy. T: Yes. And it’s cold in early spring, as cold as in winter. Teach: winter snowy T: What can we do on a snowy day? What holidays are there in winter? What can we do?
2.T: So winter is a special season. How many seasons are there in a year? Ss: Four. T: They are spring, summer, autumn and winter.This lesson we will talk about the seasons.揭示课题：Unit5 The seasons
3.T: Winter is past, spring has come. First, let’s go into spring. What’s the weather like in spring? It’s warm. Teach: “warm” “rainy”. T: What do you think of spring ? （学生说说对于春天的感受。）
4.T: Look, the boy is hot. What season is it? Teach: “summer”T: Do you like summer? Why ? Because it’s… I can…
5.T: Which season comes after summer? Teach: “autumn”,“What’s the weather like in autumn?”,“It’s windy and cool.”, Teach: “windy”“cool”. T: (出示图片)We can….S: We can go to farms/pick…T: Autumn is a harvest season .No pains, no gains.
Step 3 Listen ,read and say .
1.学习对话背景部分。
1)T: Just now we talked about the seasons in Liyang. The weather in different seasons is different, the weather in different places is different. Do you know the weather in New York? Do you want to know? Su Yang wants to know the weather in New York.
2) Listen to the tape and answer the questions. PPT:出示问题：1.Why does Su Yang want to know the weather in New York?  2.学生回答后紧接着追问Who is Su Yang asking? Why does she asking Ben?  Teach “be going to”, “next week”.
3)Read after the tape.
2. Watch and number整体感知对话。
T: What season are they talking first/second…? Let’s watch the cartoon and number.
3.Read the dialogue and underline the answers in your book, then fill in the form.学生阅读对话并划出答案,完成表格。
PPT:一个个解决问题，What’s the weather like there in summer/autumn/spring/winter? What do people do in each season? Which season in New York does Ben like best? Why?并教新词 “the best season” “most of the time”“countryside”“make snowmen”。
4. Listen to the tape and read after it .
5.T:板书概括纽约四季的天气特点。In New York spring is beautiful , because it often rains, and it’s warm most of the time. Summer is very hot ,  as hot as in Nanjing. Autumn is the best season ,because it’s cool and usually sunny, sometimes it’s windy. People can pick apples. Winter is very cold, it’s colder than in Nanjing. We can make snowmen. Ss: Try to retell the seasons in New York. (学生四人一组，一人介绍一个季节。)
6.Read and complete. T: Su Yang is telling her dad about the weather in New York. Let’s complete the sentences in your book. (P39)
Step 4.Practice
Look at some pictures.（爸爸去哪儿的图片） Make a dialogue: The seasons in Liyang. Step 5.Homework:
1.听读磁带十五分钟并背诵。（必做）
2.写一篇介绍溧阳四季的文章，不少于十句。(选做)
板书：          Unit 5  The seasons
                   In New York
    Spring      warm ,rainy                      a beautiful season
    Summer     hot(as hot as…)
Autumn     cool, sunny, windy   go to farms
                              pick apples    the best season
Winter    cold (colder than in…)  make snowmen
教学反思：
这一单元围绕“季节及气候”这个话题开展各项活动，其中以“询问天气”及其应答为重点内容。同时学习一些常用的与气象相关的词汇。这一教学环节是教授气候类单词。 　　
我采用先教课文的教法，先从观看动画让学生整体理解文章内容入手，有一个整体的感知，然后从细读的角度讲解语法知识点。本单元的知识点联系实际，学生也比较感兴趣，所以学习效果较好。当然课堂中也有许多需要改进的地方。首先，这节课，教学容量大，词汇多，节奏快，课堂上我注重学生操练形式多样性，学生完成得也比较到位。教学环节层层深入，整个教学也比较顺畅。能注重在教材原有的基础上进行一定的引申和渗透，并用追问的形式加深学生的记忆与理解，能在教学中抓住要点和学生进行交流。其次，我注重教学中情境的创设，情景能使抽象的语言具体化、情景化和形象化。在生动、形象的情景中讲解，操练英语知识，能促进学生理解、记忆所学英语和运用英语的能力，是促使学生积极学习的重要手段。六年级学生说大不大，说小不小，他们已开始有更多的主见，希望有更多的自主权。基于此，我在课前欣赏他们喜欢的节目《爸爸去哪儿》MTV沙画版，与最后一个环节的话题相互呼应，鼓励学生创造性地运用语言，让每一位学生都能积极参与其中，活学活用，养成学生互助互爱，相互合作的精神，这种开放性作业，更能让学生回归生活。我们知道课堂学习的主体是学生，学生要对英语感兴趣，还要真正能将学到的英语运用于实际，这些是我们的奋斗目标。要实现这些目标，要求老师要想方设法调动学生的想象力和创造力，引导他们去动脑筋思考、分析、归纳、运用英语，自己学习，自己创造，养成自学的好习惯，以促进终身学习。
教师是课程的开发者，是学生学习的促进者，领路人，是学生健康成长的激励者，是教学理论的研究者、实践者。在漫长的教学过程中，要努力把自己培养成一个开拓型、创造型、研究型的教师。