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1、Book 8 Lesson 17 Summer Is Coming! 教学设计景泰县第四小学 张红玉教学目标：一 知识目标：1、四会单词：leaves, grass, flowers, sandals。2、使学生能够正确描述四季的特征，正确表达自己在夏季喜欢干的事情。二 能力目标：培养学生的口语表达能力和对语言的归纳总结和综合运用能力。三 情感目标：进一步激发学生学习英语的浓厚兴趣，培养学生乐于与他人交往和交流的精神。重点、难点：1对四季特征的描述。2对四季活动的描述。教具准备：单词卡片，多媒体课件 教学过程：一 Greeting and review:1 T: Hello, boys and
2、 girls. Are you ready for English class?OK. Now, lets begin our English class.Today, we are going to learn Lesson 17 Summer Is Coming. Whats the meaning? Do you know?二 New Concepts:(一) No. 1 1 T: I have some questions for you:How many seasons are there in a year? What are they? (课件出示四季幻灯片)T: Please
3、look at the trees carefully. What happens to the leaves in the different seasons? “Leaves”, do you remember? Whats the meaning? Can you read it? Read and spell it. Recite it. (出示leaves单词卡片, 并粘在黑板上) Its the plural form, the singaler form is “leaf”.T: Look at the leaves in winter? Do the trees have an
4、y leaves in winter? (The trees dont have any leaves in winter.) (板书 The trees - leaves in -.)T: How about in spring? Do the trees have any leaves in spring? Are the leaves new or old? (Yes, the trees have new leaves in spring.) T: What colour are summer leaves? (green) Do you know summer leaves can
5、make you cool? So, trees have cool, green leaves in summer. Say it, please. T: Look at the leaves in fall. Do the trees have cool, green leaves in fall? The trees lose their leaves in fall. “lose”, whats the meaning? Here, it means “失去”. What colour are fall leaves? (yellow, orange, red) T: Class, d
6、ifferent seasons, different trees and leaves. Can you say the differences about the leaves ?2 T: Now, lets talk about the weather of the four seasons.Hows the weather in winter? (cold and snowy) (板书 The weather is - in -.) In spring? (warm and rainy) What are these? Do you like spring flowers? (出示单词
7、卡片flowers, 并领读，拼读，背诵单词) Hows the weather in summer? Is the weather hot and sunny in fall?3 T: This time, can you tell me the clothes you wear in the four seasons?What do you wear in summer? (板书 I wear my - in -.)（在学生回答时，适时出示单词sandals, 并领读，拼读，背诵单词。） T: How about in spring? In winter? In fall?4 T: Now
8、, take out your chart, please fill in the blanks of these three lines, the trees, the weather, and the clothes. Please just write down the key words.Its OK. T: Who wants to show your chart? Please come here. (实物投影显示学生表格)5 T: Now, lets listen and read the No.1.(二) No.2 and No.3 1 T: There are four se
9、asons in a year. Whats your favourite season? T: But my favourite season is summer. Because I like to lie on the grass in summer. “grass”, do you know? (出示单词卡片grass, 并领读，拼读，背诵单词) I like to lie on the grass in summer. (板书I like to - in -.) Do you like to lie on the grass in summer?T: I like to lie on
10、 the grass in summer. I like to wear my shorts and sandals in summer. I like to swim in summer. They are my summer fun. “summer fun” , whats the meaning?T: Whats your summer fun? What do you like to do in summer?2 T: Lets listen to the No.2 and No.3, then tell me: Whats Jennys summer fun? Whats Li M
11、ings summer fun? T: Lets read it.3 T: This time, Please talk about your winter fun, spring fun, and fall fun in groups. And then write them down on your chart. T: This boy/girl, can you tell us your winter fun/spring fun/ fall fun?三 布置作业： T: Ill give you your homework. Please choose one season, and
12、then write a passage. 板书设计： Lesson 17 Summer Is Coming!flowerssandalsgrassleaves The trees - leaves in -.The weather is -in -.I wear my -in -.I like to - in -.教 学 反 思今天我讲的第十七课Summer Is Coming! 是一篇描述性文章。主要要求学生学会口语表达树木在四季的变化，以及在夏季喜欢干的事情。我个人认为，如果仅仅围绕这两个句型进行教学，即使学生学会了新句型，也不会在生活中灵活运用，这就失去了语言学习的实际意义。因此，我根
13、据学生已有的知识和生活常识，扩展了大量的词汇和句型的教学。如：例如：在描述季节特征时，拓展了在每一个季节所穿的衣服的教学；在讲summer fun这一部分时，拓展了winter fun, spring fun, fall fun的教学。正是这些贴近学生实际生活的教学，充分调动了学生学习的积极性，是他们想说，愿意说，并有的说。我感觉，通过一节课的学习，大多数学生达到了我预设的培养学生口语表达能力和对语言的归纳总结和综合运用能力的目标。另外，在进行口语操练之时，我以 trees, weather, clothes, fun 四条纵线为主线，让学生从每一条纵线的部分学习过度到横线对某一个季节的综合描述。学生口头操练之后，再让学生完成表格的填写，最后，到布置作业，完成小文章的写作，这种层层递进的教学方式，使学生在不同台阶上重复接触所学的语言，使所学知识得到了及时的巩固和复习，也使得学生对所学的知识在实际的交流运用中得到扩展和升华。本课不足之处，我认为在小组活动时，没有将好差学生加以搭配，从而，个别稍差的同学对参加讨论的积极性不够高，没有达到预期的目的。
