鲁科版 (五四制)Lesson 2 It's warm in spring.教学设计

Unit 4 Seasons

Lesson 2

【教材分析】

Lesson 2 It's warm in spring 的语言功能是使用句型“It's … in … We often wear …”来描述四季特征以及所穿的衣服,学习任务是句型“Its … in … We often wear …和单词warm hot cool cold wear T-shirt.

【学情分析】

通过上一节课的学习,学生基本能用所学的句型进行交流.在本节课的教学过程中,我将注重对学生学习策略的培养,因材施教,肯定学生的每一次小小的成功,不断给予他们肯定和鼓励,激发他们的学习热情.

【教学目标】

1．知识目标:

（1）能听懂、会说单词warm hot cool cold wear T-shirt.

（2）学生能听懂、会说“Its … in … We often wear …”句型.

2．能力目标:

通过小组之间的交流,通过创造真实的语境,使学生能够运用“What season is it?”句型来询问季节,用“It's … in … I often wear …”来描述四季的气候特征及所穿的衣服,从而提高学生英语表达能力,真正做到学以致用.

3．情感目标:

（1）培养学生将学到的知识运用于真实的生活场景中的能力,使学生具有一定的社交意识,引导学生热爱生活,热爱大自然.

（2）培养学生敢于开口,积极参与的学习态度.

【教学重点】

1．学生能听懂、会说单词warm hot cool cold wear T-shirt.

2．学生能灵活运用句型“Its …. In … We often wear …”.

【教学难点】

结合实际在真实的语境中运用“What season is it ? It's … It's … in … We often wear …句型.

【教学准备】

单词卡片、头饰、录音机、磁带、奖品、图片.

【教学过程】

Ⅰ．Warming-up

1．Greetings. Good morning, boys and girls. (师生相互问候彼此拉近距离,为本节课的开展做好情感、心理铺垫.)

2．Enjoy a song. (师生拍手同唱,进一步调整学生的情绪,活跃课堂气氛.)

Spring, spring, I like spring. Summer, summer, I like summer.

Autumn, autumn, I like autumn. Winter, winter, I like winter.

Spring, summer, autumn, winter. I like them very much!

设计意图:运用说唱儿歌的方式激发学生参与到教学中来,渲染课堂英语气氛,培养了学生学习英语的兴趣,同时复习上节课所学过的单词,为下面新课的学习作辅垫.

Ⅱ．Presentation

1．Free talk.

Hi, Lucy! How many seasons are there in a year? 学生会回答: Four.老师再问What are they? 学生会回答They are spring summer autumn and winter.老师将四季的图片贴在黑板上.Hello, Nick. Do you like spring? Yes, I do.老师说I like spring, too. Because it's warm in spring.将句型It's warm in spring .板书在春天图片的后面并让学生猜warm的汉义及发音.

设计意图:在情境中激发学生的学习兴趣,自然地引出新句型“It's warm in spring?”.

2．Learn the new words.

让几位学生进行操练,按照图片用这个句型引出本课新单词hot cool cold,板书在对应的季节图片之后领读单词并让学生分析发音之后出示单词卡片,并通过“乘火车”、“高低音”、男女生读、竞赛读、猜口形等多种形式练习巩固本课新单词.分组,并以四个季节来命名小组,同时根据学生小组的学习表现来开展评价,并以此来激励学生学习的积极性和主动性.

3．Play a game: Quick answer大屏幕出示四季的图片,让学生快速说出季节及描述四季气候特征的形容词.例如:大屏幕出示spring,学生迅速说出warm.然后同桌俩一个说季节一个说形容词,当然也可以反过来相互提问看谁的反应快.

4．Pair work:同桌俩用 “It's … in …”来操练本课的主要句型,然后找几组展示一下.

5．Say a chant

Warm, warm, it's warm in spring. Hot, hot, it's hot in summer.

Cool, cool, it's cool in autumn. Cold, cold, it's cold in winter.

设计意图:Chant和歌谣节奏明快、琅琅上口,它的适时出现,既起到了操练巩固新知识的作用,又调节的学生的情绪,还活跃了课堂气氛.

6．Look at the book and listen to the tape. Underline the new words that we learned in this class.

设计意图:让学生带着任务听第一遍录音,加深对课文的理解,更能发挥其学习的自主性.

7．Listen again, link the seasons with the clothes.

设计意图:复习以前学过的衣服类单词,并经出新单词T-shirt.

It's warm in spring. So we often wear sweaters.引出单词wear并板书句型We often wear …提问学生What do you wear in autumn/ winter /summer? 练习句型在什么季节穿什么衣服We often wear … in …并将衣服图片贴在相应季节的后面.然后操练句型It's … in … We often wear …再找几组下来展示

设计意图:学习单词的同时,结合着本课的主要句型进行操练,既可以让学生在有意义的语言环境中非常自然地接受,又为对话的学习做铺垫.

Ⅲ．Practice

1．Listen to the tape the third time. Try to follow the tape. Repeat after the tape / teacher.

设计意图:让学生跟读原声带,即加强了学生的听力,又使学生掌握正确的发音.

2．Practice reading the dialogue in groups, then try to act it out. (小组分角色朗读课文,根据黑板上的板书表演课文.)

设计意图:小组分角色朗读、表演课文有助于学生形象的掌握课文内容,巩固学过的重点内容,同时趣味性比较强,学生会积极地投入到学习中来.

3．Group work: Look at the scream, talk about the pictures with your partner.

先给学生做个示范,然后小组练习,找几组到台前展示.

设计意图:既复习了第一课所学知识,同时也能了解学生对本课知识的掌握情况,提高了学生综合运用知识的能力.

Ⅳ．Consolidation

Draw the clothes of four seasons.

Describe the pictures with the drills we learnt this class.

It's … in …

I often wear …

设计意图:对本课所学内容进行拓展练习,达到学以致用的目的.

Ⅴ．Summary

教师引导学生总结本节课所学的知识点,即用“It's … in … We often wear …”来描述季节.

【作业布置】

1．Listen to the tape and mime it.听课文录音,模仿录音朗读课文.

2．回家搜集南北半球季节的差异.

【板书设计】