译林版 四下《Unit5 Seasons》教学设计
教材分析：
本单元主要学习描述不同季节的气候特征，以及在不同季节里人们经常从事的活动。我会先鼓励学生根据自己平时的观察，用已有的语言知识，对当前季节的气候特征或者当天的天气做简单描述。在学习目标词汇和新句型后，让学生进行自己描述，体现循序渐进的教学方式。在教学中，可多多利用图片或实物，启发学生联想，使他们更好地掌握关于季节和活动的词汇。
设计理念：
1.趣味性。本课以学生感兴趣的“Magic school bus神奇校车”贯穿整个教学环节。在歌曲、游戏、竞赛等丰富多彩的教学活动中，不断激发学生学习的学习热情，掀起教学高潮，关注学生的学习情感，营造宽松、和谐、民主的教学氛围。
2.灵活性。以教材为基础，在情境中逐步渗透新学词汇的多种表达方式。基于教材的拓展，
完全在学生的能力范围之内，充分体现了教学的灵活性和开放性。
3. 交际性。教学活动的设计源于生活，又以各种方式引导学生联系生活实际在情境中充分运用，真正体现了语言的交际功能。
教学目标：
1.能听懂、会说、会读、会写season, spring, warm, summer, hot, autumn, cool, winter, cold.
2.能听懂、会说、会读句子：We like spring/ summer/ autumn/ winter. In…, it is warm/ cool/ hot/ cold.We … (具体活动).
3.能在老师的指导下有感情地朗读本首诗歌。
4.能表达四季的气候特征及人们相应的活动。
教学重点：
1.能听懂、会说、会读、会写season, spring, warm, summer, hot, autumn, cool, winter, cold。
2. 能听懂、会说、会读句子：We like spring/ summer/ autumn/ winter. In…, it is warm/ cool/ hot/ cold.We … (具体活动).
教学难点：
1.能在老师的指导下有感情地朗读本首诗歌。
2.能表达四季的气候特征及人们相应的活动。
教学准备：实物，图片，多媒体课件
教学过程：
Step1: Warming up
1. Free talk
T: What day is it today? What’s the weather like today?What subjects do you like?Do you like English? Do you like travelling? Let’s go travelling with them.Are you ready? Let’s go.
T:How do we go there? Look,This is magic school bus. Let’s get on the bus and enjoy the seesight.
2.The teacher describes the four seasons.What can you see?
We can see beautiful flowers, green trees,oh, a cute kite.The fish in the river ,the students go boating.The sun is red and hot,so they eat ice creams.The boys go swimming.The leaves turn yellow and fall down. The food is delicious. It snows.They make snowmen and skate.How happy they are! What is this cartoon about ?
Step2 Presentation
1.S:Season. Teach season
T:How many seasons are there in a year? There are four seasons. 揭题。
2. 出示 Learning aims.
T: Let’s begin our travelling.Let’s say:Bus,bus, go,go,go.
3. Teach story time
①Where are we going?
T:Stop.We are in China. Look at the girl.Who’s she? S:She’s Su Yang.
T:She wants to go with us. OK?
T:What season is it now? S：Spring. 教 spring warm.
看图说话。
T: Yes, spring is green. Let’s enjoy.
②.Let’s go on travelling. Let’s say: bus,bus, go go go. Where are we going?
.Stop. We are in Indonesia.The elephant wants to go with us. What season is it? S：Summer.
教summer hot It’s hot in summer.What can you do on hot days?
听音填空，可以让学生自由说。。
Let’s listen.What can they do? 新授：eat ice creams go swimming Summer is energetic.Let’s enjoy.T：Spring is green. What colour is summer? S：Red…. Let’s enjoy.
③.T: Let’s go on. Let’s say:bus,bus,go, go, go .Where are we going? Stop. We are in Australia.The kangaroo wants to go with us. What season is it in Australia?
S: Autumn. 教：autumn cool 区别 cool 的两种意思。
T: What can you see? What are they doing? 教Have picnics Here are two “i”. They are pronounced “I” Here are two “ c” Ther’re pronounced “aI ”.
T: Look at the picture. Can you ask? Who…? Where…? What…? 教 climbing go climbing
T:Autumn is a harvest season. Let’s enjoy.
T: Autumn is yellow. Yes?
④.Let’s go on travelling. Let’s say: bus,bus, go go go. Where are we going?
.Stop. We are in the south pole.The pengwins want to go with us. What season is it? 听音填词。S：winter
教 winter T:What can you see in the picture? T: I can see a snowman. 教snowman ,snowmen .
Let’s read:bed,desk,pen,men,snowmen.
Winter is white. Let’s enjoy.
Watch the cartoon
Step3 Consolidation
1. Read together.
2. Retell the storytime according to the words and phrases on the blackboard.
3. Choose one way to read. Ticking time.
4. Production
①T:We come back to Jiangyin. I can describe the spring in Jiangyin. 教师做示范说一说江阴的春天。
②老师说一说江阴的春天。
③学生说一说江阴的夏天。
Step4 Homework
1.Talk about the other seasons with your friends after class.
2. Copy the new words four times.
教学反思：
教师按总分总的教学理念设计了不同层次的教学任务，力求创设和谐、愉快地交际氛围，掀起教学的小高潮，调动学生学习的积极性和主动性。
一、本课以学生较为喜闻乐见的“神奇校车”来贯穿整堂课的教学，学生就不由自主地在神奇校车的带领下身临其境地欣赏着一年四季的美景，掀起了一个又一个教学高潮，这样的学习充分体现了学生学习的主体地位。
二、教师努力营造和谐的对话式的课堂氛围，先呈现动画让学生整体感知季节内容、感知语篇，从而揭示课题。学习每个季节时，教师设计了不同的任务，让学生去理解语篇。最后拓展延伸，综合运用部分让学生带着书中人物来到江阴，说说江阴春天的季节以及活动，然后再写下来。总之，我将句型的操练放到实际的情景中，使语言更具生活性。学生不会觉得它枯燥，而乐于学习。
三、教师对学生的评价方法多样，如教学开始教师就让学生明白：表现好可以得到“神奇校车”的车票，和书中人物一起去旅游，学生兴趣浓厚，发言积极，同时掀起了教学的小高潮。