Unit 7 Seasons reading教案1

Unit 7

Reading 教学目标

l读懂四季小诗。2了解四季的变化。3复习和拓展有关四季气候和特征的词汇。

教学内容

四会内容

词汇：shower upon as temperature drop rise 词组：be full of forget to grow fly far away among flowers turn brown fall into piles upon the ground harvest 句型：What a perfect time to fly a kite!

Farmers work to harvest crops, as the days are shorter and the temperature drops.

教学准备

l有关四季景色的视频或图片。2配套磁带或光盘。3收集有关季节的素材，准备制作海报的材料。

教学步骤

Reading 1 Step I呈现

1与学生就“季节和天气”进行交流，复习前一课时的内容。教师问：What’s your favourite season? Why? 鼓励学生同忆所学内容并回答，如：I like winter. It often snows in winter. It’s the best time to play with snow.接着教师鼓励学生们相互进行交流。

2教师依次展示有关四季景色的视频或图片，向学生呈现新知识。向学生展示春天的视频或图片。教师说：Spring is the best season of the year. It’s warm and windy. It's the best time to fly kites. Bees and butterflies play among flowers，显示词组among flowers，向学生解释其含义为“在花丛中”。教师接着说：If the rain comes, they hide from the April showers. 这时，教师显示词汇shower，向学生解释其含义为“阵雨”。向学生展示夏天的视频或图片。教师说：Summer is hot, but we can enjoy a long summer holiday. What can we do in summer? 鼓励学生回答：We can go swimming. We can eat ice cream. 教师接着说：There are also quiet streams, trees and shade. I like chatting or reading in the shade of trees in the middle of the day. The temperature rises quickly at that time这时，教师显示词汇temperature和rise，向学生解释其含义为“温度”和“上升”。向学生解释其含义为“温度”和“上升”。向学生展示秋天的视频或图片。教师问：What colour are the leaves? 鼓励学生回答：They are yellow, red, golden and brown. 教师说：In autumn, the leaves turn brown. They fall into piles upon the ground. 这时，教师显示词组

fall into piles upon the ground，向学生解释其含义为“成堆落在地上”。教师接着说：It’s the best time for farmers to harvest crops. 显示词组harvest crops．向学生解释其含义为“收割庄稼”。向学生展示冬天的视频或图片。教师说：As the days are shorter and the temperature drops, winter is coming. 这是，教师显示词汇as，向学生解释其含义为“随着”。教师接着说：It’s cold in winter. Sometimes it’s snowy. The ground is covered with snow. Trees and flowers forget to grow. Birds fly far away. 教师边描述边展示这些画面，让学生通过形象的画面来理解词组be full of、forget to grow、fly far away的意思是“充满”、“忘记生长”、“飞向远方”。 Step II 操练

1教师播放第82页的录音，让学生看B2部分的练习，边听边填空：Now please open your books and turn to page 83. Look at Part B2. We're going to listen to the poem. Write down the correct seasons in the blanks. Then match each season with the description in the poem.

2让学生说出每幅图的季节，并根据B2部分的短语，用完整的句子描述各个季节，如： (l) It's spring. What 3 perfect time to fly a kite! Bees and butterflies play among flowers. (2) It's autumn. Brown leaves fall on the ground. Farmers harvest crops. (3) It’s winter. Winter days are full of snow. Birds fly far away.

(4) It's summer. There are quiet streams, trees and shade. We can eat ice cream. 3 让学生记忆四季的基本特征。 Step III 呈现

1导入本课诗歌，指导学生默读四个季节，同时呈现以下问题帮助学生理解： Winter: (1) What can we see in winter? (We can see snow.) (2) Can trees and flowers grow m winter? (No, they can't.) (3) Why do the birds fly far away?

(Because they want to live in a warm and sunny place.) Spring: (1) What can we do in spring? (We can fly kites.) (2) What do bees and butterflies d0 1n spring?

(They play among flowers, and then hide from the April showers.) Summer: (l) What can we do in summer? (We can go swimming and eat ice cream.) (2) Where can we often play in summer?

(We can play by quiet streams or under the shade of trees.) Autumn: (1) Where can we see piles of autumn leaves? (On the ground.) (2) What are the farmers busy doing in autumn? (They are busy harvesting crops.)

2教师让学生再默读，引导他们细细品味诗中句末单词的押韵，并且相互讨论，找出句来的韵脚：Read the poem again and find the rhyming words. 最后让学生总结归纳，如第一段中的韵脚snow和grow，away和day；第二段中的韵脚bright和kite，flowers和showers；第三段中的韵脚days和shade， pool和cool；第四段中的韵脚brown和ground，crops和drops.，begin和again。

3学生第三次默读，感受诗歌中使用的拟人手法。教师让学生互相讨论，鼓励他们踊跃表达自己的观点：Read the poem again, and then discuss and find the sentences in which the writer uses personification. 教师解释personification的含义，并引导学生通过以下诗句理解这种修辞方法： (1) Winter: Trees and flowers forget to grow. (2) Spring: Bees and butterflies play among flowers. They hide from the April showers.

在基础较弱的班级教师可以通过下划线给学生做出提示，帮助理解。教师还可以让学生把上述诗句翻译成中文来感受拟人手法带来的美感。 Step IV操练

1学生完成B1部分的练习，找出诗中的韵脚，巩固前面所学内容。

2完成B3部分的练习，让学生再次阅读小诗，然后根据诗歌内容划出错误的部分并加以改正，最后让学生朗读对话并核对答案。

3完成B4部分的练习。先给学生几分钟，用本课学到的词汇填空，然后请四位学生对每个季节进行陈述，同时核对答案。最后全班集体朗读短文。 Step V活动

l为学生播放录音，让他们跟读，要求学生模仿诗诗歌语音语调：Please repeat the poem after the tape. Pay attention to your pronunciation and intonation.

2教师让学生齐声诵读诗歌，把对每个季节的感受充分融入进去：Please read the poem together and express your feelings about each season.

3将班级分成四大组，每组选择一个季节来朗诵：I'm going to divide you into four groups. Each group will read one of the seasons.

4进行朗诵比赛，参赛的学生选择一个季节来朗诵，其他的学生加以点评。 Step VI家庭作业

l熟读课文，记忆本课时所学的词汇、词组和句型。 2能力较强的学生熟背课文。 3完成教师布置的书面练习。

8A unit 6Reading ( 1 ) 教学设计

教学目标：

1.知识目标：①掌握有关四季气候和特征的词汇、短语、句型。

②熟练吟诵诗歌，把握诗歌节奏，能找出诗歌中押韵的单词。 2.能力目标：①灵活运用句型表述自己在不同季节所做的事情。 ②读懂四季小诗，了解四季的变化。

③通过“互动型”教学途径，培养学生的创新精神和将所学的英语运用于日常交际的能力，培

养学生的语言能力和自主学习的能力。

3.情感目标： 在教学中恰当的渗透保护地球的意识，让学生意识到保护大自然的重要性，并能付诸于行动。 教学重点、难点：

1.掌握描述四季特征的词汇和运用句型表达在不同季节所做的事情。 2.用正确的语音、语调朗诵诗歌；运用季节、天气词汇进行日常交际对话。 教学方法 ： 任务教学法 教学过程：

Step1 Warm up and lead in. Greetings

T: Hello, boys and girls, nice to see you. S: Nice to see you.

T: I’m happy to be your teacher this class, I hope you can have a good time. I prepare an English cartoon for you. Let’s enjoy. And tell me what it is about.(观看有关季节的视频)

【设计意图】通过季节变换的录像，吸引学生注意，从而引入话题。 Step2: presentation

1 Talk about their favourite seasons.

T: What is it about? S: Four seasons.

T: Which is your favourite season? Why ?(问几个学生)

Look at the pictures and present the new words and phrasesa perfect timewindy and brightbees and butterfliesshower temperatureshadesweet memories of summer daysdrop and so on 将英文单词隐藏在图片旁边点击空白处，就显示。 2 Read the new words

3 Match the sentences with pictures

【设计意图】通过生动的图片呈现生词，使学生易于接受。

Step3: watching and reading

1. 观看视频感受四季的美

T: Now, let’s enjoy a poem about seasons to feel the beauty of each season together. 2. 读，感受诗歌中的押韵美。

T: Do you find the poem about seasons beautiful? Let’s enjoy the beauty together. Open your books to P82. Please read the first part together.

Winter days are full of snow, When trees and flowers forget to grow, And the birds fly far away To find a warm and sunny day. T: What can you find between snow and grow? S: They rhyme with each other

T: Can you find more like this? (第一二组读第二部分，三四组第三部分，全班最后一段) T：I want you to read the poem to feel the beauty of rhyme again. 使用文字变色龙变换颜色