Unit 5 Seasons-Sound time, Song time, Checkout time & Ticking time-ppt课件-(含教案+素材)-市级公开课-新牛津译林版四年级下册英语(编号：20875).zip

1、Seasons（sound time, song time & checkout time）Unit 5I can talk about the seasons.I can read the sound of “i_e”.I can sing and adapt（改编） a song.I can write a poem（小诗） about seasons.AimsAims（目标（目标）Its in spring.Its in spring.I in spring.I in spring. Brain stormSpringWhere is the spring?Where is the sp

2、ring? The spring is coming. The spring is coming.The trees are growing.The trees are growing. The flowers are blooming. The flowers are blooming.Lets dance and dance.Lets dance and dance. Lets sing and sing. Lets sing and sing.Lets share happiness and everything.Lets share happiness and everything.S

3、ay a rhyme Brain stormautumnautumnspringspringsummersummerwinterwinterSeasons尽可能多地谈论关于某个季节。尽可能多地谈论关于某个季节。用这些句子在组内核对答案吧！Try to say more（试试再说几句）:I like it becauseI drink / eat I goI can Match and sayI can write a poem about seasons.I can sing and adapt the song A Sunny Day.is for “ ”./ ai /timeTomMike

4、Mary Sound time Think and readTom, Mary and Mike All like the kite.Mike likes to ride a bike.Mikelikekitetimewhiteice仔细观察这些单词，你发现什么规律了吗？仔细观察这些单词，你发现什么规律了吗？ridefivenicebikenine Read and findfinei_ei_e在词尾在词尾字母字母i i发发/ /aiai / /。 Try to readmice pine（松树） lime（石灰） vine（花藤）dime Watch and answerQ: Whats i

5、n this shop? Try to readHi! Welcome to my FHi! Welcome to my Fi iveve and D and Di imeme. . I would lI would li ikeke to buy r to buy ri icece. . Do you have rDo you have ri icece? ? I do not have rI do not have ri icece. . But I have mBut I have mi icece. . They are very nThey are very ni ic ce e.

6、. But I need rBut I need ri icece, not m, not mi icece. .I can write a poem about seasons.I can sing and adapt the song A Sunny Day.Its a sunny day.Its a sunny day.Its a sunny day.Its a sunny day.GuliGuli, , guliguli, , guliguli, , guliguli, , guliguli, , Sunny day.Sunny day.Lets fly kites.Lets fly

7、kites.Lets fly kites.Lets fly kites.GuliGuli, , guliguli, , guliguli, , guliguli, , guliguli, , On a sunny day. On a sunny day. Lets sing. Learn to sing.Its a Its a summersummer day. day.Its a Its a summersummer day. day.GuliGuli, , guliguli, , guliguli, , guliguli, , guliguli, , SummerSummer day. d

8、ay.Lets Lets go swimminggo swimming. .Lets Lets go swimminggo swimming. .GuliGuli, , guliguli, , guliguli, , guliguli, , guliguli, , On a On a summersummer day. day. Try to adaptIts a Its a day.day.Its a Its a day.day.GuliGuli, , guliguli, , guliguli, , guliguli, , guliguli, , day. day.LetsLets . .L

9、etsLets . .GuliGuli, , guliguli, , guliguli, , guliguli, , guliguli, , On a On a day. day. Try to adapt1.1.四人一组四人一组改编；改编；2.2.齐唱或一齐唱或一人一句。人一句。I can write a poem about seasons.I can sing and adapt the song A Sunny Day.foodfoodseason clothesclothesactivitiesactivities（活动）（活动）weatheweather r（天气（天气）想一想，如

10、果想一想，如果想要描写季节想要描写季节，可以写哪些，可以写哪些方面？方面？ Writing timeWriting timeSnowy winter, snowy winter.Snowy winter, snowy winter.Everything is white.Everything is white.I can skate, I can ski.I can skate, I can ski.And I can make snowmen.And I can make snowmen.Come and play with me. Come and play with me. l like

11、 winter, snowy winter.l like winter, snowy winter.转行大写开头I can write a poem about seasons.I can sing and adapt the song A Sunny Day.Enjoy each season,Enjoy each season,Enjoy each season,Enjoy each season,enjoy every day!enjoy every day!enjoy every day!enjoy every day!Go and find Go and find Go and fi

12、nd Go and find the beauty of each season.the beauty of each season.the beauty of each season.the beauty of each season.1.搜集更多含有“i_e”字母组合的单词，完成语音思维导图。 2.继续完成小诗的创作，为小诗配上插图，小组装订成集。3.阅读有关季节的绘本。Goodbye!Goodbye!Goodbye!Goodbye!- 1 -教学设计一、教学内容：译林 2011 课标版四年级下册 Unit5 Seasons (Sound time, Song time & Checkou

13、t time)二、教材分析：本版块属于第五单元的综合版块，主要内容包括字母 i 的发音，季节儿歌以及课后有关季节和活动的匹配练习。在内容上难度并不大，绝大部分同学是可以轻松完成的。但对于学力较高的同学来说是“吃不饱”的。因此，在设计本课时，我对教材进行了二次整合，把语音目标具体到能掌握“i_e”的发音规律，帮助学生培养拼词能力，并尝试在绘本中运用语音帮助提高阅读的流畅度。其次，能在讨论季节的基础上学写小诗，感悟诗歌的美。三、教学理念：本课的设计遵循课程标准提出的要求，在整体设计教学目标的过程中，树立“学生主体”的教学理念，通过预设不同内容的言语交流突出学生的主体地位，以问促思，以问促学，以培养

14、学生的言语能力、训练学生思维为目的，塑造和建构学习主体。在学习过程中，优化评价方式，着重评价学生的语言综合运用能力，激励学生语言输出。并借助网络视频丰富学习资源，增加语言输入体验。四、教学目标：1. 能从天气、食物、活动等多方面谈论季节。2. 能掌握字母 i 在单词词尾”i_e”中的发音规律，提高学生的拼词能力，通过绘本阅读运用语音，提高阅读的流畅度。3. 能改编歌曲，体会不同季节带给我们的乐趣。4. 能在老师指导下创作一首有关季节的诗歌，通过朗读体会感悟诗歌的美感。五、教学重、难点：重点：1. 能从天气、食物、活动等多方面谈论季节。2. 能掌握字母 i 在单词词尾”i_e”中的发音规律。难点

15、：- 2 -1. 能在掌握发音规律的基础上阅读并理解绘本Five and Dime。2. 能掌握诗歌的格式，创作有关季节的诗歌。六、教学准备：课件、作业纸、板贴七、教学流程：Step1. Lead-in 1. Greeting.2. Know the aims of the class.T:Before class, we need to know what well do in this class. First, you need to talk about the seasons. In this part, you should speak loudly, confidently an

16、d the more, the better. Next, well learn the sound of “i_e”. You need to find with your eyes. Then, lets sing and adapt the season song. Finally, well enjoy some poems about seasons and try to write one. ( (设计意图：明确学习内容，更加有的放矢。设计意图：明确学习内容，更加有的放矢。) )3. Free talk T:What season is it now? How s the weat

17、her? What do you do in spring? Can you say something more about spring? Do you like it?4.Enjoy a rhyme. Where is the spring? First listen and then say together.5. Brain stormT: Just now, we talked about the spring. Can you say something about summer/ autumn /winter? The more, the better.（设计意图：通过哼唱（设

18、计意图：通过哼唱春天在哪里春天在哪里英文韵律诗，营造轻松的学习氛英文韵律诗，营造轻松的学习氛围，紧扣季节话题自由谈论，为下面的整体谈论及写作做铺垫。）围，紧扣季节话题自由谈论，为下面的整体谈论及写作做铺垫。）Step2. Checkout time1. Match and say T：Can you match them? Find the weather and activities.2. Check in groups- 3 -T: If you have finished, you can check in your groups with the sentences.Try to sa

19、y more.3. Show your answers.（设计意图：借助连线练习继续介绍季节，由前面的句子输出逐渐过渡（设计意图：借助连线练习继续介绍季节，由前面的句子输出逐渐过渡到小段话的输出，提高学生的口语表达能力。）到小段话的输出，提高学生的口语表达能力。）Step3. Sound time1. Introduce the letter “i”.T: Today, we will learn the sound of letter i. Can you find any words with letter i in the screen?S: timeT：Yes. I is for ti

20、me , / ai / / ai / / ai /Look at the picture, more words with letter i in it.S: Mike./ Kite.2. Read the rhymes.T: Can you make a sentence with these words?Lets read it together.3. Find the rule.T：What can you find from these words?S：Theres a letter “e” in the end.T: Thats right. Letter “e” is in the

21、 end and it makes no sound. So, if you can find i_e in the end of the word, letter i makes the sound / ai /. For example , “ite” we read / ait/. （边帮学生再次回忆边板书）4. Know more words with “i_e”.T：Here are more words. Can you try to read?5. Watch the vedio about Five and Dime. Q: Whats in the shop?（设计意图：通过

22、观察，归纳总结词尾字母（设计意图：通过观察，归纳总结词尾字母“i_e”“i_e”发音规律，学会运用发音规律，学会运用拼读规律拼读单词，进而在阅读相关绘本中提高阅读的流畅度和准确度。拼读规律拼读单词，进而在阅读相关绘本中提高阅读的流畅度和准确度。）Step4. Song time- 4 -1. Learn to singT：You did a good job. Lets have a rest and sing a song.2. Try to adaptT: Is it a nice song? We can adapt a new one by ourselves. Listen to m

23、e first.Its your turn. Adapt in your groups, you can sing together or each sings one.3. Show time（设计意图：通过集体哼唱到小组改编，让学生体会不同季节带给我们（设计意图：通过集体哼唱到小组改编，让学生体会不同季节带给我们的乐趣。）的乐趣。）Step5. Writing time1. Think and sayT: If you write about the seasons, what will you write?S: Weather / food / color / activities T：

24、Great. The format is important too. We need to turn over the line. Star each line with big letter. And pay attention to the beauty of the poems.2. Enjoy some poems Read it with the students.3. Writing timeThe teacher gives some guidance.4. Show timeAsk students to read in front of the blackboard. 5.

25、 SumEach season is beautiful. Lets go and find the beauty of each season. Enjoy each season, enjoy every day.（设计意图：创作前通过思维导图帮助学生打开写作思路，了解诗歌的（设计意图：创作前通过思维导图帮助学生打开写作思路，了解诗歌的格式，开拓视野。通过朗读感悟诗歌的美感。最后独立创作提高学生的格式，开拓视野。通过朗读感悟诗歌的美感。最后独立创作提高学生的英语表达中的写作能力。）英语表达中的写作能力。）Step6. Homework1.搜集更多含有“i_e”字母组合的单词，完成语音思维导

26、图。 2.继续完成小诗的创作，为小诗配上插图，小组装订成集。- 5 -3.阅读有关季节的绘本,如 .（设计意图：课后借助思维导图巩固词尾（设计意图：课后借助思维导图巩固词尾”i_e”i_e”的发音规律，检查学生的发音规律，检查学生的掌握情况。为小诗配插图增加作业的趣味性和画面感，小组装订成集的掌握情况。为小诗配插图增加作业的趣味性和画面感，小组装订成集共同体会创作的乐趣和成功的喜悦。通过阅读绘本，拓宽知识渠道，养共同体会创作的乐趣和成功的喜悦。通过阅读绘本，拓宽知识渠道，养成良好的阅读习惯。）成良好的阅读习惯。）八、板书设计：九、教学反思：本课时是第五单元的第三课时，内容包含 Sound ti

27、me, Song time and Checkout time 三个板块。内容方面每个版块衔接不是十分紧密，重点是能谈论并创作季节小诗，并掌握字母 i 在词尾组合 i_e 的发音规律。整节课上下来感受如下：1.多任务谈论季节话题，学生表达机会多，操练比较充分，尤其是重点句型 In spring, its 以及 I （做某事）运用较好。但学生思路没有打开，课前热身谈论的方向不够广阔，仅仅局限在书本出现的一些活动，语言不够丰富。在写作前的预热环节，学生渐入佳境，思维发散较好，能联想到自己的生活情境和学过的旧知。2.语音环节重组教材内容，引入拼读概念，拓宽学习资源。本班级学生绝大部分已经掌握字母 i

28、 发字母音的教学，因此在钻研教材时，就书本现有的语音做了合理的补充和调整，具体到掌握词尾是 i_e 的发音，旨在进一步培养的拼词能力。课堂上，学生很轻松的完成了教学任务。接着，依托 Little Fox Phonic Kids 网络平台，在视觉欣赏的过程中逐步理解和领会发音规则，在故事阅读中提高阅读的流畅度。3.歌曲版块难度小，处理显得仓促，形式有些单一，如果能提供更多机会展示自己，效果会更好。- 6 -4.诗歌创编有一定的难度，前期对于写作思路的思考和讨论较好地为写作做了铺垫。课后通过批改发现，只有一半同学写作思路开拓，语言相对丰富，另一半句式简单，内容相对单一。这一点也促动了我去思考：是否需要提供相对固定的句式进行仿写。这样，难度虽然大大降低，尤其对于一些语言较为薄弱的同学来说，可以提高他们的创作热情，但又怕削弱大部分孩子的创造力和想象力。鉴于季节话题可以发挥的空间较大，我选择放手让大家自己先写。对于写得有待改进的，下节课继续展示一些好的作品供他们学习后进行二次创作。这样，尽量兼顾到所有同学。