单 元 备 课
单 元 名 称 教 材 分 析 描述一年四季的气候特点以及每个季节的活动 1. 能听懂会说认读规范书写单词： season year spring summer autumn winter warm wear hot cool fly kite swim: 能听懂会说认读单词及词组 T-shirt what about skate 2. 能听懂会说认读句型： It’s spring/summer….. It’s warm / hot in spring/ summer . What season do you like? I like spring……. I can /often fly kite. 3. 能运用所学句型描述四季的特点并说出自己喜欢的季节及原因 4.初步了解字母f v o 在单词中的发音规律 Unit4.seasons 教 学 目 标 教 学 重难点
一， lesson 1 二 lesson 2 三 lesson 3 课 时 划 分 四． Lesson 4
第（ 4 ）单元共（ 4）课时 －－第（ 1 ）课时 教研组长签字：
课 题 Lesson1. It?s spring 课 new 型 教学目标 1.学生能听懂、认读、会说下列单词：season year spring summer autumn winter 2.学生能听懂、会说“We have four seasons in a year . What season is it? It?s summer. I like summer .I don?t like winter.”等句型。 通过小组之间的交流，通过创造真实的语境，使学生能够灵活运用“What season is it? It?s summer. I like summer .I don?t like winter”句型来询问季节，从而提高学生英语表达能力，真正做到学以致用。 1.学生能听懂、认读、会说单词：season、 year 、spring、 summer 、autumn、 winter。 2.学生能灵活运用句型“What seasons is it? It?s summer. 1.培养学生严谨、周密的思考能力（通过一周七天的课程安排），增进教学重难点 德育渗透 教学方法 教具媒体 师生间的情感， 营造良好的英语学习氛围，以激发学生学习英语的兴趣。 CD-ROM、单词卡片、课件、头饰。 教学过程 二次备课 Step 1 Warm-up 1. Greetings. Hello, boys and girls. 2. Free talk. T: Hi, Wang Ming. What?s your favorite subject？ S: My favorite subject is music. T: Hello, Li Jia. What?s your favorite subject? S: It?s PE. T: Today is Friday; you will have PE and music. So it?s your favorite day, yes? Step 2 Presentation 1. 1.Learn the new words. 在之前对话的基础上拿四季的图片问学生 “What?s your favorite season ?” 学生自然会猜出season 的意思是季节从而引出本课新授单词“season ”，“We have four seasons in a year.”引出单词 “year”, “What are they ?”、看课件图片教授spring、summer 、autumn、 winter. 2. Practice the new words. 出示单词卡片，并通过“乘火车”、男女生读、竞赛读、猜口形等多种形式练习巩固本课新单词。针对学生的表现，教师给于适当的评
价激励。还可以结合着句型“What season is it ? It?s ……..I like summer. /I don?t like …… ”来操练本课新单词，做到词不离句。 3. Step 4. Play a guessing game T：Good job, You are wonderful，Let?s play a guessing game. Listen to the sound and guess(听声音，猜季节) T：What season is it?（听音猜） Ss：It?s Spring. (summer、autumn、winter) 4. Learn the new text. Look at the book and listen to the tape. Underline the new words. 听完录音后，可以找学生读一读所划出的单词。 Step 3 Practice 1. Look at the book and listen to the tape again. Answer the questions： How many seasons are there in a year? What are they? 听完录音后让学生找出问题的答案。 2. Listen to the tape again. Try to follow the tape. Repeat after the tape. Then practice reading the dialogue in groups. (小组分角色朗读课文，如果时间充足的话，可以让学生带头饰表演对话。) 3. Let?s talk: Look at the pictures of part2, ask and answer in pairs. 4. Let?s do: link the pictures with the seasons, describe the pictures like this: It?s spring/… I like spring. /I don?t like winter. 4. Sing a song 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!。 Step 4 Consolidation 小组活动：人人争做小记者。活动形式是小组内互相采访，根据事先准备的表格，用句型“Do you like…?Yes, I do. / No, I don?t.”来采访别人喜欢和不喜欢的季节，练习后到台前表演，对学生发放适当的奖品，加以鼓励。 Step 6 Summary and homework 教师引导学生总结本节课所学的知识点。 1. Listen to the tape and mime it. 2. 用“Do you like…?”询问你的家人或朋友喜欢的季节。 板书设计 What season is it? It’s spring.
反思与重建 第（ 4 ）单元共（4 ）课时 －－第（2 ）课时 教研组长签字：
课 题 Lesson2 it’s warm. 课 new 型 教学目标 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。 （二） 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。 .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…….”。： 3.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。 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 教学重难点 德育渗透 教学方法 教具媒体 CD-ROM、单词卡片、课件、头饰 教学过程 二次备课 Step 1 Warming-up 1. Greetings. Good morning, boys and girls.( 2. Enjoy a song. 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! Step 2 Presentation 1. Free talk. Hi, Lucy! How many seasons are there in a year ？ 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