修订版PEP 五（下）Unit 2 My favorite season

李俊蓉

教学过程

Step 1.Warm-up

1.Greet to the students.

2.Have a free talk with the students.

T:What do you often do after class?

Ss:I often do my homework/takeatrip/read abook/watch TV...

T:Oh,you like watching TV,do you know this TV show.

Ss:Yes!It’s the Readers.

设计意图：课堂伊始，教师通过“打招呼”的方式与学生进行语言沟通，和学生谈论他们课余时间经常做的事情来拉近师生距离，同时也利用谈论《朗读者》这一电视节目为教师朗读诗歌做好铺垫。

Step 2.Dictation

T:Today I’ll read a poem to you,but you have to do a task!Work with your partner try to catch more words in the poem.I’ll see who can catch the most words of the poem.First try to find a partner,you can high-five with yourpartnerorhug your partner.

Ss:Try to do something with their partners.

T:Spring,the sweet spring is year’s pleasantking.Then blooms each thing,then girls dance in a ring.Cold does not sting,pretty birds do thing.(read it for three times)PPT呈现如下：

T:Are you ready?How many words do you catch?

S1:...

S2:...

S3:...

T:Great!You have caught almost all the words of the poem,can you read this poem to your classmates.

设计意图：学生通过小组活动听出教师朗诵诗歌的大致内容，教师指导学生通过朗读来导入本课学习内容。

Step 3.Presentation

1.Students try to read pictures to get to know the passage.PPT呈现如下：

T:Do you wantto read more poems?

Ss:Yes!

T:OK!But first let’s read these pictures.What do you want to know about the pictures,you can ask any questions what you want to know.

Ss:A Robot.

T:Yeah,he isRobin a robot.

S2:What is Robin doing in each picture?

S3:Does Robin like spring?

S4:Which season does Robin like?...

设计意图：学生通过读图自由提问，引入文本学习。

2.Students try to understand the passage by reading it silently.（逐步呈现文本如下：）

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T:Great!Which season does Robin like?

Ss:All the four seasons.

T:Oh!Robin likesthem all!Why does Robin like all the four seasons?Please read it silently and try to circle the reasons.

设计意图：学生通过默读找出Robin喜欢四季的原因，自己理解文本内容。

3.Try to check the answers together,and through ittry to teach some reading skills.

T:Now whocan tellme why Robin likes the four seasons?

S1:He likes spring because there are beautiful flowers everywhere.Then the teacher try to teach the Ss how to read this sentence.You should emphasize“beautiful”and“everywhere”.

S2:He likes summer because he likes summer vacation.

T:Do you like summer?Do you like summer vacation?Try to have a free talk with the Ss,and help them to read the sentences in the picture in summer.

T:Why doesRobin like fall?And how about winter?

S3:Because he likes the colors in fall.

S4:Because he can make a snowman.

设计意图：教师和学生一起梳理文本并板书，同时指导一些朗读技巧,为下一步的课文朗读和课文复述做好铺垫。

4.Students read the passage in roles then act out.

T:Now it’s your turn!Please read the text in roles,try to read emotionally like a real robot.Read in your groups.

T:Which group can show us your reading!

Group1:...Group2:...

T:How do you think of their reading?Do you like their reading?

设计意图：通过学生小组活动和角色扮演，让学生在更好地理解文本内容的同时掌握一些朗读技巧,并找两组学生展演，让学生互评他们的朗读内容。

5.Students try to retell the passage.

T:You know Robin likes all the four seasons,now who can tell me the story of Robin and thefourseasons.You can use the mind map on the blackboard to help you!

设计意图：在这一环节学生利用板书上的Mind map，用自己的语言对课文内容进行重建再构。

Step 4.Extension

1.Read the collection of season poems in groups.（PPT呈现学生即将接触到的诗歌目录）

T:Seasons come seasons go,all beautiful things grow through it.Now look at your season poem,there are some poems about the seasons,you can choose one to read in your groups.But pay attention to the reading skills.

2.Find the top readers students try to read out the poem they chose.

T:Which one do you want to read?

Ss:We want to read...

T:Why do you want to read it?

Ss:Because...

T:Who do you want to read it for?

Ss:We want to read it for...

设计意图：学生在小组内进行诗歌朗读，在朗读之前想想要读什么诗，为什么要读这首诗，想读给谁听！然后教师搭建一个寻找最佳朗读者的平台，让学生来表演他们所选择的诗歌，进一步训练诗歌朗读的技巧。

3.Students try to write some sentences or a short passage or a poem about the seasons.

T:Today you’ve read so many poems about the seasons,do you like the poems?Can you writesomethingabouttheseasons?

Ss:Yes!

T:Now I’ll give you some picturesofeach season,try to write something about the season.You can write a poem or some short sentences.

设计意图：通过此环节，学生进行简单的写作尝试，对于本节课的输入内容进行有效的输出。

Step 5.Assessment

1.Students evaluate their reading in voice,pronunciation,intonation,stress,facialexpressionsand gesturesby painting stars.

T:How do you think of your reading in this class?If you do wellin these itemsplease draw a star for yourself!How many stars can you get?

S1:I get...stars.I think I do well in...（PPT呈现评价机制）

设计意图：通过此环节让学生对本节课的朗读情况做出评价。

Step 6.Homework

T:I think you did a very good job in this class.After class please read the passage fluently.And you can read the collection of season poems with your friends or your family after class.

设计意图：巩固复习本节课的重难点内容,帮助学生在课余养成良好的朗读习惯。

附：板书设计