"My Favorite Season" lesson plan (1)
Teaching objectives
1. Further consolidate the four sentences: I like ?because ?and be able to use it in the situation Comprehensive application.
2. Be able to correctly read and understand the meaning of the article, and correctly complete the multiple-choice questions. 3. Be able to answer questions about four seasons preferences based on the teaching content, give appropriate answers, and complete sentence filling activities.
Important and difficult points in teaching
1. Master the four sentence patterns: I like ?because? sentence pattern. 2. Able to understand the text and complete the questions asked.
Teaching process
Step 1 Warm-up
1.Greetings.
2.Let?s sing:
What?s your favorite season?
(Design intention: to bring teachers and students closer through greetings; by singing songs related to this lesson, it not only activates the classroom atmosphere, but also allows students to listen to the songs.
Step 2 Pre-reading
1. T: (Continue the song above) We have learned four seasons. They are?. (Students read The courseware tells the names of the four seasons in turn) Yes. We also call ?autumn fall?. The teacher shows the word cards to practice. After the practice, he writes on the blackboard and asks the students to spell out.
2. Ask and answer:
T: Which season do you like best?
Why do you like spring/summer/fall/winter.
p>
(Design intention: Review the key sentence patterns of this unit through questions and answers, paving the way for the study of this lesson.)
Step 3 While-reading
1. General reading < /p>
(1) Let students watch the animation of Read and write with the question Which season does Robin like best?
(2)Read and tick:
Let the students read the passage quickly and tick.
(3)Tick or cross:
< p> 1.There are beautiful flowers in spring.( ) 2.The weather is cold in summer. ( ) 3.Robin doesn?t like summer. ( ) 4.There is lots of snow in winter. ( )(Design intention: Let students read the text in a targeted manner, initially perceive the text, obtain key information, eliminate falsehoods while retaining truth, and thus understand the overall reading.)
2. Detailed reading
(1)Get the Ss to read Paragraph 1 and answer the question: Why does Zoom like spring?
T: Yes. The spring is very beautiful. (The courseware shows beautiful spring and writes on the blackboard beautiful)
(2)Read Paragraph 2 and answer the question: What?s the weather like in summer?
T: Yes. The summer is hot. (Courseware shows hot summer And write on the blackboard hot)
(3)Read Paragraph 3 and answer.
T: Does Zoom like summer? How do you know? Guide students to read the sentence: I go swimming.
Why do you like summer? Because I can swim in the lake.
The courseware presents a dynamic picture of falling leaves to help students understand the sentence: The leaves fall and fall and fall.
T: Yes. The fall is lovely. (The courseware shows lovely fall and writes lovely on the blackboard)
It?s fall. Zoom and Zip go hiking. They eat a lot.
< p> (4)Read Paragraph 4 and answer. T: Why does Zoom like winter? Ss: Because he can play in the snow.T: Yes. And there is lots of snow. Show lots of, let students guess the meaning based on the pictures, and show the word cards to practice)
T: What color is the snow? Ss: White.
T: Yes. The snow is white. The winter is white. (The courseware shows white winter and writes on the blackboard.)
Because I can sleep a long time.
(Design intention: Students read the text independently , answer the teacher's questions orally based on keywords, screen and analyze the text information, fully understand the details of the text, and clearly grasp the content you have learned)
Step 4 Post-reading
1. Listen and repeat.
(1) Play the text recording and let students listen carefully.
(2) Play the recording again and students will read it sentence by sentence.
(3) Students read the text together.
(Design intention: to cultivate students’ sense of language through following and imitating, forming correct pronunciation and intonation, and promoting students to express themselves more fluently.)
2. Fill in the blanks.
(1)The trees are_____and the flowers are ____ in spring.
(2)The weather is ____ in summer. Zip likes summer but he ______swim.
(3)What _____ colours! Zip wants to _______________. (4)Zoom likes winter because he can____________.
(Design intention: Through fill-in-the-blank exercises, it not only plays a greater role in whether students have mastered the text content. Good detection and feedback functions can also consciously guide students out of the text and cultivate their ability to use discourse.
)
3. Read and choose.
Hello, I?m Zhang Peng. I like summer best. The weather is hot. The trees are very green in summer. I often go swimming with my friends. I often eat ice cream. I often eat watermelons, too. They are my favorite fruit. I have a long summer vacation, too. What a happy summer! ( )1.Zhang Peng likes______ best. A.spring B.summer C.fall ( )2.Zhang Peng often ______ in summer. A.goes swimming B.eats ice cream and watermelons C.both A and B
( )3.Zhang Peng has a ________ summer. A.happy B.lovely C.hot
4. Tick or cross.
Hello, I?m Mike. I like winter best. Because I can make a snowman. My friends like different seasons. Amy likes spring. She often flies a kite in spring. John likes summer. He often goes swimming in the lake. Mary likes autumn best. She often picks apples in autumn. What about you? 1.Mike likes winter best.( )
2.Amy often goes swimming in spring.( ) 3.Mary likes fall best.( )
4.John often picks apples in autumn.( ) 5. Mike?s friends like different seasons. ( )
(Design intention: By supplementing two reading materials, students can read independently and complete corresponding exercises to consolidate and expand students’ vocabulary and language. knowledge, expand students’ thinking, and cultivate and improve students’ reading skills. )
5. Write a poem.
My favorite season
I like spring best.
Spring is warm. Spring is rainy . There are green trees. I can fly kites. I can go on a picnic. Spring, spring. I love you! (1) The teacher demonstrates. (2) Students imitate. (3)Student presentation.
(Design intention: By allowing students to imitate poems about the seasons, we can improve students’ comprehensive ability to use language and achieve the purpose of applying what they have learned.)
Step 5 Summary
p>
T: What colorful seasons! Let?s enjoy every season. Happy every day. (Provide timely summaries and conduct moral education to sublimate students' emotions.)
Step 6 Homework
1.Listen and read P19.
(Listen to the recording and read aloud, please pay attention to the pronunciation and intonation.)
2. Read the poem and write poems about other seasons. (Read the poem you wrote and try to write about another season.
)
Blackboard design:
Unit 2 My favorite season
Part B Read and write "My Favorite Season" lesson plan (2)
Teaching objectives
1. Be able to master three sentences: I like spring because there are many beautiful flowers everywhere. I like winter because I can play in the snow.
2. Be able to Understand the Chinese meaning of the sentence: The leaves fall and fall and fall. I love fall!.
Important and difficult points in teaching
Teaching focus:
Listening, speaking, reading and writing sentences: I like winter because I can play in the snow.
Teaching difficulties:
1. Master the reason adverbial clauses guided by because.
2. Understand the two meanings of fall.
Teaching tools
ppt courseware
Teaching process
Step 1 Warm-up
1. Let? s sing:
What?s your favorite season?
(Design intention: to shorten the distance between teachers and students through greetings; to activate the classroom by singing songs related to this lesson atmosphere, and allow students to initially perceive the meaning of fall in the song)
2. Free-talk:
T: (Continue the song above) My favorite season is spring. Because. it?s warm. There are many beautiful flowers everywhere. How about you? Which season do you like best? Why?
Ss: My favorite season is summer/fall/winter. Because ?.
(Design intention: Review key sentence patterns in this unit through questions and answers, paving the way for learning this lesson.)
Step 2 Pre-reading
1. T: I have a good friend. He?s very handsome and he can do everything for you. If he wants to say ?I like spring.? He will say ?I ?like- spring.?(imitate like a Robot). Can you guess who is he?
Ss: He is a robot!
T: Yes! You are so clever!(T shows the Robot Robinsin.) Do you want to know which season does Robin like best? OK! Listen carefully and answer the question.
(Design intention: let students read the passage with interest)
Step 3 While-reading
1. General reading
(1) Let students watch the animation of Read and write with the question Which season does Robin like best?
(2)Read and circle:
Let the students read the passage quickly and tick.
(3)Choose the right answer:
Q1: Which season does Robin like best?
Q2: Why?
(Design intention: Let students read the text in a targeted manner, initially perceive the text, and obtain key points (1) Get the Ss to read Paragraph 1 and answer the question: Why does it. Robin like spring?
T: Yes. The spring is very beautiful. (The courseware shows beautiful spring and writes beautiful on the blackboard)
(2) Read Paragraph 2 and answer the question: What ?s the weather like in summer?
T: Yes. The summer is hot. (The courseware shows hot summer and writes hot on the blackboard)
(3)Read Paragraph 3 and answer. < /p>
T: Does Robin like fall? How do you know? Guide students to read the sentence: What lovely colours! (Show the word card lovely) I love fall.
The courseware presents a dynamic picture of falling leaves. , to help students understand the sentence: The leaves fall and fall and fall.
T: Yes. The fall is lovely. (The courseware shows lovely fall and writes lovely on the blackboard)
(4)Read Paragraph 4 and answer.
T: Why does Robin like winter?
Ss: Because he can play in the snow.
T: Yes. And there is lots of snow. (The courseware marks out lots of and asks students to guess their meaning based on the pictures and show them word cards for practice. )
T: What color is the snow?
Ss: White.
T: Yes. The snow is white. The winter is white. (courseware Show white winter and write on the blackboard.)
(Design intention: Students read the text independently, answer the teacher’s questions orally based on keywords, screen and analyze the text information, fully understand the text details, and then clearly grasp the text. What you have learned. )
Step 4 Post-reading
1. Listen and repeat.
(1) Play the text recording and let the students listen carefully.
(2) Play the recording again and students will read it sentence by sentence.
(3) Students read the text together.
(4)Imitate robots.
(Design intention: Through following and imitating, students’ sense of language will be cultivated, correct pronunciation and intonation will be formed, and students’ expression will be promoted more fluently.
)
2. Task 1: Fill in the blanks.
(1)The trees are_____and the flowers are ____ in spring.
(2)The weather is ____ in summer. Robin likes summer but he ______swim.
(3)What _____ colours! Robin wants to _______________.
(4)Robin likes winter because he can____________.
p>
(Design intention: Through fill-in-the-blank exercises, it plays a better role in testing and feedback on whether students have mastered the text content)
3. Task 2: Retell the story.
(Design intention: Consciously guide students to retell the text through keywords, and cultivate their ability to use discourse.)
4. Task 3: Write a poem.
My favorite season
I like spring best.
Spring is warm.
Spring is rainy.
There are green trees. < /p>
I can fly kites.
I can go on a picnic.
Spring, spring.
I love you!
(1) The teacher demonstrates.
(2)Student imitation.
(3)Student presentation.
(Design intention: By allowing students to imitate poems about the seasons, we can improve students’ comprehensive ability to use language and achieve the purpose of applying what they have learned.)
Step 5 Summary
p>
Enjoy a song: Seasons in the sun.
T:What colorful seasons! Let?s enjoy every season. Happy every day!
(Summary at the appropriate time, And carry out moral education to sublimate students' emotions)
Step 6 Homework
1. ☆: Retell the text.
2 . ☆ ☆: Write your favorite season.(Write your favorite season.
)