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2. Let students talk about seasons, and help them review words and phrases related to seasons.
3. Present and teach new words.
4. Ask students which season they like best and lead them to talk about the seasons.
设计意图：通过图片形式直观展示学生熟悉的场景，易于吸引学生的注意力，引起学生的兴趣。让学生用头脑风暴的形式回顾与季节有关的词汇，有助于唤醒学生已知的相关知识，为课堂进一步的学习做好铺垫。在回顾旧知的同时适当教授新词汇，符合学生学习的认知规律，易于学生学习并掌握。最后的口头练习，既给了学生自我表达的机会，也让学生能够在实际交际中运用刚刚学到的新知，及时进行巩固。
Step 2: Reading
Listen and read the poem, then let students match the description with each season.
设计意图：第一遍的阅读，重在对篇章的整体理解。在完成这项阅读任务的过程中，学生将文中的描述与季节相对应，既能初步建立对篇章的整体理解，又能捕捉到每个季节的典型特点，为后续的深入阅读做好准备。
2. Lead the students to read the poem stanza by stanza. Ask them to answer questions after reading.
Questions :
Winter:
Do trees and flowers grow in winter?
Why do the birds fly far away in winter?
Spring:
Why is it a perfect time to fly kites in spring?
Where do bees and butterflies fly?
Summer:
What are sweet memories about?
What kind afternoons can be called lazy afternoons?
Autumn:
What happens to the leaves in autumn?
What do farmers do in autumn?
设计意图：教师指导学生按照诗歌的诗节进行分段阅读。在多形式的朗读中，通过问-答的方式，让学生带着问题在文中查找重要的信息并进行回答。在训练、培养学生阅读技能的同时，促使学生进一步深化对这首诗歌内容的理解。
3. Let students read the poem again together and ask them to pay more attention to the last word of each line.
Help students find out the rhyming words in the poem quickly and chant together with rhythm.
Snow rhymes with .
Away rhymes with .
Bright rhymes with .
Flowers rhymes with .
Days rhymes with .
Pool rhymes with .