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设计意图
Step 1
Lead in.
T plays the song Twinkle Twinkle Little Star and introduces the basic components of a poem. (title, stanza and rhyme)
T asks Ss to find each component of the poem Seasons of the year.
Ss scan the poem and find out all the rhyming words.
播放学生熟知的儿童歌曲“小星星”，将其作为英文小诗分析，帮助学生初步了解诗歌文体特征。
Step 2
Enjoy the poem.
T asks Ss to read the first stanza about winter by themselves and raise a few questions.
What’s the weather like in winter?
Do flowers and trees grow in winter?
Why do birds fly away?
What does the writer think about winter?
T asks Ss how they feel about winter and what they can do in winter.
T introduces Percy Shelly and his famous words about winter.
T asks Ss to read the second stanza about spring by themselves and after reading Ss will complete a table by discussing in pairs.
Weather
Scenes
Activity
T asks Ss what the writer feels about spring, and asks them to pay attention to the only exclamatory sentence in this stanza.
学生阅读每个诗节，获取关于不同季节天气、景物和人类活动的变化。通过细节体会作者对每个季节的不同感受。再通过教师提问学生关于每个季节的感受，帮助学生体会诗歌的意蕴美。
通过对比诗歌中出现的动词，发现拟人写作手法，帮助学生感悟诗歌的文字美。
T asks Ss to read the third stanza about summer and helps Ss with the new words in this stanza. (Teaching new words with illustrations.)
T raises two questions:
What does the writer do in summer?
What does the writer think of summer?
(find the adjectives)
T shows the contrast between hot, noisy summer and sweet, quiet summer, and asks Ss to think about why the writer thinks summer is sweet and quiet?.
T tells Ss that summer can be also used as an English name for girls.