Lesson 13 Summer Is Coming!优秀公开课教案

(冀教版)六年级英语下册

Lesson 13 Summer is coming.教学设计

万全区第二小学席照芳教材分析:

本课的教学内容选自冀教版小学六年级英语八Unit3的一课。本单元中Li Ming和Jenny 、Danny尽情享受夏季的各种乐趣,并且讨论他们的暑期计划。通过他们对夏天趣事的谈论,让同学们学会用简单的语言描述四季,描述夏天的活动,表达自己的乐趣和爱好。本课是在学生对seasons和winter有了一定的认识的基础上,重点讨论what happens to trees in different seasons和summer fun。课文中的一些图片大多是学生非常熟悉的,相信这一定会激发起学生学习的兴趣,让学生轻松的进入本课的学习。

学情分析:

学习对象为六年级学生,他们已经有了一定的英语基础,具备了一定的听说读写能力,但是也出现了不同水平的分层现象。学生已经了解并能表达一些四季的特点,但缺乏练习和应用。充分运用小组合作的学习机制,课堂教学以小组活动为主。

设计思路:激情设境—语言交流—整合认知。

(1)运用电教媒体设置多种英语学习情境,激发学生学习英语的热情。

(2)运用任务驱动型学习,培养学生的合作、参与意识,发挥学生的主动性,体现首创精神,培养学生的自我反思能力和运用英语进行交流的能力。

(3)让学生有多种机会在不同的情境下去应用所学的知识,实现新旧知识的整合。

教学目标:

知识目标:1掌握四会单词:leaves, fan.

2.能够运用句型:I like to……以及Sometimes I……

3能用英文描述每个季节的特征,说出自己喜爱的季节,并正确表达自己在此季节喜欢做的事情.

能力目标:培养学生的口语表达能力和对语言的归纳总结和综合应用能力.

情感目标:激发学生对四季的喜爱之情,并通过分组活动培养学生合作互助精神。通过本课主题树立学生热爱大自然的观念并且激励学生努力学习。培养学生关注周围环境的意识,使学生乐于享受生活中美好的事物。

教学重点:1.使学生能正确读写leaves, fan。

2.学习句型I like to …。

教学难点:使学生能够用英文描述每个季节的特征并说出自己喜爱的季节, 并正确表达自己在此季节喜欢做的事情.

教学过程:

一、Warming up and leading in

1. Greeting

T: Hello, everyone!

S: Hello, teacher!

T: How are you today?

S: I’m fine. How are you?

T: I’m fine, thanks.

(设计意图:几句简单的问侯语,学生倍感亲切、放松,他们能愉快地进入课堂。)

2. Free talk

T: What’s the date today?

How’s the weather today?

What season is it now?

It’s spring now, the weather is warmer and warmer. So summer is coming.

板书课题Lesson 13 Summer is coming.

T: Are you ready for our class?

(设计意图:通过简单的几个问题引出了课题,引入新课.)

二、New concepts

(一)What season is it?

(课件出示四季幻灯片)

T:Today,I bring you some pictures.

1. How’s the weather in different seasons?

T: Do you know the weather in different seasons?

Talk about the weather in different seasons in groups.

Winter (cold and snowy)

Spring (warm and rainy)

Summer (hot and sunny)

Autumn (cool and windy)

2. Different clothes for different seasons.

T: Can you tell me the clothes you wear in the four seasons?

T: In different seasons,the trees are different,too.What happens to trees?

(设计意图:通过课件的展示让学生在欣赏四季的美景中复习了不同季节天气特征的不同和所穿衣服的不同.)

3. What happens to trees in different seasons?

T: Look at the leaves in winter? Do the trees have any leaves in winter? (Many trees don’t have any leaves in winter.)

T: How about in spring? Do the trees have any leaves in spring? Are the leaves new or old? (Yes, the trees have new leaves in spring?)

T: What colour are the leaves in summer? (green)

Do you know the leaves in summer can make you cool?

So trees have cool, green leaves in summer.

T: look at the leaves in autumn, what happens to the leaves in autumn? (The trees lose their leaves in autumn.)

T: What colour are the leaves in autumn? (yellow, orange, red)

Class, in different seasons the trees are different.

4. Listen to the tape in Part 1

(设计意图:通过课件出示树木树叶在四季中的变化图片让学生更直观地看到不同的季节树木树叶也是不同的.)

(二)Summer fun

1. My Summer fun

T: We know there are four seasons in a year. What’s your favourite season? What do you like to do in this season?

T:Do you know what my favourite season is? Can you guess?

My favourite season is summer. Because I can do many things in summer. For example, I like to swim in summer. I like to wear my beautiful dress. They are my summer fun.

(设计意图:通过谈论学生最喜欢的季节及在这个季节喜欢做的事情为第二部分的学习做好了铺垫.)

2. Jenny’s and Ling M ing’s Summer fun

T: Ok. Do you know what’s J enny’s summer fun and Li Ming’s summer fun?

Let’s read Part 2.

Let students read Part 2. Then answer the questions.

①What does Jenny like to do in summer?

②What does Li Ming like to do in summer?

(设计意图:本环节让学生边阅读边思考问题,能更好的让学生理解课文内容.)

3. Listen to the tape of Part 2

(设计意图:通过听录音,既训练了学生的听力能力又使学生对课文进行了较好的理解.)

4.Group work (Ask and Answer)

(设计意图:创设语言情景,有助于激发学生的学习兴趣,小组内的练***增强了学生们的合作意识.学生说的能力在本环节得到了有效地训练.)

三、Consolidation

Do some exercises

(设计意图:出示多媒体课件,通过做练习巩固本课所学的词汇及句型.)

四、Homework:

Please talk about your winter fun, spring fun, and autumn fun in groups

I like to...

教学反思:

今天我讲的第十三课Summer Is Coming!是一篇描述性文章。主要要求学生学会口语表达树木在四季的变化,以及在夏季喜欢干的事情。我个人认为,如果仅仅围绕这两个句型进行教学,即使学生学会了新句型,也不会在生活中灵活运用,这就失去了语言学习的实际意义。因此,我根据学生已有的知识和生活常识,扩展了大量的词汇和句型的教学。例如:在描述季节特征时,拓展了在每一个季节所穿的衣服的教学;在讲summer fun这一部分时,拓展了winter fun, spring fun, autumn fun的教学。正是这些贴近学生实际生活的教学,充分调动了学生学习的积极性,使他们想说,愿意说,并有的说。

我感觉,通过一节课的学***多数学生达到了我预设的培养学生口语表达能力和对语言的归纳总结和综合运用能力的目标。

另外,在进行口语操练之时,我以weather, clothes, trees, summer fun 四条纵线为主线,让学生从每一条纵线的部分学习过度到横线对某一个季节的综合描述。学生口头操练之后,再让学生完成小文章的写作,最后到布置作业,,这种层层递进的教学方式,使学生在不同台阶上重复接触所学的语言,使所学知识得到了及时的巩固和复习,也使得学生对所学的知识在实际的交流运用中得到扩展和升华。