Lesson 13 Seasons课堂实录及点评

Lesson 13 Seasons 教案

【冀教版小学英语（三年级起点）六年级上册】

高 欢

一、教学目标

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知识目标

（1）学生能听懂、会说、认读并书写下列词汇：season, spring, summer,

autumn, winter。

（2）学生能认读、理解并运用下列句子：

Winter, spring, summer and autumn are seasons. Winter is cold. There is ice and snow. In winter, I put on my hat, scarf and winter coat. In spring, I take off my winter clothes. 2.

能力目标

在思维导图的引导下描述四季的特点。

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情感态度价值观目标

激发学习英语的兴趣，提高英语口语表达能力。

二、教学重难点

词汇：season, spring, summer, autumn, winter

三、教学准备

PPT课件、单词卡片、课本

四、教学过程

1. Greeting

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(1) Sing a song: Twelve months. (2) T: Hello, boys and girls!

Ss: Hello, teacher!

T: How is the weather today?

Ss: It’s cloudy and cool.

T: What do you wear?

Ss: I wear my school clothes. 2. Hook T: From this period, we are going to learn unit three Winter in Canada. Today we will begin with lesson thirteen Seasons. 3. Presentation (1) Vocabulary T: To begin with this lesson, I will show you four pictures. I hope you

could look at them carefully and then answer my questions. This is the

first picture. How is the weather today? Ss: It is sunny and warm. T: What do students wear? Ss: They wear their school clothes. (The teacher shows the class the flash cards.) After finish the questions. T: I took the four pictures on our campus.But we use different words to

describe the weather and the students wear different clothes. Do you

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know why? Ss: Because they are taken in different seasons. The teacher write “season(季节)” on the blackboard. Then read it for the class. The students are expected to read after the teacher.

season 季节

seasons (pl.) T: How many seasons are they in a year? Ss: There are four seasons. T: Do you know what are they? Ss:…

The teacher writes “spring, summer, autumn, winter” on the blackboard. Then read the words and explain the meanings. The students practice by themselves. The teacher emphasizes “in spring, in summer, in autumn, in winter”. (2) Sentence T: From the pictures we know that different seasons have different

weather and in different seasons we wear different clothes. Now, let’s

make our own sentences with the structure In _______, it is ________________. I can see ______________________. I wear ________________________. The teacher shows the class related to different seasons by using the mind map. The students can work in their same groups. After most of the

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students finish the exercise, the teacher names some of them share their sentences in the class. (3) Passage After finish the exercise, the students have a general idea of how to describe different seasons. At this time, the class are asked to read the passage by themselves. On the one hand, the teacher may know if the students get the mind idea of this lesson. On the other hand, the students may enlarge their vocabularies. 4. Summary (1) The students summarize what they have learned in this period. (2) The teacher summarize the main point of this lesson. After this period, the students are expected to ①aurally understand, orally use, recognize and spell the following vocabulary: season, spring, summer, autumn and winter; ②talk about four seasons in their own words; ③ improve oral work. 5. Homework (1) Read the passage after class. (2) Finish the exercise book. (3) Preview Lesson 14 Snow! It’s Winter!

五、板书设计

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Lesson 13 Seasons

spring

winter

seasons

summer

autumn

In _______, it is ________________. I can see ______________________. I wear ________________________.

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Lesson 13 Seasons 反思

高 欢

本节课我执教的是冀教版小学英语（三年级起点）六年级上册第三单元Lesson 13 Seasons。

鉴于学生在之前的学习中已经掌握了表示天气的词汇、景物和事物的词汇以及衣物的词汇，因此再备课时我重点考虑如何利用思维导图将这些词汇与本节课将要学习的四季串在一起，一方面丰富学生的口语表达，另一方面复习巩固已学过的词汇。

再设计本节课时，我在师生问候部分加入了询问天气状况。教授新单词时，我依次利用PPT展示了校园四季的照片，让学生分别描述照片上的天气怎么样，学生们穿着什么衣服并提问同样的地点为什么天气不同，人们穿的衣服也不同，以便引出新单词season,spring, summer, autumn, winter。接着，我利用思维导图给出四季的相关词汇，同时出示课本第三部练习的句子，让学生自己完成句子在和同学交流。最后，回归课文内容。由于此时学生已经做了大量的练习，他们已经能自己读懂、理解文章。我只需指导学生读音不准、理解不到位的个别地方。

优点：

（1）设计教学不拘泥于课本上的顺序，从学生已经掌握的地方入手，层层递进。

（2）利用学生熟悉的图片，吸引学生的注意力，激发学习兴趣。

（3）引入思维导图，帮助学生将已经学过的词汇按照一定的逻

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辑整理出来并运用。

（4）课堂注重让学生自己说，充分练习，让学生发散思维，自由表达。

缺点：

（1）课前没有对课堂上可能发生的情况做到充分预测，以至于课间不能正常播放的时候，自己有些慌乱。

（2）时间把控不好，时间分配不合理，课堂结尾有些匆忙。

（3）课堂练习没能估计到每一个学生，只指出部分学生的错误，其他学生的练习情况不了解。

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