Lesson 13 Summer Is Coming!优质课教学设计

课题：Lesson 13 Summer Is Coming 一、教材分析

本课选自冀教版小学英语六年级下册第三单元。本单元主要讲述Danny、Li Ming、Jenny围绕话题What will you do this summer?展开，讨论他们的暑假计划。本课是Unit3的第一课时，主要讲述four seasons和summer fun。

二、学情分析

本课的学习者为六年级的孩子，他们从三年级开始接触英语，已经具备了一定的英语知识，掌握了一定的英语技能，会用简单的语言来描述一件事物或一件事情，也会用简单的语言描述自己的感受。并且在六年级上半学期的时候，他们已经学了一些seasons的相关知识。

三、教学目标

1.

知识与技能目标。

1）学生能够听懂、会说、认读词汇lose

fan。

2）学生能够在图片和老师的帮助下，正确组织语言简单描述一年四季。

3）学生能够认读，理解并在真实情境中运用句型What do you like to do in___?

I like to______. 2.学习策略目标：

学生能够在教师提供的教学资源下，摘取重要信息。

四、教学重难点

1）学生能够听懂、会说、认读词汇lose

fan. 2）学生能够认读，理解并在真实情境中运用句型What do you like to do in___?

I like to______.

3）学生能够在图片和老师的帮助下，简单描述一年四季。

五、教学准备

多媒体课件、录音机等

六、教学过程

Step I. Class opening 1.

Greeting. T:Good morning/afternoon,boys and girls. Ss: Good morning/afternoon.Ms Tian. T:How are you today? Ss: I’m fine,thank you.And you? T:I’m fine,too.How’s the weather? S1:It’s... 〖设计意图：课前教师跟学生进行短暂的交流，可以拉近教师与学生的距离。〗

2.

Review. T:How many seasons are there in a year? S3:Four. T:What are they? S4:They are spring,summer,autumn and winter. 〖设计意图：对旧知进行复习，既可以帮助学生巩固已学知识，同时也为下面新知的学习奠定基础。〗

Step II.New concepts. 1.Weather in different seasons.

T:They are spring,summer,autumn,winter. Ss:Spring,summer,autumn,winter. (教师放慢速度引领学生一起说，板书四个季节。) PPT同时出现四季图片

spring

summer

T:How’s the weather in spring?

S4:It’s warm and rainy.

PPT展示答案

autumn

winter

sT:How’s the weather in summer? S5:It’s hot and sunny. PPT展示答案

T:How’s the weather in autumn? S6:It’s cool and windy. PPT展示答案

T:How’s the weather in winter? S7:It’s cold and snowy. PPT展示答案

T:The weather is different in the four seasons.

2.Trees in different seasons. 1>

Listen,read and find the answers. T:How about the trees?What happens to the trees in different seasons?

T:Let’s listen,read and find the answer.

Ss listen,read follow the tape and find the answer. T:What happens the trees in spring? S8:In spring,trees have new leaves. T:What happens the trees in summer? S9:In summer,trees have green leaves. T:What happens the trees in autumn? S10:Trees lose their leaves. They are yellow,orange and red. T:What happens the trees in spring? S11:Many trees don’t have any leaves.

〖设计意图：让学生带着问题听、读找答案，既为学生提供了标准的英语语音、语调，同时也可以检测学生摘取关键信息的能力。〗

①Spring(点春季文本框超链接到PPT31)

T:In spring,trees have new leaves.

T:Look here.

T: ’’ee’’ says long /i:/,”tree”

”trees”; ‘’ea’’ says long/i:/,”leaves” leaves”. 教师找学生读leaves。

T：Can you read this sentence

again? Ss: Trees have new leaves. T:Good job.

PPT出示leaves的图片

T:Here are some leaves. PPT出示leaf的图片

T:What’s this? Ss:Leaf. T: Yes,it’s a leaf.

(点图片一片树叶超链接到PPT35) T:Boys and girls,look here carefully.

T:What do you find?

S12:单词以f或fe结尾的单词，把f或者fe变成v再加es T:Excellent.

学生自己看或读一遍Tips(点图片蝴蝶超链接回到PPT6) T:Let’s read together.

Ss: Trees have new leaves. ②Summer T:In summer,trees have green leaves.(点夏季文本框超链接到PPT32) T:Look at the word”green”.

Here are two green colors.

T:Which one is the color of leaves in summer?

Ss:深绿色

T:Yes,it’s deep green. (点文本框超链接回到PPT6) ③Autumn T:In autumn, trees lose their leaves.They are yellow,orange and red. (点文本框超链接到PPT33)

T:Look here. 教师手指lose

T:In this word,letter “o” says /u:/.

lose/lu:z/ Ss:Lose. T:Look at these two words”whose”

“move”.Please try to read. Ss: Whose

move T:Good.

Ss try to read “lose” one by one. 教师手指句子’’Trees lose their leaves.’

T:Can you read? S14: Trees lose their leaves.

S15: Trees lose their leaves. S16:Trees lose their leaves. T:Together. Ss：Trees lose their leaves.They are yellow,orange and red. (点左边文本框超链接返回到PPT6) ④Winter T:In winter,many trees don’t have any leaves. (点文本框超链接到PPT34)

(点雪花图片超链接到PPT36) T:Please look at these sentences.

T:How can we use “any”“some”?

S17:否定句和疑问句时我们用any,肯定句用some。

T:Great. T:Now,let’s do some exercise about them.

Check the answer.

T:Good job.(点雪花图片超链接回到PPT6) 〖设计意图：对四个季节树木的变化进行详细讲授，可以帮助学生获得更加立体的信息。在这个过程中，教师对各个季节中的关键信息进行重点讲授与归纳等，可以帮助孩子们更好地储存所学知识。〗

T:In the four seasons,the trees are different.

Let’s read together.

Ss read the sentences together. 2>

Read Part1 by yourselves.

T:Now,please read Part1 by yourself.Read it loudly. Ss to read Part1 by themselves. T:Who wants to read Part 1 for us? S18:.... S19:... (教师要及时对学生做出适当评价) 〖设计意图：学生自己读，教师可以了解到学生对本部分是否还有阅读问题，同时也可以培养学生自主学习的能力。〗

3>Guessing game. T:Now,close your English book.

Listen and guess what season it is. 播放四个季节的录音。

Spring:Trees have new leaves. Summer:Trees have green leaves. Autumn:What color are the leaves?They are yellow,orange and red. Winter:Many trees don’t have any leaves. 在这个过程过程中教师让学生repeat听到的句子。

〖设计意图：让学生听，并描述，可以进一步帮助学生扎实所学内容。〗

5>Prolongation.(拓展) T:As we know the weather and the trees are different in the four seasons. What’s the other differences in the four seasons?

S21:我们穿不同的衣服。

T:Yes,we can wear different clothes. What can we wear in spring? S22: We can wear ... T:What can we wear in summer? S23:We can wear... T:How about in autumn? S24:We can wear... T:In winter,we can wear... S25:We can wear...

T:The seasons have many differences. 〖设计意图：让学生回顾以往所学知识，进行归纳总结，为综合运用奠定基础。3.Summer fun. 1>Listen and answer. T:What season does Jenny like? Why? 〗

T:Which

season does Jenny love? S18:Summer. T:Why does Jenny love summer?

S19:She likes to swim. S20:She likes to sit in the sun. S21:She likes the fan. PPT出示答案

T:Look here,”sit in the sun ”. What’s the meaning? Ss:晒太阳。

T:How about the word”fan”? Ss:电扇。

T:Good. Now,let’s read together. Ss read the answers together.

〖设计意图：学生带着问题听，然后找出答案，可以培养学生摘取关键信息的能力，同时也可以检测学生的听力水平。〗

2>Look and answer. T:How about Li Ming? Let’s look.

（学生自己观察图片，自己组织语言说。）

S22：He plays football with his friends. S23: He flies a kite. S24: 喜欢看云。

T:Yes.He plays with his friends.

He flies a kite,

He likes to look at the clouds.

T:Look here,”look at the clouds”. What’s the meaning?

Ss:看云。

T:Good.

T:Can you read? Ss read the sentences together. (教师注意提示学生look at的连读)

〖设计意图：学生带着问题观察图片，自己组织语言，一方面可以考察学生综合运用语言的能力，另一方面也让学生在图片的帮助下理解其含义，更加形象与直观。〗

3>

“like to do sth”的归纳与练习

These are Jenny’s and LiMing’s summer fun.

T:Look carefully. What do you find?

S25:like to 后加动词原形。

T:Good job,thanks for your answer. Like to 后加动词原形，组成短语like to do sth

T:let’s do some exercise about it.(点蝴蝶图片超链接到PPT38)

T:Can you read?(点雪花图片超链接返回到PPT18)

Ss read the sentences together. 〖设计意图：学生根据教师的提示，自己总结归纳，对知识点掌握更加深刻。〗

4>Listen and imitate. T:Now,let’s look at Part2.And read follow the tape. Ss listen and read.

4>Read Part2 together. Ss read Part 2 together. 〖设计意图：学生跟读环节，可以为学生提供标准的语音、语调；自己阅读环节，为下面的活动做好铺垫。〗

5>Ask and answer. T:We know Jenny’s and Li Ming’s summer fun. How about you? What do you like to do in summer?

S18:I like to... S19:I like to... 〖设计意图：此环节的设计，贴近学生生活，可以帮助孩子将所学句型运用到实际生活中。〗

6>Pair work. T:Please work in pairs. Two students a team. You can ask”What do you like to do in summer? What do you like to do in winter?...”Go. Ss practice the sentence in pairs.

〖设计意图：小组活动的设计，可以帮助学生更好地了解自己的同学，增进彼此的友谊。〗

8.Fill the chart. T:Boys and girls. There are four season in a year.The weather is different.

The tress are different. We can wear different clothes.

We can do different things.

T:Now,I want you to fill the chart on your book.

T:For example.

In spring,the weather is warm. Trees have new leaves. I like to ride a bike.

Ss fill the chart on their books. T:Are you OK? Ss:OK.

教师找学生说summer

autumn

winter的相关信息，在此过程中教师进行及时评价以及适当追问。

T:What season do you love in the four season? Why? S23:I love ....Because... T:How about you? S24:I love...Because...

T:Thanks for your answers. T:I love winter. Because there is snow and ice. I can play the snowball with my baby. I can make a snowman. I like skate.

〖设计意图：表格的填写与分享，一方面更好地帮助学生了解本课主要学习内容，同时也可以培养学生的语言组织能力。〗

StepIII.Class closing. T:After class I want you to write a short story like this.

(点蝴蝶图片超链接到PPT39) T:You can use these sentences.

(点右下角雪花图片超链接返回到PPT27) T:Got it? Ss:Yes. T:See you. Ss:See you.