Lesson 13 Summer Is Coming!教案3

冀教版第八册

Lesson 13：

Summer Is Coming! 教学设计

韩城镇龙湾子小学

施红芳

教材分析：

本课的教学内容选自冀教版小学六年级英语下册Unit3的第一课。本单元Li Ming、Danny尽情享受夏季的各种活动，并且讨论他们的暑期计划。。通过Li Ming、

Jenny谈论夏天趣事的对话，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、爱好。

学情分析：

1．班内学生已经有一定的英语基础，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。

2．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。

教学目标：

一、语言知识目标：

1．四会单词：fan leaves, swim, sit, fly, fan, hot, warm, cool, lose

2．灵活运用句型like to do sth. 3．使学生能够正确描述四季的特征，正确表达自己在夏季喜欢干的事情。

二、语言技能目标：

培养学生的口语力和对语言的归纳总结和综合运用能力。

三、情感态度目标：

进一步激发学生学习英语的浓厚兴趣，培养学生乐于与他人交往和交流的精神。

四、学习策略目标：

积极与他人合作，共同完成学习任务。

五、文化意识目标：

Love nature, love life.热爱自然

保护环境

热爱生活

教学重点、难点：

1．对四季树的特征的描述。

2．对夏季活动的描述。

教具准备：多媒体课件

单词卡片

学生用答题卡

教学过程：

Step1: Greeting and warming up: 1. Greetings. 2. T: Look! I have some pictures.What are these?(手持四季图片) T: How many seasons are there in a year? T: What are they?

【设计意图:口语交际，创设英语学习氛围，也使学生得到放松，快速带动学生进入本课谈论的主题，激活学生旧知，激活学生知识储备，为新授做好铺垫。】

Step 2：New Concepts: 一、What season is it? 1. T: Today we are going to talk about seasons. What questions can you ask about seasons？Who can ask/answer? S：...

...

S1: How’s the weather in _____ ? (当有学生提到此问题时，教师作适时补充) （There is ice and snow.Snow is white.What can you do in winter?We can skate on the ice.we can make snowman.The days get warmer and warmer. Flowers bloom in spring.The summer sun is hot.I need a

fan.Do you like to go on a trip to the sea in summer?The wind blows the leaves off the trees.）

S2: What’s your favourite season? ? (当有学生提到此问题时，教师立即做出回答) T: My favourite season is summer.Because I like to wear beautiful dresses and go on trips. 【设计意图:通过头脑风暴,让学生激活已有的关于季节、天气的知识，练习简单的语言表达，为后面的整体知识输出做好铺垫。】

2. T: I feel a little hot. The weather is hotter and hotter . I have some questions,

too.(就学生没有没提到问题作补充)

The first one: What season is coming?(课件) S: Summer. T: Yes. Now today we are going to learn Lesson 17：

Summer Is Coming!(板书齐读题目) 3.T: The second one: What happens to trees in the different seasons? (课件) Can you ask?(按行来问) Who can ask?(点名练习读问题)

S：...

若如初

2018-4-7 14:41:08

T: What's this? What are these?(课件)

S：Tree.

S：Leaf.

S：Leaves.

T: The leaves are the clothes of the trees.The trees have different “clothes ” in

different seasons. So the leaves are different in different seasons,yes?(课件)

T: According to this question(课件), we can ask another four questions. Who can ask? S: What happens to trees in winter?

… … … … …

…

spring?

… … … … …

…

summer?

… … … … …

…

autumn?

T: Excellent. The answers are on your books. Please open your books on page 34, let’s listen and find out the answers. Are you ready to listen? S: Yes. T: Please point to the words using your fingers.(播放录音)

T: Please discuss the answers in your group first, you’d better underline the answers.(教师巡视指导)

T: Let’s show your answers .Which team wants to answer? One ask and one answer.

G1: …

(学生看书回答)

T: Do you agree?

S: Yes.

T: Let’s clap for her/him.

Which team wants to show again?（多找几组练习问答）

G2: … …

( 注意讲解any一词，以同样的方式讲解另外三个季节。)

【设计意图:声音、文本并茂，是学生学习语言的重要途径。让学生自主在文本中发现知识，并以小组的形式寻找、讨论、解决问题，激起学习的欲望。】

4. T: Please close your books. Let’s look at the blackboard? Who can ask and answer again? S: … …

…

…

(在学生问答时板书)

… …

(让学生巩固新知，加强记忆。每人只问答一个季节，板书) 二、Jenny’s and Li Ming’s summer fun. 1. T: There are four season in a year, but my favourite season is ______. Why? Because I like to _________ and ______. Who remember？(课件)

S1: … …

2.T: This is my summer fun.(课件)What are Jenny’s and Li Ming’s summer fun? (课件)Let’s listen. But first, let’s look at the paper. Please read the phrases in groups and circle the words you don’t know. You can ask me for some help.

(这一环节注意fan和sit in the sun 的教授，引出fun，fan /fæn/ --fun /fʌn/ 将单词fun 和fan 进行发音、拼写及含义的对比讲解，学生机械操练。)

【设计意图: 自主学习，找出不认识的词汇，组内互助或者向老师寻求帮助，解决知识点，培养良好的学习策略。】

T: Let’s listen Jenny’s and Li Ming’s summer fun. Then choose the right answers. Are you ready to listen?（学生不看书，放录音两遍，第二遍检查）

S: 学生们听录音，并做出选择。

3. T: Ok. What is Jenny’s summer fun?

S1: A、B、K

T: What is Li Ming’s summer fun?

S2: C、G、I

T: Yes, very good.

Let’s talk about Jenny’s summer fun? You can say like this: Jenny likes to…

S3: Jenny likes to…

(多找几人说说) T: Who can talk about Li Ming’s summer fun?

S4: He likes to…(多找几人说说) 【设计意图: 通过听录音、做选择与口语表述相结合的方法，帮助学生感知语言。小学高年级英语的读应侧重于对学生的阅读训练，在对课文进行听力训练后，

给出学生文本进行阅读训练。另外本部分在阅读训练结合了第一人称和第三人称转述之间的转换，对“第三人称单数”这个易错点进行有效的渗透练习，同时为最后的语言输出提供一个可借鉴的范文，一举三得。】

4.T: What is your summer fun?(板书)You can say with your desk-mate first.

S: … …

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2018-4-7 14:41:34

T: Who can say something about your summer fun? (叫两三人说说）

S: … …

【设计意图:学习语言的目的就是为了能够结合实际情况，加以灵活运用。在这一环节不但巩固所学，运用所学，也为下一步的写作打下坚实的基础。】

Step3: Extension and Consolidation 1. Guessing game - What season is it?

T: Okay, next let’s relax . Now this time, Please guess what season is it?

The trees have green leaves. I wear my dresses.I like to sit in the sun. I like to swim in the sea.

Ss: It’s summer.

【设计意图:以猜季节的形式向学生示范如何去介绍一个季节，让学生组织语言有章可循。】

T: Okay!Great！Next, you can play this game with your partner. One say,the other guess.And then change. (学生和同伴练习介绍季节特点让对方猜。)

T: Let’s show! Which group wants to show?

【设计意图：巩固练习如何介绍某个季节，并调查同伴的季节乐趣，为后面展示环节提供资料。】

2. T: I know different people like different seasons, Please share your fun in different seasons with your members. Say something like this：（课件）

“My favourite season is ______. The weather is ________.I can see _________leaves.I put on my _______and _______.I like to _____________. I like to _____________,too.”

S: 学生开始在小组内交流分享自己的乐趣。

T: Who wants to share your fun with us? S1: I like to…

S2: … …

S3: ……

14:41:49 若如初

2018-4-7 14:41:49

【设计意图:设计“说说your fun indifferent seasons”是总结归纳了重难点，并能巩固所学，同时将所学知识内化，形成综合语言运用能力，也为后面的课下作业做好伏笔。】

Step 4：Class closing:

1.T: That’s all.After class, read lesson 13,complete the chart on page 39,then write down your fun. That’s today’s homework.

【教学目标:检测反馈，采用形成性评价与终结性评价相结合的方式，既关注过程又关注结果，使学习过程和学习结果的评价达到和谐统一，也为听说读写的各项能力都得到提高而努力。】

2.The seasons are colourful. Our life is the same. Love nature, love our life. 四季是多彩的，我们的生活同样如此。爱护自然，爱护我们的生活。

【教学目标:德育渗透。】

3. Say good-bye.