Lesson 17 Seasons教学设计内容推荐

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Lesson17: Seasons 教学设计

张家口市宣化区东风路小学 李树清

Lesson17: Seasons教学设计

张家口市宣化区东风路小学 李树清 一、教材依据：义务教育课程标准实验教科书，河北教育出版社小学英语六年级第一学期第七册第三单元lesson 17: Seasons。

二、教材分析：

本课是Unit 3的单元起始课,教学重点是学习四季的单词: winter spring summer fall 以及相关的描述四季天气的单词：ice snow rain sun wind等，在此基础上还要学习不同季节穿不同的衣服，所以既要复习以前所学的衣服的单词还要学习新的内容：sandals mittens; 在本课还要处理本单元最重要的一对词组：put on, take off。总体来讲，这一课教学容量大，内容多，也是对本单元基础词汇，重点词组，句型集中进行学习的一课，因此在整个这一单元的学习中，占到举足轻重的位置。

三、学情分析

六年级学生已经有了一定的逻辑思维能力和认知能力，又有以前对天气、服装的学习做铺垫，谈论四季学生感兴趣的话题，再有在多媒体及各种教学手段的吸引下，学生容易进入状态，从而喜学、乐学。

四、教学目标和重难点

1、知识目标：对有关四季的四个名词winter, spring, summer, fall能够达到听、说、读、写四会，掌握用语言描述四季的特征，并用简单的句子写出来。理解、会说、会写两个动词短语put on, take off。

2、能力目标：能够用语言描述四季的不同特征，谈论不同季节里的天气、服装、活动表达自己的喜好和感情，并初步尝试书写简单的语篇。

3、情感目标：通过了解不同季节的特征，培养学生对大自然的热爱之情。

重点：能够听说读写winter, spring, summer, fall，并能根据所学内容对单词进行归纳分类。

难点：根据所学内容描述四季，并能挺懂他人的描述。

五、教学过程

1、Greeting：

T：Hello,boys and girls.Nice to meet you. How are you today? How do you feel? I feel happy today. Are you happy？

Ss：Yes！

T：Do you want to sing a song？Let's sing a song together. Ss: Okay. (设计意图：通过问答和对话，引起学生的兴趣。) 2、The months song. (设计意图：用欢快的歌曲，引学生如英语课堂，以旧引新。) 3、T：The song is about the months. Who can tell me the words about months in the song？

S：January, February, March, April, May, June, July, August, September, October, November, December. (设计意图：引导学生按顺序说出月份的单词，月份单词出现在屏幕上。) 4、New concepts：

T：Very good! Thank you. There are 12 months in a year. Now look carefully， I divide them into four groups. Here are four seasons in a year. Do you know what are they？ Look at my pictures. (设计意图：介绍一年12个月，为新课“四季”做准备，帮助孩子建立新旧知识之间的联系。) T：There is ice. Snow is white. How do you feel？ Ss: I feel cold. T: How's the weather？Who can tell me? S: It’s cold and snowy.

T: Yes, it’s cold and snowy. This is winter. Winter，follow me，please. Ss: Winter. T: Who can read it？

S: Winter. S: Winter... T: Who can spell it？

S:W-i-n-t-e-r, winter. S:W-i-n-t-e-r, winter... T: Can you say a sentence with winter？

S: I like winter. S: Winter is cold. S: I like the snow in winter... (设计意图：通过图片让学生掌握winter这个单词，并通过教师的描述，让学生感知冬天的气候特征，并由单词过度到句子，引导学生说出完整的句子。) T：Very good! After winter，the weather get warm. Look！The flowers Bloom. T：How do you feel？ Ss: I feel warm. T: How's the weather？Who can tell me? S: It’s warm and rainy. T: Yes, it’s warm and rainy. This is spring. Spring，follow me，please. Ss: Spring. T: Who can read it？

S: Spring. S: Spring... T: Who can spell it？

S:S-p-r-i-n-g, spring. S: S-p-r-i-n-g, spring... T: Can you say a sentence with spring.？

S: I like spring. S: Spring is warm. S: I like the flowers in spring. S: The flowers bloom in spring... (设计意图：通过图片教授spring，让学生反复拼读，并让学生掌握，

通过教师的描述，让学生感知春天的气候特征，并由单词过度到句子，引

导学生说出完整的句子。) T：After spring，summer is coming. Summer，read after me. Ss: Summer. T: Who can read it？

S: Summer. S: Summer... T: Who can spell it？

S:S-u-m-m-e-r, summer. S: S-u-m-m-e-r, summer... T: How do you feel？

Ss: I feel hot. T: How’s the weather in summer? Ss: It’s hot and sunny. T: Can you say a sentence with summer？ S: It’s hot in summer. I like summer. I like to eat ice cream in summer... (设计意图：通过图片教授summer，让学生掌握，

通过教师的描述，让学生感知夏天的气候特征，并由单词过度到句子，引导学生说出完整的句子,锻炼学生运用所学进行说句子的能力。) T：Fall comes after summer. Fall，read after me，please. Ss: Fall. T: Who can read it？

S: Fall. S: Fall... T: Who can spell it？

S: F-a-l-l, fall. S: F-a-l-l, fall... T: How do you feel？

Ss: I feel cool. T: Yes, it’s cool. The wind blows the leaves off the trees. How’s the weather in fall? Ss: It’s windy and cloudy. T: Can you say something about fall？ S: It’s cool in fall. I like fall. I like to fly a kite in fall... (设计意图：通过图片教授fall，让学生掌握，

通过教师的描述，让学生感知秋天的气候特征，并由单词过度到句子，引导学生说出完整的句子,锻炼学生运用所学进行说句子的能力。给学生提供大量的口语练习机会。) 5、Let’s chant: Spring, spring, spring is warm. Summer, summer, summer is hot. Fall, fall, fall is cool. Winter,winter,winter is cold. （设计意图：进一步激发学生的学习兴趣，巩固刚才学习的一年四季相关单词。）

6、T：The weather is different in different seasons，so we wear different clothes in different seasons. Who can say some clothes you know？

S: coat, hat, scarf, pants, jacket, shoes, house coat, blouse, skirt, dress ……

(设计意图：激发学生的思维，为新内容做准备。) 7、T：Good！It is winter now. I should put on my winter jacket. “Put on. Read after me，please.”(教师把事先准备好的衣服穿上。让学生理解“put on”的含义。）

T：Who can say it？S: Put on. S: Put on.……

(设计意图：找自告奋勇的学生进行拼读，加深和强化学生记忆。) T：Now I feel hot. I should take off my winter jacket. “Take off. Read after me，please.”

（教师把衣服脱下来。让学生理解“take off”的含义。）

T： Who can say it？S: Take off. S: Take off. ……

(设计意图：找自告奋勇的学生进行拼读，加深和强化学生记忆。) 8、教师板书“put on”和“take off”并引导学生用“put on”和“take off”说完整的句子。例如：I put on my mittens in winter. I take off my sweater in summer. etc. (设计意图：让学生练习“put on”和“take off”的用法。) 9、Now let's see what does Jenny wear in different seasons.(出示课件，学生观察图片，说出不同季节的天气，以及Jenny在不同季节的穿着。) (设计意图：巩固练习四季，天气，以及短语“put on”和“take off”的用法。) 10、T：Today we have learned some knowledge about seasons. They are winter，spring，summer and fall. Can you tell me what is your favourite season？

Ss：My favourite season is winter. My favourite season is spring. My favourite season is summer. My favourite is fall. (设计意图：引导学生说出自己最喜欢的季节。) T：I like summer. Do you know why？ Because the weather is hot in summer. And I can put on my dress. I can eat ice cream and melon.I can swim, too. T：Can you say something about your favourite season with your partners？

(设计意图：让学生自己说一下自己最喜欢的季节，教师引导学生说出原因，并让学生小组练习。)

11、Class closing：Draw your favourite season. And say something about your favourite season.The T can ask some Ss to come to the front of the classroom to describe their works. (设计意图:通过让学生动手，进一步巩固前面所学的描述季节的句子，训练学生的口语表达能力，培养学生自主学习合作学习的能力，也是本课成功与否的检验。）

板书设计：

seasons weather clothes winter cold and snowy mittens, scarf, jacket spring warm and rainy sweater, pants , summer hot fall cloudy and windy sweater, pants In______, I put on ____________. In______, I take off ___________.

Lesson 17 ：Seasons

and sunny sandals , T-shirt, shorts