Lesson 17 Danny’s Summer Holiday板书设计及意图

冀教版小学英语

第八册第十七课教学设计

石家庄桥西外国语小学

党永赛

Book8 Lesson17: Summer Is Coming! 一．教学分析

学习者分析：学习者作为六年级学生在记忆力和思维逻辑能力上有了很大提高，自我意识和竞争意识越来越强。积累了一定量的词汇，能运用一些最常用的日常套语，用简单的语言表达自己的情感和对事物进行描述。

学习内容分析：在本单元中，LiMing, Jenny, Danny尽情享受夏季里的各种活动，并讨论他们的暑期计划。本课以树叶的变化为线索教授描述自然的词汇和语句flowers, grass, leaves, sandals。In__, the weather is__, the trees_____.以及夏季活动的句型

I like(to)___. 二．教学目标

语言知识：学生可以听、说、读、写下列词汇：flowers, grass, leaves, sandals。学生可以听懂并说出：I like (to)___. 语言技能：教师通过挂图、板书、幻灯片使学生逐步掌握四会词，能由词汇扩展到句型再到简短的语篇来描述四季及相关活动。

学习策略：通过演示法、情景教学法、合作学习法等，使学生能用所学英语表达和交流，并将其用于实际生活中。

情感态度：通过多种新颖直观的教学，使学生对英语产生浓厚的兴趣，树立自信心，积极主动用英语交流。

三．教学重点：单词flowers, grass, leaves, sandals的听、说、读、写及运用，谈论夏季里

的活动。

教学难点：将四会词运用于实际生活来描述四季的变化。

四．教学方法：直观教学法：通过挂图（油画）、简笔画和幻灯片来教授新词，形象生动，重复再现加深学生的印象。

演示法：运用此方法新授单词sandals，使学生便于理解，并培养了他们的语感。

情景教学法：在让学生描述四季天气及树的变化时采用情景教学，让学生看着每幅季节的图片进行描述，有身临其境之感。

合作学习法：在让学生谈论各季节中所喜欢的活动时采用此法，气氛活跃，提高了学习效率。

五．教学准备：挂图、录音机、课件等。

六．评价方式：采用小组竞赛、教师评价和学生评价相结合。

七．教学过程：

StepⅠ. Class Opening and Review.（3mins）

T: Hello, boys and girls. How’s the weather today?

Ss: It’s warm and windy.

T: Which season is it now?

Ss: Spring.

【设计意图】

亲切地问候与本课知识紧密联系，出示四棵带有不同表情拟人树干的四季挂图。教师扮演树，学生根据教师的语气、表情、动作和挂图颜色的变化来猜测季节，本课的开场新颖独特，引起学生强烈的好奇心，激发学习动机。

T: Look at these posters, there are four seasons, please guess, which season is it?

The first tree says: “Hello, everybody. I’m young, let’s play, ok?”

Ss: Spring.

T: The second tree says: “Oh, my god, it’s too hot, where should I go? Which season is it?”

Ss: Summer.

T: The third one says: “Help, help, it’s so heavy, can you help me? Which season is it?”

Ss: Fall.

T: The last one says: “I’m cold and tired, I want to sleep.

Which season is it?”

Ss: Winter. Step Ⅱ. New Concepts. Introduce “ leaf leaves, grass, flowers, sandals.”(15mins) 1.

T: In spring, the weather is warm, trees have new leaves. This is a leaf. leaf…

Ss: leaf, leaf. (教师在挂图上先画一片叶子, 然后在黑板上板书单词。重复再现做到词的形义结合，最后到此词的扩展，以下新授词汇都以挂图新授—--板书巩固—--课件扩展的顺序进行教学。)

T: One leaf, two leaves, three…

S1: leaves.

S2: leaves.

…

Ss: leaves.

T: There are many …（画出很多叶子。）

Ss: leaves…

T: Spell it, please. (板书此词)

Ss: l-e-a-v-e-s.

T: Look at the screen, try to find the rule, read together.

Ss: leaf leaves, wolf wolves, half halves, wife wives, knife knives. Read the words:•leaf→leaves•wolf→wolves•half →halves•wife→wives•knife→knivesgrass

（由课件中的所有单词消失，图中只有青草.）

T: This is grass.

S1: grass.

S2: grass. …

T: Spell it together.

Ss: g-r-a-s-s.

T: Now, look at the screen. grassland（草原）grass snake（草蛇）grasshopper（蚱蜢）

T: The grass snake wants to eat grasshopper, the grasshopper is running on the grassland. Say together, please.

Ss: The grass snake wants to eat grasshopper, the grasshopper is running on the grassland. T: We can see many grass snakes in summer, yes?

Ss: Yes. 【设计意图】

扩展词给不同层次的学生提供了发展的空间，体现了个性化教学。用简短的话语把扩展词串联成一个小故事，更加生动有趣。

2.T: In summer, the weather is__.(挂图引入，画深绿色厚厚的树叶。) Ss: Hot and sunny. T: What color are the leaves? Ss: They are cool and green. T：There are many beautiful flowers. (挂图上画漂亮的花朵。) Ss: Flowers…

T: Spell it please. (板书) Ss: f-l-o-w-e-r-s. T: Great. Look at the screen please. Can you read the words?

Read the words:flower cowtownshowerpower

Ss: flower, cow, shower, town, power. (学生可总结规律，推导出新词的发音。) T: Look at this picture, this is a…（投影依次出现花盆，花坛，花展的图。）

Ss: Flower pot. T: This picture is a…

Ss: Flowerbed. T: This one is a…

Ss: Flower-show. T: Let’s read these words together. Ss: flower pot, flowerbed, flower-show. T: Wonderful. flower-showflower-bedflowerpotflowerbed

T:

I

like to look at flowers, I like to look at grass, I like to lie on the grass to look at the clouds, in summer, I like to wear dress and sandals.

T: Sand. Ss: Sand. T: Sandals. Ss: Sandals. (板书画出一双凉鞋再写词)

T: Look at the screen. (课件上出现海边的沙和sand这个词，在美丽的沙滩上突然又出现了一双凉鞋和sandals)。

T: It is …

Ss: Sand.

T: These are…

Ss: Sandals. flowerpot

3. T: In fall, the weather is__.

Ss: Cool and windy.

T: What color are the leaves?

Ss: Orange, red and yellow.

T: Yes. (画上秋天的叶子，树上结满了果实。)

T：It’s the harvest time. Look. These farmers are busy, but they are very happy. We are busy,but we are happy!

【设计意图】

四会单词已解决，略讲秋冬季节，只要求学生能描述天气及树叶的变化。

4. T: In winter, the weather__.

Ss: It’s cold and snowy.

T: Yes. (画上雪花) What about the tress?

Ss: The trees don’t have any leaves.

T: But are there any trees still green in winter?

Ss:…

【设计意图】教师的提问拓展学生的思维，引起强烈的好奇心。

pine

T: The snow crush the pine, but the pine still stands straightly. So we should learn the spirit of the pine. 【设计意图】借松树顽强，永不低头的精神来教育学生在困难面前要勇往直前。

5．Listen to the tape and look at posters. 6. Look at Student Books and No.1. Then read together.

7. (将全班分成春夏秋冬四组，各组描述各自季节的挂图。)

T：T1，can you describe the spring？

S1：In spring，the weather is warm，trees have new leaves.

T: Great. This poster is for you, spring team.

…(以下三组以同样方式描述完季节后把各组的挂图摘走。) 【设计意图】将挂图奖励给学生既给予了肯定又为学生的书写做准备。

Student Book No.2 and No.3(10mins)

8. T：Spring team，summer team，fall team，winter team，the weather becomes warmer and warmer, summer is coming. I

like to swim in summer, what do you like to do?

S1: I like to….

S2:….

T: What do Jenny and LiMing like to do? Look at the screen, please.

Do you like summer?

Ss: Yes. / No.

T: I love summer! Here is what I like to do in summer.

(教师扮演Jenny引出夏日里的活动。) Jenny’s summer fun.I like to _____.swimI like to _____.skipI like to ____ shorts wear and _______.sandals

Li Ming’s summer fun.Sometimes I ____ sports playwith my friends.Sometimes I ___ a kite.flyI like to ______ flowers.look atSometimes I ___ on the grass lieand look at the clouds. I like to watch the birds ___ in the sky.fly

【设计意图】课件以填动词的形式出现，为下一个环节学生谈论夏季的活动积累词汇。

9. Look at Student Books No.2, then read together.

10.T: What do you like to do in summer?

S1: I like to…in summer.

S2: I like to…in summer.

…

(教师为学生提供一些词汇，其中有三个已知词汇、三个扩展词汇如冲浪，日光浴，滑沙，利用分组比赛的形式使学生积极参与，以不同颜色的叶子作为奖品，春夏秋冬四个组的奖品颜色分别为浅绿、深绿、橘黄、雪花，哪个组说出一个句子就为该组加上相应的奖品，奖品设计巧妙，叶子和雪花散落在大树上，漂亮又实用。）

【设计意图】比赛气氛活跃，以教师评价学生为主，同时为后面的“学生评价学生”环节做示范。学生除了谈论书本上的活动外，还扩展了很多夏日活动。

11. T: Spring team, summer team, fall team, winter team, what do you like to do in your season? S1？

S1: I like to look at flowers in summer.

T: Ok, please write it on your poster.

(先找一个学生做示范。)

T: Class, write your sentences on your posters, begin.

(让学生以组为单位在挂图上写下自己喜欢的活动。)

【设计意图】此环节达到了让学生说写结合的目的。

12. 各组选出一名组长具体谈论本组的季节。

13. T: What do you like to do in your season?

S1: I like to…in….

S2: I like to…in….

…

【设计意图】

此环节用比赛的形式激励学生积极参与，气氛热烈，让学生来加分贴奖品，体现了学生评价学生，把课堂的主动权交给了学生。

Step III. Class Closing.(2mins)

T: You did a very good job, show me your posters, may I take a picture with you?

Ss: Sure. Cheers.

T: Say goodbye to the teachers.

Ss: Goodbye.

【设计意图】气氛达到高潮，四幅美丽的油画作品是教师和学生共同的杰作，送于学生并拍照留念。

八．板书设计：

九．课后反思：

针对本课的特点和高年级学生的学习方式，采用灵活多样的教学方法如：直观教学法、演示法、情境教学法、合作学习法等来调动学生的积极性，基本上实现了预期的教学目标。

油画的引入很有创意，板书的再现使学生进一步巩固词汇，幻灯片的扩展满足了不同层次学生的需求，充分营造了轻松、愉快、融洽得课堂气氛。在理想课堂下我还需改进：面向全体，关注每位学生，给所有学生提供开放的环境，同他们一同学习。