Lesson 13 Summer Is Coming!教学内容分析

蟠龙中心校集体备课教案（设计方案）

年级：

六年级

学科：

英语

2017—2018学年度第二学期

课题

执笔

设计意图和思路

1、

知识与技能目标

（1）学生能够听懂、会说、认读和书写单词: fan （2）学生能够认读、理解并运用下列句子：In summer, I like to…

Lesson 13 Summer Is Coming！

赵婷

使用者

引导学生通过自学、探究、反复朗读并学习课文，

教学目标

2、情感态度目标

激发学生对四季的喜爱之情，培养学生关注周围环境的意识，使学生乐于享受生活中美好的事物。

1. 教学重点

教学重难点

学生能够描述自然和自己喜爱的夏季活动，在生活情境中灵活运用并进行表达。

2. 教学难点

对自己喜爱的活动进行理解和运用。

教学准备

教学方法

图片

提问法、合作探究法、讨论法

课时

教具

1课时

电子白板

教学过程

Step 1 Warming up (5minutes) 1. Greeting 2. Guess and say (学生根据猜到的季节来语言描述季节的名词、气候特点。) 【设计意图】：通过游戏导入，激发学生的求知欲和兴趣。同时对已学旧知进

二次备课

行提取，为学习新知识做好知识上的准备。

Step 2 Presentation (18 minutes)

Part 1. What season is it? 1. Look and say (学生根据实际情况回答，学生根据图片组织已学语言来描述春天树的变化，教师帮助学生总结，并且对leaf和leaves进行区别讲解) T: What season is it now? How’s the weather in spring? T：Look! What happens to the trees in spring? 【设计意图】：从学生生活实际入手，直接进入文本情境，用文本来新授重点，让学生根据文本中的图片运用已有知识进行描述，然后教师在辅助学生总结并且帮助学生突破名词单复数。

2. Watch and discuss (学生观看文本第一部分视频，通过小组讨论交流分享总结季节特点) T: In spring, trees have new leaves. What happens to the trees in different season?

Let’s watch. T: Let’s us have a try talk with that. Discuss with your partners first.

Let us have a race to see which of us is better in reading.

T：Let’s divide into several groups to discuss this question and share your ideas. T: Trees have new leaves in spring. Because the weather is warm after winter. What about the leaves in other seasons？Let’s have a try to talk about it. 【设计意图】：教师通过对话形式引出教学内容，让学生试着去思考文中未涉及的对象，然后引出教授内容，突出

教学重点，培养学生认真思考问题的习惯，提高其信息、知识搜集的能力。

3. Try to imitate. （学生尝试模仿音频读课文）

T: This time, try to imitate 【设计意图】：学生尝试模仿读文本, 回归文本, 让学生对所学重点在头脑中进行总结并沉淀。

4. Talk about the pictures （学生选择图片并讨论）

T：Choose the picture that you like to talk about it with your partner. 【设计意图】：让学生选择自己喜欢的图片就所学知识进行谈论，对所学知识的输出。

Part 2

Summer fun

1.Listen and judge (学生在微信平台上听第二部分文本，然后针对Jenny、Li Ming的喜好做简单的判断) T：In summer, trees have green leaves. So beautiful! I like summer very much. I have fun in summer. What do I like to do in summer? Can you guess? T: What about our friend Jenny and Li Ming?

Do they like to swim? We can ask them on Wechat (微信). T：Let’s judge! Question: a. Does Jenny like the fan?

b. Does Li Ming like to swim?

c. Does Li Ming like to fly a kite?

d. Does Jenny like to look at the clouds?

e. Does Jenny like to sit in the sun?

f. Does Li Ming like to play sports?

T: How to read these two words?

fun

fan 【设计意图】：使用微信这种时尚手段，让学生积极参与到听课文中来。让学生初步感知文本第二部分，并且通过简单的判断题来帮助学生回忆文本。

2. Read and match （学生默读课文，小组对话并完成匹配）

T: Wow! They have fun in summer. Let’s read their summer fun! Then match them. Jenny likes (to)

.

Li Ming likes (to)

.

play sports with friends

fly a kite swim

the fan look at the clouds

sit in the sun Try to talk about them with your partner.

【设计意图】：通过对文本第二部分的匹配对话的完成，学生进一步深入理解文本，能够灵活运用In summer, I like to…

Step 3 Practice (5 minutes)

T: Li Ming and Jenny like summer. This is their summer fun. How’s the weather? What happens to trees? What do you like to do? Make a dialogue with your partner, and write down your answers.

【设计意图】：学生通过操练不断扎实知识点的运用，从而内化所学重点知识，以对话后填表格的形式培养学生总结和提炼语言的能力。

Step 4 Production (6 minutes) Ask the students to do a report in their group and show it in front of the classroom. 【设计意图】：谈论贴近学生生活实际的话题，让学生小组内互相配合组成一个小报告，丰富课堂输出的形式，从而很好的输出本节课所学知识。

Step 5 Homework (1 minute) Please talk about your season fun with me on Wechat.

【设计意图】：创设真实、贴近学生生活的对话情境，并使用微信这种时尚手段，让学生积极参与到作业的完成中。

Lesson 13 Summer Is Coming！

I like the fan.

板书设计

In summer, I like to swim. Sometimes I fly a kite.

教学反思