Lesson 13 Summer Is Coming!教学设计一等奖

Lesson 13 Summer Is Coming！

六年级英语下册教学设计冀教版

教学分析

1. 学情分析

六年级学生已经学过现在进行时、一般过去时、一般现在时等基本英语时态，并且具备了一定的听说读写能力。在五年级下学期学习的季节知识基础上，能够熟练运用英语对四个季节以及每个季节的气候特点进行描述与表达，能够根据教师的指导完成基本的学习任务。

2. 教材内容

“Summer Is Coming!”是本单元的第一课，在本课的学习中，我们将学习如何描述四季变化和夏季活动的词汇及句型，为学习Li Ming、Jenny和Danny将讨论他们的暑假计划,尽情享受夏季的各种活动打下基础。

教学目标

1、学生能够听、说、读、写单词: fan 2、学生能够掌握句型：In summer, I like to…

3、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，提高学习英语的兴趣。

教学重点：

学生能够运用本课句型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。

教学难点：

学生通过本课的学习能描述四季的天气、景色及乐趣。

教学准备

畅言教学系统,四季树木图片

教学过程

Step1：Class Opening 1. Greeting and warm up T: Hello everyone! I’m Miss Sun. I have a song for you. Let’s sing ! ( 播放歌曲) （设计意图：轻松的问候之后，用四季歌调动学生学习兴趣，营造英语学习氛围，并快速带动学生进入本课谈论的主题，激活学生旧知，为后面的教学环节做好铺垫。）

2. Brainstorming T: Good job! After that, can you introduce the seasons in this song? Ss: There are four seasons in a year. They are spring, summer, autumn and winter. (T: Draw the mind map.) T: Wonderful! Let’s try to chant!

Chant: Spring, spring, warm and rainy. Summer, summer, hot and sunny. Autumn, autumn, cool and windy. Winter, winter, cold and snowy. T: Okay! Great! Can you talk about the weather in different seasons now? Ss: In spring, it’s warm and rainy. In summer, it’s hot and sunny. In

autumn, it’s cool and windy. In winter, it’s cold and snowy.（T : Draw the mind map.) （设计意图：通过思维导图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，为后面的学习做好铺垫。）

Step2：New Concepts Part1.What season is it? 听读课文part1（用畅言播放课文内容，学生跟读）

(1)Guessing game -- leaf \ leaves T: Well done! I have a gift for you ! Let’s play a game.

(分别出示被遮挡的单数树叶和多个树叶图片，让学生猜词--“leaf”or “leaves”

区别单复数变化同时，让学生以身边的所见简单说一两个句子进行练习) T: Yes. The leaves are the clothes of the trees. The trees have different “clothes” in different seasons.

Do you want to know what happens to trees in different seasons? Ss: Yes. T: Let’s listen and repeat . 畅言展示树叶在冬天的样子，播放课文录音跟读。

点拨any：

T: In winter, it’s cold and snowy. I don’t have any leaves.

Any

任一；一些。用于否定句和疑问句。

畅言展示树叶在春，夏，秋的图片，播放课文录音跟读。

点拨lose：失去；输掉。

T: The seasons are colourful. Next, please read by yourselves and enjoy the seasons. （设计意图：利用畅言展示出树叶在四季中的变化，提高学习兴趣，加深学习印象，为后面的学生展示做好铺垫）

（3）Practice-- Use the pictures of trees in the four seasons to describe the tree. T: Okay. Can you describe the trees in different seasons ? 为学生随机出示季节图片,让学生展示。

In winter, it’s cold and snowy. Many trees don’t have any leaves.)

教师随学生的展示画思维导图并对学生及时进行评价。

Part2. Summer fun (1)Free talk(师生谈论夏天喜欢做的事情) T: Good job! After that, I fell a little hot. Do you fell hot? The weather is hotter and hotter. Why? Ss: Because summer is coming. T: Yes ,the summer is coming !

(板书课题) Do you like summer?

S1：No ,I don’t like summer. Because it is hot in summer. T: Me, too! I also don’t like the hot weather. But we have the fan. It’s cool.(畅言出示

fan 图片及单词，学生跟读练习)

S2：I like summer.

Because I can eat ice-cream/swim... T: Yes, these are summer fun.( 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。) （设计意图：利用轻松的谈话氛围引出课文内容，并根据学生不同的回答引出fan 和fun 两个单词进行点拨，为课文理解扫清障碍。）

(2)听读课文part2 T: Does Jenny like summer? Does Li Ming like to swim in summer? What does Li Ming like to do in summer? Let’s

look Jenny and Li Ming’s summer fun. Okay? Ss：Listen and think about the questions. (3) Check for understanding. Ss: Answer the questions: ①Does Jenny like summer? ②Does Li Ming like to swim in summer? ③What does Li Ming like to do in summer? （设计意图：让学生初步感知文本第二部分，并且通过简单的问题来帮助学生回忆、总结文本。）

(4)Reading practice --Read and fill in the blanks. Hello, everyone!

I’m Jenny.

In the four seasons, I （

）best.

Because it’s hot. I can（

）

. Let me tell you Li Ming’s summer fun. Sometimes he （

）sports with his friends. Sometimes he（

）

a kite . He also likes to（

）

the clouds. T: 订正答案。点拨

plays flies 三单形式。

（设计意图：在对课文进行听力训练后，给出学生文本进行阅读训练。

同时结合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，并为最后的口语描述提供一个可借鉴的范文，一石三鸟。）

Step3：拓展提升--Part 3 Let’s do it! (1) Chant T: Okay, next let’s

relax and talk about the things we like to do. Look ！Let’s chant! Chant: Spring, spring, warm and rainy. Plant trees, plant trees, I like to plant trees. Summer,

summer, hot and sunny. Swim, swim, I like to swim.

Autumn,

autumn, cool and windy. Fly kites, fly kites, I like to fly kites. Winter, winter,

cold and snowy.

Skate, skate, I like to skate. （设计意图：在学生进行阅读练习之后，再次以chant形式调动气氛，并在chant中为学生铺垫不同季节我们可以做的事情，逐渐丰富学生的语言积淀。）

(2) Guessing game - What season is it? T: Are you happy? 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。）

(3) Pair work. (学生和同伴练习介绍季节特点让对方猜) T: Okay! Great！Next, you can play this game with your partner.

（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。）

Step4：Show Time--学生依托思维导图展示自己的季节乐趣或同伴的季节乐趣

Task A: Talk about your summer fun. Task B: Talk about your friend's season fun . T：及时让学生点拨出现的错误并进行评价。

Homework ：

Write a composition with “Season fun”.