Lesson 13 Seasons评课稿

六年级英语上册Unit3_Lesson 13: Seasons

教学目标：

1、知识目标：

（1）能听说读写单词：winter，spring，summer，autumn，put on，take off . （2）能听说并认读读单词：

sweater，boots jacket，scarf，pants，winter boots，umbrella，rain，different，same。

2、能力目标：

（1）培养学生的听说读写单词的能力。运用所学进行交际的能力。

（2）能根据所学，会用

I put on __________. I take off ________. 说出一年四季穿什么衣服，脱下什么衣服。

（3）能根据所学，让学生能够用英语描述自己最喜欢的季节，并能简单说出理由，如：天气，服装等。

3、情感目标：

让学生了解不同的季节穿不同的衣服，培养学生对日常生活知识的了解。

教学重难点:

（1）能听说读写单词：winter，spring，summer，autumn，

put on，take off . （2）能根据所学，会用

I put on __________. I take off ________.

说出一年四季穿什么衣服，脱下什么衣服。

（3）能根据所学，让学生能够用英语描述自己最喜欢的季节，并能简单说出理由，如：天气，服装等。

教具学具准备:

录音机、衣服卡片、季节卡片、天气卡片、学生用书。

教学方法与步骤：

1、

Greeting：

T：Hello,boys and girls.Nice to meet you. How are you today? Why ? Because I have some new students and new teachers in our classroom. Let’s say “Hello!” to them . How do you feel? I feel happy today. Are you happy？

Ss：Yes！

T：Do you want to sing a beautiful 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，教师将单词卡片贴在黑板上。) 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.（出示春天的图片，并板书flowers.）

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: Look！What's this？（出示sun

的单词卡片）

Ss: It’s the sun.

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.autumn，read after me，please. Ss: autumn.

T: Who can read it？

S: autumn.

S: autumn. ……

T: Who can spell it？

S: autumn.

S:autumn ……

T: Look！What's this？（出示wind

的单词卡片）

Ss: It’s the wind.

T: How do you feel？

Ss: I feel cool.

T: How’s the weather in autumn? Ss: It’s cool.

T: Yes, it’s cool. We can say it’s windy and cloudy. Read after me, please. “It’s windy and cloudy.”

Ss: It’s windy and cloudy.

T: Yes. How’s the weather in autumn? Ss: It’s windy and cloudy.

T: Can you say something about autumn？

S: It’s cool in autumn.

I like autumn.

I like to fly a kite in autumn.……

(设计意图：通过图片教授autumn，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、Do a chant: Spring, spring, spring, warm, warm, warm Sumer, sumer, sumer, hot, hot, hot autumn,autumn, autumn, cool, cool, cool Winter,winter,winter,cold,cold,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.设计2: T：We know the weather is different in different seasons. Now look at these new pictures，then listen to the tape and find the weather in different season. You can discuss it with your partners. Then tell us what you listened and looked. （为了巩固刚才教学的成果，给各小组分发准备好的四季图片，让组员交流讨论图片所描述的季节内容。并且让优秀组员在教室前面表演出来。）

(设计意图：激发学生的兴趣，让学生进行交际。) 7、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。) 8、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。) 9、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。)

10、Student book：Now let's see what does Jenny wear in different seasons. Listen to the tape and fill in the chart.

T：Let's check it.

Who wants to say your answers？

(设计意图：让学生边听录音，边填表格。通过师生的对话交流，引导学生掌握好本课知识。) 11、T：Today we have learnt 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 fall，too. Do you know why？

Because the weather is cool in fall. And I can fly a kite. I can eat my favourite fruit in fall, too. The leaves are yellow.

How beautiful！

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。)

12、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：

Lesson 13 ：Seasons.

Seasons

weather

clothes 图片

Winter

cold and snowy

jacket

图片

Spring

warm and rainy

sweater, pants , umbrella 图片

Summer

hot and sunny

T-shirt, shorts

图片autumn

cloudy and windy

sweater, pants

I put on my scarf，hat and winter jacket in winter. I take off my winter clothes in spring. 课后反思：

信息技术教学活动在培训中，我明白了信息技术在教育中的应用，要求教师必须提高职业的专业性。而且清楚地认识到随着以计算机为核心的信息技术在教育中的广泛应用，教师不

是像以前那样，单凭一张嘴、一支粉笔、一块黑板即可进行教学，而是综合应用多种媒体技术，利用多媒体和网络，以及利用幻灯、投影、录音、录像等电教设施开展教学。所以这种教学必然要打破传统的传授式的教学模式，而构建出适应信息社会的新型教学模式来。我深深的体会到了信息技术与各学科的密切联系，信息技术

今后将成为教师教学和学生学习的重要工具。在新课程改革的形势下，未来教育应溶入先进的教学理念与最新的信息技术，致力于信息技术在课堂上的有效应用，提高课堂教学效果

信息素养是终生学习者具有的特征。在信息社会，一名高素质的教师应具有现代化的教育思想、教学观念，掌握现代化的教学方法和教学手段，熟练运用信息工具

(网络、电脑)对信息资源进行有效的收集、组织、运用;这些素质的养成就要求教师不断地学习，才能满足现代化教学的需要;信息素养成了终生学习的必备素质

之一，如果教师没有良好的信息素养，就不能成为一名满足现代教学需要的高素质的教师。