六年级英语下册Lesson 13 Summer Is Coming！教学设计

六年级英语下册Lesson 13 Summer Is Coming！

大河镇山前小学     赵君霞

 1. 学情分析

在五年级下学期学习的季节知识基础上，学生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；能够简单描述个人以及家人的喜好。课堂上，学生能够根据教师的指令完成学习任务，并丰富自己已有的知识体系。

2. 教材内容

在本单元学习内容中，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。本课为本单元的第一课，课题为“Summer Is Coming!”。本课将教授描述四季变化和夏季活动的词汇及句型。

教学目标

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…

3、培养学生善于运用所学表达对自然界的所见所闻的能力。

4、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。

教学重难点

1. 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。

2. 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。

3. 教学准备： 教学光盘，多媒体，PPT课件。

教学过程

Step1：Class Opening

1.Greeting and warm up

T : Hello Kids! I’m Miss Zhao. I’m very happy to see you again . Nice to meet you!

Ss: Hello Miss Zhao! Nice to meet you, too!

T : I have a song for you. Let’s sing ! ( 播放歌曲)

（设计意图：和学生进行简单的交流可以帮助学生快速进入课堂状态。轻松的问候之后，用一首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: Which season do you like ?

Ss: I like              .

T: Why ?

Ss: Because            .

（T : Draw the mind map.)

（设计意图：通过头脑风暴,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，为后面的整体知识输出做好铺垫。） 

Step2：New Concepts

Part1.What season is it?

Demonstrate--听读课文part1（播放课文内容，学生跟读，教师扮演“树”随课文内容变换树叶形态）

(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 has different “clothes ” in different seasons.Do you want to know what happens to trees in different seasons?

Ss: Yes. T: Let’s watch ,listen and repeat .

出示PPT 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。

出示PPT 展示树叶在夏天的样子，播放课文录音跟读。出示PPT 展示树叶在春天的样子，播放课文录音跟读。 

④出示PPT 展示树叶在秋天的样子，播放课文录音跟读，点拨lose失去。

T: The seasons are colourful. Next, please read by yourselves and enjoy the seasons.

（设计意图：一方面要让学生建立完整英语语境，另一方面对学生语音语调的训练也很重要。利用ppt展示出树叶在四季中的变化，让学生更有兴趣、更真实的看到并且印象深刻，为后面的提升环节学生展示做好铺垫）

（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 ?

(为学生演示两种展示形式：扮演树，介绍自己在某个季节的样子)。

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

(二人合作，一人扮演树，一人介绍。为学生出示季节图片。 In winter,it’s cold and snowy.Many trees don’t have any leaves.)

 Ss：学生选择一种形式进行展示。 T: Draw the mind map,及时进行评价。

（设计意图：本环节展示形式分为两种，学生可以根据自己情况进行选择，照顾到大部分学生。另外教师示范给学生展示起到一个引导作用。）

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.(PPT出示 fan 图片及单词，教师领读，学生机械操练) 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， 学生机械操练。)

（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) Demonstrate--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. 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,注意 like to      句型,三单形式。）

(4)Reading practice --Read and fill in the blanks.

Hello,everyone! I’m Jenny. In the four seasons,I like     best. Because it’s hot. I like          , I also like       . Let me tell you Li Ming’s summer fun. Sometimes he likes       sports with his friends. Sometimes he likes      a kite . He also likes         the clouds.

T: 订正答案。点拨like to      句型,三单形式。

（设计意图：本部分在训练时结合了第一人称和第三人称转述之间的转换，对like to      句型,三单形式这个易错点进行有效的渗透练习，同时为最后的语言输出提供一个可借鉴的范文。）

(5)Show Time--学生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：正确运用 like to 句型，及时点拨出现的错误并进行评价）。

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!

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)Talk and write. Tell the students to turn to a shoulder partner and talk about the chart in part 3.The students can fill in their own chart in their student book as they discuss possibilities with their partner. Ask several pairs to share with the rest of the class.

（设计意图：以动手填表格的形式，通过向同伴询问介绍一个季节，让学生组织语言有章可循。）

(3) Play video and introduce the four seasons of different countries to students.

（设计意图：让学生了解不同国家四季的变化，拓展学生的知识面，开阔视野。）

Homework ：

1.Please talk about your season  fun with your family。

2. Write a composition with “Season fun”.