六年級上冊小學英語《Lesson 13 Seasons》獲獎教案冀教版三年級起點-六年級英語教案

教材分析 本單元的話題是四季。本課為本單元第一課，需要學習有關(guān)四季的四個名詞winter,spring,summer,autumn和四季的不同特征以及puton,takeoff兩個動詞短語。本課的特點是通過描述四季的不同特征，討論在不同季節(jié)所穿戴不同的服裝，本課可以與本單元及四年級曾經(jīng)學過的表示天氣和服裝類的單詞整合在一起。學情分析學生在四年級已經(jīng)學過形容天氣的形容詞和各種常見服裝的名詞，而且在本冊Unit2Lesson9中又一次學習了表達各城市的天氣狀況，為本課學習表達四季的氣候特點打好了基礎(chǔ)。通過課上的復(fù)習活動激活他們相關(guān)的語言儲備，在學生已有的語言知識和相關(guān)經(jīng)驗的基礎(chǔ)上，逐步擴展他們圍繞天氣、服裝、樹木自然變化、戶外活動等方面構(gòu)建有關(guān)四季的知識系統(tǒng)。教學目標知識與技能目標（1）學生能聽懂、會說、認讀并書寫下列詞匯：season,winter,spring,summer,autumn（2）學生能認讀、理解并運用下列句子：Winter,spring,summerandautumnareseasons.Winteriscold.Thereisiceandsnow.Inwinter,Iputonmyhat,scarfandwintercoat.Inspring,Itakeoffmywinterclothes.過程與方法目標通過觀看視頻，大致了解加拿大，進而學習加拿大的四季。通過小組合作、認真傾聽、積極參與學會運用本課詞匯和句子，通過總結(jié)歸納在相關(guān)知識間建立關(guān)聯(lián)。情感態(tài)度與價值觀目標了解加拿大的四季；學會與他人合作，共同解決問題。教學重點與難點學生能聽懂、會說、會讀、會寫season、spring、summer、autumn、winter，并能用學過的詞匯簡單介紹四季的特點。學生能夠運用學過的詞匯和短語繪制有關(guān)四季的思維導(dǎo)圖，并能從天氣特點、著裝等方面簡單介紹自己喜歡的季節(jié)。教學輔助多媒體課件圖片教學內(nèi)容教學活動設(shè)計意圖教師活動學生活動Step1Warmup(1’)Greeting.T:Hello,boysandgirls.Howistheweathertoday?Greetwiththeteacher.Toinspiretheirlearninginterest.Step2Presentation(16’)T:Whoisshe?JennyisinCanada.LetgotoCanada.(LetthestudentswatchthepromotionvideoofCanada.)T:HowistheweatherinCanada?ThesearethetwelvemonthsinCanada.Playagame“Flashcard”toreviewthewords.2.Teachthenewwords:season,spring,summer,autumnandwinter.(Writethewordsontheblackboard.Thestudentswritewiththeteacherusingtheirfingers.Payattentiontothepronunciation.Readthewordsinsentencestogether,thenchoosethreeorfourstudentstoread.Atlast,sharewithashoulderpartner.)T:Let’sseethebeautifulpicturesofCanada.Howdoyoufeel?TherearefourseasonsinCanada.Jennygivesyouagift.It’saleaf.Therearetwoleaves.Nowlook!Theleavesturnredandyellow.T:Somanyredandyellowleaves.Howdoyoufeel?Whatseasonisit?T:Autumniscool.Theleavesturnredandyellow.T:Good!Autumnisbeautiful.Thereisiceandsnow.Whatseasonisit?Q1.Howistheweather?Q2.Whatcanyousee.Thenshowthepicturesandsoundstolearnthewords:spring,summerPlayagame:=1\*GB3①Guessinggame.=2\*GB3②saythewordsasquicklyasyoucan.ThroughthecalendarthestudentshaveapreliminaryunderstandingoftheweatherinCanada.Lookandreviewthewordsaboutweather.Learntheword“l(fā)eaf”anditsPluralforms.Understandingthemeaningof“turn”bytheactionandthepictures.S:It’scool.S:Autumn.WritewiththeTeachertofillinthemindmap.S:winteriscold.Playgameswiththeteachertoreviewtheseasons.Setasituationtoleadinwhattheywilllearninthislesson.Letstudentslearnthekeywordsandthekeysentencesthroughlistening,speakingandreading.Step3Practice(13’)1.T:Listentothetape.Thenreadinpairs.(Theteacherwalksandgivesomehelpsifnecessary.)Jennyneedshelp!Shesays“Somanyclothes!Pleasehelpme!”Playagame“Bombgame”.(Letthestudentsreadthewordsaboutclothesandsorttheclothesbyseasons.)T:Whereisthescarf?(Theteachertakesoutthehatandthescarftoshowthephrases“puton”and“takeoff”)Pairwork.Letthestudentsreadandactinpairs(Differentclothesfordifferentseason).Listentothetapeandreadwithapartnertoreviewtheseasons.Shareinclass.Lookatthepicturesandsaythewords.S:Inwinter.Thestudentsreadthephrasesanddotheactionswiththeteacher.Workinpairstoreadanddotheactionstogether.Thenshareinclass.Reviewthewords,andhelpthemunderstandthetextandprepareforwriting.Letthestudentsreadanddoinordertoprepareforwriting.Step4.Production(10’)T:Howmanyseasonsarethere?Whatarethey?2.T:ThisisJenny’sfavouriteseason.What’syourfavouriteseason?(PresentJenny’spassagetohelpthestudentswriting.)T:Talkaboutitinpairs.3.Letthestudentswritedowntheirfavouriteseasons.(ShowthesentencestructuresonPPT)Answerthequestionstomakeamindmapwiththeteacher.Volunteerssaytheirfavouriteseasons.Thenworkinpairstodiscuss.WritingwiththehelpofthePPTandthemindmapShareinclass..Helpthekidsreviewthewordsandphrasesthattheywilluseforwriting.Saythefavouriteseasons,thenitwillbeeasierforwriting.Writin