冀教版《英语》六（下）Unit 3 Lesson 13 Summer Is Coming！

倪巧娟 闫永平

教学过程

Step 1. Warm-up and lead-in

1.Warm-up

T:Hello,boysand girls!How are you today?

Ss:Hello! We are fine,thanks.And you?

T:I’m fine, too.Thank you.

OK,now let’ssing “The Seasons Song”together!

设计意图：在轻松的问候之后，用一首《四季歌》来集中学生的注意力，调动学生的学习兴趣，激活学生的旧知，为新知学习做好铺垫。

2.Lead-in

T:What’s the date today?

Ss:It’s June 26.

T:Good job!Now，How is the weather today？

S1:It’s sunny.

T:What’sthetemperature today?

S2:It’s 28 degree.

T：The weather is hotter and hotter.Why?

Ss:Because summer is coming.

T:Yes,the summer is coming! (板课，读题）

设计意图：通过轻松的谈话引出课题，同时回顾和温习有关月份、天气的知识，为新课作铺垫。

Step 2.Revision

课件出示图片

T: Now, I have some questions.Who can answer them quickly?

How many seasons are there in a year?

Ss:There are four seasons in a year.

T:What are they?

Ss：They are spring,summer,autumn and winter.

T:Wonderful!What’s your favourite season?

S3:My favourite season is...

S4:...

设计意图：通过对话,巩固学生已有的旧知，实现知识的正迁移。

Step 3.Presentation

1.Please guess what season it is.

T: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.

T:Can you tellmewhat you can do in summer？

Ss:Ican swim./Ican eat ice-cream./I can wear my beautiful shirt...

T:Yes,summer is hot.You can swim in summer.

The same ways to guess spring,autumn,and winter.

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，让学生仿说有章可循，同时也训练了学生的听力。

2.Look and say

Different seasons have different weather.In different seasons,the trees are different,too.Whathappenstotreesin the different seasons? (课件出示四季树木的图片，让学生观察并描述图片）先自己完成，小组交流，最后全班展示。

G1:In spring,it’swarm,trees have new leaves.

G2:In summer,it’s hot,trees have green leaves.

G3：...

G4:...教师适时点拨、评价。

Ask the students to pay attention to“leaf”and“leaves”.

T: The leaves are the clothesofthe trees.The trees have different “clothes”in different seasons.

设计意图：学生通过观察图片、自己思考，与同伴交流，理解了课文，锻炼了口语，形成了学习策略，培养了勤动脑的习惯。

3.Listen，read and answer

Listen to the tape carefully and read by yourselves.

Read Part 2&3，answer the following questions.

Q1:What does Jenny like to do in summer?

Q2:WhatdoesLiMing like to do in summer?

小组讨论，全班交流。

Let’s answer question one:

Group 1：She likes to...

Group 3:She likes to...

Group 5:She likes to...

Let’s answer question two:

Group 2：He likes to...

Group 4:He likes to...

Group 6:He likes to...

提醒学生在回答问题时，注意人称的变化。

T:Youalldidwell.Now talk about what you like to do in winterin yourgroups,then show to class.

S5:My favourite season is winter. In winter, I like to skate,Ican makesnowman,I can...

S6:...

设计意图：通过回答课文问题，帮助学生理解课文，然后把话题又转交给学生，让学生运用课文句型进行创造性应用，为后面的综合输出做好铺垫。

Step 4.Practice

1.接龙游戏：

小组长提问：What do you like to in...?组内接答。轮到谁就用I like to...说出自己喜好做的事情。学科长提问：What do you like to in...?各组进行抢答。抢到的组，派代表用I like to...回答。

2.动手操作

教师用卡片出示四颗树，让学生根据季节分别在不同的树上画上不同的树叶，在树旁写上四季的名称。

设计意图：接龙和操作练习既可以调动学生学习的积极性，又营造了轻松和谐的课堂氛围，有助于学生在实践中应用语言。

Step 5.Consolidation and Extension

1.Fill in the blanks.（先独立完成，后小组交流）

Hello,everyone! I’m Jenny.In the four seasons,I_____best.Because it’s hot.Ican______.Letme tellyou Li Ming’ssummerfun.Sometimes he______ sports with his friends.Sometimeshe_______a kite.He also likes to______the clouds.

2.课件出示四季的风景图片，让学生用自己的话描述一幅自己喜欢的季节画面。（独立完成，全班交流）

设计意图：这一环节旨在有层次地向学生输入语言，细化描述季节特征的表达方法，使学生逐步掌握写作技巧。

Step 6. Summary and homework

1.Whathaveyoulearned in this lesson?

2.Assessment

3.Draw your favourite season and try to describe itto your parents in your own words.

设计意图：小结本节课所学内容有助于回忆和再现所学知识，同时也能进一步引导学生掌握梳理知识的策略。作业设计注重了学科整合，有一定的灵活性，可以让学生学以致用。