江安县四小六年级英语上册 Unit 3 Winter in canada Lesson 17 I L

Lesson 17：I Like All Seasons!
一、教学分析
1、学情分析
学生升入六年级，接触本套书已经是第4个年头了，他们的英语基础知识体系已经开始逐渐形成，并且具备了简单的英语思维能力，能够根据教师的指令完成课堂上的每一个学习任务，只要引导适当，他们乐意参与教学，有能力成为课堂的主人。

2、教材分析
Unit 3的主题是Winter in Canada, 主要讲述了Li Ming到达Canada后，与好朋友们愉快地度过冬天，并以冬天为载体介绍了一年四季的气候、服装、运动等。

而本课主要是将四个季节串到一起，以like to, love to这两个短语对不同季节的运动进行了介绍，同时对朗读中的连读、升降调进行了指导。

二、教学目标
1、知识与技能
学生能够听懂、会说、认读和书写单词why；
能够熟练使用短语love to对自己的喜好进行描述；
能够认读、理解并运用下列句子：Why？Because I like the snow.
2、情感与态度
通过创设情境，在合作学习中，保持学习英语的兴趣，让学生领略自然的魅力。

3、学习策略目标
通过课堂学习，培养学生参与课堂的主动性和热情；激发并保持对英语的学习兴趣，进而形成有效的学习方法；最终提高学生的综合语言运用能力。

三、教学重点和难点
1、教学重点：
学生能够听懂、会说、认读和书写单词why；
能够熟练使用短语love to对自己的喜好进行描述；
2、教学难点：
认读、理解并运用下列句子：Why？ Because I like the snow.
四、教学准备
图片
五、教学过程
Step 1 Greetings and warming-up (5 minutes)
T: Good morning, everyone! It’s cool today, I li ke it. I like autumn. Because I can wear my beautiful sweater and fly a kite. Which season do you like? Why? (课件)
【设计意图】通过Free Talk的形式，将学生脑海中对于四季的理解进行简单输出，并为新授环节打下基础。

Step 2 Presentation and Practice (25 minutes)
1. Look and Say
T: Every season is beautiful. Our friend Li Ming is in Canada, Mr. Wood wants him to talk about the seasons in China to others. Let’s look!
【设计意图】直接导入文本人物Li Ming，并通过课件自然创设教室的情境，以Li Ming的口吻介绍中国的四季，将第一部分文本内容进行巧妙的讲解，从学生熟悉的生活情境进入新知的教与学。

T: Who can be Li Ming? (出示课件，引导学生借助课件上的图片对中国的冬天进行描述)
S: It’s snowy and cold. We can make snowmen. We have the Spring Festival. Winter holiday is in winter, too.
T：Good. Li Ming says “I like winter. Why? Because I like the snow. I like to make snowmen. And I like the Spring Festival.” (板书)
【设计意图】看图说话的形式符合学生的认知特点，并且在情境中扮演Li Ming，介绍中国的冬天能够激发学生的学习热情，开课不久就进入重点讲解，先入为主。

T: Do you know the Spring Festival? This is the biggest holiday in China. We always put on new clothes to visit our family or friends. Children can get “the Pocket Money” from the adults. We m ake dumplings and eat them together. We can play happily in the Spring Festival.
【设计意图】借助图片对the Spring Festival进行英文阐述，加深学生对这一词汇的
吸收。

2. Listen and Answer
T: Li Ming likes winter, but what’s his favourite season? Let’s listen. (学生听录音后回答问题)
Yes，Li Ming’s f avourite season is autumn. Why? You can find the answers in your books. (学生在课本中寻找答案)
S1: Because I like to fly a kite.
S2: Because I like to eat fruits.
(教师出示图片验证学生的答案，并通过like to讲解love to；同时对because进行语音渗透。

)
T: What’s my favourite fruit, can you guess? (学生猜测)
My favourite fruit is bananas. Look! (出示课件) Who can ask me?
S1: Do you like these bananas or those bananas? （教师进行连读、重读、升降调的引导）
【设计意图】听音环节学生第一次接触文本，既对winter部分的学习进行了巩固，又对文本信息进行了提取，自然进入新知Why？Because…功能句的深度学习。

同时，巧妙地将文本第三部分的朗读技巧的训练结合到本环节，实现了文本的整合。

3. Watch and judge
(教师引导学生朗读五个判断题，再播放视频，一一进行讲解)
T: Spring is warm.
These are leaves. This is a leaf.
I love to plant trees. (图片讲解升降调)
Because I love to swim in the sea in summer.
Because I love summer holidays.
I love to make snowmen in winter.
【设计意图】观看视频让文本知识活起来，在判断的过程中将中国的季节再次细节化深入描述，并借助图片等形式完成新知的讲解和朗读技巧的训练，有助于学生注意力的保持。

4. Read and answer.
T: Look at Danny, he wants to know “Li Ming, which season do you like? Why？” Now, please read the book in group of two, and try to answer.
S1: I like all the seasons! Because I …
【设计意图】朗读的形式让学生在字里行间对文本知识进行第三次完整输入，巩固所学知识，同时紧扣文本课题。

1. Guess and Match
T: Mr. Wood is here, he wants to know Jenny’s, Danny’s, Steven’s favourite season and the reason. Now work in group of four, try to find their faourite season, and tell me why.
S1: Jenny’s favourite season is summer. Because she is wearing shorts.
S2: Danny’s favourite season is winter. Because he is skating on the ice.
S3: Steven’s favourite season is spring. Because he is standing behind the flowers.
T: Good try. Let’s check. (播放课件)
Who is Jenny? Please read your part. (教师引导学生扮演不同人物朗读各个部分，对temperature进行形象讲解。

)
【设计意图】沿着情境的思路，Li Ming 介绍了他喜欢的四季后，由Mr. Wood引导其他人来描述自己喜欢的季节，自然过渡到第二部分的歌词，学生在不知不觉中进入歌曲的学习。

2. Listen and Sing
（教师播放歌曲，学生边听边跟唱）
Step 3 Production （8 minutes）
T: Every season is beautiful. My favourite season is winter. It’s cold and snowy. Because I like to wear my boots and sweater. Because I love to skate and ski in winter. What’s your favourite season? Why? Work in pairs and talk about it.
(学生组内练习，结合图片生成文章，全班展示)
【设计意图】通过教师示范，帮助学生形成文本逻辑，借助图片完成自己的文本，实现了新知与旧知的完美结合。

Homework （2 minutes）
1. Sing the song to your parents.
2. Talk about your favourite season and write it down, you can draw some pictures or take some pictures.
【设计意图】将文本的生成落实到笔端，强化知识的同时完成了课堂的延伸。

板书设计：
Unit2 Last weekend 第三课时
教学目标：
1、能听懂What did you do last weekend?并运用所学的动词短语回答。

2、能够听、说、读、写Let`s talk中的四会句型：I want to buy the new film magazine. What did you do last weekend? Did you see a film? No, I had a cold. I stayed at home all weekend and slept.
3、能背会Let’s talk并能够进行对话练习。

教学重点：
掌握四会句型, 流利朗读Let's talk 部分中对话.
教学难点：magazine的发音。

教学准备
课件本课时的挂图录音带
教学过程
一、热身导入
1.greetings.
2.说唱歌谣.let’s chant
二、任务呈现
1、呈现本节课的学习目标任务
2. ask and answer：让学生在对话中复习了上节课所学的问句What did you do
last weekend?的及以前学的短语，拓展词汇量，增加课堂实效性，为下面的内容做好铺垫。

）
三、课文学习
1. 日历导出学习过去时间单词
2. 翻译难句。

（老师通过讲解难句，学生通过读难句，为孩子们学习下一步打下坚厚的基础。

读句子中，老师通过各种方式引导学生，让学生在游戏中弱化了难点。

其中，老师板书难句时，有意制造一些错误，培养学生的观察、分析能力,更加深了学生对动词的一般过去时的印象,同时帮助学生掌握了正确规范的书写,为将来进一步的学习做了很好的铺垫.）
3、听录音。

(闭住眼睛，让孩子们尽力做到静心安神的目的)
4、读课文，回答问题。

（希望孩子们尽量做到用心的状态）
5、背课文。

四、训练巩固
1、Act Let`s talk.(让孩子们充分展示自己)
2、pair work 对话练习
3、写出下列名词的过去式。

watch _________ am is _______
stay ______ have______
talk _____ do _______
clean ________ read ________
sleep ________ drink _____
4.练习：填入所缺的单词
1. Chen Jie _________(clean) the room last weekend.
2. Wu Yifan _________ (watch)TV last weekend.
3. Sarah _________ (do) homework last weekend.
4. John ___________(wash) clothes last weekend.
5. I _________(visit) my grandparents last weekend.
6. Zhang Peng ________(play) football last weekend.
7. I _______ (go) to a park last weekend.
8. She ________(go) swimming last week.
9. They _______(play) basketball last night.
10. He________(clean) the classroom everyday.
五、课堂小结
今天，我们学会的的词汇和句型有：
better,had ,slept,talked about,interesting,
What did you do last weekend?
Did you see a film?
威廉王子和凯特·米德尔顿订婚
Prince William Engaged to Kate Middleton
威廉王子和凯特·米德尔顿订婚
The 28-year-old heir to the throne and his fiancee will marry next year, royal aides said. Announcement of the engagement had been rumored for weeks, as palace watchers looked ahead on the royal calendar and speculated that a marriage would have to take place sometime in 2011, sandwiched between other official royal activities. Announcing the engagement now gives Buckingham Palace time to prepare for the most highly anticipated royal event since the lavish wedding of William's parents, Prince Charles and the late Princess Diana, in 1981.
英国王室宣布威廉王子和交往已久的女友凯特·米德尔顿订婚。

王室人员称，这位28岁的王位继承人和他的未婚妻将在明年结婚。

订婚的消息被传了数周，王室宫务官员计划着皇室日期，推断婚礼将在2011的某天举行，安排在其他王室官方活动之间。

订婚消息的宣布使得白金汉宫有时间去准备一场最高规格的皇家活动，这将是继 1981年查尔斯王子和戴安娜王妃的世纪婚礼之后最盛大婚礼。

The marriage will end bachelorhood for William and the hopes of young women around the world who have followed his every move and been charmed by his good looks and affable manner. The prince and Middleton, who is also 28, met as students at University of St. Andrews near Edinburgh, Scotland. Their relationship has been minutely dissected in the British tabloids, which have gleefully picked on Middleton's middle-class background. With no royal or aristocratic pedigree, Middleton will be the first commoner to marry an heir to the throne in centuries.
这场婚姻将结束威廉的单身生活，全世界为王子英俊的外表和温和的品行所倾倒的青年女子的幻想也将破灭。

王子和米德尔顿都是28岁，是苏格兰爱丁堡圣安德鲁大学的同学。

英国小报对他们的关系进行系列的分析，并且极富热情地挖掘探究米德尔顿的中产阶级背景。

由于没有王室或贵族的血统，米德尔顿将成为几世纪以来第一个与王室继承人结婚的平民。

Her parents are entrepreneurs who became millionaires from a mail-order party-supplies business, which has prompted some ridicule in a society where snobbishness can still be a prized trait. Middleton's mother, Carole, has been especially sneered at as a social climber who once worked as a flight attendant and who was caught on camera chewing gum during William's graduation ceremony from military academy. The couple have reportedly split up at various times over the years, but their closeness in recent times has led to speculation that marriage was imminent. Middleton's parents were recently invited for a shooting party at the royal residence in Scotland, which was taken as a sign that a blending of the two families was in the offing.
她的父母是经营儿童玩具邮购业务的企业家，这引来社会上一些嘲笑，称势利仍然被看做是重要的特征。

米德尔顿的母亲卡罗尔，曾经做过空姐，她被舆论嘲笑成追求更高社会地位的人。

她在威廉的军校毕业仪式上被拍到嚼口香糖。

据报道，一直以来这对夫妻分开很多次，但最近他们的亲密，导致外界猜测婚礼迫在眉睫。

最近米德尔顿的父母受邀参加了在苏格兰皇室公馆举办的打猎聚会。

此举动成为了两个家庭正在融合的信号。

William is second in line to the British throne, after Prince Charles. His low-key style and resemblance to his mother have made him a popular figure for a family battered by tragedy and scandal. The prince's aides said the pair became engaged while on vacation in Kenya last month. The wedding is expected to take place sometime in the spring or summer of next year. Royal watchers said that Westminster Abbey, where William's grandmother, Queen Elizabeth II was married, is a likely venue. After their wedding , the couple will live in
northern Wales, where William will continue to serve in Britain's air force. Congratulations quickly began pouring in. British Prime Minister David Cameron said he was passed a note with news of the engagement during a Cabinet meeting and that, when he informed his colleagues, a cheer went up around the table.
威廉是英国王位第二继承人，仅次于查尔斯王子。

王子的副官说，两人在上月的青尼亚度假中订婚。

婚礼预计将在明年的春季或夏季举行。

皇室观察人士说，威廉的祖母女王伊丽莎白二世结婚的威斯敏斯特大教堂，可能是举行婚礼的地点。

婚礼后新人将居住在威尔士北部，威廉会继续在那里做空军。

很快就涌来了大量的祝福。

英国首相大卫卡·梅伦说，他在内阁会议上宣布订婚的消息后，他的同事们就围着桌子欢呼庆贺。

Unit5 What Is He like 第1课时教学设计
【内容来源】陕旅教育出版社六年级下册 Unit5
【主题】Warming-up: Listen and do, Let’s learn, Let’s guess
【课时】第1课时
一、教学目标
1. 能听、说、读、写单词：clever, outgoing, shy, kind, friendly, hard-working, serious, lazy。

2. 能运用上述词汇借助简单的对话描述人物性格。

二、教学准备
1. 教师准备：
(1) Let’s learn部分的单词教学卡片或课件。

(2) Let’s learn部分的教学音频。

2. 学生准备：各自家庭成员或朋友的照片。

三、教学方法建议
课程导入(Leading In)
(1)课前热身 Part A Warming-up: Listen and do
教师通过Part A Warming-up部分中的第一个活动Listen and do环节的Simon says 游戏首先将学生自然地引入英语学习氛围，继而复习身体部位的词汇。

教师可这样引入：T: Let’s play a game: Simon says,“Touch your nose / face / ear / eye / hair / head /... ”（用简单的语言重申游戏规则）Simon is a king. We should follow his order. He says “Touch your ...” and we will do the action. If no “Simon says”，we don’t do the action.
之后，要求学生全体起立进入游戏，通过这项引导学生复习以往学过的身体部位名称。

考虑到六年级学生的年龄和认知水平，此游戏可能较为简单，为了引起他们足够的兴趣，教师可要求以组为单位进行比赛，做错动作和反应慢的要坐到座位上，坐下的学生可以当“小警察”监督其他学生的动作，避免他们感到尴尬或单方面终止游戏学习活动，最后站着人最多的小组获胜。

(2)新课导入
上一环节中，在学生进行游戏的过程中，教师可将本节课将要学到的词汇融入You are clever.和Don’t be shy.等句子中对学生的表现进行适当的评价，引入本节课词汇
的学习。

课程展示活动和过程的设计建议（presentation)
(1)新课展示Part A Let’s learn
教师可借助单词卡片、PPT课件或选择性格有代表性、较典型的学生来协助完成本部分词汇的教学。

因为本节课中所学习的单词都是描述人物性格特征的，词汇比较抽象，所以一定要找准“模特”，引导学生在准确理解词汇的基础上，正确描述他人。

1. 教授单词clever
用... is clever.表扬“课前热身”环节中为组里取得胜利的某个学生，并出示clever的教学卡片，和学生一起边拼读边书写在黑板上，逐步引导学生集体说出来。

然后指着班里很聪明的一个男孩子用英语询问其他学生：
What is he like? Is he clever?
教师以课件展示句型What is he like?帮助学生理解与识记，引导学生回答He is clever.并启发他们用... is clever, too.推荐班里其他的聪明孩子。

2. 教授单词shy
课件出示某一比较害羞的卡通形象或班里大家所熟知的某一内向女生比较害羞的图片。

T: What is she like?（这里从he变到she，帮助学生了解不同性别的表达方式，复习人称代词he和she，并加强学生对句型的理解和应用）
T: She is shy.（自问自答，并出示卡片，带领学生认读）
T: S-H-Y. I think it’s easy. Who can write it on the blackboard?
此单词比较容易记忆，教师可选出不太主动举手发言的内向孩子上台写出这个单词。

其间可用Don’t be shy. Just try.等鼓励语进行强化。

T: What is ... like?（教师说出班里比较内向，容易害羞的学生名字，用功能句发问，鼓励学生回答）
Ss: She is shy.
3. 教授单词outgoing
课件出示某一比较活泼外向的卡通形象或班里某一开朗、外向的学生。

T: What is ... like? Is he / she shy?（预计学生的反应可能是笑着否定）
T: Oh. He / She is not shy. He / She is outgoing.
出示教学卡片，领读outgoing，然后让例句中的学生领读并拼读，之后可让该学生请
出他/她的朋友板书这个单词。

最后，克请学生用英语描述更多的具有outgoing性格的学生。

4. 教授单词friendly
T: Do you have friends, S1 ?
教师可选班里人缘较好的学生回答。

S1: Yes.
T: How many friends do you have? 1, 2, ...?
通过朋友的话题引出单词friendly。

T: You have so many friends. They all like you. You must be friendly to them.
出示教学卡片，领读friendly。

请该学生的朋友们拼读单词，请该学生上台板书。

教师随意说出学生的姓名或指着学生问。

T: What’s ... like? Is he / she friendly, outgoing or shy?
引导学生根据他们自己所了解的作答。

Ss: He / She is friendly.
T: Who is your best friend? What is he / she like?
Ss: My best friend is ... He / She is friendly / shy / outgoing / clever /...
5. 教授单词kind和serious
课件展示和蔼的老奶奶图片。

T: Look at the grandma! What is she like? She is kind, very kind.
教师的声音、表情尽可能柔和，帮助学生更好地理解kind的意思。

让学生快速记忆后书写在黑板上。

并鼓励学生加以运用，如：
My mother is kind. Miss ... is kind. ...
课件展示同一个老奶奶的图片，这张图片中的老奶奶已经把眼角改成向上的，嘴角改成向下的。

（借助同一个人的表情反差教授这对反义词，对比鲜明，且能使学生记忆深刻）
T. What is this grandma like? Is she kind now?
No. She is not kind. She is serious.
serious这个单词的发音比较难，第一个音节中的e读[ɪə]，第二个音节中的iou也读
[ɪə]，教师要重点帮助学生发好双元音[ɪə]这个音素，可多领读几遍，再引导学生用一用。

T: What am I like?
Ss: You are ...
教师可选几个学生认为严厉的或和善的教师与学生问答：
T: What is Mr. / Miss ... like?
Ss: He / She is ...
6. 教授单词hard-working和lazy
教师可借助课件展示蜜蜂采蜜的图片并描述：
T: Look at the bee. It is always busy. It’s hard-working
再用课件展示一只在睡觉的懒洋洋的小熊的图片并描述：
T: Is this bear hard-working? No. He is still sleeping in the day time. It’s not hard-working. It’s lazy.
教师可通过这种反义词的对比教授词汇，帮助学生理解词意，再和学生实际交流：
T: What are you like? Are you hard-working or lazy?
Ss: I’m hard-working / lazy.
(2)巩固活动
1. 教师播放录音，让学生听并跟读Let’s learn部分的单词。

2. 学生两人一组，互相拼读拼写单词。

操练活动的设计与实施建议（Practice Activities)
(1)说一说
学生拿出所准备的各自家庭成员或朋友的照片，同桌两人说一说。

S1: What is ... like? / Is your ... serious / kind /...?
S2: He / She is ... / Yes, he / she is. / No. He / She is ...
(2)Part B Let’s guess
参考本部分的会话格式，让学生选择合适的词汇来描述教师或身边的学生，让其他学生猜一猜是谁。

处理此环节时，不一定非要局限于刚学过的词汇，教师可鼓励学生大胆使用课外接触过的词汇，对人物做简单的描述。

根据描述，让其他同学猜一猜她/他讲的是
谁，如：
He / She is my good friend. He / She is ... I like him / her ... 【板书设计】。