冀教版《Lesson13-Seasons》教学设计

冀教版《Lesson13-Seasons》教学设计
第一篇：冀教版《Lesson13-Seasons》教学设计
冀教版小学英语六年级上册 Lesson 13 《Seasons》教学一、Analysis of the teaching material
The theme of Unit3: Winter in Canada .It mainly describes Li Ming's arrival in Canada where he has spent the winter happily with good friends.And introduced the climate, clothing, sports and so on in winter .In addition, this class is the first class of this unit .It mainly let the students know about the different seasons have different weather in a year .And we wear different clothes in different seasons .Enable the students describe the seasons with some sentences and learn the common sense of life .This class lays the foundation for the teaching of the whole unit.
二、Analysis of the students
It is the fourth year that students are in sixth grade, and their English basic knowledge system has begun to form.The students have mastered the words and sentences about the weather and clothing. In addition, the
teaching content of this lesson is closely related to the students' real life, and it can actively mobilize students' enthusiasm and stimulate the enthusiasm of learning English.
三、Teaching objectives
1. Goals of knowledge and skills (1) Students will be able to aurally understand ,orally use, recognize and spell the following vocabulary: season, winter, spring, summer, autumn (2)Students will be able to recognize, understand and use these sentences: Winter, spring, summer and autumn are seasons. Winter is cold. There is ice and snow. In winter, I put on my hat, scarf and winter coat. In spring, I take off my winter clothes.
2.Goals of process and method In the teaching, through games, video, situational dialogues and other forms, enhance the interest of English learning and cultivate students' ability to communicate in English.
3.Goals of emotional attitudes and values (1) To cultivate students' love of nature and aesthetic appreciation by understanding the characteristics of different seasons. (2) Through setting up the situation, we will keep the interest of learning English in cooperative learning.
4.Key points
Students will be able to aurally understand ,orally use, recognize and spell the following vocabulary: season, spring,summer,autumn,winter. Be able to use sentences introduce seasonal climate features and scenery.
5.Difficult points Students will be able to recognize、understand and use he following sentences: I take off shorts and T-shirts. I put on my trousers and sweater. In real life, use English to communicate with others about the clothing of different seasons.
四、Teaching methods As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-base d”teaching method. That is to say, I will let the students learn in real situations, finish a task by making a survey to help the students to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: guessing game, working in group,finishing a survey and having a competition. 四、Teaching aids PPT、some cards、some pictures of clothes、some pictures of clothes、tape
五、Teaching time： One class.
六、Teaching procedure.：
Step 1.warming up
1、Greeting T: Hello, boys and girls. Nice to see you. How are you today? S: Very well, thanks. T: How is the weather today? S: It’s sunny/cloudy/windy……. T: How do you feel? S: I feel happy. T: I feel happy, too.
2、Let’s watch a video. T: Do you want to watch a video? S: Yes. T: Let’s watch the video together. After watching T: Is it beautiful? S: Yes. T: Who can tell me what the four parts are? S: We can say the four parts are seasons. T: Good job! Read after me s-e-a-s-o-n season. How many seasons are there in a year? S: Four. T: What are they? S: spring, summer, winter, autumn. T: The whole saying is: Winter, spring, summer and autumn are seasons. Now listen to the tape and repeat. Purpose: It is important to form a better English learning surrounding for the students by watching a video and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step. Step 2 Presentation
1、Seasons T: First of all. Let’s enjoy some pictures and answer me some questions.
1、What can you see in this picture?
2、How do you feel？
3、How is the weather? S: There is__________. I
feel___________. It is__________. T: Now can you guess which season it is? S: It is winter T: We can also say: This is winter. Follow me. Winter, winter, winter (from low to aloud) So can you say a sentence with winter. S: This is winter. Winter is cold. There is ice and snow. T: Next every group select a little teacher. And choose one season to complete the following questions according the answers of winter.
1、
2、
3、 Which season is it? This is______. How do you feel? Spring/Summer/Autumn is_________. What can you see? There is _________. T: After talking ,which little teacher want to show your answers to your class in front of the classroom. I will give the gifts to the best group. Then listen to the tape and follow it. Purpose: Through
the pi ctures, students can master the word “winter”, and through the teacher's description, students can feel the weather characteristics of winter, and the words are over extended to the sentences, leading the students to say the complete sentences.To make the students actively involved in the classroom. Be the master of learning. The tape can train Students’ abilities of listening and reading.
2、Let’s play a guessing game.
I will play four voice: the sound of birds, the sound of rain, the sound of fallen leaves, the howling wind. At last, I will give some gifts(fallen leaves )as their rewards to the best group. Purpose: Stimulate students’ interest.
3、Different clothes in different clothes T: We all know the weather is different in different seasons, so we wear different clothes in different seasons. Have you remember the words of clothes? Look at these clothes? Do you know them? Let’s race to be the first to answer the question. After that T: Now it is winter. I feel cold .So I put on my coat. Let’s read it and act it out
at the same time. So we can say a sentence with the clothes pictures: In winter, I put on my scarf, hat and winter coat. T: Look at me. What am I doing now? S: Yes, “脱下”So it is “take off” in English. T: Follow me. put on, put on, put on. take off, take off, take off. Next, listen to the tape and choose the right clothes in different seasons. Purpose: Let the students practice th e usage of “put on and take off”. And enable the students know different clothes in different seasons. Step 3 Practice Let’s do it. Open your books and turn to Page39.work in groups and write the answers. At last, I will give some gifts(fallen leaves)as their rewards to the good students. Purpose: Let the students practice to how to describe the seasons. Step4.Conclusion and Homework Today’s class is over. Can you tell us what you have learnt in this class?
1、Four seasons: season. winter, spring, summer, autumn
2、How to say something about the four seasons.
3、We wear different clothes in different seasons.
4、put on /take off. I design for homework after class, according to the law of the pupil cognition and active
nature. 1.Make a chant of four season. 2.You can draw a picture or take some pictures of your favorite season, and write some sentences on it. Purpose: To stimulate students’ interest of learning English and wide their knowledge about communication across cultures.
七、layout design Lessen13 Seasons Winter, spring, summer and autumn are seasons. Winter is cold. There is ice and snow. In winter, I put on my hat, scarf and winter coat. In spring, I take off my winter clothes.
八、Teaching reflection: This lesson is mainly about the four words of winter, spring, summer, autumn and the different characteristics of the four seasons. And the teaching of two verb phrases of put on, take off. The characteristics of this course is through the different features of the seasons are discussed in different seasons wearing different clothes. If just boring professor, students will be like a monk chanting, not easy to remember, students are very easy to forget. In order to let the students learn something to keep in mind. By setting the students personally feel personally on the scene of the weather features is necessary. At the same time, the use of multimedia to use a lot of pictures
make the children play while learning, let them learn, play in the middle of school. Also can cultivate the English language sense, improve the students' oral communication ability. Of course, this lesson also has some shortcomings. Such as :There is a lot of knowledge in this class. Time is limited. So some students may not master well. The students learned today without proper development. In addition, in the process of teaching put not to open, formal, rigid and monotonous, the extension of the traditional one, which is not conducive to mobilize students' learning enthusiasm and interest. I should improve the teaching skill in the following teaching.
第二篇：lesson13seasons教学设计
Lesson 13: seasons
一、教学目标：
1. 知识目标掌握并能运用表示季节的四个单词winter spring summer autumn及表示天气情况的词cold warm hot cool ice sun wind
2. 能力目标能运用所学的语言知识在创设的情境中进行熟练的交际，并在此基础上能将其应用于日常生活之中。

3. 情感目标激发学生学习英语的兴趣，帮助学生树立学好英语的信心，增强学生的参与意识，引导学生积极与他人合作，共同完成学习任务，并在成功中体会英语学习中的乐趣。

二、教学重难点：
1. 重点：四个季节单词
2. 难点：熟练地运用句型参与交际教学过程：
三、学情分析：
六年级的学生通过三年的学习已经积累了一定的词汇、句型和语法知识。

有了自己的主张和想法，有了一定的自主学习的能力。

对于谈论季节是他们比较熟悉的话题，有一定的生活经验，为本课的学习做好铺垫。

四、教学过程
StepI.Warming-up &Revision 1. Greetings. T: Hello. Boys and girls. Are you ready for E nglish? How’s the weather today? How do you feel? (设计意图：简单的对话交流将学生带入四季的语境当中。

) Step II. Presentation & Practice 1. winter / spring / summer / autumn 1) Show the pictures of autumn T: How’s t he weather today ? How do you feel? What can you see in this season? What happens to the trees in this season? (设计意图：从学生的实际生活入手，先观
察学习现在的季节，更易于学生了解本季节的特征。

) 2）It is autumn. We say autumn as well as fall. Fall, autumn, they have the same meaning. 3) T: After autumn, the weather gets colder and colder. Which season is coming? Winter is coming. This is winter. Let’s try to talk about winter. How’s the weather in winter? What can you see in winter. 4)T: Show the picture of spring and summer. (设计意图：通过对秋天的学习，自然地引出冬季的特点，教师再放手让学生自主讨论学习春季和夏季的季节特点。

) 5）Listen to the tape of part1 6）Show the key words to describe the seasons. (设计意图：进行语言的输出练习，掌握四季的特点。

)
2、Different clothes for different seasons 1）Play a game 抢读单词
(设计意图：通过游戏复习衣服类的单词，为接下来的学习做准备。

) 2）用动作演示take off 和 put on。

谈论What does Danny put on in spring? What clothes does Jenny wear in summer? 等句子学习Different clothes for different seasons。

(设计意图：通过动作的演示联系学生的生活经验理解take off 和 put on，从而明白Different clothes for different seasons.) Step III. Consolidation & Extension 1. We’ ve lear ned four seasons of the year. Winter,
spring, summer and autumn. What season is it? What can you see in this season? What do you wear in this season? Practice in your groups then write it down with your friends. (设计意图：这一活动为学生创设了独立运用新授
语言知识的机会，可以充分运用本课的词汇、短语进行综合
性的语言操练，不仅能有效地将前后两部份内容结合起来也
是对以前所学语句地复习运用，也体现了学生从学说到自己
会说、并且能够会写出来，这是一个很棒的过程。

) 2.Homework: Please finish your short passage after class
五、板书设计 Lesson 13 Seasons Winter,spring,summer and autumn are seasons. Winter is cold. There is ice and snow. In winter, I put on my hat,scarf and winter coat. In spring, I take off my winter clothes.
第三篇：Lesson13 Seasons 教学设计
六年级上册Lesson13 Seasons 教学设计
定兴县张家庄乡中陶沈村小学高学伟
学情分析：
六年级学生已经有了一定的逻辑思维能力和认知能力，又有
以前对How’s the weather? What’s the temperate？的学习做铺垫，谈论四季学生感兴趣的话题，再有在多媒体及各
种教学手段的吸引下，学生容易进入状态，从而喜学、乐学。

学生学习本课时的问题我认为主要在于是否能够灵活运用所学的知识，这关系到他们学习本课的质量问题。

教材分析：本单元主要讲述李明在加拿大过冬天的过程，讲述了一年中的四季及冬天的运动、服饰和一些日常活动。

本课是该单元的起始课，以探讨四季为切入点，使学生能准确的描述一年四季的名称、天气特征、所穿衣服及喜欢的运动，激发学生学习兴趣、培养学生热爱大自然的情操，从而为学习本单元做好铺垫。

教学目标：
1、知识目标：掌握四会单词：winter,
spring ,summer ,autumn ;能听懂会说词组：put up ,take off .
2、
能力目标：运用所学语句描述四季景象及所穿的衣服。

3、情感目标：培养学生热爱生活、珍惜时光的情感。

教学重点：
四会单词winter, spring ,summer ,autumn的听、说、读、写。

教学难点：运用所学词汇和句子描述四季景象。

教具准备：词卡、图片、多媒体课件。

教学过程： Step1. Greeting ：Good morning class! How are you? How’s the weather today? Do you remeber the song “months”？Let’s sing it together,OK? This lesson, we will divide
the twelve months into four seasons.Now let’s learn something new.
（设计意图：歌曲能营造良好的课堂氛围，快速吸引学生注意力，并为接下来的学习做好了铺垫。

） Step2.
1、 Seasons ：
出示幻灯片教授新词season,spring, summer,autumn, winter. T: This is a picture of spring .Spring is a season.( learn “spring”).What months are in spring? How’s the weather in spring? What can you see? T: What season is coming after spring? 分别以同样的方法介绍其他三个季节。

T: Spring, summer, autumn and winter are seasons.(learn “ season”) How many seasons a re there in a year ? T：Here’s a chant for seasons. (Spring, spring, spring is warm(rainy).Summer, summer, summer is
hot(sunny).Autumn, autumn, autumn is cool(windy). Winter ,winter, winter is cold(snowy). （播放第一部分录音，学生听读。

）
（设计意图：通过图片直观的展现四季，给学生们提供可谈论的话题，让英语的学习更生活化、情景化。

）
2、 Different clothes for different seasons. T: In
different seasons, we wear different clothes. Now, let’s go to a clothes shop .（出示课件，复习衣服词汇）T: In winter, the weather is very cold. So I put on my winter coat ,I put on my scarf. Can you guess the word “put on”？Can you say something?(learn “put on”)But in spring, the weather is warm .So I take off my scarf .I take off my winter coat(learn “take off”) . T: What do you wear in winter, Spring, summer and autumn? 生回答并且到黑板前面贴上相应的图片）
What does Jenny put on or take off in different seasons? (播放录音，学生听读,然后填空。

) （设计意图：通过实物、图片和动作演示有助于学生理解新词，从而留下深刻的记忆。

） Step3. Practice: Talk and write.（设计意图：给学生一个自主学习的环境，让学生在已学知识的基础之上，通过小组合作，交流说出一年四季的天气、景象、穿着。

并在全班说出交流的结果） Step4: Homework 1.Learn these words by heart: season,spring summer, autumn, winter 2.Draw your favorite season and write something about it.
第四篇：Lesson13 Seasons 教学设计
六年级上册Lesson13 Seasons 教学设计
学情分析：
六年级学生已经有了一定的逻辑思维能力和认知能力，又有以前对How’s the weather? What’s the temperature？的学习做铺垫，谈论四季学生感兴趣的话题，再有在多媒体及各种教学手段的吸引下，学生容易进入状态，从而喜学、乐学。

学生学习本课时的问题我认为主要在于是否能够灵活运用所学的知识，这关系到他们学习本课的质量问题。

教材分析：
本单元主要讲述李明在加拿大过冬天的过程，讲述了一年中的四季及冬天的运动、服饰和一些日常活动。

本课是该单元的起始课，以探讨四季为切入点，使学生能准确的描述一年四季的名称、天气特征、所穿衣服及喜欢的运动，激发学生学习兴趣、培养学生热爱大自然的情操，从而为学习本单元做好铺垫。

教学目标：
1、知识目标：掌握四会单词：winter,
spring ,summer ,autumn ;能听懂会说词组：put up ,take off .
2、
能力目标：运用所学语句描述四季景象及所穿的衣服。

3、情感目标：培养学生热爱生活、珍惜时光的情感。

教学重点：
四会单词winter, spring ,summer ,autumn的听、说、读、写。

教学难点：运用所学词汇和句子描述四季景象。

教具准备：词卡、图片、多媒体课件。

教学过程： Step1.Warm-up. Greeting ：Good morning class! How are you? How’s the weather today? Do you remeber the song “months”？Let’s sing it together,OK?
This lesson, we will divide the twelve months into four seasons.Now let’s learn something new.
（设计意图：歌曲能营造良好的课堂氛围，快速吸引学生注意力，并为接下来的学习做好了铺垫。

）
Step2.Presentation.
1、 Seasons ：
出示幻灯片教授新词season,spring, summer,autumn, winter. T: This is a picture of spring .Spring is a season.( learn “spring”).
（1）What months are in spring? （2）How’s the weather in spring? （3） What can you see in spring? （4）What
do you like to do ?(利用幻灯片提示春天的天气和孩子们的活动，学生能很快做出正确回答。

）
2、T: What season is coming after spring? 分别以同样的方法介绍其他三个季节。

T: Spring, summer, autumn and winter are seasons.(learn “ season”)
How many seasons are there in a year ?
3、放手让学生按照“spring”的学习方法分小组找出各个问题对summer、autumn和winter进行交流,获得正确认知。

Ste p3.Let’s chant:
1、T：Here’s a chant for seasons.
Spring, spring, spring is warm(rainy). Summer, summer, summer is hot(sunny). Autumn, autumn, autumn is
cool(windy). Winter ,winter, winter is cold(snowy).
2、（播放第一部分录音，学生听读。

）
（设计意图：通过图片直观的展现四季，给学生们提供可谈论的话题，让英语的学习更生活化、情景化。

）
Step4.教学Different clothes for different seasons. 1、出示课件，复习衣服词汇
T: In different seasons, we wear different clothes. Now, let’s go to a clothes shop .T: In winter, the weather is very cold. So I put on my winter coat ,I put on my scarf. Can you guess the word “put on”？
Can you say something?(learn “put on”)But in spri ng, the weather is warm .So I take off my scarf .I take off my winter coat(learn “take off”) .
T: What do you wear in winter, Spring, summer and autumn? （让学生回答并且到黑板前面贴上相应的图片）
2、播放录音，学生听读,然后填空。

T:What does Jenny put on or take off in different seasons? （设计意图：通过实物、图片和动作演示有助于学生理解新词，从而留下深刻的记忆。

）
Step5.Practice: Talk and write. 解决Let’s do it . （设计意图：给学生一个自主学习的环境，让学生在已学知识的
基础之上，通过小组合作，交流说出一年四季的天气、景象、穿着。

并在全班说出交流的结果） Step6.Consolidation 小组合作交流：My favourite season （设计意图：在学生对
四个季节特点和服装活动等都十分了解后，引导学生主动建
构知识，说一说自己喜欢的季节。

这样互相学习共同提高，
还能促进口语表达能力的提升。

） Step7; Homework 1.Learn
these words by heart: season,spring summer, autumn, winter 2. Draw your favorite season and write something about it.
板书设计
Lesson13 Seasons
season weather things clothes action spring
_______________________________________ summer
_______________________________________ autumn
_______________________________________ winter
_______________________________________
Lesson13 Seasons 教学反思
本课是第三单元的起始课，以探讨四季为切入点，使学生能准确的描述一年四季的名称、天气特征、所穿衣服及喜欢的运动，激发学生学习兴趣、培养学生热爱大自然的情操，从而为学习本单元做好铺垫。

因此本课教学设计力争把握教学目标，针对学生喜闻乐见的四季知识设计教学环节，努力激发学生兴趣，营造轻松，和谐，愉悦的课堂氛围，使学生乐学，爱学。

一、本节课的优点
1、联系生活实际，注重情景创设
上课伊始，我进行了热身运动，听了一首”Months”歌曲，这样让全体学生溶入到英语的氛围中，激发了学生的兴趣。

在本节课中我注重创设良好的课堂气氛，激励学生学习，通过图片，自创情景，调动学生的积极性，通过各种活动，着眼学生的发展，围绕教学目标，让学生自由发挥，加大语言的输入和输出量。

学生主动参与课堂，气氛活跃。

本单元中“季节与气候”是与实际生活紧密联系的，也是学生所熟悉的。

在设计过程中，我制作了课件，首先通过一个有关四季的动画吸引学生的注意力，渲染课堂气氛，让学生感受所要学习的内容是有关四个季节的，同时观察不同季节不同的天气特征，为下面的教学作铺垫。

为了增加学生的词汇量，我把课文中没有的但十分贴近生活的词汇介绍给了学生。

使之开阔了眼界。

2、体现任务型教学，努力突破教学重难点。

《英语课程标准》提倡任务型教学。

任务型教学以任务为目标，要求学生在完成任务也就是学习过程中去建构知识，提高语言运用能力。

在新授完四季和天气后，我设计了一张表格，布置了一个调查任务：四人小组间对“你最喜欢哪个季节？在这个季节的天气怎么样？在这个季节你穿什么样的衣服？在这个季节你能做什么？”这几个问题进行互相提问并回答。

一方面对本课所学的主要单词和句型进行巩固，另一方面课后的Let’s do it内容进行提前渗透。

在这一环节中，
先与一位学生进行示范；而且还注意了反馈时人称的转换，所以调查得很成功，学生们对语言知识能够灵活运用。

3、注重小组合作交流，促进学困生语言能力的提高。

本课针对小组合作学习布置了任务，要讨论自己最喜欢的季节。

小组合作学习必须考虑：学生之间的相互配合，共同任务中的分工和个人责任，小组成员之间的信任，这些都需要小组长来组织完成。

要想让学生自主学习，小组合作学习见成效，每个学生都能不同程度地成长，每个小组就必须要有一个优秀的组织者，示范者、协调者和奉献者。

小组长的能力是这一学习方式是否顺利进行的关键。

以后要进行小组长的培养，保证小组合作的有效进行。

二、本节课的不足
1.没有处理好单词教学的轻重安排。

比如说，hot, cold等一些已学过的单词可以少花点时间，把那些时间放到weather, winter, windy等较难的单词上。

2对于时间调控不够，新授环节讲解四季用时较多，导致后面的小组合作有些仓促，没能给足一定的时间让学生交流，这样，个别学困生失去发表意见的机会，也没能即时调整教学思路。

3.板书字太小，对板书的结构还得进一步学习研究。

4.多媒体课件的使用受到本人专业信息技术能力有限的制约，没能发挥他良好的辅助作用，有时还影响了教学环节的
顺利实施。

这在今后的教学中，我将努力充实自己，学习先进的信息技术知识，力争掌握先进的教学手段是自己的课堂教学更加生动，刻苦钻研教材，学习新课程，不断地反思自己的教学，才能让自己尽快地成长！
第五篇：Lesson 13 Seasons教案
Lesson 13 Seasons
一、教学目标：
1、学生能听懂、会说、认读并书写下列词汇:
season,spring,summer,autumn,winter
2、学生能认读、理解并运用下列句子：
Winter,spring,summer and autumn are seasons. Winter is cold.There is ice and snow. In winter,I put on my hat,scarf and winter coat. In spring,I take off my winter clothes.
3、通过学习季节的特点，培养学生热爱生活的积极情感态度
4、在贴近生活的对话交流中使学生养成用英语交流的习惯，并培养其良好的语音、语调和语感。

二、教学重难点
1、重点:学生能够了解春、夏、秋、冬的季节气候特点。

能够理解并根据实际情况运用目标语Winter is cold.There is ice and snow.等介绍四季气候特点和景物。

2、难点：掌握个别长难句：I take off shorts and T-shirt.I put on my trousers and sweater.能够在实际生活中，运用英语与他人关于不同季节的着装的问题进行交流。

三、教学用具:录音机、多媒体、卡片
四、教学过程： Step1 Warming up
1、Greetings.
2、T:How’s the weather today? What season is it now? (设计意图：在热身中通过师生问答现在的天气情况和所处的季节来引出课题seasons) Step 2 Presentation
1、Learn the new words:season winter spring summer and autumn 出示四个季节的图片,通过询问What season is it ？学习新单词，教师领读单词。

2、Show winter picture T:What season is it? Ss:It is winter. T:How’s the weather？ Ss:It is cold and snowy. T:What can you see in winter? Ss:I can see ice and sonw.
3、Pair work 出示spring、summer and autumn的图片，把全班分为6组，利用所给的参考词汇和句型小组内的成员进
行讨论描述这三幅图。

（设计意图：通过小组合作交流，提高学生的语言表达能力，增强学生的合作意识）
4、Listen to the radio and answer the questions: How’s the weather in each season? Winter is_____and_____. Spring is_____and_____. Summer is______and______. Autumn is_____and_______. (设计意图：进一步加强学生对课文的理解与表达，提高学生的听、说能力)
5、Read follow the radio 跟录音机读一遍自由读课文
分别找一名男生和一名女生进行读课文，对读的好的学生给予表扬。

（设计意图:本环节学生通过跟读和自我阅读课文文本，这样有利于学生对整体课文的语义理解。

）
6、Play a game 把四个写有季节的卡片分别给四名学生，然后用他们自己的语言描述手中的季节，其他同学猜猜他们描绘的是哪个季节。

（设计意图:通过游戏，及时巩固新知，反馈学生本课学习情况，同时提高学生学习英语的兴趣。

）Step 3 Homework Please describe four seasons in English Step 4 板书设计 season winter cold and snowy spring warm and rainy summer hot and sunny autumn cool and windy There be…… put on take o ff。