Unit 6 There are four seasons in a year Lesson 33 教案

Unit
6
There
are
four
seasons
in
a
year
Lesson
33
教案
1教学目标
1.知识目标(Knowledge
aims)
能理解形容词的比较级和最高级的意义
(2)能理解和运用目标语句和词汇:
Summer
is
the
second
and
the
hottest
season
of
the
year.
There
is
often
a
lot
of
rain.
Sometimes
there
is
heavy
rain.
Have
summer
holidays
go
on
trips
go
camping
have
summer
classes
2.技能目标(Ability
aims)
(1)借助图片看懂所表达的信息,并理解语篇大意
(2)能准确熟练地朗读本课内容
(3)能就“summer”话题,结合图片和生活经验进行简单的个人夏季生活描述
(4)掌握和提高基本的阅读理解能力
3.情感态度目标(Emotion
aims)
(1)能体会到学习和使用英语的乐趣
(2)在小组活动中能大胆说出自己的想法,并积极配合同学完成任务
(3)能利用所学内容就(summer)话题谈自己的感受:like
or
dislike
2学情分析
六年级学生经过3年校内英语的学习,积累了较丰富的词汇和功能语句,除掌握了建大的简单的交际用语,与教师互动的能力也增强了:能听懂教师的课堂用语,参与课堂活动的积极性和完成任务的主动性增强,同时结合所学内容能就某一事物进行简单的描述,病表达自己的情感(like
or
dislike).
通过本单元1、2课时的学习,学生们已经学习了有关春天的特点和人们活动的功能语句如:Spring
is
the
first
season
of
the
year.
The
weather
is…
Spring
is
the
green
season.
People
go
on
outings
and
children
fly
kites.
等,为本课了解和学习语篇的结构,语篇的内容提供了模板,从而利于学生较快进入学习和理解新语篇的状态。
3重点难点
教学重点
(1)帮助学生理解和运用本课的功能语句和词汇。
(2)
提高学生的阅读理解能力和综合语言运用能力。
措施:结合图片和学生的已有生活体验,理解和运用功能语句和词汇。
教学难点
(1)理解本课形容词比较级和最高级的意义
(2)激发学生就“summer”这一话题,结合生活经验进行描述的积极性,同时鼓励学生积极思考,大胆想象,提高语言的灵活运用能力。
4教学过程
活动1【导入】Step　1.阅读前——复习旧知，以旧代新，激发学习的兴趣
Warming
up
教师与学生进行简短的问候后,表演自编chant。
T:
Good
morning,
boys
and
girls!
How
many
months
are
there
in
a
year
Ss:
There
are
twelve.
T:
What
are
they
Ss:(chant)
January,
February
March,
April,
May
June,
July,
August
September,
October,
November
and
December.
Revision
lesson31-32
教师与学生进行如下对话:
T:
How
many
seasons
are
there
in
a
year
Ss:
There
are
four.
T:
Great.
Then
look
at
the
picture.
Which
season
is
it
about
Ss:
Spring.
接下来教师提出有关春天的问题,请学生们先在组内回答,再选代表回答。
Q1:When
does
springtime
begin
Q2:
How’s
the
weather
in
spring
Q3:
What’s
spring
like
Q4:What
do
people
do
in
spring
活动2【讲授】Step　2.阅读中－走进语篇，梳理语篇，并阅读和理解语篇　
(1)问题导入,整体感知语篇
T:
Now
look
at
another
picture.
Which
season
are
they
about
How’s
the
weather
Ss:It’s
summer.
It’s
hot.
此时教师对学生们的表现给予肯定,并适时导入本课语篇的整体感知。
T:
You’re
very
clever.
Today
we
are
going
to
learn
lesson
33.It’s
about
summer.(板书lesson33
Summer)
Summer
is
the
second
season
of
the
year.
Look
here.
Is
it
hot
Ss:
No.
T:.
What
about
this
one
Ss:
It’s
hot.
之后教师依次出示图片,让学生理解hotter,
hottest.
T:
There
are
four
seasons
in
a
year.用幻灯片出示四季中人们生活的图片,教师引导学生共同说出Summer
is
the
hottest
season.
随后教师板书:Summer
is
the
hottest
season.
T:
Now
please
open
our
books.
Let’s
listen
to
the
tape.
略读,梳理语篇内容
整体感知语篇后教师提出关于语篇的梳理型问题,T:
I
have
some
questions.
Can
you
help
me
to
find
the
answers
in
your
book
You
can
work
in
groups
of
3
or
4.
Q1:
When
does
summer
begin
Q2:
How’s
the
weather
in
summer
Q3:
What
do
the
students
do
in
summer
之后教师走进个小组,指导学生完成任务或聆听他们讨论的结果。当小组都结束讨论时(大约4-5分钟),教师请3-4个小组以问答形式汇报。如:
S1:
When
does
summer
begin
S2:
It
begins
around
June.
S1:
How’s
the
weather
in
summer
S2:
It’
the
hottest
season.
There
is
often
a
lot
of
rain,
and
sometimes
there
is
heavy
rain.
S1:
What
do
the
students
do
in
summer
S2:
They
have
summer
holidays.
…
教师结合各组的讨论结果,进行小结,同时将本课的语言支架出示在如下幻灯片中,带领学生朗读不熟悉的词汇,解决部分学生阅读中的困难。
教师对问题的小结,并将语言支架出示在幻灯片中,又进一步对本课的内容进行了梳理,不仅加深了对语篇内容的整体感知,同时也帮助学生克服了阅读障碍,为接下来的精读做了很好的准备。
活动3【活动】（3）精读，加深对语篇结构和内容的理解
第一步:教师再次播放录音请学生们跟读,纠正阅读中可能出现的语音语调错误,之后提出细节问题,
教师请几个学生回答并进行评价。
T:
Let’s
listen
again
and
read
it
.
...
T:
What
do
students
do
on
summer
holidays
Ss:
They
go
on
trips
with
their
parents,
some
go
camping
with
their
teachers,
and
some
have
summer
classes.
T:
Do
they
enjoy
summer
holidays
Ss:
Yes,
they
all
enjoy
the
summer
holidays.
教师完善语言支架。
第二步:教师带领学生回顾本课语言支架,对学生提出较高要求:根据语言支架复述课文。
T:
Please
look
at
the
main
words
in
this
lesson.
Work
in
groups
to
retell
the
lesson.
教师请2-3个代表展示,并组织其他学生评价。
第三步:看图片回答问题。What
do
they
do
in
summer
Catch
the
dragonfly
play
on
the
beach
教师引导学生们开扩思维,说一说生活中夏天的人们和自己都做些什么和不乐意做什么
T:In
our
life
,summer
is
very
hot.
We
don’t
like
to
stand
in
the
sun
.What
do
you
do
like
to
do
in
summer
S1:
I
like
to
stay
at
home.
Because
there
is
空调
(an
air
conditioner).
S2:
I
go
swimming.
S3:
I
like
to
stand
under
the
trees.
Because
it’s
cool.
And
I
eat
a
lot
of
ice
cream.
S4:
I
have
a
bath
every
day.
…
教师将学生们较为陌生的词汇写在黑板上,帮助他们感知和理解意义。
活动4【练习】Step3.　阅读后——巩固、拓展与提升
(1)知识融合
教师带领学生根据幻灯片中出现的词汇,快速说出spring
OR
summer
T:
I
think
you
are
tired.
Now
let’s
play
a
game.
When
you
see
the
phrase,
please
say
“It’s
in
spring”
or“
It’s
in
summer”
as
quickly
as
you
can.
(2)语言运用
教师将有关春天和夏天的描述分别出示在幻灯片中,然后请学生们谈一谈:
Which
season
do
you
like
or
dislike
Why
T:
Spring
is
the
green
season.
Everything
begins
to
grow
in
spring.
Summer
is
the
hottest
season.
But
we
have
summer
holidays.
Now
which
season
do
you
like
or
dislike
Why
Ask
your
friends
and
show
like
this:
Group
1:
A
likes
spring.
Because
she/
he
...B
(and
c)
likes
summer.
Because
...
I
like
...I
(
have.../
can
go.../like
swimming/...)
教师组织学生聆听和评价,同时对学生表达中出现的错误给予更正,给学生适当的鼓励。
活动5【作业】Step　4.课后巩固和提升
Homework
家庭作业分为Must
do和
Try
to
do:
Must
do:
Retell
the
lesson
according
to
your
life
and
write
it
down.
Try
to
do:
Make
a
plan
for
your
summer
holidays.