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冀教版 Book 7 Lesson 17 Seasons教学案例

04-03 14:59:27| http://www.ertong6.com |小学英语教学案例|人气:850
冀教版 Book 7 Lesson 17 Seasons教学案例小学英语教学案例, 一、教材简析

    这是一篇六年级的课文,主要讲述了春、夏、秋、冬四季及不同季节所穿的不同服装。内容贴近生活,难度适中,为六年级的孩子们提供了一个很好的谈论话题。

    二、学生分析

六年级的学生已经具有了一定的词汇量及良好的语感。在三年的英语学习中,他们已经基本上达到了《课标》所要求的二级目标。在此基础上,加强学生的读写练习,培养学生良好的句感,为其以后的初中阶段的学习奠定基础。

    三、教材目标

1、知识目标: 学生能够四会掌握单词:winter, spring, summer, fall

学生能够听懂,会说词组:put on , take off

2、能力目标:通过本课的学习,学生能够用英语描述自己最喜欢的季节,并能说出简单的理由,如气候,服装等。

3、情感目标:通过阅读,使学生了解不同季节的特征,培养孩子对大自然的热爱之情及良好的审美观。

   四、教学过程

   ㈠ warm-up:

    1.greeting:Hello, boys and girls. How do you feel today?

I feel happy. So I want to sing a song.

Would  you like to sing a song with me?

(通过问答和对话,引起学生的兴趣。)

1.song:<The months song.>

(用欢快的英文歌曲,引学生进入英语课堂,以旧引新。)

2.word cards:

The song is about months. Who can tell me the words about months in the song? (引导学生按顺序说出月份单词,教师相机将单词小卡片贴在黑板上)

㈡ New concept:

1. Introduce: 

    There are twelve months in a year. Now look carefully,I devide them into four groups. Here are four seasons in a year. Do you know what are they? Look at my picture. 

   (将图片贴在12,1,2月处帮孩子们建立新旧知识之间的联系。)

There are ice and snow. How do you feel? How’s the weather ? This is winter. Winter, follow me, please. Who can read it? Who can spell it? Can you say a sentence with winter?

(用图唤起孩子们的生活感受,通过老师的描述,让学生感知冬天的气候特征。)由单词的音过渡到单词的形,再有单词的教学过渡到句的教学,引导学生说完整的句子。)

    How’s the weather in winter? After winter ,the weather get warm. Look! The flowers bloom.(出示春天的图片,相机板书:flowers.)How do you feel? How’s the weather? This is spring .Follow me ,please. Pay attention to the letter“p”,it pronounced “b”.(渗透语音知识)Who can make a sentence with spring? After spring, summer is coming. Summer, follow me ,please. Look! What is this?(板书:sun ) How do you feel? Can you say a sentence with summer?

Fall comes after summer. Follow me, please. Can you say something about fall?

    (在教师描述完前两副图后,让学生尝试着描述后两副图,唤起他们的学习欲望,给他们提供大量的口语练习机会。)

   Winter, spring, summer, fall are seasons. There are four seasons in a year.(教师总结)

2.Student book:

   We know the weather is different in different seasons. Now open your book and turn to page 34,let’s listen to the tape and find the weather in different seasons. Please write the answer on the your chart.(学生边听边填写表格)

   You can discuss the chart with your partners. who can say your answer?

    (找两名同学到前面边说边写)

3.Chant:

Winter winter, old and snowy. Who can go on?

(引导学生和老师一起说出歌谣,强化季节特征,为后边的知识扩展作铺垫。)

4.word cards:

        The weather is different in different seasons. So we wear different clothes in different seasons. Look! There are some word cards about clothes. Can you read it?

(通过服装的复习,为后面put on ,take off 的教学作铺垫)

5. Demonstrate:

  What do you wear? Look! Today I wear sweater and jeans. We know winter is coming. The weather get cold. So I must put on my winter clothes. Follow me ,put on. But now I feel hot. I must take off my winter clothes. Say it ,please.

(板书:put on ,take off)Who can make a sentence

with them?(借助板书的帮助,引导学生说完整的句子。)

6.Student book:

We know we wear different clothes in different season. Now let’s see what does Jenny wear in different seasons. Listen to the tape and fill in the chart.(学生边听音边填写表格)

Let’s check it.(通过师生的对话交流,引导学生说完整话)

7.Consolidation,.

Today we have learnt some knowledge about seasons. They are winter, summer, fall ,spring. Can you tell me what is your favourite season?(引导学生说两组)

Yes, I like fall, too. Do you know why?Because the weather is cool and windy in fall. And I can fly a kite in a kite. I can eat my favourite fruit. The leaves are yellow. How beautiful!

Can you say some about your favourite season with your partners?

㈢ Ending

Homework: Draw your favourite season. And write something about your favourite season.

五、课后反思:

   今天,我执教了第十七课,季节的教学。通过本课的教学,我发现了自己教学设计中的不足。

1、没有很好的把握配图课文的教学思路

本课是一篇配图课文,图文并茂,通过看图学生很容易感知各个季节的不同气候特征,从而唤起他们的生活经历,激起他们的学习热情。但是,我没有好好的把握课文的这一特点,而是抛开了图,单纯的引导学生去说,学生的生活经历没有被我唤起,学习热情也不是很高,所以他们并没有如我所预料的那样,畅所欲言。整堂课学生没有进行的大量的语言练习,课文知识学得不透,所以也就无法达到我所制定的能力目标了。

2、教学目标注重对学生单词掌握情况的要求,句子教学不到位。

虽然本课中没有要求学生四会掌握的句型,在课文中出现的句型:What a _______ day!及短语put on、take off.也是学生进行话题谈话时,必不可少的。因为课文教学中句型教学不到位,所以在后半时学生的对话交流时,很多同学说不出来。造成了“冷场”,反思整课的教学,正是因为句型教学不到位,才造成了这种结果。

3、没有充分考虑学生的心理、年龄特点,学生的表现欲不强。

我所执教的六年级,学生不爱发言,再加上课前的warm-up,没有充分调动学生的学习积极性,所以学生都没有如我所预想的“畅所欲言”,反思自己的教学,感觉自己欠缺的是对学生内心世界的   ,所以在课后,我还要进一步完善自己的教学设计,从调动学生的积极性上,寻找突破口。

4、板书过于繁冗,没有突出重难点。

在这节课中,我把课文中出现的描写季节的单词:snow、ill、rain、windy、put on、take off 都板书在了黑板上,这样既显得杂乱,也没有突出重、难点,所以我还要再一次精心设计自己的板书,使之更科学,更美观!

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