小学英语Lesson 13 Seasons说课稿
Unit 3 Lesson 13 Seasons 教案
Unit 3 Lesson 13 Seasons教案一、教学目标1. 学习本课重点单词：spring, summer, autumn, winter2. 学习并掌握本课重点词组短语：put on, take off ...二、教学重难点1. 学习本课重点单词：spring, summer, autumn, winter2. 掌握本课重点词组短语：put on, take off ...三、教学用具1. Students' books2. CD-Rom3. Tapes4. Work book5. Pictures6. Radio四、教学过程1．Warm-up师生相互问好。
2. Presentation(1) Song <<春天在哪里>>T: What can you see in the picture?S: I can see …T: Is it beautiful?S: Yes, it’s beautiful.T: Look, the flowers start to grow. The birds are singing.Spring is coming.Teach Ss say “spring”, then put the picture on the blackboard.(2)T: It’s very hot. What season is it?Ss: Summer.( Put the picture on the blackboard.)(3) Teacher shows the picture of “autumn”. (Put the picture on the blackboard.)(4) Teacher shows the picture of “winter”. (Put the picture on the blackboard.)(5) T: How many seasons are there in a year? What are they?S: Four. They are…(6) What’s your favorite season? Why do you like it?T: I like spring. Because I can plant trees in spring.Ss: ...(7) Color your favorite season and write something about your favorite season.五、作业1. 学习本课重点单词：spring, summer, autumn, winter2. 掌握本课重点词组短语：put on, take off ...。
六年级上册英语教案Lesson13 seasons
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。
教学重点难点分析
重点：四个季节单词
难点：熟练地运用句型参与交际教学过程：
（夏天的图画）This is _______. It is _______. What a ____ _____ day.
(秋天的图画) This is _______. It is _______. The _____blows the leaves off the trees.
4．Game: let’s play a game named guess who I am.
教学策略分析
任务型教学，分配给学生要完成的任务，提供必要的语言，充分调动学生的学习积极性，提倡共同合作，完成学习任务。
课前准备
教师
表格，录音机和磁带
学生
教学活动过程设计（第1课时）
教学
环节
教学活动
设计
意图
教师活动
学生活动
Step 1 Warming up
Step 2 Presentation
1.Say hello to the Ss.
学情分析
本课贴近学生的日常生活，是学生熟悉的话题，六年级的学生有了一定的英语基础，大多数学生可以完成自学和小组讨论学习新知，但是有的学生基础及其薄弱，学习起来还有很大的难度，所以在课程中要区别对待，争取是各个水平的学生都能够有所习得。
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
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 materialThe 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 studentsIt 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 objectives1.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 le sson I’ll mainly use “Task-based” 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、T eaching procedure.：Step 1.warming up1、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 watcha 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 Presentation1、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 pictures, students can master the word “winter”, and through the teacher's description, students canfeel 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: Fol low 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 the 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 th e seasons.Step4.Conclusion and Homework T oday’s class is over.Can you tell us what you have learnt in this class?1、Four seasons: season.winter, spring, summer, autumn2、How to say something about the four seasons.3、Wewear 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 andinterest.I should improve the teaching skill in the following teaching.第二篇：冀教版《燕子》教学设计第一单元·精读课《燕子》·教学设计一、教材分析：《燕子》一文，从多角度来状物，突出了燕子的美丽和可爱。
Unit 3 Lesson 13 Seasons(教学设计)-2022-2023学年英语六年级上册
Unit 3 Lesson 13 Seasons （教学设计）一、教学目标1.通过本课教学，使学生能正确地掌握四季的英文表达方式。
2.通过本课教学，使学生能听懂和会说本课所学的句子。
3.通过本课教学，使学生能够较好地讲述四季的特点，并能够进行小组交流。
二、教学内容本课教学的主要内容是四季的英文表达方式，即spring, summer, autumn 和winter。
通过掌握这些词汇，学生能够描述四季的气候、天气、植物和活动等特点，并能进行小组交流。
三、教学重点和难点教学重点是掌握四季的英文表达方式，以及能用所学词汇进行口语表达。
教学难点是运用所学词汇进行组内交流。
四、教学方法1.师生互动型教学法：教师扮演调查员，进行采访，学生扮演受访者，进行提问和回答。
2.合作学习法：学生在小组内进行情境表演和角色扮演，以此巩固所学知识。
3.影视教学法：通过播放一些有关四季的短片，帮助学生更好地理解四季的特点。
五、教学过程Step 1 Warm-up1.教师向学生介绍今天的主题——四季，询问学生对四季的了解程度，是否喜欢和喜欢哪个季节，并引导学生谈论各自喜欢的季节的原因。
2.教师播放一段有关四季的短片，引导学生对四季有一个整体性的认识，同时，强化学生对各个季节的特点的记忆。
Step 2 Presentation1.教师向学生展示四季的图片，并分别介绍每个季节的英文表达方式，引导学生跟读、模仿和记忆所学单词。
2.教师通过现场调查、采访、提问和回答的方式，帮助学生更深入地理解各个季节的特点，同时引发学生的口头表达和思考能力。
Step 3 Practice1.学生分组，每组三人。
教师分配角色，其中一人扮演调查员，其他两人扮演受访者。
2.教师根据所学句型和单词，提供几个问题作为模板。
3.受访者根据所在季节的特点回答调查员的问题，调查员整合信息后向全组汇报。
4.所有组员都要听取汇报，并进行组间交流，共同讨论各个季节的不同之处。
冀教版六上英语Lesson 13 seasons说课稿
冀教版六年级上册英语Lesson 13 Seasons说课稿一．说教材：本课是义务教育课程标准实验教科书冀教版《小学英语》六年级第13课内容。
这节课主要讲不同的季节不同的天气，让学生学习生活中的自然常识，并要求实记winter 、spring、summer和autumn 四个季节词，练习学会应用cold 、cool 、hot 、warm 等词。
二．说教学目标：1．知识目标：本课要求学生能听说读写单词winter、spring、summer、and autumn。
2．能力目标：培养学生的听说读写四项基本能力。
3．情感目标：关注学生情感，保持学生学习英语的兴趣。
通过本节课的教学，使学生产生热爱大自然的情感。
三．说教学重点：教学中新授季节类词，实记winter，spring，summer，autumn 四词。
四．说教学难点：There be结构；感叹句等的运用。
五．说教学方法：在教学过程中，我运用了问题导入法，这样有利于学生对整节课的融会贯通。
其次，我运用了解析法，对不同的季节有不同的天气情况做一解释，便于学生理解。
另外，在讲解季节的四个词中我运用了直观教学法，运用此法具有直观性，使学生一目了然。
我还运用了练习法，及时地巩固了所学知识。
六．说教学工具：黑板多媒体课件七．说教学过程：1、复习旧知问学生关于天气的话题。
目的是让学生串联所学知识，巩固旧知，引进新知，同时考察学生的掌握情况。
2．新授知识①解释单词winter，spring，summer，autumn。
（目的：运用讲解法与图片学习这四个词，有助于学生理解这四词。
）②解析句式；There be 结构（利用例句让学生试一试）（目的：使学生亲身体会一下这两个句子的意思，并学会运用。
）③出示与课文内容相关的句子的图片。
（目的：从中找出学生的问题与不足。
）④自读课文，让学生进行自主翻译。
（目的：确定让学生完成任务型学习，并做到及时修改。
）⑤再读课文。
（目的：让学生增加记忆，实记这些新学单词。
小学英语《seasons》教学设计及说课稿模板
小学英语《seasons》教学设计及说课稿模板《seasons》教学设计Teaching aims:1. Students can master the key words, spring, summer, winter and summer;2. Students can master the sentence structure ”Which season do you like best?”.3. Students can use the words and sentence structures in their daily life.4. Students can have more interest in learning English.Teaching key points:Words: spring summer autumn wintersentence structure: Which season do you like best?Teaching difficult points:Students can use the words and sentence structures in daily life.Step1 Warming up1.greet with the students.2. play and enjoy the "Four seasons" song and ask students what they hear and then lead in our topic "season".Step 2 Presentation and practice1.the learning of the wordsDraw the picture of "spring summer autumn winter”on the blackboard to help students understand the meaning of the words.2.the learning of the sentence structureShow the videos of the four seasons and tell students my favorite season is summer and I like ice cream and then ask “which season do you like best”? to present the sentence structure.3.the practice of the sentence structureWork in pairs to ask and answer.4.Understanding the dialogue1)show pictures of Mr. Jones, Mike and Wuyifan and ask students to guess what they are talking about and then listen to the tape for the first time to check the answer.2)listen to the tape for the second time and answer the following questions:What's the music?Which season does Mike like best and why？Which season does Wuyifan like best and why?3) Listen to the tape for the third time and read after it and ask students to pay attention to their prounciation and innonation.5.Practice the dialogueStep 3 ProductionFour students in a group and ask students to do a survey using the sentence structure about what season their group members like and why. Then ask some representatives to report their survey.Blackboard Design《seasons》说课稿一、说教材本单元主要围绕“季节及气候”这个话题开展各项活动，所涉及的日常交际项目有介绍，询问，说原因等，其中以“询问天气”及其应答为重点内容。
六年级上册英语优质教案-Lesson13 Seasons 说课 ｜冀教版(三起)
Lesson13：Seasons 说课稿本课是义务教育课程标准冀教版《小学英语》六年级Unit3 Winter in Canada Lesson13：Seasons一、说教材本单元主要围绕“季节及气候”这个话题开展各项活动，所涉及的日常交际项目有介绍，询问，说原因等，其中以“询问天气”及其应答为重点内容。
同时学习一些常用的与气象相关的一些词汇。
而本课是第一课时，主要让学生掌握如何介绍四个季节的气候特点，并在此基础上让学生知道如何询问天气。
因此，我认为这节课可将书本知识与日常生活适当糅合并适度拓展，使它成为以学生为活动主体的一堂课二、学情分析：本课的教学对象是六年级学生，他们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，这为本课的学习做好了铺垫。
但是，仍有部分后进生基础较差，学习较吃力，所以做好后进生的转化工作也是本学期的重点。
关键在于激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心，并使他们初步具备用英语进行简单日常交流的能力。
三、说教学目标（一）知识目标1. 能听说读写表示季节的单词winter spring summer autumn season2. 掌握there be 句型3. 复习形容天气情况的词cold warm hot cool sunny windy及句型How’s the weather ?（二）能力目标运用所学的知识在创设的情境中进行询问，回答天气、季节气候，在此基础上能熟练描述四个季节的气候特征，并运用到实际生活中（三）情感目标通过学习，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，也让学生学会热爱生活，学会发现生活中的美。
四、说教学重点：1、掌握四会单词spring, summer, autumn, winter, season2,、能用所学单词和句型介绍不同季节的气候特征。
六年级上英语教案-Lesson13Seasons-冀教版
教案：六年级上英语教案 Lesson 13 Seasons 冀教版教学目标：1. 能够听懂、会说、会读关于季节的词汇：spring, summer, autumn, winter, sunny, rainy, cloudy, windy。
2. 能够用英语简单描述四季的特点和天气情况。
3. 能够用英语询问并回答关于季节的问题。
4. 培养学生的观察能力、表达能力及合作意识。
教学内容：1. 学习关于季节的词汇：spring, summer, autumn, winter, sunny, rainy, cloudy, windy。
2. 学习四季的特点和天气情况。
3. 学习如何用英语询问并回答关于季节的问题。
教学重点与难点：1. 重点：掌握关于季节的词汇和描述四季特点的句子。
2. 难点：能够用英语询问并回答关于季节的问题。
教具与学具准备：1. 教具：图片、卡片、PPT等。
2. 学具：笔记本、文具盒、课本等。
教学过程：Step 1: 导入1. 引导学生观察教室外的天气和季节变化。
2. 引导学生思考：你们最喜欢的季节是哪个？为什么？Step 2: 新课呈现1. 向学生介绍四季的词汇：spring, summer, autumn, winter。
2. 通过图片和卡片，让学生练习说、读这些词汇。
3. 引导学生用英语描述四季的特点和天气情况。
Step 3: 课堂活动1. 学生分成小组，每组选一个季节，用英语描述该季节的特点和天气情况。
2. 每个小组派一名代表进行汇报，其他小组成员进行评价。
Step 4: 巩固练习1. 教师出示一些关于季节的词汇，让学生用英语描述相应的季节。
2. 学生两人一组，用英语互相询问并回答关于季节的问题。
Step 5: 课堂小结2. 学生分享自己的学习收获。
板书设计：1. 四季词汇：spring, summer, autumn, winter。
2. 四季特点和天气情况描述。
作业设计：1. 抄写本节课所学的四季词汇。
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小学英语Lesson 13 Seasons说课稿
一、说教材:
本课是义务教育课程标准实验教科书冀教版《小学英语》六年级上册第13课内容。
这节课主要讲不同的季节不同的天气,让学生学习生活中的自然常识,并要求实记winter 、spring、 summer和 autumn 四个季节词,练习学会应用cold 、cool 、hot 、warm 等词。
（一）教学目标:
1.知识目标:本课要求学生能听说读写单词winter、spring、summer、and autumn。
2.能力目标:培养学生的听说读写四项基本能力。
3.情感目标:关注学生情感,保持学生学习英语的兴趣。
通过本节课的教学,使学生产生热爱大自然的情感。
（二）教学重点:
教学中新授季节类词,实记winter,spring,summer,autumn四词。
（三）教学难点:
There be结构;感叹句等的运用。
二、说教学方法:
在教学过程中,我运用了问题导入法,这样有利于学生对整节课的融会贯通。
其次,我运用了解析法,对不同的季节有不同的天气情况做一解释,便于学生理解。
另外,在讲解季节的四个词中我运用了直观教学法,运用此法具有直观性,使学生一目了然。
我还运用了练习法,及时地巩固了所学知识。
三、说教学过程:
（一）复习旧知
问学生关于天气的话题。
目的是让学生串联所学知识,巩固旧知,引进新知,同时考察学生的掌握情况。
（二）新授知识
1、解释单词winter,spring,summer,autumn。
(目的:运用讲解法与图片学习这四个词,有助于学生理解这四词。
2、解析句式;There be 结构(利用例句让学生试一试(目的:使学生亲身体会一下这两个句子的意思,并学会运用。
3、出示与课文内容相关的句子的图片。
(目的:从中找出学生的问题与不足。
4、自读课文,让学生进行自主翻译。
(目的:确定让学生完成任务型学习,并做到及时修改。
5、再读课文。
(目的:让学生增加记忆,实记这些新学单词。
6、让学生说练习。
(目的:培养学生的读说能力。
7、让学生做练习。
(目的:让学生巩固所学知识。
（三）作业:
复述课文和做练习(目的:复习巩固所学知识加深对所讲知识的理解。
使学生更加清楚明显的词的意思。
四、说课后反思
本课综合利用了多种媒体,灵活使用了多种教学方法,充分体现了以教师为主导,学生为主体的教学理念,较好地完成了本课的教学目标。
例如,在单词教学中,运用了各种形象直观的图片,在其境中学习四季的单词,强化了学生的视觉,使其更加容易、直观地掌握新的知识。
其次,运用精美的四季图片,学生们在轻松、舒心的氛围中,既掌握了所学新
知,又对大自然产生了向往之情。
另外,在课文教学中先让个别学生读,然后师生共同纠正在读中出现的问题,加强了学生发音的准确性。
同时,在这堂课的整个教学过程中,我运用了各种简短的评价性语言,及时评
价以此鼓励学生,让他们对学英语产生兴趣。
但在本节课中气氛不够活跃。