概要： 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 off2、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
冀教版 Book 7 Lesson 17 Seasons教学案例,标签：英语教学案例范文,英语教学案例分析,http://www.youer8.com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)