winter,fun,说课稿

篇一：Lesson20 Winter Fun 说课稿1

Lesson20 Winter Fun 说课稿、

西湾堡中心学校 申水云

尊敬的各位领导，老师们大家好！今天，我说课的内容是Lesson20 Winter Fun。

我从以下几方面来完成我的说课内容：

一、说教材

我说的内容是小学六年级上册第三单元第二十课时，本课是功能型和交际型的交际训练课。我借助“任务型”教学采用多样化的教学手段，将听、说、玩、演融入一体，激发学生学习英语的兴趣和愿望。使学生通过合作学习体验荣誉感和成就感，从而树立自信心，发展自主学习的能力。形成初步用英语进行某一件事情的逻辑叙述和日常交际的能力。结合新课程标准和大纲提出的基础教育阶段英语课程的总体目标和具体要求我确定了本课的教学目标：

二、说教学目标

1、知识与技能的目标：

（1）使学生掌握制作雪人的过程。

（2）What else do you do in winter in China?

语言技能目标：

（3）使学生能够按照课件指令做出相应的叙述。

（4）根据图片和情境说出单词和句子。

（5）在图文或场景下进行简单的英语交流和表演。

2、过程与方法目标：

经历堆雪人的认识过程，体验如何堆雪人，实践操作、自主学习等学习方法。

3、情感、态度与价值观目标

通过本课学习使学生有兴趣听、说英语，叙述一件事情，敢于

开口，乐于模仿。在鼓励性评价中树立信心，在小组活动中积极参

与合作，从而意识到交流对于学习英语的重要意义。

充分利用教材和教师的多媒体教学所提供的学习资源，实现自

由参与和创新，能主动与他人交流，并克服交流中的困难，使交际

顺利进行。

三、说教学重点、难点：

重点：能听、说、读、理解单词snowman, snowball, another, other, rock, stick, slide, think,throw. 难点：能熟练运用“Why?” “Because…”进行交流。 并能够用“First, then”等对做雪人的过程作贯穿性、整体性的描述，

并在实际生活中表达思想。

四、说教学教法：

根据教材的特点，本节课我将采用以多媒体为教学手段，以分

组合作练习为主要方式进行教学，在教学中创设情境，为学生提供

丰富、生动、直观的观察观看材料。激发学生学习的积极主动性和

兴趣性。从培养学生主动参加于创新意识的角度出发，让学生去回

忆儿时或冬天的季节里自己如何堆雪人，大家小组之间进行相互讨

论。从而发挥学生的主观能动性，促进学生对语言的认识及发展，

培养学生语言表达能力和自学能力。

五、教具和学具准备

多媒体课件、磁带、录音机、胡萝卜、木棍、小石头。

六、说教学过程：

整个教学过程我采用了听、说、看、演、练一系列的教学活动，

具体设计为热身——新知——趣味操练——巩固练习。

Step1课前热身

1、Greeting

用简单的课前问候语问候学生，从问天气自然过度到问学生喜

欢的季节及喜欢的原因，找个别同学回答，最后从老师喜欢的季节

导入新课，我最喜欢冬天，因这我爱堆雪人。然后我让学生来观看

课件snowman,问生：Who is this?生答：snowman为教学make a

snowman做准备，然后我带着满脸的疑惑说：Everyone know about

snowman in China.But do you knows how to make it?

2、让学生思考这个问题，很多学生用汉语正确的叙述了如何制作

雪人，这样就对堆雪人有了初步认识，在学生不看教材的情况下，

自己组织语言进行描述。中间出现很多漏洞和不足，逐个进行指导。

Step2、展示新知

1、展示堆雪人中所用到的词组 make snowball smaller than

put…on First, then carrot, rocks, sticks I have

_____ _____for his _____.、

2、教师引入故事，播放录音。

T: Our old friends, Li Ming and Jenny are in Canada. It’s winter in

Canada. What do they do? Do they skate, ski, or make snowballs…?

Yes, they make a snowman. What does their snowman like? Listen and

draw（设计思路：语篇输入，整体感知语言材料，学生集中注意力，

在听中做事，利用画图这种简单的方式检查学生对所听内容的理

解，锻炼听力) .

3、T: Listen and watch the screen. See how to make a snowman.

（设计思路：用生动形象的动画呈现雪人制作的过程，从视听的角

度对学生进行语言输入，刺激学生多种感官参与学习，

Step3、 理解 Why? Because______?同时利用课件，进行讲

解！

（1）第二部分的知识频繁出现频率副词sometimes，之前学生也有

接触，引导学生What else do you do in winter in China ?

（2）让生写在课前准备的纸卡上，很多学生写了打雪仗、堆雪人，

滑雪、滑冰，由此引出 slide 这个单词 slide on the snow ,

make snowballs and throw them

（3）用师生对话理解句型Why? Because I ___________.

师：Today is three degress,it’s very cold.Let’s go inside

生：Why?

师：Because I’m cold.

以上对话师生进行操练扩展延伸让学生之间相互协作一小段英语

对话。

S1：I want to eat some eggs and cakes

S2：Why ?

S1：Because I’m hungry

Step 4. Practice

学生读下列关于制作雪人过程的句子，排序

T: Read the following sentences, then give the right order. Read the text

if you feel difficult.

（设计思路：学生在阅读中思考，寻找句子间的逻辑关系，锻炼记

忆和逻辑思维能力，加深对课文的理解）

Step5 consolidation

以小组为单位，讨论并画出snowman的制作过程，找小组代表上讲

台表演。

（设计思路：升华课堂教学，使学生对所学内容有更深层次的理解，

训练学生组织语言连贯表达，变文章的语言为自己的语言，培养学

生的理解能力和口头表达能力）

Step6：小结并布置任务

（1）教师引导学生做课堂小结。鼓励未获胜的小组下节课继续努

力，为激活下节课气氛打下基础。

（2）布置作业任务，

请学生利用学过的单词和句型对Why?Because自己编写一段话，竭

尽所能的用上Why? Because________。用句子I think I can ____.

We make ____. Why? Because ____.

说板书设计：

Lesson20 Winter Fun

一、理解单词

snowman, snowball, another, other, rock, stick, slide, think,throw.

二、Make a snowman

First:

Then:

Third;

三、运用句型－Why?

---Because I __________.

篇二：Winter fun 教案1

Step1课前热身

1、Greeting

T：I think everyone of us has a favourite season. We have fun in it. Boys and girls, please tell me,what`s your favourite season? why ?

S1: My favourite season is summer

S2: Why?

S3 Because I can swim in the river.

………………..

T： Can you guess my favourite season?

Who can?

S1: Summer?

S2: Winter?

T: Yes,my favourite season is winter,because I like to make a snowman.Do you know a snowman?look at the screen.

T: Our old friends, Li Ming and Jenny are in Canada. It’s also winter in Canada. What

do they do? Do they skate, ski, or make snowballs…? Yes, they make a snowman. What does their

snowman like? Listen and draw.

（设计思路：语篇输入，整体感知语言材料，学生集中注意力，在听中做事，利用画图这种

简单的方式检查学生对所听内容的理解，锻炼听力

篇三：Winter Fun 教学反思

Winter Fun 教学反思

美国学者波斯纳认为："没有内反思的经验是狭隘的经验，至多只能成为肤浅的知识。如果教师仅满足于获得的经验而不对经验进行深入的思考，那么他的教学水平的发展将大受限制，甚至有所滑坡。"为此，这句话告诉我们教师成长过程应该是一个总结经验、捕捉问题、反思研讨、把感性认识上升为理性思维的过程。因此每一位老师要想让自己快速的成长，就要不断地对自己的课堂教学进行反思。以下是我对冀教版第11册中的Lesson 12 Winter Fun一课进行的反思。

一、创设情景 激发兴趣

爱因斯坦曾说过："兴趣是学生最好的老师。"托尔斯泰也说过："成功的教学所需要的不是强制而是激发学生的兴趣。"学生只有对学习产生浓厚的兴趣才会专心听讲积极思考。

在本课的教学中，抓住题目中的fun 引导学生作了一个造句活动，让学生不仅在上课的第一时间进入状态，而且为学生的下一步学习作了知识的准备。其次，各种季节图片的使用把学生带入较真实的情境，让学生乐于表达，同时一些冬天运动的图片直观地帮助学生理解了词语的意思，避免了冗长的解释语言。

二、体现合作 学以致用

六年级的学生具有了一定的语言储备，也有一定的自学能力，因此教师应大胆放手，把课堂还给学生，培养学生的自主探究能力和合作能力。本课我让学生自己讨论解决问题，并通过小组讨论推荐队员上台

展示，在这一过程中每一位学生通过小组的合作都有机会参与表达，提高了课堂的效率。而在反馈环节让学生以主题为召开辩论会，让学生在合作中升华了知识，提高了语言表达能力。

有待改进的地方是课堂上应给学生一定的书写时间。在今后的教学中我将不断反思教学，扬长避短，在多媒体的辅助下实现优化教学，为自己的英语课堂制造出更多的教学亮点。

篇四：《Unit 22 A world of fun》优秀说课稿模板

高中英语说课稿：人教版高一英语《Unit 22 A world of fun》优秀说课稿模板 高一Unit 22 A world of fun说课案

(转 载 于:wWW.smHAida.cOM 海达范文网:winter,fun,说课稿)

一、教材分析

1、教材内容分析

在一定意义上，主题公园作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。本单元围绕a world of fun 这一主题开展听、说、读、写多种教学活动。单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园内容，具有典型的时代气息，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，有利于培养积极的生活态度。

Warming up以图片形式引入本单元的话题之一：amusement parks；并通过情景对话，让学生了解并交流个体在文中所列出5类活动方面的体验、喜好及理由，以期扩展到其他活动内容。

Listening提供一个会议事例：在我城市建一个主题公园的招标大会上，Fun Fun Productions and Merry

Rides Limited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的导入，听时做课文1、2部分，听后独立思考，再作小组讨论：选择哪一家公司作为承建商及相应的理由。这一话题很具有社会化特点，可适当对发展性观点画龙点睛。

Speaking紧紧围绕“问路与指路”话题： 课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践。Post-speaking内容扩展至生活实际情况。

Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，描述the World Park of China, the Ocean Park of Hong Kong, Disneyland in California 等主题公园；同时也引导学生了解和比较不同主题公园的特色，激发学生联想主题公园的未来发展，鼓励学生自行设计公园的主题活动，鼓励学生积极想象、培养创新能力。

Language study要求学生掌握和运用相应的词汇；了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。

Integrating skills阅读部分以rides为主题内容，鼓励学生创造、现象。写作部分主要引导学生写好对事物的描述材料。

学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力；并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。

2、教学重点、难点

1） 重点：

话题: Talking about amusement parks.

功能: Ways of giving directions.

Designing new things.

词汇: theme create attract attractions lead to have sth. in common

thrills and entertainment be based on more advanced step into experience sth. risk injury give sb. a thrill scream one’s way? race against imagination design live to ride

表达用语: Excuse me. Am I going in the right direction?

Excuse me. Does this road lead to ??

Got it. Thank you.

句型: There is the Fun Fun Park, where we will have rides and entertainment.

What reason does he give for choosing his park?

Entering one of the attractions at Universal Studios is like steeping into the world of your favourite film.

It seemed like people just cannot get enough of scary rides and exciting adventures.

You can feel what it is like to live in space?

语法: The –ing form used as an adverbial.

eg. Many people come to the theme parks looking for thrills and entertainment.

Visitors leave knowing more about the idea behind the park.

Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.

2) 难点：

a.针对Reading的语篇分析。

b.动词-ing结构作状语的运用。

c.针对事物特点描述的写作。

二、语篇分析

单元Reading 的Theme Parks是一篇介绍主题公园的说明文。它一共由4段组成，包括主题公园的定义、特点，针对the World Park of China, the Ocean Park of Hong Kong, Disneyland in California 等主题公园的描述和对未来新兴主题公园的展望；让学生体会、概括主题公园为何如此受人们喜爱的事实理由。

1、编者意图

引导学生了解主题公园及其他相关户外活动，理解其主题内涵；激发学生热爱生活，积极进取，合作创新。

2、文章结构思路如下：

1）What is a theme park? →

2）Know about 3 great theme parks:

The World park ---People can have fun and experience sth different.

The Ocean Park in Hong Kong ---People come for thrills and entertainment and know more about the idea behind the park.

Disneyland in California ---The theme is the world of Walt Disney and his characters. →

3）New theme parks are being built.

3、篇章结构图示：

What is a theme park?

Examples:

Three parks What do people

Themes, attractions experience and learn?

Theme parks in the future

4、课文线索内容复述如下：

When you come to a wonderful theme park, you are sure to enjoy yourself. You can find a

collection of rides, exhibitions and other attractions. They are based on a common theme. On one hand , people can have fun, thrills and entertainment. On the other, theme parks are designed to teach people something. Those who come for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. What’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. Then there will be new designs, and new theme parks will be

coming./

5、德育渗透：

* All work and no play makes Jack a dull boy.

工作而无娱乐使人愚钝。

* Never should a man stay in a closed-door room. You should explore the universe to see how men are coping with the events of changing.

任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展。

* Never go to the forest if you are afraid of the wolf. (Lenin)

大胆的探索和体验源自你的勇气。（列宁）

6、写作技巧

如何描写事物？

关键：抓住事物特征

Ask ourselves questions as follows:

What is it?

What is the use of it?

What does it look like?

How large is it?

What does it sound / feel / smell / taste like?

How does it work?

What do people do to it?

What do people think of it?

Why do some people love it?

What is your opinion towards it?

三、课时安排

Period 1 Warming up、 Listening

Period 2 Speaking

Period 3 Reading、Post-reading

Period 4 Language Study

Period 5 Integrating Skills

四、教学计划

Period 1 Warming-up & Listening

Goals:

1. Talk about amusement parks and our experiences.

2. Learn to express likes and dislikes about the amusing activities.

3. Be able to listen for information and understanding.

Teaching Procedures:

Step 1 Warming-up

Task one Listen and guess

Students listen to the tape-recorder which is about a roller coaster coming down sharply. Question 1. Where are the people?

2.What is happening?

Using the sentence structure: They are on a roller coaster advancing fast.

3.How did they feel?

Task Two Talk about our own experiences

1. Make a list of at least four things in groups.

2. Report to the class.

Questions: Have you ever been to an amusement park? What did you see?

Have you ever tried sitting in a roller coaster?

How did you feel?

Do you like it? Why?

Task Three Watch pictures and practice

1. Look at the pictures and fill in the blanks.(Individual work)

Do you like these activities? Why / Why not?

2. Do an interview to find others’ ideas. Students may go around (Pair work):

The dialogue can be like this:

Student A: Hello, .... Have you ever been to an amusement park?

Student B: Oh, yes. I have tried?

Student A: Do you like it?

Student B: Sure. I like it because it’s really exciting and ?

3. Some students tell about their interviews.( Individual work)

Task Four Talk about other amusement activities found in funfairs.

Students tell about other activities, such as rock-climbing, rafting, skiing, surfing, skydiving and so on. They can draw simple pictures to describe the activities. ( Class work)

Summary:

Everyone may experience the things in the pictures in our daily life. I hope all of you can do what you like!

Step2 Listening

Pre-Task Talk about a theme park

Lead-in : A theme park must have a special theme.

Pre-listening: Go over the questions or sentences that have something to do with the listening materials at P.64 and P65 and guess in pairs if possible.

While-listening: 1. Listen for the first time with the book closed

2. Listen again with the book open and individually answer

the questions and complete the sentences at P.64 and P.65.

3. Check the answers in pairs.

4. Fill in the following form.

Which of the parks do you think is better?

Name Theme Your reason and ideas

Post-listening questions:

Has anything similar that happened to you? What was the situation? How did you deal with it? In what way?

Step3 Summary

1. Summary:

T: In this period, we have talked and heard a lot about amusement parks. You may realize what amusing activities mean to people. Talks of amusement parks should accompany you all the way in life, not just limited in class. Do you think so?

2. Homework

a. Recall all the new words and expressions that occur in this period.

b. Finish the exercise Talk on the workbook.

c. Write about your own experiences in a theme park.

Period 2 Speaking

Goals:

1. Practise giving directions.

2. Enlarge expressions of asking the way and answering.

Step1 Revision & Warming-up

Task Report about experiences

Activity One Tell the experiences (Individual and Class work)

Which amusement park have you ever been to?

How did you feel? / What makes it unforgettable?

Activity Two Tell about how to get to the park (Individual work)

How can we get there?

篇五：Lesson20 Winter Fun教案

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