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1、seasons教学设计（共8篇） 第1篇：Seasons教学设计Seasons教学设计三都中心校 梁海霞一、教学方法本节课采取各种形式（教师范读，学生跟读，开火车读，拍手读，分组读）教学读；各种方法，比如学_英语chant帮助记忆单词，利用多种春夏秋冬的图片，猜一猜活动，拍手记忆法，单词联想拼音记忆法，踩地雷游戏，你问我答的口语练_句型，以求达到一节课学生能够听说读写出5个单词和一组对话的教学目标。采取即时鼓励夸奖，适当的措施激发学生学_英语的信心和兴趣，让学生体会到英语就是一种交际用语。爱说会写会读能听懂目标单词。最后，用一个关于一棵Apple tree经历四季的简单flash升华主题，让学
2、生意识到要爱护花草树木，保护环境。二、教学目标:1、语言知识（1）词汇：season spring autumn summer winter.（2）句型：-Whats the weather like in spring /summer /autumn /winter Its warm/hot/cool/cold的问答教学难点：培养学生通过所学知识进行有效的交际三、教学过程 A、Lead-in. Sing the song 边唱边做动作 B、呈现新课 （Presentation） Gusting game 学_生词 1.从图片猜Whats the season Its warm/hot/coo
3、l/cold 的问答。 E、观看关于一棵苹果树经历春夏秋冬的Flash，F、总结，从flash当中学到了什么，让学生意识到要保护环境 G、Homework 1.Review the content we have learnt today.复_今天所学的内容。2.Write the new words 5 times：seasons，spring，summer，autumn，winter.抄写今天所学的新单词5遍。3.Tell your friends：We should protect the environment.告诉你的朋友：我们应该保护环境。课堂用语：Hello, boys and
4、girls.Lets praise him/her: super, super Nice to meet you! Stand up! Sit down, please! Who can try Whats the weather like in What do you usually wear in Whats the weather like in What do you usually wear in HeShe is going to .HeShe is wearing . (二)教学难点：引导学生准确自如地运用句型：HeShe is wearing.描述他人的穿着。五、教具：1.教材
5、相配套的录音及单词卡片。2.Colin、Kevin、Wu Chen、Li Shan四个人物图片及名字卡片。 3.调查用的表格及自制课件。4.游泳圈、风筝、苹果、篮子、盒子等。六、教学过程：（一）热身/复_（Warm-up/Revision） 1.Greetings.2.多媒体展示四季图片，教师提问“Which season is it”，并将这些季节与天气的单词卡片贴入相应的方框内。3.T：Today ,Im very happy to see you, Im wearing my new clothes . Look! What am I wearing Who can have a try
6、 S1:Im going to winter. S2:Im going to spring. T: Ok !Lets go to the dreams of seasons.(ppt播放四季梦幻图片) 2.教师在黑板上展示Colin的图片，请学生听录音猜猜Colin去了哪个季节及穿着。分析并板书句型：Where is going Ss: T: He can go swimming and eat watermelons.(T边做动作引导学生) Now ,gue ,what can Kevin do in spring Now, listen and gue where am I going I
7、m going to . Whats the weather like in We can . What do you usually wear in S: Its T: Now it is raining.Spring rain is good for plants.Farmers like spring rain very much.But I dont like spring rain because I dont like taking umbrellas.So I will say rain, rain go away.Lets enjoy a song: Rain, rain, g
8、o away.T: We know spring has a lot of rain, spring has a lot of water.Spring is a wet season.出示单词wet，学生跟读。通过歌曲让学生感知下雨天的潮湿，引出了单词wet。 T: Is it cold in spring S: Insects, bears, snakes.T: And a lot of animals have babies.Look, this is a baby panda.He grows and grows.In spring, everything grows and grow
9、s.看视频 Look, flowers grow and grow, trees grow and grow.出示单词grow，学生跟读。T: Panda is an animal.And flowers and trees are plants.出示单词plant，学生跟读。T: Plants grow and grow.You will grow and grow, too.But how can you grow S: Its green.让学生说说春天的颜色，为下面的文章阅读做铺垫。 T: Yes, because everything grow and grow.阅读文章第一段 （S
10、pring is coming. She is in a green dre. She is warm and wet. Plants grow and grow.）T: (出示PPT)What can you see in spring S: They are flying in the flowers.T: So we can say: I can see some butterflies flying in the flowers.出示句型What else can you seeI can see doing通过图片的战士，学生学_句型I can see doing。并为文章阅读做铺垫
11、。 阅读文章第二段 （Look at the trees.I can see many birds singing in the trees.I can see some animals dancing under the trees. I can see some butterflies flying in the flowers.） T: Lets have a chant.(Spring is here.It is green.It is wet.It is warm.Plants, plants, grow and grow.Birds, birds, sing and sing.Sp
12、ring, spring, a beautiful time.)通过之前的学_，把春天的总体影响用chant的形式表现出来，学生读起来朗朗上口，印象也很深刻。 3.T: Spring is a beautiful time, a beautiful season.What do you like doing in spring I like 学_I like doing.这个句型，为第三段阅读做铺垫。 阅读文章第三段（I like running in spring.Spring is colourful.What a nice season! We love spring.） 整篇文章连起来
13、读一遍。从之前的分段阅读到最后整篇文章连起读，加深了学生的印象，特别是对春天的整体印象。学生通过这样的阅读可以转化成自己的句子，最终用自己的语言将春天的景象，自己眼中春天的景象描绘出来。 4.T：Where is spring Can you tell me Write a short paage.板书设计：Springwetplant Spring is a warm season.growgoodnest 教学后记：本课的主题是season,整节课以Spring为主线，精心设计了一系列层层递进的问题，引导学生说出春天的气候特点以及万物苏醒的自然景象。与此同时，又联系生活实际，拓展了相关的词
14、汇，并要求学生用简单的动词句型结构来描述一些与春天有关的万物和活动。同时在课堂给学会提供开放的交流平台，What do you like doing How can you grow and grow 通过引导学生复_已学的知识，谈谈自己对spring的观点。整堂课使学生沉浸在春天的氛围之中学生在歌声中想象春雨的景象,自然地引出Spring is a wet season.然后围绕Spring is a warm season.Spring is a good season.一步一步展开教学.由春天的来临引出冬眠动物的苏醒,由春天的到来引到人们衣着的变化,由春天的到来自然界万物的生长,始终围绕
15、着春天的主题.循序渐进,使学生对春天有了进一步的了解,对春天的季节特点有了更深的了解.其中，从动、植的生长联系到小朋友自己的不断长大，极大地调动了学生的积极性，而且很自然地与美育相结合。再以Spring in my eyes等为例把春天的气候特点、植物的生长及看到的东西结合起来成一篇短文，通过这片课外阅读，以增加学生的词汇量，提高学生的英语阅读能力。再让学生说说 How is spring in your eyes。学生能在教师的引导下,最终能运用所学的语言知识对春天作一定的描述.从句子过度到语段是中年既教学的重点，也是一个难点。使用这种方法可依利用课文因势利导地去教学生如何写短文第4篇：Le
16、on13 Seasons 教学设计六年级上册Leon13 Seasons 教学设计学情分析：六年级学生已经有了一定的逻辑思维能力和认知能力，又有以前对Hows the weather Hows the weather todayThis leon, we will divide the twelve months into four seasons.Now lets learn something new.（设计意图：歌曲能营造良好的课堂氛围，快速吸引学生注意力，并为接下来的学_做好了铺垫。） Step2.Presentation.1、Seasons ：出示幻灯片教授新词season,spri
17、ng, summer,autumn, winter.T: This is a picture of spring .Spring is a season.( learn “spring”).（1）What months are in spring （3） What can you see in spring(利用幻灯片提示春天的天气和孩子们的活动，学生能很快做出正确回答。）2、T: What season is coming after spring3、放手让学生按照“spring”的学_方法分小组找出各个问题对summer、autumn和winter进行交流,获得正确认知。 Step3.Le
18、ts chant:1、T：Heres a chant for seasons.Spring, spring, spring is warm(rainy).Summer, summer, summer is hot(sunny).Autumn, autumn, autumn is cool(windy).Winter ,winter, winter is cold(snowy).2、（播放第一部分录音，学生听读。）（设计意图：通过图片直观的展现四季，给学生们提供可谈论的话题，让英语的学_更生活化、情景化。）Step4.教学Different clothes for different seaso
19、ns.1、出示课件，复_衣服词汇T: In different seasons, we wear different clothes.Now, lets go to a clothes shop .T: In winter, the weather is very cold.So I put on my winter coat ,I put on my scarf.Can you gue the word “put on”？Can you say something （让学生回答并且到黑板前面贴上相应的图片） 2、播放录音，学生听读,然后填空。T:What does Jenny put on
20、or take off in different seasons Hows the weather today (设计意图：简单的对话交流将学生带入四季的语境当中。) Step II.Presentation & Practice 1.winter / spring / summer / autumn 1) Show the pictures of autumn T: Hows the weather today What can you see in this season (设计意图：从学生的实际生活入手，先观察学_现在的季节，更易于学生了解本季节的特征。) 2）It is autumn.
21、We say autumn as well as fall.Fall, autumn, they have the same meaning.3) T: After autumn, the weather gets colder and colder.Which season is coming What can you see in winter.4)T: Show the picture of spring and summer.(设计意图：通过对秋天的学_，自然地引出冬季的特点，教师再放手让学生自主讨论学_春季和夏季的季节特点。) 5）Listen to the tape of part
22、1 6）Show the key words to describe the seasons.(设计意图：进行语言的输出练_，掌握四季的特点。)2、Different clothes for different seasons 1）Play a game 抢读单词(设计意图：通过游戏复_衣服类的单词，为接下来的学_做准备。) 2）用动作演示take off 和 put on。谈论What does Danny put on in spring 等句子学_Different clothes for different seasons。 (设计意图：通过动作的演示联系学生的生活经验理解take o
23、ff 和 put on，从而明白Different clothes for different seasons.) Step III.Consolidation & Extension 1.We ve learned four seasons of the year.Winter, spring, summer and autumn.What season is it What do you wear in this season Because he can swim in the lake.Why does Zoom like winter Ss: Spring.(教师通过课件出示单词)
24、T: How beautiful! Do you think so /Which season does she like best S2: Because she can.T: Oh! You are so clever! Because she can.Then,whats your favourite seasonS2: My favourite season is./I like.best.T: Why现在让我们一起来猜猜吧!Activity: Discuion about the pictures, gueing the seasons.(教师出示第一幅图片)T: Look, thi
25、s is Zoom and Zip.What are they doing Ss: Its summer.T: Maybe.(教师出示第二幅图片) T: What are they doing Ss: Its fall.T: Maybe.(教师出示第三、四幅图片同上教学gueing the seasons)(设计思路:教师通过讨论四季图片导入,进行一些预测,教师对学生的回答不置可否，激发学生阅读的兴趣、培养学生正确的阅读思维_惯.) (2)While reading.Skimming（略读） for the main idea of each paragraph Activity2: Skim
26、 for the main idea of each paragraphT: Now listen and read the paage, then do the match exercise in groups.(教师出示课件-课文各段内容与图片搭配练_题标题reading, please read the tips.(出示小贴士tip课件，课件用汉语讲解如何进行略读，下面查读课件方式同) Are you clear Lets check the answer.(教师再次出示练_题课件)Picture 1, which paragraph Whats Zips favourite seaso
27、n(教师板书第一个问题)T:Whats Zips favourite seasonT:Why S2:Because he can.(教师点其他同学来评价、修正他的答案以及他的语音语调，下同)T:Which season does Zoom like best(教师板书第二个问题) T：OK! Who can tell me S3:.T: WhyS4:Because he can.（设计思路：先介绍略读方法，让学生通过略读去整体感知文章大意、做各段大意与图片搭配练_；再介绍查读方法，给出两个主要问题让学生在文中找出答案，让学生在运用中学会阅读方法，培养学生正确的阅读方法与_惯） (3)After
28、 readingActivity1: Write down the answers.T: Please write down the answers on your (exercise) books.Then lets check who writes best.Activity2: Lets check.（利用幻灯片，检查个别学生答案书写情况，没有幻灯片就让学生上黑板演板检查）T:OK! Look at the blackboard.Lets check the answers.T :Now, who writes best(3)Homework.(出示课件) 将他们的爱好及原因写出来。课后
29、用英语采访自己的同学或亲朋好友对于四季的爱好及原因，然后用英语写一篇短文(设计思路：课外作业的有效布置，使课堂内容在课外得到充分延伸与巩固。)四、板书设计My favourite season1、Whats Zips favourite season swim2、Which season does Zoom like best sleep第7篇：Leon13Seasons教学设计Leon 13: Seasons 教学设计秦皇岛市抚宁区大新寨学区牛兰甸小学 张铁刚教材分析：本单元的话题是四季。本课需要学_有关四季的四个名词winter, spring, summer, autumn和四季的不同特
30、征以及put on, take off 两个动词短语。本课的特点是描述四季的不同特征，讨论在不同季节所穿戴不同的服装，本课可以与本单元及四年级曾经学过的12个月份和表示天气的单词整合在一起。 学情分析：六年级学生已经有了一定的逻辑思维能力和认知能力，学生已经掌握了有关天气和服装的单词，又有以前对Hows the weather Have a try! Be brave! 生试着读单词T：Hows the weather in spring？Ss: Its warm and rainy.T: There are new leaves and flowers.T: Leaves, read fol
31、low me.Flowers, read after me.师领学生读句子。指名读。遮盖重点单词再读句子。(设计意图：通过图片教授spring，让学生反复拼读，并让学生掌握， 通过教师的描述，让学生感知春天的气候特征，并由单词过度到句子，引导学生说出完整的句子。)T：出示图片及单词summer. Who can read this word S: Its hot and sunny.T: What a hot, sunny day! 师领学生读句子。指名读。遮盖重点单词再读句子。 T：出示图片及单词autumn.Read after me，please.Ss: Autumn.T: Hows t
32、he weather in autumn？ S: Its cool and windy.T: Autumn is cool.The leaves turn red and yellow.解释turn 师领学生读句子。指名读。遮盖重点单词再读句子。Winter, spring, summer and autumn are seasons.There are four seasons in a year.领读并板书winter, spring, summer, autumn,seasons (2).Lets match: 将季节特征与相应的季节连起来并朗读。 (3).Read Part 1 by
33、yourself. (4).Describe the seasons 生抽卡片并描述相应的季节（设计意图：进一步激发学生的学_兴趣，巩固刚才学_的一年四季相关单词及句子。） 2Part 2: Different clothes for different seasons put on, take off T：The weather is different in different seasons，so we wear different clothes in different seasons.Now, lets go to a clothes shop.What is it What do
34、es Jenny take off in spring NowListen to the tape.Read part 2 then ask the students to read.Play a game: send the baby snowman home (设计意图：通过这个分类游戏使学生更好的掌握和巩固本课所学的单词，另外这个游戏画面生动，能够更好地激发学生的学_兴趣) Now lets look at the scores, Group1 and Group5 are both 11 points.So the winners are Group1 and Group5.Congr
35、a Step 3:Homework Draw your favourite season.And say something about your favourite season and then write it down.（设计意图:通过让学生动手，进一步巩固前面所学的描述季节的句子，训练学生的口语表达能力及写作能力，也是本课成功与否的检验。） 板书设计：Leon 13：Seasonsautumnwinterseasonssummerspringput ontake off第8篇：seasons教学设计及反思Leon17 Seasons教学设计一、教学目标：1知识与能力目标：掌握四会单词
36、winter、spring、summer、fall。 2过程与方法目标：认识ice、snow、sun、wind、rain、scarf、mittens、puton、takeoff等词汇为本单元其他课的讲授打下基础。3:情感态度与价值观目标: 培养学生热爱大自然的情操。二、教材分析：本单元主要讲述李明在加拿大过冬天的过程，讲述了一年中的四季及冬天的运动、服饰和一些日常活动。本课是该单元的起始课，以探讨四季为切入点，使学生能准确的描述一年四季的名称、天气特征、所穿衣服及喜欢的运动，激发学生学_兴趣、培养学生热爱大自然的情操，从而为学_本单元做好铺垫。三、学情分析：六年级学生已经有了一定的逻辑思维能力
37、和认知能力，又有以前对Whats the weather like”引导学回答：“My favourite season is_”5、Play the audio tape2、Different clothes for differeces seasons3、Introduce T：Im cold.I put on my coat.Put on, say it please.T:Now, Im hot.I take off my coat.Take off ,say it, please.4、Review利用coat引出对所学衣物的复_。当学生想到gloves使出示mittens并介绍他的简写
38、形式mitts.想到shoes或boots时介绍sandals是凉鞋。5、自学。学生找出不同季节应穿什么衣服。而后把词卡袋中的单词贴到相应的位置上。6、Make sentences.（用小黑板出示。）I put on my _ in winter/spring/summer/fall.I take off my _ in winter/spring/summer/fall.三、Cla ClosingListen “The seasons song“ 四课后作业用几句话描述出你最喜欢的季节课后反思本节课我还是很满意的，因为学生对季节特点以及对季节所要穿的衣服比较感兴趣。所以听课状态很好，回答问题很积极。本课的教学用到了大量的教具，其中有幻灯和自制的图片，通过形象感知的方法为学生创设情境，为学生创造了良好的氛围，使学生兴趣浓厚，符合学生的认知规律，最后的拓展设置，由于时间关系，没有能够进行完操练，我反思，可能课堂对学生还是有填的思想。以后应该尽量不使课堂冗长烦琐。另外此堂课对后进生的关注不是很够，这也是以后需要注意的问题。设计教学设计计算教学教学设计教学设计平面设计 教学设计同步设计教学设计