英語人教版四年級下冊Unit3A. Let’s learn.doc

Unit3 第1課時參考教案【內(nèi)容來源】人教PEP 四年級下冊 Unit3 【主 題】Weather【課 時】第1課時：A. Lets learn A. Lets chant一、教學目標1. 學習詞匯：cold, cool, warm, hot, 并知道與這幾種天氣相對應(yīng)的大致溫度。2. 學習句型：This is the weather reportIt warm in Beijing today.3. 能聽懂、會唱Lets chant部分的歌謠。4. 繼續(xù)保持學生對學習英語的興趣，培養(yǎng)學生積極與他人合作的優(yōu)良品質(zhì)。二、教學重難點重點1. 新單詞的聽、說、認讀。2. 能聽懂、會說句子This is the weather report. Its warm in Beijing today，初步了解我國幾個不同城市的基本氣候特點。難點1. 能在創(chuàng)設(shè)的情境中運用新學的單詞和句型模擬天氣預(yù)報。2. 單詞weather中字母組合th的發(fā)音。三、教學準備1. 教師準備多媒體課件、教學音頻、詞卡、圖片。2. 學生準備畫筆和畫紙。四、教學過程Step 1: Warm-up1. 課堂口語練習。T: Hello, boys and girls.Ss: Hello, Mr/Miss.T: How are you today?Ss: Fine, thank you. And you?T: Im fine, too.2. 學生先在白紙上畫出幾個鐘表并標上時間，然后同桌合作就“時間”進行問答練習，如：S1: What time is it?S2: Its.Step 2: Preview由朋友要來中國旅游引出有關(guān)天氣單詞的教學，為本節(jié)課的教學做好鋪墊。T: Are you happy today? Im very happy. And my friend is happy, too. Because he will travel around China. Who is he? Yes, he is my friend James. He will come to China, but he doesnt know what clothes he should take. Can you give him some suggestions? Good! In order to help him, we have to know the weather in China.（由情境和任務(wù)導入，激發(fā)學生的興趣，調(diào)動學生的積極性。）Step 3: Presentation1. A. Lets learn.(1) 教師用手指著自己所穿的衣服，說：I am wearing a .What are you wearing? 引導學生說出自己所穿衣服的名稱，如：shirt, jeans, shorts .T: Its warm today. (指著外面) So we wear shirts or T-shirts. Today we are going to learn about the weather. Now lets listen to a weather report.教師播放一段簡單的英文天氣預(yù)報實錄。學生聽完后，教師說：This is a weather report. 同時呈現(xiàn)單詞卡片，領(lǐng)讀weather report.(把卡片貼到黑板上。)教師要注意提醒學生：讀“weather”中的字母組合“th”時要咬舌尖。(2) 教師播放“Lets learn”部分的課件，先讓學生觀看，然后師生對話，如：T: Is it a weather report?S: Yes, its a weather report.T: Is it warm in Lhasa?然后教師點擊句子：Its cool in Lhasa.引導學生回答：No. Its cool in Lhasa. 讓更多的學生重復朗讀。告訴學生：拉薩位于我國西藏自治區(qū)，那里的天氣很涼爽，“cool”形容天氣涼爽，而“warm”一詞則形容天氣暖和。教師說：Its warm in Beijing. 并引導學生跟讀。然后教師將單詞卡“warm”和“cool”貼到黑板上，帶著學生朗讀單詞。教師提問：Where is cool? Where is warm? 啟發(fā)學生回答： Its cool in Lhasa. Its warm in Beijing.教師還可以鼓勵學生用單詞“warm”和“cool”描述我國其他城市的天氣狀況，如Its warm/cool in . 如果有不符合實際的敘述，教師可以用It isnt warm/cool in . 進行糾正。讓學生觀察書中插圖，回答：Which city can you find in the map?學生回答：Harbin, Hong Kong.教師說：Its cold in Harbin. Its hot in Hong Kong.然后教師用肢體語言詮釋“hot”和“cold”的意思，并領(lǐng)讀單詞。(把卡片貼到黑板上。)教師說：Its cool in Lhasa. Its warm in Beijing. What is the weather like in Harbin? 引導學生說出：Its cold in Harbin. 教師接著提問：Whats the weather like in Hong Kong? 引導學生說出：Its hot in Hong Kong.教師出示中國地圖，邊指邊說：Here is Beijing. What is the weather like in Beijing? 學生回答：Its warm in Beijing. 教師接著提問：Whats the weather like in Harbin/Hong Kong/Lhasa? 學生分別回答：Its cold in Harbin. / Its hot in Hong Kong. / Its cool in Lhasa.2. A. Lets chant.(1) 教師用課件出示冬天下雪的圖片，說：Look, its winter now. Its snowing. I feel cold. What should I do? 并邊說邊做“冷”的動作，引導學生回答：You should wear warm clothes.教師用課件出示春天陽光明媚的圖片，說：Winter goes and spring comes. It is warm now. Its warm inside. I wear warm clothes. What should I do? 引導學生回答：Take off some clothes.(2) 教師播放兩遍歌謠錄音，全班學生跟著錄音唱歌謠，然后讓學生分男女生比賽唱歌謠。(3) 幫助學生明白在不同的季節(jié)要穿不同的衣服。Step 4: Extension1. 練讀單詞。學生分小組進行，一名學生讀，其他學生邊聽邊指著課本上相應(yīng)的單詞（如果聽出讀的有錯誤，及時幫助糾正），這樣進行完一輪后，再換另一名學生讀單詞，以此類推。（通過小組內(nèi)成員間輪流讀、輪流聽，達到互相學習、互相糾錯的效果。）2. 學生拿出自己課前準備的畫筆和畫紙，畫出自己最喜歡的天氣圖，并用天氣預(yù)報的形式介紹給自