2023年四年級英語下冊Unit3Weather第一課時配套教案人教PEP

Page3Unit3Weather教材分析本單元學習的主題是天氣情況。教學內(nèi)容主要是圍繞Mike向媽媽征求許可、天氣預報員預報天氣以及Mark和陳杰在電話中相互詢問對方所在地天氣情況的場景來展開的。教學重點是能夠聽、說、認讀核心句型“—CanIgooutsidenow?—No,youcan’t.”“—CanIhavesomesoup?—Yes,youcan.”“—What’stheweatherlikeinNewYork?—It’srainy.”“—Isitcold?—No,itisn’t.”；能夠聽、說、認讀單詞“cool,cold,hot,warm,rainy,snowy,cloudy,sunny,windy”。教學目標知識與能力目標:·能夠聽、說、認讀句型“—CanIgooutsidenow?—No,youcan’t.”“—CanIhavesomesoup?—Yes,youcan.”“—What’stheweatherlikeinNewYork?—It’srainy.”“—Isitcold?—No,itisn’t.”·能夠在情景中運用句型“—CanIgooutsidenow?—Yes,youcan./No,youcan’t.”“—What’stheweatherlikein…?—It’s…”詢問他人意見及天氣情況并能進行回答·能夠在情景中運用句型“It’s…and…”“It’s…in…”描述氣候特征和天氣情況·能夠按照意群朗讀短文、理解短文內(nèi)容并完成句子仿寫活動·能夠聽、說、認讀單詞“cool,cold,hot,warm,rainy,snowy,cloudy,sunny,windy”·能夠正確使用上述單詞描述氣候特征和天氣情況·能夠掌握字母組合ar/al的發(fā)音規(guī)則，即在單詞中發(fā)/ɑ?/和/?:/·能夠讀出符合ar/al發(fā)音規(guī)則的單詞；并能根據(jù)發(fā)音拼寫出符合ar/al發(fā)音規(guī)則的單詞情感態(tài)度?文化意識?學習策略目標:·能夠關心日常天氣變化，能夠對氣候特點和天氣情況進行描述并能及時提醒家人、朋友根據(jù)天氣情況更換衣服·能夠了解氣溫描述中的文化差異，了解華氏及攝氏溫度的概念·能夠了解世界主要城市的天氣差異和談論天氣所具有的寒暄功能課時安排第一課時：PartALet’stalk&Let’splay第二課時：PartALet’slearn&Let’schant第三課時：PartALet’sspell第四課時：PartBLet’slearn&Let’splay第五課時：PartBLet’stalk&Let’splay第六課時：PartBReadandwrite&Let’scheck&Let’ssingThefirstperiod(第一課時)PartALet’stalk&Let’splay?教學內(nèi)容與目標課時教學內(nèi)容課時教學目標Let’stalk·能夠在圖片、PPT和教師的幫助下理解對話大意·能夠通過聽錄音，用正確的語音、語調(diào)及意群朗讀對話，并能夠在小組中進行角色扮演·能夠在情景中運用句型“CanI…”征求對方許可，并用“Yes,youcan./No,youcan’t.”作答·能夠在情景中恰當運用句型“It’sveryhot/cold.”描述天氣及溫度狀況·能夠在語境中理解新詞匯“outside,cold,becareful,hot”的意思，并能夠正確發(fā)音Let’splay·能夠在游戲中使用本課時句型進一步加深對句子語用功能的理解?教學重點能夠在情景中運用句型“CanI…?”征求對方許可，并用“Yes,youcan./No,youcan’t.”作答。?教學難點能夠聽懂對話大意，并能夠用正確的語音、語調(diào)及意群朗讀對話。?教學準備1.預習《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關內(nèi)容。2.PPT課件、課文錄音、視頻等。Teachingpurpose①用一首耳熟能詳?shù)母枨禦ain,rain,goaway》激發(fā)學生的學習興趣。師生談論歌曲引入Teachingpurpose①用一首耳熟能詳?shù)母枨禦ain,rain,goaway》激發(fā)學生的學習興趣。師生談論歌曲引入“Weather”這個話題，自然地創(chuàng)設有效的教學情景，并提前學習新單詞“outside”。Step1:Warm-up&Lead-in1.Greetings.2.Enjoythesong—Rain,rain,goaway.(課件出示)①3.Lead-in.T:It’sanicesong,isn’tit?Ss:Yes.T:Whatdoesthegirlwanttodo?Ss:Shewantstoplayoutside.Teachingpurpose②通過問題引導學生觀察并討論圖片，借助圖片預測教學內(nèi)容，培養(yǎng)學生的觀察能力和邏輯推理能力。通過預測圖片內(nèi)容提取并復習與文本有關的已學知識，進入文本話題。T:Yes,shewantstoplayoutside.Butwhat’stheweatherlike?It’srainy.Soshecan’tplayoutside.Theweatherissodepressing.TodayweTeachingpurpose②通過問題引導學生觀察并討論圖片，借助圖片預測教學內(nèi)容，培養(yǎng)學生的觀察能力和邏輯推理能力。通過預測圖片內(nèi)容提取并復習與文本有關的已學知識，進入文本話題。Writedownthetopic“Weather”ontheblackboard.Leadstudentstoreadtheword“weather”.Step2:Presentation1.Lookandpredict.②Showthethreepictures.(課件出示：Let’stalk的三幅圖片)Letstudentslookatthepicturescarefully.Asksomequestionstoleadthemtopredictthemainideaoftheconversation.Thequestionsarelikethese:①Howmanypeoplearethere?Whoarethey?②Wherearethey?③Whattimeisit?Teachingpurpose③教師引導學生帶著問題觀看視頻，整體感知文本，獲取有用信息。Teachingpurpose③教師引導學生帶著問題觀看視頻，整體感知文本，獲取有用信息?！?.Watchandanswer.③ShowthequestionsonthePPT.Studentswatchthecartoon.（課件出示:Let’stalk的提問及視頻）Teachingpurpose④分段呈現(xiàn)對話，逐步引導學生跟隨文本學習新單詞、新句型，借助PPT及動作幫助學生在文本中理解新詞匯“outside,cold,hot,becareful”。Teachingpurpose④分段呈現(xiàn)對話，逐步引導學生跟隨文本學習新單詞、新句型，借助PPT及動作幫助學生在文本中理解新詞匯“outside,cold,hot,becareful”。（課件出示：該段視頻）T:Whattimeisit?Ss:It’s11o’clock.T:WhatdoesMikewanttodo?Ss:Hewantstogooutside.Teachtheword“outside”.Pointtothewindowandsays“outside”.Helpstudentsunderstandtheword.T:HowdoesMikeask?Ss:Heasks,“CanIgooutsidenow?”Teachthesentencestructure“CanI…?”Writedownthesentencestructureontheblackboard.(課件出示:該句型的相關內(nèi)容)T:WhatdoesMike’smothersay?Ss:Shesay,“No,youcan’t.”T:Why?Ss:Becauseit’scoldoutside.Writedownthesentence“It’scoldoutside.”ontheblackboard.Leadstudentstoreadthesentenceseveraltimes.ShowapictureofthesnowonthePPT.(出示課件)Helpstudentsunderstandtheword“cold”.Teachthesentencestructure“It’s+描述天氣的形容詞+(其他).”todescribetheweather.（課件出示:該句型的相關內(nèi)容）4.TeachtheconversationofPicture2and3.（課件出示:該段視頻）T:Whattimeisit?Ss:It’s12:05p.m.T:WhatdoesMike’smumaskMiketodo?Ss:Tohavesomelunch.T:HowdoesMikeask?Ss:Heasks,“CanIhavesomesoup?”T:WhatdoesMike’smumsay?Ss:Shesays,“Yes,youcan.”T:Butthesoupisveryhot.SoMike’smumsays,“Becareful!”Usethepicturesandtheactions(bodylanguagesorfacialexpressions)tohelpstudentsunderstandtheword“hot”andthesentence“Becareful!”Teachingpurpose⑤播放錄音，學生聽錄音跟讀。引導學生按照正確的語音、語調(diào)及意群朗讀對話，并能在小組中進行角色扮演。WritedownthesentenceTeachingpurpose⑤播放錄音，學生聽錄音跟讀。引導學生按照正確的語音、語調(diào)及意群朗讀對話，并能在小組中進行角色扮演。5.Readandact.⑤(1)Studentsreadaftertherecording.Payattentiontothepronunciationandtheintonation.（出示課件）(2)Letstudentspracticethedialogueingroups.(3)Actitout.Teachingpurpose⑥利用表格幫助學生梳理文本，并借助表格和圖片進行對話練習，幫助學生進一步鞏固句型Teachingpurpose⑥利用表格幫助學生梳理文本，并借助表格和圖片進行對話練習，幫助學生進一步鞏固句型“—CanI…?—Yes,youcan./No,youcan't.”。1.Fillinthechart.(1)Fillinthechart.ShowthechartonthePPT.Letstudentsfillinthechartaccordingtothedialogue.ShowtheanswerstothechartonthePPT.(出示課件)(2)Practicethedialogueinpairsbyusingthechart.2.Let’splay.Letstudentsmakedialoguesaccordingtothepictures.(課件出示：Let’splay的三幅圖片)(1)Makesademonstration.(2)Studentschooseoneofthepictures.Workinpairstopractice.(3)Chooseseveralpairstoshowinclass.Teachingpurpose⑦通過翻牌游戲創(chuàng)設自然情景，幫助學生進一步鞏固核心句型，活躍學生思維，提高學生的學習興趣。Step4:Consolidation&Extension⑦Teachingpurpose⑦通過翻牌游戲創(chuàng)設自然情景，幫助學生進一步鞏固核心句型，活躍學生思維，提高學生的學習興趣。Turncardgame.ShowaclockandsomecardsonthePPT.(課件出示：時鐘模型及數(shù)字卡片)Studentschooseonecardandturnitover.Askandanswerlikethis：T:Whattimeisit?Ss:It’s2o’clock.T:CanIgohome?Ss:No,youcan’t.Studentstaketurnstoplaythegame.?板書設計?作業(yè)設計1.Practicethedialogue.2.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應課時作業(yè))?教學反思1.在課堂的一開始，教師通過歌曲《Rain,rain,goaway》激發(fā)學生的學習興趣，引入“Weather”這個話題，自然親切地創(chuàng)設了真實、有效的教學情景，并提前滲透新單詞“outside”。2.利用多媒體先整體、再分段展開教學，通過問題引導學生的學習，幫助學生充分理解文本，并在文本中感知新單詞、新句型。3.利用表格幫助學生梳理文本，并借助表格和圖片進行對話練習，幫助學生靈活運用語言、鞏固句型。4.拓展環(huán)節(jié)中的翻牌游戲幫助學生鞏固句型，活躍了學生思維，提高了學生的學習興趣。?TeachingContents&TeachingAimsLet’stalk·Beabletounderstandthemainideaofthedialoguebyobservingandtalkingaboutthepicturesof“Let’stalk”.·Beabletoreadthedialoguewithcorrectpronunciation,intonationandsensegroupandactitout.·Beabletousethesentencestructures“—CanI…?—Yes,youcan./No,youcan’t.”correctlyinscenes.·Beabletousethesentencestructure“It’sveryhot/cold.”todescribetheweatherinscenes.·Beabletounderstandthemeaningsofthevocabularies“outside,cold,becareful,hot”andpronouncecorrectly.Let’splay·Beabletousethesentencestructuresofthislessoninthegametodeepentheunderstandingofsentencepragmaticfunction.?TeachingPriorities·Beabletousethesentencestructurescorrectlyinscenes.?TeachingDifficulties·Beabletounderstandthedialogueandreadthedialoguewithcorrectpronunciationandintonation.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudentsActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Enjoythesong—Rain,rain,goaway.3.Lead-in.1.Greetings.2.Enjoythesong.3.Learntoread“weather”.Arousestudents’learninginterest.Leadinthetopic“Weather”.Learnthenewword“outside”inadvance.Presentation1.Lookandpredict.Showthethreepictures.Asksomequestionstoleadstudentstopredictthemainideaoftheconversation.Lookatthepictures.Answerthequestions.Predictthemainideaoftheconversation.Cultivatestudents’abilityofobservationandlogicalreasoning.2.Watchandanswer.ShowthequestionsonthePPT.Watchthecartoon.Trytoanswerthequestions.Helpstudentsgettheoverallperceptionofthetextandtheusefulinformation.3.TeachtheconversationofPicture1.Playthecartoon.Helpstudentsunderstandthewords“outside”and“cold”.Teachthesentencestructures.Watchthecartoon.Answerthequestions.Understandthewords“outside”and“cold”.Learnthesentencestructure.Usethequestionstoleadstudentstolearnthenewwordsandthenewsentencestructuresintheconversations.Helpstudentsunderstandthewords“outside,cold,hot”,thesentencestructure“CanI…?”andthesentence“Becareful!”inthecontext.

(續(xù)表)TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation4.TeachtheconversationofPicture2and3.Playthecartoon.Usethepicturesandtheactionstohelpstudentsunderstandtheword“hot”andthesentence“Becareful!”Watchthecartoon.Answerthequestions.Understandtheword“hot”andthesentence“Becareful!”5.Readandact.Playtherecordingandletstudentspracticethedialogueingroups.Readaftertherecording.Practice