PEP 四下Unit 3 Weather第二课时教学设计.docx

PEP四年级下册Unit 3 Weather 第二课时教学设计汪国琴一、教学目标1、知识目标a)听、说、认读单词warm/cool/hot/cold/weather report.b)听、说、读写单词warm/cool/hot/coldc)听、说、认读句子:Good morning. This is the weather report. Itsin .2、能力目标a)能掌握单词warm/cool/hot/cold/weather report，并能加以正确地运用。b)能听懂并理解Whats the weather like?并能作简单的回答:Its .c)能够简单介绍天气情况，作小小气象员。3、情感、策略、文化目标a)情感态度:注重培养学生学习的欲望和乐于助人的积极的情感和态度。b)学习策略:注重观察、交际功能，学会观察提问等策略c)文化目标:了解全国主要城市在同一时间里的天气差异。二、教学重点、难点a)重点是理解和掌握单词warm/cool/hot/cold/weatherb)我国各地的天气状况是学生的认识难点。c)单词weather report的发音三、教具准备a)单词卡b)PPT四、教学过程1、热身Warming up1) GreetingT: Good afternoon, class!S: Good afternoon, Miss Wang!T: How are you today?S: Very well, thanks.T: Ok, good! Now lets begin our class, are you ready?S: Yes.T: Lets go! First, please enjoy the music.2) Lets chant (Unit 3 A P25)(学生起立，与老师一起边唱边做动作)Brrrr, its cold.Its cold outside（在户外）.Put on（戴上） a hat.Cold, bye-bye!Mmm! Its warm.Its warm inside（在里面）.Take off（脱下） your shoes.It feels（感觉） so nice. 设计意图:运用节骤感强的Lets chant，营造英语学习氛围，带领学生不知不觉走入英语学习课堂，并起到复习旧知，铺垫作用。2、新课呈现(Presentation)1) T: Hi, class. We have an old friend today. Guess? Who is she? Look!(教师呈现寒冷雪天里饥寒交迫的卖火柴小女孩) Yes. She is the little Match girl. A poor girl. Lets say hello to Match girl.Ss: Hello ! Match girl!T: Class, look at the picture. Oh, Its(教师呈现单词卡cold，学生学说cold.接着呈现句子卡Its继而教师边做冷状边说) Cold, cold. Its cold.Ss: (TPR) Cold, cold. Its cold.2) T: Class, look at the picture. (教师呈现句子教学)Whats the weather like?Ss: Its cold.T: Oh, my poor girl. She is(Ss: cold). I can help her. Hello! Match girl! Its cold. You can put on the socks.(教师出示图片socks并给Match girl穿上) Now, Can you help her, class?(S1/S2): Hello Match girl. Its cold. You can put on the sweater/jacket/pants/ .T: Now, Match girl feels not cold. She feels .(教师做温暖状，出示单词卡warm) Warm, warm. Its warm.Ss: (TPR) Warm, warm. Its warm.3) T: Look! Its snowing and snowing. What can Match girl do? Match girl! You can run. Can you help her? (S1/S2): Match girl! Its cold. You can jump/do sports/bounce the ball .T: Now, is Match girl feelscold?(学生在教师引导下回答No) She feels (教师出示单词卡hot，让学生读出，教师示意学生做热状)Ss:(TPR) Hot, hot. Its hot.4) T: Hot ,hot .Match girl feels hot. What can she do? Match girl! Its hot. You can eat some ice-cream?(教师出示图片) Can you help her?(S1/S2): Match girl! Its hot. You can drink some cold water/coke/juice .You can have some watermelon . T: Now, Match girl feels .(教师拿出扇子边扇边说)cool cool(教师出示单词卡教学)Ss: (TPR) Cool, cool. Its cool.设计意图:创设卖火柴小女孩寒冷冬天里的情境，呼吁同学们帮助，并适时进行情感培养。卖火柴小女孩听取大家的建议，从而构设了一个卖火柴小女孩感知冷-暖热凉的过程。完成新授。让学生在不断滚雪球一样的学习中获取新知，巩固旧知，大量练习语言。T:Now,Match girl is happy. Then she wants to know the weather about China. Can you help her?(教师出示卖火柴的小女孩与路人的对话)Ss: (扮演小女孩) Hello! Whats the weather like in China? Can you help me?T: (扮演路人) Yes. Let me tell you the weather report of China. T: Now lets look at the weather report.(教师出示天气预报的图片，帮助学生理解weather report的含义，接着用语音教学法教授单词)T: (教师扮演天气预报员播报天气) Good morning. This is the weather report. Its cold in Harbin. Its warm in Beijing. Its cool in Lhasa. Its hot in Hong Kong.(让学生先整体感知天气预报，为后面的学习做铺垫)T: After listening to the weather report, can you help Match girl? Answer her some questions.(教师扮演小女孩，对Harbin, Beijing, Lhasa, Hong Kong四个城市提问Whats the weather like in?并出示四个城市的图片及气温)设计意图:加深学生对句型Whats the weather like in?的理解及运用，同时让学生学会描述不同地方的天气情况，为后面的小小天气预报员做好准备。T: Oh, children, youre all kind and helpful. Now, lets play some games.3、巩固和延伸(Consolidation and extension)1) game 1: who is missing?游戏规则：显示四个单词，然后快速把其中一个或两个单词遮盖住，之后教师询问who is missing?学生快速说出消失的单词。设计意图:运用竞赛机制，巩固复习所学的内容。2) game 2: guess, guess, guess游戏规则：教师只展示图片的一小部分，让学生通过观察猜一猜天气情况。T: Whats the weather like (in )?Ss: Its (in ) .(学生回答之后，展示图片全貌，验证猜测)设计意图:“游戏是孩子们最好的朋友”运用游戏调节课堂，并不知不觉吸引孩子到Itsin .的语言练习中。提高学生的积极能动性。3) group work: To be a little weather reporter.(小小天气预报员)要求：a)小组内每人轮流作天气预报员，对Harbin, Beijing, Lhasa, Hong Kong四个城市进行天气预报；b)小组内推荐一人上台展示小组合作成果。(教师先给学生做个示范，并给五分钟进行小组合作)T: Good morning. This is the weather report. Its cold in Harbin. Its warm in Beijing. Its cool in Lhasa. Its hot in Hong Kong.4)Do the new weather report给出Kunming, Dalian, Shanghai, Shenzhen, Changchun, Tianjin六个城市的天气情况，学生在小组内合作完成一个天气预报，最终展示方式由小组自由决定。如：1.小组成员一起播报；2.一人播报一句；3.个人单独上台展示，等。设计意图:做天气预报是本节课的亮点也是难点，先用大家熟悉的四个地点进行天气预报，然后再增加难度，完成一个新的天气预报，由浅入深，循序渐进，在语句表达的基础上，组织语言，进行篇章表达，既锻炼了语言组织能力，又提高了口语表达能力，同时还给所有学生提供了一个表达展示的平台。4.家庭作业(Homework)a)Copy the five words.b)Make a weather report to