英语人教版四年级下册Weather PartB.doc

Its warm today (Lesson 4) Lessons draft Today, I was entitled Lessons Its warm today. Lesson 4. One, Say materials (1) Teaching content Its warm today (Lesson 4) are four-year PEP Primary English Unit4 B part of the second semester of the first class, including Lets learn and Lets do two parts. It is the fourth class of this module is part of learning and mastering at A four adjectives related to the temperature of the foundation to continue in-depth study on windy, sunny, cloudy, rainy, snowy five adjectives related to weather conditions, to provide students with sufficient knowledge preparation for the later stage, weather in English Learn to lay a solid foundation. (2) Say the teaching objectives At a careful analysis of materials on the basis of my response to the actual students, identified the following teaching objectives: Through this lesson so that students can study listening, speaking, identifying the focus of this lesson read word rainy, windy, sunny, snowy, cloudy, and then be able to understand, understand weather forecasts and be able to use English to express weather conditions, as well as be able to understand the world in major cities on the weather difference. (3) Say teaching heavy and difficult Based on more than on teaching content and teaching objectives, as well as the analysis of the primary laws and recognize the difference between English and Chinese, in my opinion on the rainy, windy, sunny, snowy, cloudy five adjectives, as well as communicative language learning is the focus of this lesson and Difficulties In addition to the world on some important city name recognition is also read a lesson teaching difficult. Two, saying that teaching methods Interested in is the best teacher. Classes in order to break this heavy, difficult, according to primary curious, active, strong and so mimic the physiological and psychological characteristics of my teaching at the use of multimedia-assisted method, scenario method, total physical response method, such as teaching methods. Adhere to the topic at the core in order to function, the structure of the main line to task-based lesson teaching activity arrangements. Foreign Language to create atmosphere and stimulate students interest in learning so that students using school, learn to use, repeated practice, combined with study, so as to enable students to participate in the weather conditions in the formulation of activities, to acquire knowledge, develop capacity, to promote an integrated language the use of capabilities. Three, saying that the teaching process(A) Warm-up into First of all, let students sing the song with the recording Thunder, then teachers and students in Q & A part of the study review sentence. Design intent: educator Tolstoy said: interest is to motivate students to learn the power of power, students are involved in basic teaching and learning activities. Inspire students to participate in interest in learning new courses are the key to import. Thus, in a warm-up time, let students sing the song with the recording Thunder, such import will soon attracted the attention of students, while also rendering a good atmosphere to learn English. (B) A new lesson 1. Teaching Lets do. Through the courseware show Lets do part of the animation, so that students went on to say Lets do and make the corresponding action. With students at was finished, the five teachers will map screen displayed on the screen simultaneously, and then clause broadcast of audio, please students pointed out that the corresponding picture. 2. Teaching Lets learn. When the students pointed out that the plan, the teachers to produce a timely words: rainy, windy, sunny, snowy, cloudy, leading to read, and let students read a collective recognition, name recognition read, repeated drills. The next teacher to produce a map of the world, and said: This is Beijing, the capital of China., Respectively, to introduce students in five cities, and refers to map read from the name of city: Moscow, London, Sydney, Singapore, and then, please learn to open book Say the name of town through the words of teachers, students find a city on the map location; a student said the word, the students collectively find the location of town; Say word one person, one person at the middle finger position diagram and so on a variety of ways to enable students to be able to identify skilled read the name of five cities . Finally the teachers to play Lets learn courseware to enable students to watch, and with the students after the initial perceptual audio read words, texts, and then teachers separately and slide show followed by five questions: Is it rainy in London? Is it cloudy in Sydney? Is it windy in Beijing? Is it rainy in Moscow? Is it snowy in Singapore? And allow students to use Yes / No, it is rainy in London. Sentence answer, students answer in writing on the blackboard the sentence after the teacher. Design intent: In accordance with the initial contact of Materials in particular, are a vivid image of the kind or real will be impressed by this psychological characteristics, in this aspect of the design of my full use of multimedia courseware vivid color display, the vivid image of the dynamic screen, respectively, reflecting the wind, snow, rain, sunny, cloudy weather conditions, such as five. This design will be able to fully mobilize the enthusiasm of students, attracting the attention of all students. (C) the consolidation of drilling 1. Group practice Students in pairs and use patterns Is it . in .? Yes. / No. Its . in . for questions and answers. 2. Show report Let students use a weather forecaster to imitate Its . in . sentence reports on the five city map weather conditions. 3. Fun drills Lets guess Prepare well in advance through the four illustrations one small part of a small part of the emergence of teacher ask Whats the weather like? Students (rainy, sunny, cloudy,windy) the words to answer this question. (Objective: to consolidate the weather adjective, sentence review) Students according to their actual situation table finish. Panel: I like to . on . days. See whos quick reaction (to give a map of the world likes to draw the weather, then group Q & A) 4. Games consolidate The whole class is divided into several groups, each game a representative of each group. Teachers said city (In .), students say weather the corresponding adjective (Its .). Say which students first Can be based out of one sub-group has won a number of rounds of competition, the selected group of advanced, teachers should carry out appropriate incentives. (D) to expand practice Through the Whats the weather like .?