英语人教版四年级下册weatherA lets talk and learn.doc

Weather教学设计第一课时杨艳超我把整堂课定位于“以旧带薪，巩固运用”这一层面，让学生的语言实践运用能力，从“在课堂中培养”到“在活动中操练”，再到“在实践中提高”，经历一个思维训练的过程。首先，从与weather相关的种种话题之中，针对动词短语进行了大量滚动，使滚动与拓展有机统一，体现了小学生语言教学的反复性，从而真切地提高语言教学的实效性。话题偏于枯燥，虽然与学生的生活息息相关，却如同一碗简单的“白米饭”，食之无味，缺乏吸引力。如何创设情境，激发学生的学习兴趣，在“想说”、“敢说”的基础上，让学生“爱说”，是本课的重心所在。教学流程 教 学 步 骤 设计意图（Warm-up）通过简洁直接的TPR活动快速有效地复习了已经学过的不同天气的单词。节奏快，加上有趣的动作，很受学生的欢迎。TPRSunny, sunny, its sunny.Rainy, rainy, its rainy.Windy, windy, its windy.Cloudy, cloudy, its cloudy.Snowy, snowy, its snowy.（教师用手势做出表示各种天气的动作。）1. Ss do after T2. Ss do after T faster.呈现/操练（Presentation/Practice）1. pleasantea, ea, weatherea, ea, pleasantThe weather is pleasant. The weather is pleasant.The weather is not pleasantIts . The weather is .2. verb phrases. I can.Brainstorm Its . Its and . The weather is pleasant. I can .3. terrible.T: Look! Whats the weather like? Its sunny. And its warm. The weather is fine. The weather is nice. And the weather is pleasant.S read after T.T: ea, | e |, pleasant. ea, | e |, weather.(引出chant)T& Ss read the chant together.（CAI出示图片）T: Look, is it pleasant?Ss: The weather is pleasant.Ss: The weather is not pleasant.(根据图片来说)T: How about sunny days? Its sunny. The weather is pleasant.Ss: Its rainy. The weather is .T: Now its sunny and warm. The weather is .Ss: Its sunny and warm. The weather is .T: Can you tell me what kind of weather is pleasant? Discuss with your partner.S discuss in pairs.(CAI出示语言结构图)T: Its sunny and warm. The weather is pleasant. What can you do ?S: I can .T: We can do many things outside. Can you do morning exercises outside?S: Yes.T: Can you watch TV outside？S: No!T: What can we do outside？Ss choose.T: We can do these things outside. And we can do these things at home.T: The weather is pleasant. Lets go for a spring outing.T&Ss say together.Ss complete the sentences.T: Which season is it?S: Its fall.T: The weather is pleasant. Tell me, whats the weather like? And what can you do? Please discuss in your group.Ss discuss in 4T: Now, its summer. Whats the weather like?S: Its rainy and windy.(可用手势提醒)The weather is not pleasant.T: Look! Its very bad. Its terrible.Ss read after T.(CAI 出示图片)T: Is the weather terrible?S: Yes, the weather is terrible.T: On earth, therere many kinds of terrible weather. Now read and tell me which picture is it?S: BT: Whats the weather like in picture B? Listen and catch the key word.a.听后呈现 “storm_”b.出示已学单词，帮助学生得出规律，并填上缺失字母。c. 猜测stormy的意思。T: What can you do on stormy days?S: I can .T: Can you watch TV?S: No.T: Because its dangerous. We cant watch TV, but we can listen to the radio.T& Ss listen together.Ss: I cant .T: How about foggy days?(教师渗透)pleasant的新授过程分三步进行。首先通过一首以字母组合ea贯穿始终的chant来解决pleasant读音难的问题。其次，通过出示不同天气的图片来帮助学生理解pleasant的意义。语言上从pleasant 过渡到not pleasant.再次，通过描述天气，让学生理解后能思考判断得出结论。语言上扩充了句型Its .最后，让学生讨论pleasant weather 是怎样的，让学生完成完全依赖于思维的表达。语言结构的出现显示了语言思维的过程，帮助学生一边思考，一边表达。同时引出了brainstorm，在这一环节大量的复习了动词词组，并让学生进行了归类，at home 和 outside.由学生喜欢的spring outing引入四季，并在语言结构图的基础上，让学生操练段的表达。在这一环节，语言结构图发生了变化，只提供了一个pleasant，让学生完成剩余大部分。由于学生之前对语言结构图已有所了解，因此难度不大。这是课堂的一个转折，导入了terrible.学生稍加联系后，紧接着出现三张图片，来确定stormy的意义，还出现了一篇小短文，让学生通过阅读进一步对stormy有所了解。同时还强调了天气名词转变成形容词的变化。由stormy导入句型I cant.非常自然，学生已有这方面的生活经验，很乐意去说，说得也很轻松。通过这两张图展示了在温州较常见的有雾天气和台风。让学生也做一定的了解。巩固（Consolidation）Make a weekend plan for Miss ZhangT: Weather is very important to our life. We cant change the weather, but we can change our plan, even our life.T: Look! Yongjia is beautiful. This is Nanxi River. What can I do there?S: You can .T: Good idea. I like it very much. Please make a good plan for Miss Zhang this weekend in Yongjia.Ss make the plan in 4.Make a report.通过给老师安排一个周末计划这个活动，让学生将所学知识都充分运用起来。Weather本来源于生活，通过这个活动，又回归了生活，使学习变得富有意义了，学生也真正在实践中得到了发展。我在原有的语言基础上，加入了I can. 和I cant .这两个句型，并滚动复习了大量动词词组，开启学生的思维之门，唤起他们丰富的内心体验，激发他们的表达欲望，让学生愉快、轻松地参