PEP4 U3 Weather A. Let’s talk.doc

PEP4 Unit3 WeatherA Lets talk教学设计教材版本义务教育教科书（三年级起点）2013版 PEP 四年级下册主讲教师乐清市磐石镇小学 傅媛园教学主内容PEP4 Unit3 Weather A. Lets talk【教材解读与学情分析】本课是一节对话课，是本单元的第一课时。在三年级的英语学习中，学生已学过句型Can I have some? 本课在其基础上拓展Can I?句型，让学生学会灵活运用该句型以征求他人的许可；并学习用Yes, youcan. / No,youcant进行作答。而在本册书的第二单元，学生学习了时间与动作短语的表达，可以与本课的对话学习有机糅合，展开话轮。四年级的学生已经具备一定的英语基础与表达能力，本课的生词量并不太大，但是我们要引导学生在语境中理解生词，感知核心句型；还要充分激活学生对已学单词和句型的灵活运用和输出，使学生在对话课上有话想说、有话能说、有话会说。【教学目标】：1.能够在图片和教师的帮助下理解对话大意。2.能用正确的语音、语调及意群朗读对话，并能进行角色扮演。3.能够在情境中运用句型CanIgo outside/？征求对方许可，并用Yes, youcan. / No,youcant作答，并能进行情景对话表演。4.能够在情境中恰当运用句型Itsveryhot/cold.进行描述。5.能够在语境中理解新词汇outside，cold，becareful，hot的意思，并能正确发音。6.培养学生的安全意识:在生活中要小心，学会保护自己。【教学重难点】：重点：单词和句型Can I have .? Yes, you can./ No, you cant.的认读和运用难点：对话句型的准确运用和交流【教学准备】：板贴词条、课件、挂钟道具、练习纸【教学过程】：学生活动与教师引导设计意图Step1 ：Warming-up & Revision1. Sing a song: What time is it? Ss 跟T一起唱歌并做动作。2. Look and sayT: You did a good job. Sit down, please. (拿出挂钟教具）T: Look! What time is it?Ss看时间，回答Its _. Its time to _./ Its time for_.（6：30， 7：00 上课当时的时间）T：Yes, its time for English class. Lets read some English.3. CAI显示滚雪球的gif图片，Ss读出雪球上的动词短语 (雪球越滚越大）（get up, go to bed, have lunch, eat dinner, read a book, do homework, watch TV, eat breakfast, play computer）T: Wow, a big snow ball.带动课堂气氛，又能复习旧知时间的表达。实物的演示更加随机变化，适应不同班级的学生作息时间。复习时间与活动的表达，滚动旧知。复习学生已学的动词短语，为后面的对话教学做好热身准备。同时，也通过“雪球”这一形式引出本单元新词snowy的表达。Step 2: Presentation & practice1. T: Look snow (CAI课件出现窗外下雪的gif图片）T: Its snowy. 教学snowy（拼读单词，注意y的发音）Ss跟读，小组开火车读单词。T: Its snowy. Many children are playing. Do you want to play in the snow?Ss: Yes.T: So does Mike. 2. CAI呈现Mike与Mum对话的情景图，播放句子Mike：Mum, can I go outside?出示AB两图，Ss观察图片，选择outsideT 教学out- outside, 并进行对比ininside （板贴outside）T带Ss一边做动作一边读单词（手指指外面、里面）Ss开火读单词outside-再读句子Can I go outside? （板贴句子）3. T: Can Mike go outside? Listen and answer.播放听力 Mike: Mum, can I go outside? Mum: No, you cant. You should do homework.Ss回答: No. T: Yeah, he cant go outside. Because he should do homework.引出should 一词的教学:T带Ss拼读 sh/ / ou/ / d/ / Ss跟读shouldYou should do homework. （板贴You shoud）4. T: So Mike went to the bedroom and did homework. But he really wanted to go outside. Then he came again. Ss 完成句子 Mum, can I _? （出示：go outside）再出示Mum的回答Mum: _. You should read a book.Ss 选择 Yes，you can. / No, you cant.T教学句型Yes, you can./ No, you cant. （完成板贴）T带读句子（注意can与cant的发音），Ss跟读T指着板书问: Can I go outside?Ss: No, you cant.T: Can I read a book?Ss: Yes, you can.Lets chant: Can I go outside? No, you cant. No, you cant. Can I read a book? Yes, you can. Yes, you can.搭配音乐节奏T演示一次，（边做动作边唱）Ss齐唱一次Ss自编Chant5. T: Mike couldnt go outside. He read a book. CAI 显示：one hour laterT: Lets go to ask mum again.出示挖空的对话，学生补全，说一说 Mike: _ _ _ _? Mum: _, you cant. Mike: Why?T: Lets watch and answer “why”?Ss观看课文视频第一段，回答：Its cold outside. (板贴单词cold)引出cold一词的教学（边做动作边读单词）6. Listen and repeat重新播放视频，Ss逐句跟读。(板贴单词now，读句子Can I go outside now?)7. Read aloudSs齐读对话 （注意语音、语调，以及单词Why的语气）8. Dub it (两人一组、配音) （准备1分钟，请Ss展示4组）9. T: Is Mike happy? Ss: No. T: What will he do?CAI显示Mike：I have a good idea. 他穿上了外套T：Look! Ss看图，完成句子的填空，说一说Mike: Mum, look at me. _ now? Mum: No, _ . Look! Its very _ outside.T: Mike had another idea. Lets look.他戴上了围巾和手套T：Now, lets go to the kitchen and ask mum again.Ss 读Mike的句子 Mum，can I go outside now?T: Yes or No?Ss猜 T说出Mum的回答：No, you cant.Ss猜原因Why？呈现对话：Its time for lunch. T: Is Mike happy?Ss: No. T: But. 出示Mum的句子But you can _ in the afternoon. (Ss 补全挖空处）Mike: Really? Hooray!10. T: Now its time for lunch. What did Mike have? Listen and answer.Ss 听音并回答CAI出示对话内容，圈出关键词soup, Yes T: Mike had some soup. It was very hot. （板贴单词hot）T教学单词hot，并做动作（强调o/ / 的发音）Ss开火车读单词读句子Its very hot. 出示热汤的图片： Be careful. Its very hot.Ss 选择Be careful. A.趁热喝 B.小心点T 出示词卡教学careful Be careful. (板贴Be careful！)T: In our life, there are some signs. Look!CAI 出示警告牌，比如T: Its very hot/. Ss 说 Be careful.T : And I have some pictures. Look! What will you say to her/him?播放摔倒、撞玻璃、吃噎着的gif动图和吃鱼的图片 Ss说Be careful。T： Yes, when we are eating. We should be careful.呈现Mike吃饭的情景图，Ss读句子 Be careful. Its very hot. 11. Watch the video （播放课文情景图2的视频，Ss看+听）12. Try to say: 挖空对话，Ss填13. Listen and repeat （Ss跟读对话）14. Role-playT: Boys read Mike. Girls read Mum. 15. T: Look！What time is it now? Ss: Its 1:00 pm.CAI呈现对话Mike: Mum, can I go outside now?Mum: _. Be careful. （Ss说一说）T: Mike went outside. Look! Is he happy?Ss: Yes.(2 hours later)T: Its time to go home.16. 播放Mike的录音： Mum, can I play computer now? T： What will mum say? Ss 想想Mum会怎样回答T: If you are Mikes mum, what will you say? T: Here are some choices. Which one? Ss选择出示Mum的答案B. Yes, you can. Only 30 minutes.T： Because computer is bad to your eyes.17. T: At 3:30, Mike was playing computer. Then, what else?Ss 看图说draw pictures, eat dinner, watch TV.18. T: What time is it now?Ss: Its 9:00.T: Its time to.Ss: go to bed.播放Mike的句子： What a good day! Good night! 引出本课主题Mikes dayT: This is Mikes day. I choose two pictures of Mikes day. Can you act? Tip: If you have questions, you can ask me or look it up on your book. Its on page 24. 学生两人一组，准备1分钟后，T请23组表演T: Now I act Mum. Who can come here and act Mike? (T请S1上台, 演一演，说一说) 请两组学生上台表演对话通过GIF动图的呈现，让学生直观地理解生词snowy. 其中y的发音是难点，所以加强教学，并在开火车时纠音。创设情感共鸣，使学生能与本课主人公Mike在后续的故事发展中更加感同身受 。这样学生才会有话想说，有话能说。通过图片的演示突破对生词的意会，通过动作的辅助加强对单词的理解。通过听力练习，训练学生抓关键信息的能力。为了使本课的对话交流与学生的生活更加贴近，笔者增加了单词should也使得本课的对话更加丰富，学生有更多能说的句型。挖空句子，让学生在思考中感受本课核心句型的运用。培养学生的阅读策略：联系上下文，选择正确的答句。并展开新知的学习。通过朗朗上口的歌谣操练本课的核心句型，并激发学生的学习热情。让学生自编歌谣，能综合运用所学的新知和旧知，同时也能表达自己的日常情况。再次挖空句子，巩固核心句型的运用。加上动作的演示更能体会生词cold的含义，并通过演一演，更能活跃课堂学习气氛。对本课情境图1的对话进行听、跟读、齐读的操练，为下一环节的配音活动奠定扎实的基础。对故事的前半部分进行小循环的梳理和复习，也是对核心句型Can I go outside? No, you cant.的不断巩固。为课文的对话故事增加了有趣的环节，并引发学生思考：现在这样能出去了吗？展开核心对话句型的进一步运用。故事的发展高潮迭起，不断吸引学生学习。激发并维持学生的学习兴趣是很重要的教学目的。T不断地留白，给学生思考的空间。给故事来一个意想不到的阶段性结局，完成书本情景图1的教学。培养听力技巧和阅读技巧，学会联系上下文情境理解生词。同时教师也带领学生根据读音规律拼读单词。联系生活中的安全指示牌和情景图，培养学生的安全意识，提醒学生在生活中要小心谨慎，保护自己的安全。对课文情景图2的对话进行看视频、补全对话说一说、跟读录音、角色扮演等活动的操练，全方位落实本课教学内容和教学目标。让学生能用正确的语音、语调读对话。故事又进行另一波发展，主要是联系学生的平日生活，对本课的核心句型Can I ? 进行运用。引发学生思考，同时渗透少玩电脑、保护眼睛的行为意识。渗透学生要合理安排自己日常活动的理念。对本课对话进行最后的梳理，在演一演中落实本课教学目标和重点。上台表演是四年级学生喜欢的方式，也能检验本课所学，教师能及时落实重点、突破难点Step3: Extension and consolidation1. T: This is Mikes day in winter. Its very cold. What about Mikes day in summer? T: Look, summer is very hot. Maybe Mike will ask mumSs看图完成问句： Mum， can I _?逐个出示图片go outside, swim, play with water, eat ice-cream/ watermelon, drink coke/T: How will mum answer? (出示课件内容)Maybe she will say: Yes, you can. Lets go together. Maybe No, you cant. Its very hot. T：Can you make a new dialogue?2. Pair work 两人一组，拿出练习纸，选择不同的星级，编对话。Ss拿出练习纸，两人一组，编对话 （展示23组）本单元的主题是Weather， 而本课新学了cold和hot, 所以在此创设了夏天这一情境，拓展学生的思维，在新的对话情境中运用核心句型Can I ? 及其回答，以达到灵活运用的目的。示范作用是为了提醒学生在回答完“能不能”之后，还要补充说明为什么或注意什么，丰富我们的对话交际。考虑到学生的不同水平，特地设计不同星级的对话模式，让学生能按自己的水平进行创编活动。Step4: HomeworkHave to do(必做) Listen, repeat and recite the dialogue. 听、读、背对话 Act the dialogue with your friends. 和搭档一起演一演对话Choose to do (选做)Make a new dialogue and act it with your friends. 请模仿本课所学的对话，和搭档编一个新的对话并演一演分层作业，照顾不同水平的学生。【板书设计】【教学反思】新PEP教材针对talk课型创设了语言背景，我们不必舍弃书本情景图而去另外创设新的对话情境进行新知教学。像浙江省的小学英语教研员郑文老师说的：我们应该利用好课文上的文本、情景图、音频、视频等