1、四年级英语下册Unit 3 Weather 基于课程标准的教学设计李媛媛一、教学目标1. 知识目标：学生能听、说、认读 sunny, cloudy, windy, rainy, snowy，并能通过探究，掌握这几个词汇读音规律。学生能够了解不同天气的形成过程，并初步学会根据自然界的各种现象判断天气即将发生的变化。2. 能力目标：增强主动思维和实践意识，提高自主学习能力，提高语言运用能力。3. 情感目标：学生通过充分挖掘生活经验，丰富生活知识，认识了解我们赖以生存的大自然。二、课前准备彩色粉笔、课件、录音机三、教学和活动过程教学过程设计说明热身（Warm-up）1. Lets doT: Walk
2、, walk, walk, run , run, run. Fly, fly, fly. Jump, jump, jump . Dance, dance, dance. Swim, swim, swim. Draw, draw, draw. 中间加入 stop。(学生饶有兴趣地边听边做，听到 stop 时停。)2. 超级变、变、变教师寥寥数笔呈现板书背景（山，河等）T：What can I draw? What do you see?有的学生说：You can draw a mountain. Its so big.T:（边说边表演）Look, a mountain.T: Can you be
3、 a mountain? Im a bird. Im beautiful. I can fly.What can you be?Ss: We can be the Yandang Mountain. Its beautiful.(学生对教师瞬间画成的画很诧异。)TPR 活动既可活跃课堂气氛，又可为下一环节的语言作铺垫。Stop 可增加TPR趣味性。趣味盎然的游戏调动学生兴趣，自然导入新知识。又为本课结尾的表演埋下伏笔。呈现/操练（Presentation/Practice）呈现各种天气现象的形成过程1. 教师在黑板上画一个卡通太阳sun 板书T (引导) ：Look, Im the sun.
4、Im shy. How do you feel? Are you hot? 教师边表演边说Ss: I feel warm.T: Can you be a sun?S1 拉起头发表演怒发冲冠的太阳: Look, Im the sun. Im angry.（众学生笑）教师顺势让学生说出自己的感受。Ss: I see the angry sun. Im hot.S2 驮着背表演年老的太阳: Im the sun. Im old. Im very kind.Ss: Oh, we feel.教师因势利导，让学生发散思维，并复习hot，cold，warm，cool 等词。2. cloudT: Look,
5、the sun is shinning in the sky. The water in the river changes into steam. What will it be?教师画云Ss:云Ss学说cloud。板书：cloudT: What does the cloud look like?S1: The cloud looks like babys face. Its lovely.S2:The cloud looks like an UFO.It can fly. Its cool.T: （课件一 出示各种云的形状图）What does the cloud look like?Th
6、e cloud looks like.S1(图片一): The cloud looks like a horse. Its strong . It can fly in the sky.S2(图片一): The cloud looks like a cow. Its fat.S3 S4 S5.结合科学课知识呈现新知识。学生在学习语言的同时，又在教师的带领下探索自然界的奥秘。给学生一个似是而非的图形，训练学生的发散性思维，充分发挥学生的想象力。不同的答案形成了学生之间的信息差异，学生有表达的欲望，乐于表达。单词操练在句型的依托下更为有效。学生张开想象的翅膀，发散性思维。3. rainT: Mor
7、e and more clouds get together. What will come?Ss: 雨学说 rain。板书：raina. Talk about the sound of the rain。S1: Rain, rain, hualala.教师接话题T: Oh, how heavy! Heavy rain, lets go !(教师装着狼狈地逃开,课堂一下子沸腾了,学生纷纷举手模仿雨声。)S2 ：Rain, rain, xilili.T: Oh, light rain.b. Sing the song Rain, rain go away.学生的口中导出 rain 一词。教师在课
8、堂中幽默的表演给课堂注入了新鲜的活力，借助学生的话渗透 heavy rain light rain。4. snow教师画冷空气板书：snowSs say the chant. SnowSnow, snow, where do you go?I dont know. I dont know.Where can I go?单词的操练形式可以灵活多样，Snow 一词的发音对学生来说较好掌握，因此通过一个朗朗上口的歌谣加以巩固。5. snowya. T: Whats the weather like here? Its snowy. 板书 /i/, /i/, snowy.b. 区别 snow 和 sn
9、owyT: Whats this?T: Whats the weather like here?S: Its snow.S: Its snowy.c. Talk about snowy days.T: Its snowy. I can make a snowman.S: Its snowy. I can make a snow rabbit.师接学生的话题 Is it beautiful or ugly? Does it have small eyes or big eyes?S1: I can make a snow Miss Chen.(哄堂大笑)S2: Its snowy. I can
10、make a snow tiger. It has two big eyes. The eyes are carrots. The nose is stone. Its lovely.(教师表扬，给予肯定)课堂是随机的，学生经常在你不经意的时候给你惊喜，作为教师，应该善于捕捉时机，让学生的思维火花撞击出不同的乐章。6. Sunny, cloudy, rainy.a. T:i,i,snowy.i, i .Ss: i, i, sunny.T: (课件二 不同天气图)学生在表达自己的思维的过程中，难免会出现一些语病，教师应加以鼓励，而非立即纠正,这正是学生从不自觉的模仿语言到自觉创造语言的良好开端。
11、7. 用有节奏的 Chant 来操练Rainy rainy, run back home. Sunny sunny, play a game.Cloudy cloudy, rain is coming.在教师引导下自主探究语音规律得出sunny, cloudy, rainy这几个词的发音。拓展/巩固（Extension/Consolidation）活动 1T: (.课件三 晴天图) Its sunny. I can.T: (.课件四 阴天图) Its cloudy. What will the weather be like? Ss:It will be.T: (课件五 雨天图) Its ra
12、iny. Lets.T：（课件六）课件六 智力问答a. 根据小熊出示的东西，回答是何种天气table tennis football sneakers umbrellasunnyb. wind windy通过谈论不同天气要做的事巩固词汇，发散思维，分享生活经验。活动 2 谈论天气有可能发生的变化。T: (课件七 不同天气图片)T: Its cloudy and windy. What will the weather be like?S1: Its sunny and windy. Lets.S2: It will be rainy. Lets go home.It will be rainy
13、. Lets put away the clothes.根据事物之间的逻辑关系，培养学生推理能力。活动 3：根据各种现象判断天气即将发生的变化。a.T：（课件八）出示蚂蚁上树，繁星满天，鱼浮水面，燕子低飞等各种情景。T: Look at the tree. What can you see?S1: There are some ants on the tree.T: What will the weather be like?S2: It will be rainy.T: So can I wear sneaker?S3: You can wear boots.T: It will be ra
14、iny. What can we do?Ss: We can.T：(提供图片中的情景作为参考)根据天气的相关信息或情景，编对话。学生评选出最佳创意、最佳表演、最佳效果奖。Ss: We are ants.S1: I am a tall tree.Ant1: Its sunny. Lets have a picnic.Ant2: Oh, no, my hat.Ant1: Its windy. Look at the sky. There are many black clouds.Tree: Hey, ants, ants. Hurry up, hurry up. Its windy and cl
15、oudy.It will be rainy.Ants: Oh, lets climb the tree.(学生精彩的表演和丰富的想象赢得了阵阵掌声。)教师这里通过举例让学生明白将要展开的话题，给学生一个思维的导向，并同时多方位地利用信息差让学生分享个人生活经验。教学结果呈现用表演的方式，学生结合个人经验充分发挥想象力，展现自我。随笔教师在环环相扣，层层铺垫的过程中完成了教学由“扶”到“放”的转换。图片的呈现只是给学生搭建一个平台。体现了促使学生获取、处理和使用信息的新课程理念。学生在最后的结果呈现中编出了各式的对话，有的以拟人的手法表演蚂蚁与大树的对话，滚动旧知识恰到好处地体现了本课话题，很好地发挥了想象；有的则围绕野餐紧扣话题展开，用英语解决实际问题。13
