Unit 3 Weather Part B read and write 教案

☆教学基本信息
课题 PEP4 Unit3 Weather B read and write
课型 读写课
☆指导思想与理论依据
《英语课程标准》 明确要求，基础教育阶段英语课程的首要任务是激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力。通过英语读写教学，培养学生掌握阅读技巧的训练，让学生通过对语篇的学习，掌握独立阅读的能力和捕捉重点词的信息，并激发学生阅读学习积极性，同时，规范学生的英语书写。
☆教材分析
本课时是第三单元Part B部分的读写课，学生已掌握句型“Can I go outside now No, you can’t. Can I have some soup Yes, you can. What’s the weather like in New York It’s rainy. Is it cold No, it isn’t.”以及有关气候的单词：cool, cold, hot, warm, rainy, snowy, cloudy, sunny, windy”。本课时为第六课时学生已经能熟练运用句型进行问答。本课时重点进行学生阅读能力的培养以及句型的仿写,英文标点符号的正确运用，并把这些句子放在图文匹配的句子认读和听力练习中进一步操练巩固。
☆学情分析
学生已掌握了什么 在新授课之前，学生已掌握句型“Can I go outside now No, you can’t. Can I have some soup Yes, you can. What’s the weather like in New York It’s rainy. Is it cold No, it isn’t.”以及有关气候的单词：cool, cold, hot, warm, rainy, snowy, cloudy, sunny, windy”。
学生还未掌握什么 理解新词fly，love在语境中的意思知道句子书写的标准即开头字母大小写及句末标点符号的运用。运用阅读技巧，获取文本的逻辑关系。
☆ 教学目标
1、知识技能目标：（1）复习巩固Unit3重点词句,熟练运用课文重点句进行问答练习。（2）能在图片的帮助下读懂明信片中的小短文，能在思维导图帮助下整理文本信息。(3 ) 初步了解英语标点符号及书写要求。2、过程方法目标（1）通过表格让学生学会提取和整理文本信息并明确文中信息的因果关系。（2）能梳理文中信息的因果关系,教会学生运用表格来整理信息。3、情感目标： 通过本课学习初步了解世界各地不同气候环境及所造成的不同生活方式。
☆教学重点和难点
一、重点（1）复习巩固Unit3重点词句,熟练运用课文重点句进行问答练习。(2) 初步了解英语标点符号及书写要求。二、难点（1）通过表格让学生学会提取和整理文本信息，并根据表格进行表达。
☆教学过程Step 1 Warming up Sing a song: T: Good morning.Boys and girls. I’m your new English teacher, Miss Jiang. Nice to meet you.Ss: Nice to meet you, too.T: Do you like the song I like it, too. Let’s sing again and tell me “What weather do you see ” OK？歌词：What’s the weather like today cloudy read a bookrainy play in the house windy fly a kite snowy slide down the hillsunny go out and play T: OK! What weather do you see Ss: cloudy rainy windy snowy sunny T: Yes，let’s read“It’s cloudy…”Look and sayT：What’s the weather like today Ss: It’s ...T: It’s …. I can sing a song. What about you S1：It’s.... I can read a book/jump and run\play basketball\play football\have a nap\water the flowers\take a shower\play computer games\watch TV...Let’s sayIt’s________. I can_________各种学过的动词图片。。。T: Wow，We can do so many things in different weather. We are happy. It’s great!【设计意图：通过学唱歌曲，营造英语学习氛围，活跃课堂气氛，复习天气单词。通过当天天气讨论不同的活动】【预设学生行为：对歌曲感兴趣，学生乐于参与，积极学唱。运用已学动词词组，表达自己生活】Step 2 pre-reading John in Beijing1、Look and sayT: Now look at the picture. What do you see S: I see John/ Beijing\home/window\read a book… (T板书John、Beijing、read...)T: What’s the weather like in Beijing Guess! Is it… Ss: Is it… 2、Make a tableT: Good job. You can see so many things from the picture: John that’s who. Beijing that’s where. ...that’s weather and read that’s what. (T贴词卡Who\ Where/ weather/ What构成表格）From the picture, we know John is in Beijing. He can read. Good job. Tips: Picture can help you.Step 3 While-reading 1、Look and chooseT: Now, look at John’s hand. What’s this Ss: Storybook… T: Oh, too small. Here’s the big one. What’s this 点击放大 无图Storybook B. E-mail 邮件 C. postcard明信片Ss: CT: Right!How do you know Ss: Kangaroo\邮票...T: Yes, we can see the postcode\postmark\stamp and content here. So it’s a postcard.First- reading: 1）Read fast and find out T: Do you know who writes the postcard You only has 5 seconds to find the answer on your book. Ready Go!Ss skim and choose the right picture.T: Time’s up. Who writes the postcard Ss: John’s dad. T 板书John’s dadPPT出示“Hi, John!和Love，Dad”T: This is a postcard from dad to John. Well done. You read fast. Tips: Theme can help you read!Skim and choose T: Look! Here are three pictures. Look at the pictures carefully. Read and choose“Which is the right picture ”Ss read and answer: Picture 1.T指图：Is it cloudy Ss: No, it isn’t. It’s hot and sunny. T: So not picture 1Ss: Picture 2.T: Why not picture 3Ss: John’s dad.T: Yes. Not John. So picture 2 is the right picture. Exclude the false one， you can get the right one quickly. 3、Second- reading: Scan and underline the key words. T: Do you want to know more about John’s dad Ss: Yes. T: This time please scan and underline the key words about “Where is he What’s the weather like And what can he do ” T指表格提问T示范：For example“Who is he？”PPT出示划线I和dad.I means Ss: John’s dad.T: Yes, John’s dad writes the postcard. So I means John’s dad. What about“ Where Weather and What ” Let’s read and underline the key words on your book. Check and fill. Ss回答，PPT文中划出对应句子，教师表格板书关键词。Where Sydney---图片展示地理位置Weather hot and sunnyWhat swim outside 义--音Let's think：T: John’s dad can swim outside.Why？S1: It’s hot and sunny.T: Yes, what else S2: The water is warm.T: That’s right!It’s hot and sunny.The water is warm. So he can swim outside. 明确句子间逻辑关系。复述表格总结： From this, we know: John’s dad is in Sydney. It’s hot and sunny. He can swim outside.4、Third- reading: Close reading and find out. 细读，找出dad对John的提问T：This is dad’s life in Sydney. What about John Please read carefully and find out dad’s questions to John.Ss: Is it cool and windy in Beijing 教师板书Is it cool and windy in Beijing 开头大写和标点符号标红T: Great! What else Ss：Can you fly your kite 教师板书fly your kite？教读Act John and answerT: Look at dad’s question“ Is it cool and windy in Beijing Can you fly your kite ”Let’s act John and answer these questions. OK Ss: OK.T: John. Is it cool and windy in Beijing S1: Yes it is. T板书Yes it is.T: Can you fly your kite S1: Yes, I can. T板书擦去fly your kite？的问号并改your为aT: John. Is it cool and windy in Beijing S2: No, it isn’t. It’s hot and sunny. T 板书No, it isn’t.T: I can.. S2: I can eat an ice cream. T在fly a kite下方板书eat an ice cream...总结T:John! Let’s tell dad your life in Beijing.Ss: I’m in Beijing. It’s cool and windy. I can fly a kite. It’s hot and sunny. I can eat an ice cream....T: Wow, your life in Beijing is so great. Let’s say dad’s life together.Ss: Dad is in Sydney. It’s hot and sunny. He can swim outside.T总结: Good job. From this, we know: different weather, different life. Let's listen Listen and repeat 模仿跟读，纠音T总结：Sydney is so great. The weather is fine. People can swim outside. Do you like Sydney Ss: Yes.T: Me too. Step 4 Post-reading 1、Guess and write down the questionsT: Look! The world is so big. Let’s know more about weather and life in other places. OK Ss: OK.T: This is Alaska. Let’s guess the weather in Alaska. Is it.. S1: Is it hot and sunny S2: Is it cool and windy？...T: Write down your questions on your book.Ss Write on book. Video about AlaskaT: Let’s enjoy a short video about Alaska. 播放视频后PPT出示Alaska图文T: Wow！ Alaska is so...Ss： Alaska is so great\beautiful\...T: Is it snowy Ss: No, it isn’t.T: Is it rainy Ss: No, it isn’t.T: Is it snowy Ss: Yes, it is.3、Write down the answers and checkSs书写答句，投影校对批改，再次强调标点符号，提醒开头大写，句子间距，字母手写体等书写项。Let's say T: We know the weather in Alaska. What about life What can they do S1: They live in the igloo.T: This is their home. Not activities. Which one is igloo Ss: Picture 1.T: Yes, igloo is a house made of ice. It’s so great. But, what can they do You can come here and point.S2上台指：They can sled by dogs.T: How do you know S2: Can.T: Yes, the word ‘can’ will help you. Key words can help you read. So sled by dogs means Ss: 狗拉雪橇T: You’re so clever. If you see the words you don’t know. You can guess. And pictures can help you, too. So what else can they do Ss: They can go fishing on the sea.T: Go fishing means Ss: 钓鱼。T: Yes, we can see a big fish in picture three. Pictures can help you read. It’s great!表格表述：It’s cold and snowy in Alaska. People can sled by dogs. They can go fishing on the sea. Step 5 HomeworkTake out your work paper about egypt. Read and write down the weather and underline the key words according to the table. OK And please remember: Pictures、key words、table can help you read. You can also guess the word meanings according to the other words. OK So taday’s homework:1、Read after the tape and imitate2、阅读有关Egypt的短文，写一写天气，并参照表格提取关键信息。
教师教什么 学生学什么、怎么学
（1）复习巩固Unit3重点词句,熟练运用课文重点句进行问答练习。（2）能在图片的帮助下读懂明信片中的小短文，能在思维导图帮助下整理文本信息。(3 ) 初步了解英语标点符号及书写要求。 （1）复习巩固Unit3重点词句,熟练运用课文重点句进行问答练习。（2）能在图片的帮助下读懂明信片中的小短文，能在表格帮助下整理文本信息。(3 ) 初步了解英语标点符号及书写要求。（4）通过表格让学会提取和整理文本信息并明确文中信息的因果关系。（5）能梳理文中信息的因果关系,学会运用表格来整理信息。
教学重点突出过程 通过Warm up复习和运用核心词句。通过学生读图、快速、细读、思考等阅读活动完成阅读任务，梳理文中逻辑关系。通过教师示范，学生仿写，投影纠正学习英语标点符号的正确使用及书写。 教学难点突破过程 通过读John图提取表格标题信息。通过一读二读三读完善dad表格信息通过扮演John复述表格通过Alaska拓展阅读，以表格为依托提取关键信息
课堂巩固训练 1、Look and write
课后安排 练习 1、Read after the tape and imitate2、阅读有关Egypt的短文，写一写天气，并参照表格提取关键信息。
预习 预习下一课。
☆板书设计
Weather and Life Who Where weather What 四线格 Is it Yes, it is.\No, it isn’t.
☆学生学习活动评价设计
教师口头表扬，同伴鼓励
☆教学反思
本课的成功之处：主题的提取。本单元标题是weather，但单元内容不仅仅是单纯讨论天气气候，而是与生活和文化紧密相关的。因此，本课主题提取为weather and life。通过Quzhou，Beijing，Sydney，Alaska气候生活的学习，体现different weather different life的主题。阅读的总体性和情景性。从读John在北京的图片入手，创造读明信片的情景，给学生创造阅读的情景性和逻辑性。整体观察明信片，确定文体。注重阅读策略指导和学生思维训练。观察John图引导学生提取特殊疑问词，让板书有一个生成的过程。通过读图，寻读，快速，细读，猜测等多种阅读方式和技巧，发展学生阅读能力，激发学生思维品质。读写结合，以读促写。本课教材中写得环节和阅读环节脱节，缺乏情景性和连贯性。因此选择了气候与生活较特殊的Alaska作为拓展阅读和书写的依托。引导学生通过猜测天气书写问句，通过视频感受和文本拓展阅读，书写答句。尽可能得将读写相结合，以读促写。 不足之处：进入阅读的环节教师节奏太快，留给学生自主阅读的时间少。如postcard文体讲解环节，应引导学生观察图片自己表述，然后教师总结。不应教师包办，直接告诉学生，剥夺了学生读图获取信息的机会。再如选正确图片环节，应先引导学生浏览图片，提取图片信息是关于地点，任务和天气。然后到文中寻读对应信息。有不同点就可排除选项，快速锁定正确答案，提高阅读效率。一般疑问句的书写示范，在dad’s quesions环节板书出来更合理，在学生扮演John回答时，教师可示范书写否定和肯定回答。书写指导时不够全面细致，有依据性。教师更多关注学生的手写体和标点符号书写。在给星时，教师可以圈出学生开头大写，标点正确，字母书写端正，因此给几颗星。让学生总体了解书写注意项和给星依据。拓展阅读时，教师应引导学生根据本课所学的查找关键词，读图，表格特殊疑问词，猜测等方式进行文本阅读和理解。而不是教师告诉学生关键信息并引导学生复述表格。总结时应结合文本再次强调阅读策略。 结合本次公开课，我也学习了其他优质课视频，发现读写课教学都非常注重阅读的情景性和学生思维培养。从表层信息捕捉，转向信息理解，读后推理，逐步过渡到更深一层信息挖掘和思考。从低阶思维训练转化为高阶思维提炼。教师不仅带领学生走进文本，更授之以渔，带领学生走出文本，学以致用。这些都非常值得我好好学习和思考。