Unit1 Seasons and weather 表格式教案
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广东版《英语》五年级上册Unit 1《Seasons and Weather》
Teaching Plan
Unit1 Seasons and Weather
教学主题 A Magic Day
单元课次 Unit 1 Seasons and weather (period 1) 课型 故事课 新授课
一、教学内容分析
本课时是故事新授课，学习内容包括：spring, summer, fall, winter，warm, cool, 核心句型It’s …. 和It’s …in ....教材通过呈现Gogo、Tony和Jenny在一天中谈论在hang glider上看到四季以及相应的天气和自然景物的场景，让学生感知四个季节和天气的词语，以及核心句型的语义及语用情景。
二、学生情况分析：
本课时的授课对象是小学五年级学生。经过对英语的学习，他们已有一定的英语知识储备，具备一定的听、说、读、写能力，逻辑思维能力日渐增强。在学习本课时内容之前，学生只学过关于天气的形容词:hot ，cold,没有接触过其他季节和天气的相关词语和句型。但学生喜欢谈论季节和天气的话题，并对不同季节中天气、景色和人们活动的变化有一定的感受和经验，这就为本课学习谈论季节、天气、四个季节的自然景物特征奠定了良好的情感基础。
三、教学目标
（一）语言能力1.学生能用相应的词语描述四个季节。2.学生能用英语初步谈论季节、天气、四个季节的自然景物。
（二）学习能力1、学生能在有意义的情境中充分理解、合理运用所学内容，提高英语交际能力。2、学生能在教师指导下完成look, read and fill in the blanks，学习“从整体到细节”的圈关键词技巧，学习关注图片细节，提高英语阅读能力。
思维品质1.通过引导学生思考故事书为什么叫A Magic Day，自然导入本课话题——A Magic Day，培养学生联想、预测能力。2.学生在watch and match环节，通过比较、分析等思维方式参与，将相应图片和四季的单词匹配。3.学生能在课堂问答、圈出对话和图片的关键信息、比较四个季节的自然景物的过程中锻炼分析、综合、推理能力，从而提高学生思维的灵活性；教师通过问题引导学生关注图片，领悟插图的深层意蕴。4.学生能在小组内扩编故事的过程中发挥小组个体的想象力，培养思维的创造性。5.学生能在老师引导下通过板书复述故事，培养学生总结、归纳和批判性思考能力。
（四）文化意识学生能体会四个季节里天气、自然景物的变化，能通过对天气、自然景物变化的描述，表达对季节和自然的喜爱。
四、教学重、难点
学生能理解故事中词语spring, summer, fall, winter，warm, cool和核心句型It’s …. It’s …in ...，并能用相关语言描述四个季节的天气。教学难点：在故事情境中，学生能用英语初步谈论季节的天气和自然景物。
五、教学准备
多媒体课件
六、教学设计理念
本课时基于交际语言教学的基本原则，采用任务型教学方法，设计多个小任务贯穿教学过程，实现语言输入和语言交际的目标。本课时设计的小任务包括：watch and match，look,read and fill in the blanks，make a summary of the story, group work to make the story more interesting 。学生需要叙述四个季节以及季节的天气，提取对话和图片中的关键信息，描述四个季节的自然景物特征，并对故事进行扩编，最后分享自己最喜爱的季节及原因。通过真实、有意义的语境，学生能获得大量的语言输入，理解、运用所学内容，从而达到语言的交际目的。
七、教学过程
教学环节 教师活动 学生活动 设计意图
Pre - story GreetingT:Good afternoon class.Talk about the name of the book.T: Today I bring you an interesting story to you. Do you want to know it Let’s see it’s “A Magic Day”.3.Talk about the cover of the book with two questions: T:This is a story book,and its name is “A Magic Day”. Let’s look at the cover carefully, Who are in the story Q1:Who are they Q2:Where are they T : They look very happy. But the book’s name is “A Magic Day”.Why not a happy day 4.GuessT:Why the book’s name is “A Magic Day ” let’s have a picture tour. Greeting Ss:Good afternoon Miss Wu2.Talk about the name of the book.Ss:A Magic Day3. The cover of the bookSs: They are...Ss:They are on the hang glider4.GuessSs:Because... 通过谈论故事书的封面自然导入本课话题——A Magic Day,并在轻松、愉快的问答中自然了解故事人物Tony，Jenny 和Gogo,并学习hang glider，为故事学习做好铺垫。2.教师通过巧妙提问，引导学生关注标题A Magic Day，激发学生想象力，引导他们预测故事，以引出故事图片环游的活动。
While-story Pictures readingT:Let’s watch the pictures of the story carefully.Then find out the reason.T: There are four seasons in a year.What are they 2.watch and match.T:OK,children please watch the video and match four pictures with four words about seasonsT:We know there are four seasons in a year,and different season different weather.So Miss Wu give your two questions:Q1:What’s the weather like Q2:What can they see Now read and fill in the blanks.3.look, read fill in the blanksT let Ss to look at the pictures carefully, find out the weather and circle the key words and the parts of the picturesT give an example:T:What’s the weather like in spring T:So circle the weather “warm”.T:What can they see T:They can see flowers , green trees and...T let Ss to finish summer fall and winter,when they read the story,they circle the dialogue and the parts from pictures T:What’s the weather like in summer/fall/winter T:What can they see T:Does Gogo like summer T:What season does Gogo like T:So Gogo does a magic and changes summer into winter.This is the story.Let’s read the story.4.Read the whole storyT:Let’s read the story and follow it.T:This is the story,do you understand the story now let’s make a summary of the story.5.Make a summary of the storyT:Let’s retell the story by the blackboard writing.T:Children,I think the story is too simple,let’s use our imagination to make the story more interesting and rich in content. 1. Pictures readingSs Read the pictures of the story and find out the reason.Ss:Because they experience four reasons in a day.Ss:They are spring| summer fall and winter.2.Watch and match.Ss watch the video and match four pictures with four words about seasons 3. Fill in the blanksSs find out the weather and circle the key words and the parts of the pictures.Ss:It’s warm.Ss:they can see...Ss Read story and circle.Ss:It’s...Ss:They can see...Ss:No, he doesn’t.Ss:He likes winter.4.Read the whole storySs Read story and imitate the tone and the feeling of the characters.5.Make a summary of the storySs try to retell the story by the blackboard writing and teacher.Ss:It’s_____in spring.They can see _____.Ss:It’s____in summer.They can see _____.Ss:It’s______in fall.They can see _____.Ss:It’s_____in winter.They can see _____. 图片环游：通过听老师讲述完整故事来整体感知故事大意，了解故事基本情节，发展学生通过听和看图来获取信息的能力。Watch and match:图文配对设计激发了学生阅读故事兴趣，学生通过观看故事视频将季节单词与相应图片配对，让学生能将词形与词义更好的进行连接，并使学生体验故事阅读成就感。look, read fill in the blanks:通过完成表格任务，引导学生细读每一幅图片和对话，通过读图、联想、提炼关键词等方式获取关键信息培养学生的观察能力和总结能力。此外，学生在阅读故事中根据问题不断猜测、想象，与故事互动。跟录音朗读故事：通过让学生听录音模仿朗读，在促进学生深入理解故事文本的同时，训练学生的语音、语调，为故事读后的口头交流任务做好准备。5.复述故事：基于文本提炼出的语言进行故事复述，既加深学生对故事的整体理解，又培养了学生灵活运用语言的能力。
post -story Group work to make the story more interesting and rich in content.T: Let’s imagine what the other two characters say in each picture.Q1:What does Gogo say Q2:What does Jenny say Q3:What does Tony say T:Please take out the paper,and write down your answers in your group.T shows a big picture book with nothing in it and encourages Ss to show their works, then put them into the big book. T: Let’s read the new story from the big book.T shows the new story book.Talk about favorite season Tony likes fall. Gogo likes summer.How about you T:What’s your favorite season why 1.Make the story more interesting and rich in content.Ss: Maybe Gogo says ...Ss: Maybe Jenny says...Ss: Maybe Tony says...(学生自由想像并谈论其他两个角色会说什么）Ss write down the answers.Ss read their own dialogue group by group.Ss read the new story from the big book.2.Favorite seasonSs:I like... Because it’s.... I can... 通过扩展故事情节环节，预测故事人物会说些什么，充分发挥学生的主体性和想象能力，培养学生的思维品质和语言能力，内化语言知识。
板书
Teaching Plan
Unit1 Seasons and Weather
教学主题 A Magic Day
单元课次 Unit 1 Seasons and weather (period 1) 课型 故事课 新授课
一、教学内容分析
本课时是故事新授课，学习内容包括：spring, summer, fall, winter，warm, cool, 核心句型It’s …. 和It’s …in ....教材通过呈现Gogo、Tony和Jenny在一天中谈论在hang glider上看到四季以及相应的天气和自然景物的场景，让学生感知四个季节和天气的词语，以及核心句型的语义及语用情景。
二、学生情况分析：
本课时的授课对象是小学五年级学生。经过对英语的学习，他们已有一定的英语知识储备，具备一定的听、说、读、写能力，逻辑思维能力日渐增强。在学习本课时内容之前，学生只学过关于天气的形容词:hot ，cold,没有接触过其他季节和天气的相关词语和句型。但学生喜欢谈论季节和天气的话题，并对不同季节中天气、景色和人们活动的变化有一定的感受和经验，这就为本课学习谈论季节、天气、四个季节的自然景物特征奠定了良好的情感基础。
三、教学目标
（一）语言能力1.学生能用相应的词语描述四个季节。2.学生能用英语初步谈论季节、天气、四个季节的自然景物。
（二）学习能力1、学生能在有意义的情境中充分理解、合理运用所学内容，提高英语交际能力。2、学生能在教师指导下完成look, read and fill in the blanks，学习“从整体到细节”的圈关键词技巧，学习关注图片细节，提高英语阅读能力。
思维品质1.通过引导学生思考故事书为什么叫A Magic Day，自然导入本课话题——A Magic Day，培养学生联想、预测能力。2.学生在watch and match环节，通过比较、分析等思维方式参与，将相应图片和四季的单词匹配。3.学生能在课堂问答、圈出对话和图片的关键信息、比较四个季节的自然景物的过程中锻炼分析、综合、推理能力，从而提高学生思维的灵活性；教师通过问题引导学生关注图片，领悟插图的深层意蕴。4.学生能在小组内扩编故事的过程中发挥小组个体的想象力，培养思维的创造性。5.学生能在老师引导下通过板书复述故事，培养学生总结、归纳和批判性思考能力。
（四）文化意识学生能体会四个季节里天气、自然景物的变化，能通过对天气、自然景物变化的描述，表达对季节和自然的喜爱。
四、教学重、难点
学生能理解故事中词语spring, summer, fall, winter，warm, cool和核心句型It’s …. It’s …in ...，并能用相关语言描述四个季节的天气。教学难点：在故事情境中，学生能用英语初步谈论季节的天气和自然景物。
五、教学准备
多媒体课件
六、教学设计理念
本课时基于交际语言教学的基本原则，采用任务型教学方法，设计多个小任务贯穿教学过程，实现语言输入和语言交际的目标。本课时设计的小任务包括：watch and match，look,read and fill in the blanks，make a summary of the story, group work to make the story more interesting 。学生需要叙述四个季节以及季节的天气，提取对话和图片中的关键信息，描述四个季节的自然景物特征，并对故事进行扩编，最后分享自己最喜爱的季节及原因。通过真实、有意义的语境，学生能获得大量的语言输入，理解、运用所学内容，从而达到语言的交际目的。
七、教学过程
教学环节 教师活动 学生活动 设计意图
Pre - story GreetingT:Good afternoon class.Talk about the name of the book.T: Today I bring you an interesting story to you. Do you want to know it Let’s see it’s “A Magic Day”.3.Talk about the cover of the book with two questions: T:This is a story book,and its name is “A Magic Day”. Let’s look at the cover carefully, Who are in the story Q1:Who are they Q2:Where are they T : They look very happy. But the book’s name is “A Magic Day”.Why not a happy day 4.GuessT:Why the book’s name is “A Magic Day ” let’s have a picture tour. Greeting Ss:Good afternoon Miss Wu2.Talk about the name of the book.Ss:A Magic Day3. The cover of the bookSs: They are...Ss:They are on the hang glider4.GuessSs:Because... 通过谈论故事书的封面自然导入本课话题——A Magic Day,并在轻松、愉快的问答中自然了解故事人物Tony，Jenny 和Gogo,并学习hang glider，为故事学习做好铺垫。2.教师通过巧妙提问，引导学生关注标题A Magic Day，激发学生想象力，引导他们预测故事，以引出故事图片环游的活动。
While-story Pictures readingT:Let’s watch the pictures of the story carefully.Then find out the reason.T: There are four seasons in a year.What are they 2.watch and match.T:OK,children please watch the video and match four pictures with four words about seasonsT:We know there are four seasons in a year,and different season different weather.So Miss Wu give your two questions:Q1:What’s the weather like Q2:What can they see Now read and fill in the blanks.3.look, read fill in the blanksT let Ss to look at the pictures carefully, find out the weather and circle the key words and the parts of the picturesT give an example:T:What’s the weather like in spring T:So circle the weather “warm”.T:What can they see T:They can see flowers , green trees and...T let Ss to finish summer fall and winter,when they read the story,they circle the dialogue and the parts from pictures T:What’s the weather like in summer/fall/winter T:What can they see T:Does Gogo like summer T:What season does Gogo like T:So Gogo does a magic and changes summer into winter.This is the story.Let’s read the story.4.Read the whole storyT:Let’s read the story and follow it.T:This is the story,do you understand the story now let’s make a summary of the story.5.Make a summary of the storyT:Let’s retell the story by the blackboard writing.T:Children,I think the story is too simple,let’s use our imagination to make the story more interesting and rich in content. 1. Pictures readingSs Read the pictures of the story and find out the reason.Ss:Because they experience four reasons in a day.Ss:They are spring| summer fall and winter.2.Watch and match.Ss watch the video and match four pictures with four words about seasons 3. Fill in the blanksSs find out the weather and circle the key words and the parts of the pictures.Ss:It’s warm.Ss:they can see...Ss Read story and circle.Ss:It’s...Ss:They can see...Ss:No, he doesn’t.Ss:He likes winter.4.Read the whole storySs Read story and imitate the tone and the feeling of the characters.5.Make a summary of the storySs try to retell the story by the blackboard writing and teacher.Ss:It’s_____in spring.They can see _____.Ss:It’s____in summer.They can see _____.Ss:It’s______in fall.They can see _____.Ss:It’s_____in winter.They can see _____. 图片环游：通过听老师讲述完整故事来整体感知故事大意，了解故事基本情节，发展学生通过听和看图来获取信息的能力。Watch and match:图文配对设计激发了学生阅读故事兴趣，学生通过观看故事视频将季节单词与相应图片配对，让学生能将词形与词义更好的进行连接，并使学生体验故事阅读成就感。look, read fill in the blanks:通过完成表格任务，引导学生细读每一幅图片和对话，通过读图、联想、提炼关键词等方式获取关键信息培养学生的观察能力和总结能力。此外，学生在阅读故事中根据问题不断猜测、想象，与故事互动。跟录音朗读故事：通过让学生听录音模仿朗读，在促进学生深入理解故事文本的同时，训练学生的语音、语调，为故事读后的口头交流任务做好准备。5.复述故事：基于文本提炼出的语言进行故事复述，既加深学生对故事的整体理解，又培养了学生灵活运用语言的能力。
post -story Group work to make the story more interesting and rich in content.T: Let’s imagine what the other two characters say in each picture.Q1:What does Gogo say Q2:What does Jenny say Q3:What does Tony say T:Please take out the paper,and write down your answers in your group.T shows a big picture book with nothing in it and encourages Ss to show their works, then put them into the big book. T: Let’s read the new story from the big book.T shows the new story book.Talk about favorite season Tony likes fall. Gogo likes summer.How about you T:What’s your favorite season why 1.Make the story more interesting and rich in content.Ss: Maybe Gogo says ...Ss: Maybe Jenny says...Ss: Maybe Tony says...(学生自由想像并谈论其他两个角色会说什么）Ss write down the answers.Ss read their own dialogue group by group.Ss read the new story from the big book.2.Favorite seasonSs:I like... Because it’s.... I can... 通过扩展故事情节环节，预测故事人物会说些什么，充分发挥学生的主体性和想象能力，培养学生的思维品质和语言能力，内化语言知识。
板书