Unit 7 Hot summer 教学设计
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| 名称 | Unit 7 Hot summer 教学设计 |  | |
| 格式 | zip | ||
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| 资源类型 | 教案 | ||
| 版本资源 | 上海牛津（绿色上教版） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-05-07 16:56:03 | ||
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Unit 7 Hot summer（教学设计）牛津沪教版英语二年级下册
（一）概述
课名是《 hot summer》，是牛津沪教版英语二年级下册一篇课文。
课文主要学习四个季节以及四个季节的天气特点，体会大自然的神奇魅力，并用英语谈论季节及相关的活动。
（二）教学目标
知识技能：
学习语句：It's spring. It is warm in spring. We fly kites in spring.等
词汇：spring, warm, fly, summer, hot, autumn, cool, winter, cold
能口头运用It is warm in spring.这类语句说明季节特征，能用We fly kites in spring.这类语句说明不同季节发生的重要活动。
教学重点：学会句型 It’s spring / summer/autumn/ winter/It is warm/ hot/ cold /cool
教学难点：引导学生能够自如地谈论季节。
过程方法：
通过设计大明去旅游的情景，让学生在真实的环境中学习英语。
通过用TPR（全身反应法）、开火车等形式来学习课文中新的单词，提高学生学习英语的积极性。
通过游戏和表演的活动帮助学生掌握新知识，提高学生运用知识的能力。
情感态度价值观：
通过学习活动引导学生关注季节、热爱生活，激发学生学习英语的兴趣。
通过课堂中的各种活动使学生敢于、乐于开口说英语，积极参与交流，增强学好英语的信心。
通过欣赏各个地方不同季节的风景，培养学生热爱祖国的情操。
(三)学习者特征分析
本节课的教学对象是磁灶中心小学三年级的学生，这个班的学生思维活跃，对英语非常感兴趣，英语表达的愿望很强烈。
学生的注意缺乏持久性，需要通过内容丰富的、形式多样的活动来引起学生的注意。
学生的逻辑思维能力比较差，需要及时引导学生进行归纳、总结。
（四）教学策略
情景创设法
本课以"大明去旅游"这一线索贯穿全文，将新知有机的融合到大明旅游的各个环节，让学生在真实的情景中完成教学目标。
先扶后放教学法
在学习完单词后，在课件的提示下让学生自己描述出各个季节的天气特点，及各个季节相应的活动。
信息技术与英语学科整合的方法
本节课信息技术成为创设情境的工具，为学生提供丰富的资源信息加工的认知工具，从而彻底改变学生学习方式的工具。
（五）教学资源
供教师使用的资源：自制ppt课件，课文的CD-ROM，单词卡。
供学生使用的资源：课本，各种活动的道具。
（六）活动过程设计与分析
Step One: Warming up
Sing a song 《We wish you a merry Christmas》
【设计意图】通过歌曲使学生进入学习状态，创设学习英语的氛围，提高学习英语的兴趣。
Step Two: Reviews
First time, the teacher do some actions, ask the students to guess it, what is teacher doing
T: Now everybody, I'll do some actions, Please guess what am I doing
①go swimming
②go cycling
③play football
④play basketball
⑤play table tennis
⑥watch TV.
T: Then, this time, I say the words, you do the actions, understand OK! Let's try it.
T: Now, Please answer my question. What do you do at the weekend
S1: We go swimming at the weekend.
S2: We play football at the weekend.
S3: We...
【设计意图】在TPR活动中轻松复习旧知，同时活跃了课堂气氛；激发学生学习的热情，使学生快速投入到英语学习中，并为本单元的知识做了渗透，为下面学习"We play football in spring "做好铺垫。
Step Three: Presentation
T：You all do a good job. Daming went to some cities for traveling and he sent some pictures for us. Now Miss Wu will show you the pictures. You should guess where is it
(课件出示:四幅关于哈尔滨的图片。)
T: Where is it
S1:Is it 银川？
T: No it isn't.
S2: Is it 哈尔滨？
T：Yes, it is. Let's see what does Daming feel inHarbin.
（课件出示:Daming说"It's cold.）
T: Cold cold Follow me "cold" (出示单词卡片，教授单词cold并且一边读单词一边做出很冷的表情、动作)
(课件出示:四幅关于北京的图片。)
T: Where is it
S2: Is it 北京？
T：Yes, it is. Let's see what does Daming feel inBeijing.
（课件出示:Daming说"It's cool.）
T: It's cool. Follow me "cool" (出示单词卡片，教授单词cool并且一边读单词一边做出很凉爽的表情、动作)
以同样的方法教授"hot"（三亚）,"warm"（拉萨）
T: Different city has different weather at the same time. You had seen the pictures. Our mother land is very beautiful and very lovely.
T: Daming doesn't forget us .He brings us some presents. Let's see what are they
（课件：点击礼物，播放一段有关四季的动画片。）
T: Yes. It's very interesting. There are four seasons in a year. Now, What are they Please say it in Chinese.
Ss: 春, 夏, 秋, 冬.
T: Yes! They are Spring , Summer, Autumn and Winter. (教师出示单词卡片,教授单词.并且采用多种方法进行练习。)
【设计意图】采用情境教学方法，借助多媒体图文并茂的优势，为学生提供真实的语言环境，是语言学习在生活场景中更具生命力。而逐层深入，循序渐进的方法降低了学生的学习难度，使学习过程更趋简单，容易。
T：Now Miss Wu prepares a game for you . It's a wheel. When I click here it will turn around. When I click it again it will stop. When it stops , please read the word it points as quickly as you can.
【设计意图】游戏的设置可以使孩子们的注意力集中。单词的教学与巩固如果全靠教师读、学生跟读这种形式是不行的，它是机械的、失去活力的。而运用游戏的方式巩固单词却能让学生想说、乐说。
T: I like spring. It's warm. What do you feel in each season
课件出示：
What do you feel in each season
It's in spring. cool
It's in summer. hot
It's in autumn. cold
It's in winter. warm
S1: It's warm in spring.
S2: It's hot in summer.
S3: It's cool in autumn.
S4: It's cold in winter.
T: You can read the sentence you like.
(Students read )
T: Spring is warm. I fly kites in spring. What do you do in spring
S1: I play football in winter.
S2: I go swimming in summer.
S3: I fly kites in spring.
T: I fly kites in spring, too.
请上S3.
T﹠S3: We fly kites in spring. "we" means "我们".
Ss: we
T: Now you can choose your best friend to talk about what do you do in each season.
S1.2: We play football in autumn.
S3.4.5.: We go swimming in summer.
...
T: Now let's listen to the tape.
听第一遍时让学生带两个问题听并试着找出答案。
Q1：What's the weather like in spring/summer/autumn/winter
Q2: What do they do in spring/summer/autumn/winter
听第二遍时让学生跟读。
【设计意图】任务驱动型学习方式使学生有较明确的学习目的，有利于激发学生的学习动机。在活动过程中，学生容易看到成就，体验成功，有利于激发学生的学习积极性，进而增强学生学英语的自信心，同时在活动中也能看到自我的不足，利于激发学生自我完善的欲望，启动不断学习的内在动力。
T: Now It's you favourite part. Show time . You can choose the text you like to perform.
(学生讨论完后，请几组同学上来表演，教师提供道具。)
T: Thank you very much. You are wonderful.
【设计意图】对话表演既是对本课学习的一种总结，也是学生展示自我的一次大好机会。通过前面的学习，学生已积累了大量的语言素材，掌握了基本的语言使用规律。实际这一环节，为他们提供了一个学有所用的大舞台。以此同时，也体现了语言交际性的原则，提高了学生的语言交际能力。与好朋友合作表演对话又能很好地培养他们的合作意识和合作精神。
Step Four: 拓展
T: Here's a story about four seasons.（见附件） Let's see it together.
【设计意图】《英语课程标准》中对小学低年级目标的描述中指出，低年级学生要能够在图片的帮助下读懂简单的小故事，能看懂简单的英语动画片。同时以观看录像的形式整体输入语言，生动直观的画面能对大限度地调动学生的各种感官来参与英语学习。
Step Five: Homework
Talk to your father and your mother what's the weather like in each season and what do you do in each season.
【设计意图】英语学习不仅要着眼于课内，更要巩固于课外。适当的英语作业不仅能帮助学生巩固所学知识，让英语走进学生的生活；而且生活化的英语作业，还能让学生体会到自己是学习英语的主人，从而体现学生学习的主体地位。
附件：《四季故事》
Hi! I'm Mac the apple tree.
I like spring because it's warm.
I get pink and white flowers.
I get new leaves.
The bees visit me.
Ahhh! Spring.
I like summer because it's hot.
My apples grow bigger and bigger.
My leaves become greener and greener.
People rest under my shade.
Hummm! Summer.
I like autumn because it is cool.
My apples become red.
My leaves become colorful.
People come and pick my red apples.
Wow! Autumn.
I have to leaves or apples any more.
But, I like winter because of the clean white snow.
I can sleep and wait for spring
Zzzzz! Winter.
（一）概述
课名是《 hot summer》，是牛津沪教版英语二年级下册一篇课文。
课文主要学习四个季节以及四个季节的天气特点，体会大自然的神奇魅力，并用英语谈论季节及相关的活动。
（二）教学目标
知识技能：
学习语句：It's spring. It is warm in spring. We fly kites in spring.等
词汇：spring, warm, fly, summer, hot, autumn, cool, winter, cold
能口头运用It is warm in spring.这类语句说明季节特征，能用We fly kites in spring.这类语句说明不同季节发生的重要活动。
教学重点：学会句型 It’s spring / summer/autumn/ winter/It is warm/ hot/ cold /cool
教学难点：引导学生能够自如地谈论季节。
过程方法：
通过设计大明去旅游的情景，让学生在真实的环境中学习英语。
通过用TPR（全身反应法）、开火车等形式来学习课文中新的单词，提高学生学习英语的积极性。
通过游戏和表演的活动帮助学生掌握新知识，提高学生运用知识的能力。
情感态度价值观：
通过学习活动引导学生关注季节、热爱生活，激发学生学习英语的兴趣。
通过课堂中的各种活动使学生敢于、乐于开口说英语，积极参与交流，增强学好英语的信心。
通过欣赏各个地方不同季节的风景，培养学生热爱祖国的情操。
(三)学习者特征分析
本节课的教学对象是磁灶中心小学三年级的学生，这个班的学生思维活跃，对英语非常感兴趣，英语表达的愿望很强烈。
学生的注意缺乏持久性，需要通过内容丰富的、形式多样的活动来引起学生的注意。
学生的逻辑思维能力比较差，需要及时引导学生进行归纳、总结。
（四）教学策略
情景创设法
本课以"大明去旅游"这一线索贯穿全文，将新知有机的融合到大明旅游的各个环节，让学生在真实的情景中完成教学目标。
先扶后放教学法
在学习完单词后，在课件的提示下让学生自己描述出各个季节的天气特点，及各个季节相应的活动。
信息技术与英语学科整合的方法
本节课信息技术成为创设情境的工具，为学生提供丰富的资源信息加工的认知工具，从而彻底改变学生学习方式的工具。
（五）教学资源
供教师使用的资源：自制ppt课件，课文的CD-ROM，单词卡。
供学生使用的资源：课本，各种活动的道具。
（六）活动过程设计与分析
Step One: Warming up
Sing a song 《We wish you a merry Christmas》
【设计意图】通过歌曲使学生进入学习状态，创设学习英语的氛围，提高学习英语的兴趣。
Step Two: Reviews
First time, the teacher do some actions, ask the students to guess it, what is teacher doing
T: Now everybody, I'll do some actions, Please guess what am I doing
①go swimming
②go cycling
③play football
④play basketball
⑤play table tennis
⑥watch TV.
T: Then, this time, I say the words, you do the actions, understand OK! Let's try it.
T: Now, Please answer my question. What do you do at the weekend
S1: We go swimming at the weekend.
S2: We play football at the weekend.
S3: We...
【设计意图】在TPR活动中轻松复习旧知，同时活跃了课堂气氛；激发学生学习的热情，使学生快速投入到英语学习中，并为本单元的知识做了渗透，为下面学习"We play football in spring "做好铺垫。
Step Three: Presentation
T：You all do a good job. Daming went to some cities for traveling and he sent some pictures for us. Now Miss Wu will show you the pictures. You should guess where is it
(课件出示:四幅关于哈尔滨的图片。)
T: Where is it
S1:Is it 银川？
T: No it isn't.
S2: Is it 哈尔滨？
T：Yes, it is. Let's see what does Daming feel inHarbin.
（课件出示:Daming说"It's cold.）
T: Cold cold Follow me "cold" (出示单词卡片，教授单词cold并且一边读单词一边做出很冷的表情、动作)
(课件出示:四幅关于北京的图片。)
T: Where is it
S2: Is it 北京？
T：Yes, it is. Let's see what does Daming feel inBeijing.
（课件出示:Daming说"It's cool.）
T: It's cool. Follow me "cool" (出示单词卡片，教授单词cool并且一边读单词一边做出很凉爽的表情、动作)
以同样的方法教授"hot"（三亚）,"warm"（拉萨）
T: Different city has different weather at the same time. You had seen the pictures. Our mother land is very beautiful and very lovely.
T: Daming doesn't forget us .He brings us some presents. Let's see what are they
（课件：点击礼物，播放一段有关四季的动画片。）
T: Yes. It's very interesting. There are four seasons in a year. Now, What are they Please say it in Chinese.
Ss: 春, 夏, 秋, 冬.
T: Yes! They are Spring , Summer, Autumn and Winter. (教师出示单词卡片,教授单词.并且采用多种方法进行练习。)
【设计意图】采用情境教学方法，借助多媒体图文并茂的优势，为学生提供真实的语言环境，是语言学习在生活场景中更具生命力。而逐层深入，循序渐进的方法降低了学生的学习难度，使学习过程更趋简单，容易。
T：Now Miss Wu prepares a game for you . It's a wheel. When I click here it will turn around. When I click it again it will stop. When it stops , please read the word it points as quickly as you can.
【设计意图】游戏的设置可以使孩子们的注意力集中。单词的教学与巩固如果全靠教师读、学生跟读这种形式是不行的，它是机械的、失去活力的。而运用游戏的方式巩固单词却能让学生想说、乐说。
T: I like spring. It's warm. What do you feel in each season
课件出示：
What do you feel in each season
It's in spring. cool
It's in summer. hot
It's in autumn. cold
It's in winter. warm
S1: It's warm in spring.
S2: It's hot in summer.
S3: It's cool in autumn.
S4: It's cold in winter.
T: You can read the sentence you like.
(Students read )
T: Spring is warm. I fly kites in spring. What do you do in spring
S1: I play football in winter.
S2: I go swimming in summer.
S3: I fly kites in spring.
T: I fly kites in spring, too.
请上S3.
T﹠S3: We fly kites in spring. "we" means "我们".
Ss: we
T: Now you can choose your best friend to talk about what do you do in each season.
S1.2: We play football in autumn.
S3.4.5.: We go swimming in summer.
...
T: Now let's listen to the tape.
听第一遍时让学生带两个问题听并试着找出答案。
Q1：What's the weather like in spring/summer/autumn/winter
Q2: What do they do in spring/summer/autumn/winter
听第二遍时让学生跟读。
【设计意图】任务驱动型学习方式使学生有较明确的学习目的，有利于激发学生的学习动机。在活动过程中，学生容易看到成就，体验成功，有利于激发学生的学习积极性，进而增强学生学英语的自信心，同时在活动中也能看到自我的不足，利于激发学生自我完善的欲望，启动不断学习的内在动力。
T: Now It's you favourite part. Show time . You can choose the text you like to perform.
(学生讨论完后，请几组同学上来表演，教师提供道具。)
T: Thank you very much. You are wonderful.
【设计意图】对话表演既是对本课学习的一种总结，也是学生展示自我的一次大好机会。通过前面的学习，学生已积累了大量的语言素材，掌握了基本的语言使用规律。实际这一环节，为他们提供了一个学有所用的大舞台。以此同时，也体现了语言交际性的原则，提高了学生的语言交际能力。与好朋友合作表演对话又能很好地培养他们的合作意识和合作精神。
Step Four: 拓展
T: Here's a story about four seasons.（见附件） Let's see it together.
【设计意图】《英语课程标准》中对小学低年级目标的描述中指出，低年级学生要能够在图片的帮助下读懂简单的小故事，能看懂简单的英语动画片。同时以观看录像的形式整体输入语言，生动直观的画面能对大限度地调动学生的各种感官来参与英语学习。
Step Five: Homework
Talk to your father and your mother what's the weather like in each season and what do you do in each season.
【设计意图】英语学习不仅要着眼于课内，更要巩固于课外。适当的英语作业不仅能帮助学生巩固所学知识，让英语走进学生的生活；而且生活化的英语作业，还能让学生体会到自己是学习英语的主人，从而体现学生学习的主体地位。
附件：《四季故事》
Hi! I'm Mac the apple tree.
I like spring because it's warm.
I get pink and white flowers.
I get new leaves.
The bees visit me.
Ahhh! Spring.
I like summer because it's hot.
My apples grow bigger and bigger.
My leaves become greener and greener.
People rest under my shade.
Hummm! Summer.
I like autumn because it is cool.
My apples become red.
My leaves become colorful.
People come and pick my red apples.
Wow! Autumn.
I have to leaves or apples any more.
But, I like winter because of the clean white snow.
I can sleep and wait for spring
Zzzzz! Winter.