Unit 3 Weather Part A Let’s talk & Let’s learn表格式教案

教学设计
课程基本信息
学科 小学英语 年级 四年级 学期 春季
课题 Unit 3 Weather A Let’s talk & Let’s learn
教科书 书 名：人教版(PEP) (三年级起点)教材出版社：人民教育出版社
一、整体设计思路
《义务教育英语课程标准（2022年版）》明确指出：教师要把落实立德树人作为英语教学的根本任务，准确理解核心素养内涵，全面把握英语课程育人价值。教师要加强单元教学的整体性，要深入解读和分析单元内各语篇及相关教学资源，并结合学生的认知逻辑和生活经验，对单元内容进行必要的整合或重组，建立单元内各语篇内容之间及语篇育人功能之间的联系，形成具有整合性、关联性、发展性的单元育人蓝图。基于上述新课标理念，执教者认真分析了人教版(PEP)(三年级起点)四年级下册Unit 3 Weather教材内容。本单元话题是Weather，主要描述各地不同的天气状况和活动，隶属于“人与自然”主题语境下天气与日常生活子主题。本单元包括A、B、C三个部分，共七个板块。 除了Let's spell语音板块外，各板块话题依次为weather and suggestions(A Let’s talk)、weather in China (A Let’s learn)、weather in the world (B Let’s learn &Let’s talk)、weather and activities (B Read and write)、weather and life (C Story time ) 。虽然各板块话题均围绕天气展开，但主题学习内容中人物之间的关联不大，缺乏统一鲜明的主题。 为了更好的实现单元整体教学，基于教材和学生实际生活，执教者将本单元话题提炼为Weather and our daily life(天气和我们的日常生活)，其中包括根据天气合理安排出行地点、根据天气合理选择衣着、根据天气合理安排活动三个子话题。本课决定将A部分Let's talk和Let's learn进行融合教学，围绕根据天气合理安排出行地点的子话题，以Mike和妈妈因为家乡天气太冷而萌生外出旅行的想法，进而查看国内城市天气预报，制作旅行计划为线索，以情境带动词汇教学，在词汇教学中丰富情境，培养学生在实际生活中综合运用所学语言的能力，最终达成单元育人目的。
二、语篇研读
What (主要内容): 本课语篇为人教版(PEP)(三年级起点)四年级下册Unit 3 Weather 中的A部分Let's talk和Let's Learn板块。其中Let's talk主要呈现了下雪天Mike和妈妈待在家里，Mike向妈妈征求外出许可，妈妈因为天气太冷拒绝了Mike的情景；午餐时间，Mike向妈妈表达要喝汤的想法，妈妈热情的递过汤并提醒Mike小心烫。Let's learn板块则通过天气预报员预报中国四大城市的气温和天气状况，呈现了描述天气特点的形容词和功能句。Why (主题意义): 通过谈论天气对我们日常外出、旅行的影响，帮助学生学会主动了解天气状况，能根据天气合理安排出行地点。通过观看全球变暖对人类和动物产生深远影响的视频，帮助学生思考人与天气之间的关系，进一步提高学生保护环境和生态系统的意识。How (文本结构): 本课语篇包括图配文的对话和视频等多模态形式。Let's talk部分涉及到征求他人许可的句型Can I... Yes, you can. /No, you can’t.和用于提醒他人小心的祈使句Be careful；整个对话围绕生活日常展开，比较简单，易于理解。Let’s learn部分则涉及到核心词汇cold, cool, warm和hot；以及描述不同地方天气特点的功能句It’s ...in....。
三、学情分析
1. 对象：本单元授课对象是四年级学生。2. 特点：该年龄阶段的学生在观察能力、思维能力、语言表达能力方面都有了较好的发展；经过一年半的PEP教材学习，他们对于教材的特点和结构都很熟悉；在听、说、读、写四个方面具有一定的基础；大部分学生对英语学习有着浓厚的兴趣和热情。3. 基础：天气话题贴近学生日常生活。他们对天气有基本的了解，对不同的天气有明确的感知，看过天气预报。此外，学生在三年级的学习中已积累了关于国家、城市、数字等方面的词汇；以及Can I ... 表请求许可, Is it ... 一般疑问句，What引导的特殊疑问句，和It’s....等相关句型。这些生活经验和知识储备都为本课奠定了良好的学习基础，有利于知识的正迁移。
四、教学目标
1. 在看、听、说的活动中，理解和掌握描述天气的四个核心词汇cold, cool, warm, hot以及核心句型It’s ...in...的表意功能；并能正确理解对话大意和天气预报内容。（学习理解）2. 能运用正确的语音语调朗读课文；能借助图片和相关提示，正确运用句型It’s...in...来播报不同城市的天气。（实践应用）3.能根据天气合理安排出行地点，制定旅行计划；并了解全球变暖对人类生活产生的影响，思考人与天气之间的关系，进一步提高学生保护环境和生态系统的意识。（迁移创新）
五、教学内容
教学重点：1.能听说读写描述天气的四个核心词汇：cold, cool, warm, hot。2.能恰当运用It’s ...in ...来介绍不同地方的天气特征。
教学难点：1.能模拟天气预报员，独立播报不同城市的天气。2.能借助图片和相关提示，正确运用I can take...; I can go to...; I can eat...来描述旅行计划。
六、教学过程
教学目标 学习活动
在看、听、说的活动中，理解和掌握描述天气的四个核心词汇cold, cool, warm, hot以及核心句型It’s ...in...的表意功能；并能正确理解对话大意。（学习理解） Step1. Warm-up1.Greetings Students get ready for this class. T: Hello. Boys and girls. Nice to see you. I’m Miss Luo. Today we’re going to learn Unit 3 Weather Part A Let’s talk &Let’s learn. Before class, please take out your English book, your worksheet and pen. Are you ready Here we go.2.Let’s singStudents sing the song together and then answer a question:Q1: What’s the song about A.school B.weather(天气) C. timeT: Firstly, let’s sing a song together. Do you like this song Yes What’s the song about School, weather or time Yes, it’s about weather. Good!
设计意图：本环节旨在开课前先让学生明确本节课的学习内容，做好上课准备；并利用动听的歌曲做好课前热身，在吸引学生注意的同时，顺利引入本课话题---天气。
Step 2. Presentation(Let’s talk)1.Look and sayStudents view the picture, and answer questions:Q1: Where are they Q2: What time is it Q3: What does Mike want to do T: Now, let’s go to meet our old friend Mike. Look, where are they They are in the kitchen. What time is it It’s 11:00. So do you know what does Mike want to do 2.Watch and answer Students watch the video, understand the dialogue and check the answer.A3: He wants to go outside.T: OK, let’s watch the video and find answer. T: So Mike wants to go outside. But can he go outside No Why Because it’s cold outside.3.Listen and fillStudents listen to the dialogue, and fill the blank.Q1: OK. Can I have some _____ . T: Look, it’s 12:05. It’s time for lunch. Wow, mum has cooked so many delicious food. What does Mike want to eat Now, let’s listen and fill the blank. T: He wants some soup. Look at the soup, is it cold No, it’s very hot. So Mike should be careful. When you go across the street, you should be careful; when you go swimming, you also should be careful. 4.Listen and imitate.Students listen to the tape and do imitation.T: Now, let’s listen and imitate.Tips: while reading, please pay attention to the pronunciation, intonation and tone.(Let’s learn)T: From the text, we know Mike’s hometown is very cold. He can’t go outside. So what does he plan to do Now, let’s listen. 5.Watch and learn Students watch weather report and learn the new word cold/cool/warm/hot; understand the meaning and differences among them.T: We know different city, different weather. When the temperature is about 0-10 degrees, we say it’s cold. cold. When it’s more than 30 degrees, we say it’s hot. How about 10-20 When the temperature is 10-20, we say it’s cool. 20-30, we say it’s warm. 6.Look and sayStudents describe the weather according to the pictures and temperature.T: Beijing, 20 degrees, so we can say it’s warm in Beijing. Harbin, 5 degrees, it’s cold in Harbin. Lhasa, 15 degrees, it’s cool in Lhasa. And it’s hot in Hong Kong. we can use the sentence pattern it’s...in...to describe the weather in different cities.
设计意图：本阶段学习活动旨在帮助学生在语境中理解对话内容，学习描述天气核心词汇cold/cool/warm/hot和描述天气的核心句型It's...in...。在教师的指导下，学生通过图片观察+问题回答、视频赏析+填空等层层递进的自主学习方式，逐步理解对话内容；在情景中学习词汇，为语言输出奠定基础。
2.能借助图片和相关提示，正确运用句型It’s...in...来播报不同城市的天气。（实践应用） Step 3 Practice1.Let's practiceStudents do weather report, according to the pictures and other tips.T: Look, Dalian, only 0 degree, it’s cold in Dalian. It’s warm in Shanghai. It’s hot in Guangzhou, and it’s cool in Chengdu. Boys and girls, can you describe by yourself Now, please act as a weather reporter, and try to report the weather in these cities to your partners. Now, you need to pause the video.
3.能根据天气合理安排出行地点，制定旅行计划；并了解全球变暖对人类生活产生的影响，思考人与天气之间的关系，进一步提高学生保护环境和生态系统的意识。（迁移创新） 2.Let’s enjoyStudents watch city promotional video(城市宣传片), and enjoy the different scenic spots and delicious food in these cities.T: Just now, we find the weather is so different in these cities. So What can they do there Let’s see.T: Wow, they can do different things in different cities. But where does Mike want to go Let’s listen.3.Let’s brainstormStudents help Mike to make a trip plan.T: When we make a trip plan, there are some factors we should consider. City, weather, what else Maybe clothes we should take, food we can eat, places we can go, or activities we can do.... right Now, let’s help Mike, let’s help him to make his trip plan. T: We know it’s warm in Beijing, so he can take hoodie, jeans, cap and sunglasses. He can go to the Great Wall and Tian’anmen. As for food, he can eat Peking Duck and Bingtang hulu.Mike’s planT: Look, this is Mike’s plan. He write down weather, city, clothes, places and food. Boys and girls, how about you If your holiday is coming, Where do you want to go T: Look, this name list is the hot tourist cities in 2023. We can see Zibo, Lhasa, Harbin, Guiyang are the top 4. After class, please check the weather of these cities on-line. You need to write down the temperature and weather, and try to do weather report to your partners or parents. And then choose one city as your destination and make your own trip plan. Here are four links for you. You can click the links and try to know more about the four cities, then download some pictures you need; print and stick them, and write down your plan at last. This is one of your homework. You need to do the basic ones; and you can choose to do the challenging ones.
设计意图：本阶段学习活动旨在帮助学生在迁移的语境中，创造性地运用所学语言来描述天气和制定自己的旅行计划。在交流和表达的过程中，发展语用能力。
Step 4. Further Thinking1.Let’s summaryT: In this class, we have learned the key words. We learned the key sentences It’s...in. And also we reviewed the the sentence pattern can I ... 2. Let’s thinkStudents watch the video.T: Just now, we know different cities, different weather, and also different people. But we all have the same caring, that is Global Warming. Do you know what is Global Warming Now, let’s watch a video.T: The weather is closely related to our lives. Protect the earth, protect ourselves.
设计意图：全球变暖与我们的生活息息相关。通过视频，学生看到冰雪融化，海平面上升，各种极端天气接踵而来，这是全球升温给人类敲响的警钟，以此启发学生要好好爱护地球母亲，提高保护环境和生态系统的意识。使得学生从课本走向现实生活，实现语言的创新迁移。
七、家庭作业
基础作业 (Need to do):1.Listen and repeat (P24&25)听音跟读教材P24和P25页。2.Check the weather on-line and do weather report.搜索四个城市的天气，并播报一则天气预报。（录制视频提交）挑战作业 (Choose to do):1.Make your trip plan, and share with your partners or parents. 制作旅行计划，和同伴或者父母分享。