课件16张PPT。Learning aims:
1.能够在图片的帮助下读懂明信片中的小短文并能够按照意群和正确的语音、语调朗读短文。
2.能够根据文段内容回答3个问题。
3.能够复述并仿写短文。What’s the weather like in…
Can you…Can you ask and answer?15 °CI can fly a kite.Guide1: Listen and circle.(听录音并圈出正确答案)
Where is John’s dad?
A. New York B. Sydney Guide2: Listen and judge.(听读音并判断)√×1. It’s hot and rainy in Sydney.( )
2. The water is warm in Sydney.( )Guide3: Read and answer.(阅读并回答问题)It’s hot and sunny.No, it isn’t. It’s warm.Yes, he can.Guide4: underline and groupwork.(划出难以理解的词句，小组内互助解决)Hi, John!
How are you? I’m in Sydney now.
It’s great! It’s hot and sunny here.
The water is warm. I can swimoutside.
Is it cool and windy in Beijing? Can you
fly your kite?
Love,
DadListen and repeatRetell the letter.(复述书信)postcard 明信片address of the receiver
收信人地址postcode
邮政编码stamp邮票receiver收信人sender寄信人Expansion and promotionSummaryWhat’s the weather like in Sydney?
It’s hot and sunny here.
I can swim outside.
Is it cool and windy?
Can you fly your kite?Hi, Dad!
How are you? It's warm and windy in Beijing now. It's great. I can fly my kite. I can play football outside. I'm happy.
Love,
John
1.What`s the weather like in Beijing?
2. Is it snowy in Beijing?
3. Can John fly his kite?Test in class.(达标测试)：1. Read and answer.It`s warm and windy in Beijing.No, it isn't.Yes, he can.Hi, ___!
How are you? I’m in _______ now. It’s great! It’s ____ and ____ here. I can ___. How about you?
Love,
____ 2. Let’s write.(试着给你的家人或朋友写封信吧)Homework: Do a survey(请在朋友或家人中间做个小调查吧)Unit 3 Weather B read and write 教学设计
一、教学内容分析
本课教材是人教版新教材四年级下册Unit4 Weather B Read and write的内容。主要围绕天气的话题展开，教学内容与日常生活密切相关。本课在学完前五课时的基础上，综合运用本单元的核心语言，并进一步掌握Is it…? Yes, it is./No, it isn’t. 的听说读写，来询问天气并做出判断。以postcard为文体，在John’s father’s travel in Sydney的教学情境中，展开英语学习，最后能将所学的以给朋友写Postcard的形式，运用到实际生活中。
二、教学对象分析
本课时的授课对象是四年级学生。他们虽然生活经验不足，很少关注天气的自然变化规律，但是他们对天气变化并不陌生，因为我们每天都在不知不觉中感受天气变化，教师仅需抓住他们好奇心重这一特点合理引导，孩子们一定会对本单元“天气”这一话题表现出浓厚的兴趣。 同时，经过三年级和四年级上半学期的学习和积累，学生已经掌握了一部分的英语单词，有一定的基础知识。一般疑问句式的学习，也为本部分的学习做好了语言铺垫。
三、教学目标
知识与能力目标：
1.?能够在图片的帮助下读懂明信片中的小短文，理解新词swim, fly, love在语境中的意思。
2.?能够根据文段内容回答文后的问题。
3.?能够按照意群和正确的语音语调朗读短文并复述短文。
4.?能够理解明信片格式，在有意义的语境中填充句子，完成自己的明信片。
情感态度、文化意识、学习策略目标：
1.?能了解世界主要城市的天气差异和谈论天气所具有的寒暄功能。
2.?能与家人或朋友表达或分享关爱。
四、教学重点、难点
（一）重点：
能读懂核心词句，掌握关键信息，解决相关阅读任务。
（二）难点：
1.?能把握整体文本脉络，理解文本细节，掌握阅读技巧。
2.?能用所学的知识，最后完成明信片的书写。
五、课前准备
教学PPT、明信片等。
六、教学流程
Step I. Show the learning aims. (示标示导) （1分钟）
T: Good morning, boys and girls. Nice to meet you！This class we are going to learn Unit 3 Weather. B Read and write(书写课题)First let’s see the learning aims on the screen, please.(多媒体呈现学习目标)
【设计意图】本课时学习目标的制定是以新《课标》为依据，基于单元课时内容的基础上，结合本班学情的实际所量身制定的,让学生能够带着目标快速地进入学习状态。
Step II. Show in class and Presentation （展示导入） （5分钟）
1. Show in class
(1) Listen to a song then answer the questions.
① What’s the weather like?
② Can she go outside?
【设计意图】通过听、唱旋律优美的歌曲，给学生创造一个开放宽松的环境，营造和谐的英语学习氛围，使学生怀着轻松愉快的心情投入学习。同时引出了本节课的新授内容。
(2) T: You’re smart. It is rainy. She can’t go outside. So she is all wet. She is sad. But we are happy. Because we will go to Beijing. Are you ready? OK! Let’s go!
T: Now we are in Beijing. Can you ask and answer?
--- What’s the weather like in Beijing?
--- It’s cool and windy.
--- Can you play football?
--- Yes, I can.
2. Presentation
（1） Now, I’m in Beijing. Can you ask me?
Ss: Can you swim?
T: Now I can’t. But I can fly a kite.板书并教学fly a kite。
【设计意图】通过师生之间的问答学习了fly a kite 这一重点短语，.既可以激活学生大脑和已有知识储备，让学生大胆开口说英语。又可以活跃课堂气氛让学生尽快地进入英语学习状态，为新课的引入做好了铺垫。
(2) Our trip is great. How about John’s dad? Do you want to know? OK! Let’s see.
Step III. To learn first and then teach (先学后教) (20分钟左右)
read and circle.（第一次先学后教）
T: Where is John’s dad? Please listen and circle.
A. New York B. Sydney
【设计意图】教师结合现行小学英语教材图文并茂的特点，指导学生通过听录音来选择答案，便于学生更好地了解语言材料，从而培养学生的听力水平。
2. Listen and judge.（第二次先学后教）
T: This time please listen and judge.
(1) It’s hot and rainy in Sydney.( )
(2) The water is warm in Sydney.( )
【设计意图】呈现文本，让学生通过边看文本、边听录音，然后判断的方式，引导学生逐步走入文本，初步理解文本。
Read and answer.（第三次先学后教）
T: Boys and girls, can you answer these questions? Please read and answer by yourself.
【设计意图】要求学生独立阅读文本，在理解的基础上作答三个问题，从而引导学生深入理解文本。
Underline and groupwork.(划出难以理解的词句，小组内互助解决)（第四次先学后教）
T: This time please find out the difficult words and sentences then talk about them in your groups. If you need help, please put up your hands.
【设计意图】教师指导学生通过小组合作的形式讨论交流，启发学生有效质疑，让学生对质疑点进行讨论，努力弄懂每一句话，进而理解对话的深层含义。兵教兵，共进步。
Practice.
（1）Listen and repeat
Now let’s listen and repeat. (齐读、小组读，男生读、女生读、开火车读、做动作读等多种形式反复强化朗读)
T: Compare which group behaves the best.（适时评价）.
(2) Retell the letter
Boys and girls, can you retell the letter? First retell in your groups, then show in the class.
【设计意图】通过复述书信使学生真正把握书信内容的脉络，明白如何去写一封简短的书信，为下面的仿写环节做好铺垫。
Step IV Production 拓展提升（2分钟左右）
T: Now let’s look at the parts of a postcard.
【设计意图】拓宽学生的视野，了解相关的文化背景知识，进一步提升学生的英语学习兴趣。
Step V Summary（归纳小结）（2分钟左右）
1. Do self-evaluation.
Let the Ss think over what they have learned in this class. And then encourage several Ss to sum up. If necessary, the teacher gives much more advice in details.
2. Let’s see which group is the best (The best group must behave better and got more scores than any other group.).
【设计意图】适时的归纳小结能够起到查漏补缺、强化巩固的效果。
Step VI Test in class（训练达标）(10分钟左右）
1. Tell the Ss about the demands of the test and have them finish it by themselves in 5 minutes.
2. Show the keys to the test.
3. Let the Ss discuss the mistakes that he/she has made in the test in groups. If necessary, they can ask the teacher for help.
【设计意图】要求学生在规定的时间内有效完成当堂检测，不仅确保了学生在课堂上的学习时间，逼真地营造“真考”紧张的氛围，检测了学生对本堂课的知识与技能的掌握情况，同时通过这种即时检测又保证了学习（教学）目标的可控、可测与可实现，提升了教学效率。
Step VII Homework（布置作业）
Do a survey(请在朋友或家人中间做个小调查吧)
【设计意图】通过Do a survey这一活动，创造了一个开放的语言交际环境,让学生积极动起来，对所学的句型进行充分的练习，并提升了学生的口语表达能力。
