Unit 3 Weather PA Let’s learn 教案
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| 名称 | Unit 3 Weather PA Let’s learn 教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-04-13 21:59:25 | ||
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Unit 3 Weather A Let’s learn 教案
一、单元教学目标
知识目标：
1. 能听懂、会说：It’s warm in Beijing today. What’s the weather like in New York? It’s rainy. Is it cold? No, it isn’t.
能够在情境中运用句型：Can I go outside now? Yes, you can. / No, you can’t. What’s the weather like in …? It’s … 询问他人意见、天气情况并能进行回答。
2. 能听说、认读单词：cool, cold, hot, warm, rainy, snowy, cloudy, sunny, windy。
3. 知道字母组合-ar, -al在单词中的发音规则，即在单词中发/ a:/ and /??/。
能力目标：
1. Be able to use the main sentences to talk about the weather and climate.
2. Be able to read and write the skill words and sentences.
3. Be able to speak out the pronunciation of letter –ar, -al and spell out the words.
情感目标：
1. 关心日常天气变化，能够对气候特点和天气情况进行描述并能及时提醒家人、朋友根据天气变化更换衣服；
2. 能够了解气温描述的文化差异，了解华氏及摄氏温度的概念性；
3. 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。
二、学情分析
学生学了一年半的英语，对英语有了一定的兴趣与基本的概念。我认为，保护学生的学习信心，引发学生的深层学习兴趣是本学期英语教学的重中之重。所以，教师在课堂上一方面提出了适合学生完成的任务，并在课堂结尾及时给了学生展示的平台，让学生能够通过努力达成目的，并体验成功的欢乐；另一方面，尽量营造真实的情境，利用学生好奇、爱思考、爱想象等心理特征，设计各种趣味性强又有一定挑战性的语言含量丰富的活动，大力激发学生的学习兴趣。
在英语学习的初级阶段，引导学生主动学习、自主学习，养成良好的学习习惯也非常重要。采取了有效的评价措施，能确保学生在保持高昂的学习兴趣的同时，主动积极地学习。另外，为了引导学生形成良好的语感，教师在课堂中贯穿自然拼读法的教学。同时，在激发学生旧知的同时，增大语言的输入量，创造了各种平台让学生运用语言，给学生多实践、多运用的机会，让学生可以在运用中不断提高语言能力。本班学生基础较好，初步掌握了自然拼读的规则，有一定的英语思维能力，针对这种情况，教师在设计中适当地拓展了课本内容。
三、单元重、难点
教学重点：能够掌握与天气有关的词与相关句型，并运用它们在真实情境中进行天气主题的交流，用相关主题的语言知识做事情。
教学难点：阅读与天气有关的主题文章，并理解与之相关的一些拓展语言知识。
四、教学过程
活动1【导入】Warm up and present the task.
Greetings.
Listen to a song: There is a thunder.
Present the task of this unit:
PPT出示招贴：English reporters are wanted for the School Weather Station!
T: To be a weather reporter, you can
— Have many chances to know more about weather.
— Have many chances to practice English.
— Have many chances to help others.
Do you want to be a little reporter? Come on!
If you can pass these three challenges, you can do it!
设计意图：在课堂伊始引导学生唱英语歌，营造轻松愉悦的英语学习氛围。本课时选取的一首英文歌与天气有关，带领学生尽快进入本节课的主题学习。在此环节引出本课时的任务：应聘做校园气象站的英语播报员。任务的布置让学生明确学习目标，自主学习。在布置任务的同时还进行了情感的教育。
活动2【讲授】Present the new words.
Challenge1: Memory game.
Present a weather report:
Good morning. This is the weather report.
It’s warm in Beijing today. The temperature is 20 degrees centigrade.
It’s cold in Harbin. The temperature is 5 degrees centigrade.
It’s cool in Lhasa. The temperature is 15 degrees centigrade.
It’s hot in Hong Kong. The temperature is 30 degrees in centigrade.
Think of the questions:
—It’s 20 degrees. It’s ______ in Beijing.
—It’s 15 degrees. It’s ______ in Lhasa.
Show some warm pictures: fire, hug, spring. — It’s warm. (warn, ward, warp, war)
Show some other pictures. rainy, wind, autumn — It’s cool. (food, fool, cool)
Show the temperature: It’s cool today!
— It’s 5 degrees. It’s ______ in Harbin.
— It’s 30 degrees. It’s ______ in Hong Kong.
Show some pictures: ice, snow, — It’s cold, old, cold, sold, fold, bold, mold …
Show some pictures: sun, hot soup, sweat ... It’s hot.
Show the word: degree, three, greed, degree...
Can you read the words?
Warm, ward, warp, war, warn.
Cool, fool, food, mood, moon.
Cold, sold, fold, mold, bold.
Hot, lot, hog, log, smog.
Degree, agree, greed, meet, feel.
设计意图：单词的教学使用先整体输入，再各个击破的办法。整个过程贯穿使用自然拼读法教学。引导学生利用自然拼读法自己读单词，并在一定语境中理解单词的含义。
Fun time:
Chant together: It’s hot today. Put on your T-shirt. Put on your T-shirt.
It’s cold today. Put on your coat. Put on your coat.
It’s warm today. Take off your jacket. Take off your jacket.
It’s cool today. Put on your sweater. Put on your sweater.
Chant and act.
2. Listen and act: It’s cold. It’s warm. It’s hot. It’s cool.
Students listen and act out.
Some students act as the little teacher. They say the sentences, others listen and act.
（两个记忆训练：一个歌谣吟诵，一个听句子表演。）
设计意图：利用有趣的方式，巩固刚才所学的新知，提高兴趣，增进记忆。
活动3【活动】Engagement
Challenge 2: Thinking game.
1. Present two maps and a short passage:
Teacher: The weather station uses some colours to express temperature.
Look! Let’s read the short passage.
Red is for hot. Orange means warm. Yellow is a little warm.
Green means cool. Blue means cold. Purple is for very cold.
Look at the map and choose the right answer.
It’s _______ in Heilongjiang.
A. cold B. cool C. warm D. hot
It’s _______ in Hainan.
A. cold B. cool C. warm D. hot
Can you describe the map?
Say sentences like this: It’s ______ in _______.
Change a map and describe it.
Look at the two maps. Think: Which season is it?
2. Present a box:
T: Different temperatures gives us different feelings. The scientists did some research and find the following rules:
Temperature Feelings
< 4 degrees very cold
5-12 degrees cold
12-17 degrees cool
18-24 degrees warm
25-34 degrees hot
>35 degrees very hot
a. Read the box and judge:
It’s 6 degrees. It’s warm. ( )
It’s very hot in Changsha. It’s about 20 degrees. ( )
It’s 23 degrees. We feel nice and warm. ( )
The temperature for Kunming is from 19 to 23. It’s cool in Kunming. ( )
— Check the answers.
b. Look at the map you got.
Choose the right feelings and fill in the blanks.
— Check the answers.
点题：Look! It’s 20 degrees centigrade in Zhuzhou today.
Ss: It’s warm today. (完成课题的板书)
设计意图：此环节一方面通过引导学生读短文、读表格等增大学生语言输入量，提高学生的语言能力；一方面为完成任务做好准备，获取要完成任务所必需的语言能力。这两个活动都围绕训练学生的英语思维能力这个中心点来开展。
活动4【练习】Summary.
Challenge3: Finish the task.
Give a weather report in groups.
Give an example at first.
Teacher: Good morning! This is the weather report. It’s ... in … It’s … in … It’s …
Look at your map and give a report in groups. One student gives a report, others listen and judge which map he got.
Practice in groups of four.
Choose some students to have a show.
设计意图：学习语言的目的是为了真正做到在真实语境中交流，或者用英语做事情。在本环节，老师引导学生尽量真实地用英语做事情：做一个天气播报。在完成任务之前，老师先自己示范，并创造机会让学生大量使用目标语言，为顺利完成任务夯实基础。学生在合作完成学习任务时，继续大量运用目标语言进行实践运用，形成用英语做事情的能力。
活动5【作业】Homework
1. Remember the new words we learned today. Try to dictate them.
2. Record the weather of our city for a week. Have a report next week.
设计意图：家庭作业第一条旨在让学生及时复习与巩固所学语言知识，第二条旨在让学生在实践中运用所学语言知识。
一、单元教学目标
知识目标：
1. 能听懂、会说：It’s warm in Beijing today. What’s the weather like in New York? It’s rainy. Is it cold? No, it isn’t.
能够在情境中运用句型：Can I go outside now? Yes, you can. / No, you can’t. What’s the weather like in …? It’s … 询问他人意见、天气情况并能进行回答。
2. 能听说、认读单词：cool, cold, hot, warm, rainy, snowy, cloudy, sunny, windy。
3. 知道字母组合-ar, -al在单词中的发音规则，即在单词中发/ a:/ and /??/。
能力目标：
1. Be able to use the main sentences to talk about the weather and climate.
2. Be able to read and write the skill words and sentences.
3. Be able to speak out the pronunciation of letter –ar, -al and spell out the words.
情感目标：
1. 关心日常天气变化，能够对气候特点和天气情况进行描述并能及时提醒家人、朋友根据天气变化更换衣服；
2. 能够了解气温描述的文化差异，了解华氏及摄氏温度的概念性；
3. 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。
二、学情分析
学生学了一年半的英语，对英语有了一定的兴趣与基本的概念。我认为，保护学生的学习信心，引发学生的深层学习兴趣是本学期英语教学的重中之重。所以，教师在课堂上一方面提出了适合学生完成的任务，并在课堂结尾及时给了学生展示的平台，让学生能够通过努力达成目的，并体验成功的欢乐；另一方面，尽量营造真实的情境，利用学生好奇、爱思考、爱想象等心理特征，设计各种趣味性强又有一定挑战性的语言含量丰富的活动，大力激发学生的学习兴趣。
在英语学习的初级阶段，引导学生主动学习、自主学习，养成良好的学习习惯也非常重要。采取了有效的评价措施，能确保学生在保持高昂的学习兴趣的同时，主动积极地学习。另外，为了引导学生形成良好的语感，教师在课堂中贯穿自然拼读法的教学。同时，在激发学生旧知的同时，增大语言的输入量，创造了各种平台让学生运用语言，给学生多实践、多运用的机会，让学生可以在运用中不断提高语言能力。本班学生基础较好，初步掌握了自然拼读的规则，有一定的英语思维能力，针对这种情况，教师在设计中适当地拓展了课本内容。
三、单元重、难点
教学重点：能够掌握与天气有关的词与相关句型，并运用它们在真实情境中进行天气主题的交流，用相关主题的语言知识做事情。
教学难点：阅读与天气有关的主题文章，并理解与之相关的一些拓展语言知识。
四、教学过程
活动1【导入】Warm up and present the task.
Greetings.
Listen to a song: There is a thunder.
Present the task of this unit:
PPT出示招贴：English reporters are wanted for the School Weather Station!
T: To be a weather reporter, you can
— Have many chances to know more about weather.
— Have many chances to practice English.
— Have many chances to help others.
Do you want to be a little reporter? Come on!
If you can pass these three challenges, you can do it!
设计意图：在课堂伊始引导学生唱英语歌，营造轻松愉悦的英语学习氛围。本课时选取的一首英文歌与天气有关，带领学生尽快进入本节课的主题学习。在此环节引出本课时的任务：应聘做校园气象站的英语播报员。任务的布置让学生明确学习目标，自主学习。在布置任务的同时还进行了情感的教育。
活动2【讲授】Present the new words.
Challenge1: Memory game.
Present a weather report:
Good morning. This is the weather report.
It’s warm in Beijing today. The temperature is 20 degrees centigrade.
It’s cold in Harbin. The temperature is 5 degrees centigrade.
It’s cool in Lhasa. The temperature is 15 degrees centigrade.
It’s hot in Hong Kong. The temperature is 30 degrees in centigrade.
Think of the questions:
—It’s 20 degrees. It’s ______ in Beijing.
—It’s 15 degrees. It’s ______ in Lhasa.
Show some warm pictures: fire, hug, spring. — It’s warm. (warn, ward, warp, war)
Show some other pictures. rainy, wind, autumn — It’s cool. (food, fool, cool)
Show the temperature: It’s cool today!
— It’s 5 degrees. It’s ______ in Harbin.
— It’s 30 degrees. It’s ______ in Hong Kong.
Show some pictures: ice, snow, — It’s cold, old, cold, sold, fold, bold, mold …
Show some pictures: sun, hot soup, sweat ... It’s hot.
Show the word: degree, three, greed, degree...
Can you read the words?
Warm, ward, warp, war, warn.
Cool, fool, food, mood, moon.
Cold, sold, fold, mold, bold.
Hot, lot, hog, log, smog.
Degree, agree, greed, meet, feel.
设计意图：单词的教学使用先整体输入，再各个击破的办法。整个过程贯穿使用自然拼读法教学。引导学生利用自然拼读法自己读单词，并在一定语境中理解单词的含义。
Fun time:
Chant together: It’s hot today. Put on your T-shirt. Put on your T-shirt.
It’s cold today. Put on your coat. Put on your coat.
It’s warm today. Take off your jacket. Take off your jacket.
It’s cool today. Put on your sweater. Put on your sweater.
Chant and act.
2. Listen and act: It’s cold. It’s warm. It’s hot. It’s cool.
Students listen and act out.
Some students act as the little teacher. They say the sentences, others listen and act.
（两个记忆训练：一个歌谣吟诵，一个听句子表演。）
设计意图：利用有趣的方式，巩固刚才所学的新知，提高兴趣，增进记忆。
活动3【活动】Engagement
Challenge 2: Thinking game.
1. Present two maps and a short passage:
Teacher: The weather station uses some colours to express temperature.
Look! Let’s read the short passage.
Red is for hot. Orange means warm. Yellow is a little warm.
Green means cool. Blue means cold. Purple is for very cold.
Look at the map and choose the right answer.
It’s _______ in Heilongjiang.
A. cold B. cool C. warm D. hot
It’s _______ in Hainan.
A. cold B. cool C. warm D. hot
Can you describe the map?
Say sentences like this: It’s ______ in _______.
Change a map and describe it.
Look at the two maps. Think: Which season is it?
2. Present a box:
T: Different temperatures gives us different feelings. The scientists did some research and find the following rules:
Temperature Feelings
< 4 degrees very cold
5-12 degrees cold
12-17 degrees cool
18-24 degrees warm
25-34 degrees hot
>35 degrees very hot
a. Read the box and judge:
It’s 6 degrees. It’s warm. ( )
It’s very hot in Changsha. It’s about 20 degrees. ( )
It’s 23 degrees. We feel nice and warm. ( )
The temperature for Kunming is from 19 to 23. It’s cool in Kunming. ( )
— Check the answers.
b. Look at the map you got.
Choose the right feelings and fill in the blanks.
— Check the answers.
点题：Look! It’s 20 degrees centigrade in Zhuzhou today.
Ss: It’s warm today. (完成课题的板书)
设计意图：此环节一方面通过引导学生读短文、读表格等增大学生语言输入量，提高学生的语言能力；一方面为完成任务做好准备，获取要完成任务所必需的语言能力。这两个活动都围绕训练学生的英语思维能力这个中心点来开展。
活动4【练习】Summary.
Challenge3: Finish the task.
Give a weather report in groups.
Give an example at first.
Teacher: Good morning! This is the weather report. It’s ... in … It’s … in … It’s …
Look at your map and give a report in groups. One student gives a report, others listen and judge which map he got.
Practice in groups of four.
Choose some students to have a show.
设计意图：学习语言的目的是为了真正做到在真实语境中交流，或者用英语做事情。在本环节，老师引导学生尽量真实地用英语做事情：做一个天气播报。在完成任务之前，老师先自己示范，并创造机会让学生大量使用目标语言，为顺利完成任务夯实基础。学生在合作完成学习任务时，继续大量运用目标语言进行实践运用，形成用英语做事情的能力。
活动5【作业】Homework
1. Remember the new words we learned today. Try to dictate them.
2. Record the weather of our city for a week. Have a report next week.
设计意图：家庭作业第一条旨在让学生及时复习与巩固所学语言知识，第二条旨在让学生在实践中运用所学语言知识。