Recycle 2第一课时评课稿

Unit 3 Weather（第四课时）教学设计

石店镇井岗小学

陈影

课题

Unit 3 Weather Part B Read and write

教学人民教育出版社小学英语四年级下册第三单元

内容

课型

阅读课

课时

第四课时

教授时间

30分钟

执教石店镇井岗小学

陈影

者

教法

阅读教学法、任务型语言教学途径、情境教学法等

教材

依据

设

计

思

想

义务教育课程标准实验教科书人教版(PEP)小学《英语》

一、设计理念

本节课的设计依据《义务教育英语课程标准（2011年版）》倡导的教学理念：

1. 面向全体学生，关注语言学习者的不同特点和个体差异。

2. 整体设计目标，充分考虑语言学习的渐进性和持续性。

3. 强调学习过程，重视语言学习的实践性和应用性。

4. 注重语篇教学。采用语篇整体输入法，力求做到“词不离句，句不离篇，篇不离境”。

5. 优化评价方式，着重评价学生的综合语言运用能力。

6. 丰富课程资源，拓展英语学习渠道。

二、教材分析

学生在本册本单元中已经学习并较好地掌握讨论有关天气的单词和句型，能够根据话题进行交流；同时学生已经在三年级下册Unit2 & Unit4以及四年级上册Unit4 & Unit6和本单元学习了一般疑问句的用法。这些背景知识为本课目标语言的学习和使用打下了良好的基础，丰富目标语的操练和应用；在本册已经学习句子在四线三格中的书写方法。

三、学情分析

大部分四年级的孩子有一定的英语基础,积极活泼。乐于表现自己，对英语学习也很感兴趣，已了解基本的学习方法，并具备了简单的听、说、读、写的能力。因此，本课采用任务型教学法，以学生为中心，让学生带着任务，带着兴趣来在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。

知识

/技能

1. 能够在图片的帮助下读懂明信片中的小短文并理解swim、fly、love在语境中的意思。培养学生略读、借助图片等阅读方法。

1

教

学

目

标

目标

2. 能够在有意义的语境中抄写本单元的核心句型并根据实际仿写核心句型Is it sunny? Yes, it is. No, it isn’t.同时能在具体情境中正确运用

3. 能够按照意群和正确的语音语调朗读短文，养成按照意群阅读的习惯。

4. 培养学生英语综合运用能力。

1. 能在合作和分享学习中懂得互相帮助，积极合作，形成积极合作意识。

2. 能在不同学习活动中感受到英语学习的乐趣，乐于学习和使用英语。

3. 通过欣赏和完成明信片，学生更注重人与人之间情感的沟通。

通过小组对话并分享学习成果培养学生积极合作，乐于参与课堂活动，自主探究学习英语的习惯；能就自已喜欢的内容进行交际，养成用英语交际的良好习惯。

在欣赏和完成明信片的过程中了解明信片的交际功能；在谈论天气的话题中了解不同城市天气的特点的知识。

情感

目标

学习

策略

文化意识

教学

重点是能够在图片的帮助下读懂并理解明信片中的小短文的内容；能够在完成阅读任务中听懂、会说、认读并能够在四线三格上正确使用标点符号抄写和仿写句重点

型:Is it sunny? Yes, it is. No, it isn’t.并在具体语境中灵活运用。

教学

能够在完成阅读任务中听懂、会说、认读、正确仿写句型:Is it sunny? Yes, it is. No, 难点

it isn’t.并能在语境中灵活运用；在能在图片帮助下理解短文。

教学

课件

准备

教学过程

Pre-reading Step1 Warming-up&Leading in 1. Greetings T:Class begins. Good morning, everyone.

T:Today,we talk about the weather and how to write a postcard. （设计意图：适时就天气话题问答并示范目标语句，自然导入教学并示范正确书写。）

2. Present the title and the assesment. (1) T:Today, we are going to learn Unit3 Weather Part B Read and write 3.Searchlight探照灯: T:There are other weather. What are they? Let’s play the game:Searchlight. Please say the words as quickly as you can. T:Wonderful! You have sharp eyes and quick response. （设计意图：采用探照灯的游戏复习词汇，不仅活跃课堂气氛还为语篇阅读知识铺垫。）

4.Chant: Say the chant together.

T:Look at this postcard. Is it beautiful? What can you see on this card? So many weather, right?

T:Let’s say a chant about the weather together. Ready? Go! Sunny! Sunny! Is it sunny? 2

Yes! Yes, it is. Snowy! Snowy! Is it snowy? No! No, it isn’t. Windy! Windy! Is it windy? Yes! Yes, it is. Cloudy! Windy! Is it windy? No! No, it isn’t. T: Great, but I think the girls’ voice is loud and sweet. So you can move to Beijing. It’s cloudy there. T:Wow, your voice is good and I think you can go to Harbin. （设计意图：Chant琅琅上口，调动气氛的同时又能复习目标单词和句型。）

5.Task:Write a postcard to the friends around the world.给世界各地的小朋友写postcard。

(1) Present John’s postcard. T: Look at this boy. He is our friend John. He is very happy. Why? He has received a postcard.

(2) Present the task. T：Postcards are very important. Today we are going to make new friends with postcards. There are many children. You can choose one and write a postcard to her or him and talk about the weather. 出示图；部分小朋友照片和信息→Task

（设计意图：采用任务型教学法，学生通过感受、体验和运用英语的形式掌握并综合运用英语。出示postcard，为任务做铺垫。引出今天的学习任务。）

While-reading

Step2 Read and write:设置情境：阅读John收到的明信片

T: First, let’s go back to John’s postcard. T: Look quickly and find out who sent this postcard to John.

1.

Skimming:Listen, read and circle

T: John’s dad sent he a postcard. Where is his dad? Let’s find out together. T: Let’s listen and read it quickly. Then circle the answers. ①

Where is John’s father?

② Where is John?

T:Can you find the answer? Who want to have a try?

阅读技巧（快速阅读）

（设计意图：语篇整体输入，让学生带着问题听音思考，对课文初步感知。由浅入深，学习阅读策略符合学生学习规律，学生一步步掌握学习技能。）

2、Peruse (细读) ：Read and choose. T:Just now you can read it quickly and find the answers. Now, let’s read it carefully and choose the right answer.

T: First, can you find the key words together. ①

What’s the weather like in Sydney?

A .Sunny and hot

B.Cool and windy ② Is the water cold in Sydney? A .Yes, it is.

B. No, it isn’t.

③Can John’s father swim outside? 3

A .Yes, he can.

B. No, he can’t.

T:Times up. Have you finished? Who can show us the right answer? 阅读技巧

（设计意图：语篇整体输入，巧设问题，层层递进，深层解读文本，学生一步一步理解文本同时渗透阅读技巧：细读找关键和读图找线索。）

2.

Listen, point and imitate

T:We have finish the reading. Let’s listen and imitate. （设计意图：模仿朗读掌握标准读音并渗透按意群朗读的好习惯。）

3.

Let’s write T: It’s time to write down the answers. Please read it again and write down the right answer. Is it sunny in Sydney?

（设计意图：通过阅读任务掌握句子和标点符号的正确书写方式。）

Step3设置情境：

John写给他父亲的明信片

Hi, dad! How are you! It’s cold and windy in Beijing. The water is very cold. I can’t swim outside, but I can fly kites with my friends.

Love,

John T: John’s dad sends a postcard to John and shows his best wishes. So John write s a postcard for his dad in return. And we also can find out the Beijing’s weather in this postcard. Let’s read it together and finish the questions. T: Remenber the reading skills. 1.

总结阅读技巧：快速阅读，找关键词和利用图片

2.

Read and choose

1)What’s the weather like in Beijing?

A .Sunny and hot.

B.Cold and windy. 2)The water is very

. A .warm

B.cold

3）Can John fly his kites?

A .Yes, he can.

B.No, he can’t.

（设计意图：提供拓展训练，当场运用阅读技能获取信息解决问题，让学生能学以致用，真正做到语言学习的工具性。）

Post-reading

Step 4 Summary

1. Review. 2.评价（总评和自我评价）

Step 6 Homework 4

★

Listen and repeat (Read and write) for 4 times. ★★

Copy the sentences for 3 times:

★

★★

Design a new postcard and send it to your friends or family.

DIY明信片并寄给自己的朋友或家人。

板书设计：

Unit 3

Weather

Part B Read and write

Hi,

! It is cloudy in Xiamen. Is it sunny in Beijing ? Yes, it is.\No, it isn’t.

5