Lesson 17教学设计一等奖

课题：Unit 5

Lesson 17

授课时11.28

间：

教学目标：

知识目标：

1.

能用“It’s white…”“It’s snowing.”等句型描述天气情况。

2.

能用“Do you have a lot of …

in…”交流某个季节的气候特点。

3.

能认读snow, rain以及spring, summer, autumn, winter等表示四季的词汇。

能力目标：

1.培养学生用所学句型进行交际问答的能力。

2.培养学生的语言运用能力。

情感目标：

1. 通过表达自己喜爱的季节活动,抒发学生热爱大自然的情感。

2. 通过说出自己家乡气候特点的活动,渗透学生热爱家乡的情感。

3. 体现社会主义核心价值观：合作，平等。

教学重难点：

教学重点：

1. 能用“Do you have a lot of …

in…”等询问某个季节的特点。

2. 能简单描述自己所喜爱的季节的特点及天气情况。

教学难点：

1. 能用“Do you have a lot of …

in…”等询问某个季节的特点。

2. 能简单描述自己所喜爱季节的特点及天气情况。

教学准备：

自制多媒体课件，配套光盘，单词卡片

教学过程

【导入】Step

1.

Warm－up（4分钟）

1. Sing a song:歌曲Weather song 2. Free talk引出主题。与学生谈论天气和季节,回顾并复习已学的天气类和季节类词汇。

授课类型

New lesson 课时安排：

1课时

T: What’s the weather like today? Do you like … days? Why?

Do you like winter? Why? Which season do you like? Let’s talk about “ seasons I love”.

板书“ Seasons I love”

【设计意图】歌曲和谈话的方式热身,既活跃了气氛又可以帮助学生复习旧知,引导学生自主思考,主动参与。

【导入】Step

2.

导入（2分钟）

1. 感知语言。根据学生回答的季节,教师会说出:Do you know which season I like? Can you guess? 请学生猜测。

T: I like winter because I like snowy days. The white snow is very beautiful. Let’s enjoy some pictures of snowy days. Look! The house is white. The trees are white. The mountains are white. It’s white all over the place. I love winter. I love snowy days. What can we do in snowy days? We can play in the snow. We can play snowball fight. We can go skiing. We can take photos. We can make a snowman. 2. 向学生说明本课的评价方式。

T:Do you like snowmen? Do you want to make a snowman? 预设学生回答1:Yes. 预设学生回答2:No, I don’t. 教师可追问:Why not? T:But we don’t have snow today. Let’s make a snowman with paper on the board. 将学生分为boys 和girls两组,进行拼雪人图片比赛,学生积极发言即可得到雪人的一个部件,最先完成的一组获胜。

【设计意图】采用的评价方式与本课的对话情景紧密联系,而且学生特别感兴趣,可以提高学生竞赛的热情,激发学生积极思考,主动交流。

【讲授】Step

3.

学习对话

(16分钟)

1. 学习对话一

观察图片,了解背景

● 认识人物

先呈现对话一的图片。

T:Look!This is our friend Sara. Who’s this man?

Ss:He’s Sara’s dad.

● 关注天气

观察图片中的窗户,提问: Look at the window. What’s the weather like?引导学生说出:It’s snowy/snowing.

● 了解地点

T: Where are they?Do you know this place? Is it Beijing? Please talk with your partners. 教师引导学生观察图片右侧的国旗和俄罗斯套娃图片。

T:Look! Do you know this flag and the toys? They are from Russia. They are Russian dolls. 教师出示俄罗斯套娃

再呈现图片中的真实场景,告诉学生:It’s the Red Square in Moscow, Russia.

T: Do you know Russia? Let’s see. This is China. We are here, in Beijing. This is Russia. Here is Moscow. In Moscow, they have the Red Square. In Beijing, we have Tiananmen Square. 【设计意图】引导学生观察图片,学会关注非文本信息,能够帮助学生对话题的背景有所了解。

(2) 整体呈现,理解对话大意

观察人物的表情,并引导学生思考。

T: Look! It’s snowing. Are they happy? Why? What do they want to do? 请学生简单预测。

T: Now, let’s watch.

播放动画后提问:Why are they happy? They want to go out and make a snowman. 呈现第一幅主题图,并重点提示最后一句,显示答案。

(3) 关注语言,进一步理解对话

T: What does dad say? Can you try? 先让学生自己尝试说出句子It’s white all over the place,然后教师播放原声,学生跟读。

(4) 朗读对话

播放对话一的动画。

学生逐句跟读对话。

(5) 引发思考,扩充语言

在对话的最后引导学生猜测Sara可以回答的话。

T:What will Sara say? Can you try? 请学生2人一组讨论Sara可能如何回应爸爸提议:Let’s go out and make a snowman. 如果学生不能说出丰富的语言,教师引导学生说出:Great! /Wonderful! /I can put on…

【设计意图】通过让学生猜测Sara可以回答的话语,帮助学生深入理解对话内容.

2. 学习对话二

(1) 谈话导入对话二

教师用Sara图片过渡到第二幅图“Look. Sara puts on her coat, gloves and scarf. They go out and make a snowman.”

【设计意图】用Sara穿戴外衣的情景能够更加自然地过渡到对话二的学习。

(2) 观察图片,了解对话中的人物

呈现对话第二幅主题图,引导学生观察图片。

T: Sara is making a snowman with …

引导学生说出“a boy”.

T: A Russian boy. They are playing and talking together. T: Are they happy? Ss: Yes. T: What does the boy want to know? Now, let’s watch.

(3) 整体播放动画, 理解对话大意。

T: What does the boy ask? Can you try? 请学生进行Pair work, 尝试朗读第一句话。

教师板书重点句型。

学习a lot of,用图片表示出“许多”,并对连读进行指导。

T:Sara says, “Yes,

we do.” The boy is from Russia. Sara is from America. They have a lot of snow in winter. T: Do they like snowy days? Ss: Yes. T: The boys says…引导学生回答: I love snowy days. T: Sara says…引导学生回答Me too.

It means :So do I. T: Does Sara like snowy days? 帮助学生理解。

T: Do you love snowy days? Who loves snowy days? 教师板书: We love snowy days作为本节课的小题目。

(4) 跟读对话

播放第二遍动画,逐句跟读。

朗读对话,尝试表演

(1) 学生看书朗读对话1和对话2,再次整体输入。

(2) 学生3人一组分角色练习朗读对话。

(3) 请学生自愿展示分角色朗读或表演对话。

【设计意图】通过整体输入对话,让学生体会人物的情感。通过分角色朗读或表演对话,给学生互相学习以及自主学习的空间。

【练习】Step

4.

Listen,

look

and

learn

(10分钟)

1. 谈论北京的气候特点

(1)呈现第二幅主题图,教师谈话进入本板块的学习。

T:We know they have a lot of snow in America. Now, we are in Beijing. How about Beijing? We have…snow? A lot of snow? 引导学生自主判断北京是否用a lot of. T: Do we have a lot of snow in winter? 引导学生回答问题,并呈现否定回答

“No,

we don’t.”

(2)呈现四个季节的图片,教师继续提问T: How about the other seasons? How about summer? Do we have snow in summer? 引导学生回答No. T: But we have rain in summer. 学习单词rain, 带读,贴板书。

【设计意图】通过谈论北京的气候特点,学习询问降雨及降雪情况的功能句。

2. 谈论家乡的气候特点

(1)师生谈论,示范交流

出示中国地图,T: Where are you from? 找一名学生说出自己家乡,并进行示范。

T: Do you have a lot of rain in spring? / Do you have rain in autumn?... (2)同桌谈论家乡的气候

A:Where are you from? B: I’m from…

A: Do you have … in …?

B: Yes, we do./ No, we don’t.

(3)展示交流

请学生自愿在全班进行交流展示。

【设计意图】通过谈论学生自己家乡的气候特点,创设真实的交流情景,使学生深度参与学习。

【活动】Step

5.

Think

and

tell

(8分钟)

1. 谈话进入

T: Today we talk about the rain and the snow in the four seasons. Each season is beautiful. When we talk about the “Seasons I love”, we can talk about the different weather and say something about rain and snow. What else can we talk? The clothes; different things we do in different seasons. 谈论自己喜爱的季节及原因

(1)教师示范活动。呈现表示四个季节的背景图片, 以及表示天气和活动的词语,教师选择季节进行表达,如:

I love winter. It’s cold. But I like the white snow. I can make a snowman. I can put on my beautiful coat and scarf. (2)学生两人一组谈论自己喜欢的季节,天气情况,以及可以进行的活动等。

T: Which season do you love? And why? You can talk about these things. Now talk with your partner. 教师给出句型框架: I love… I like… It’s …and… ( It’s… But…) I can wear…

I can …

(3)学生自愿在全班范围介绍自己喜爱的季节。

【设计意图】学生可以根据自己的真实想法，选择喜欢的季节和天气,还有自己喜欢的活动等。体现了较为真实的语言交流，激发了学生表达的欲望，渗透学生热爱自然的情感。

（4）唱一唱

和着歌曲《春天在哪里》的曲调，唱唱自己喜欢的季节。

【设计意图】通过歌曲演唱，调动了学生的积极性，加深了学生的印象，培养了学生的音乐素养。

【小结及作业】Step 6. Summary

and

homework

1.

谈话小结

通过雾霾天，引导学生要关注环境保护。

2. 总结评价

Homework:

Draw your favorite season and write some sentences. 画出你喜欢的季节,并写出其天气特点和你喜欢做的活动。

板书设计：

Lesson 17 Do you have a lot of snow in winter? Yes, we do.