Unit 2 Weather特级教师教学实录

English 5B (Oxford Shanghai Edition) Module 3 Unit 2 Weather Date：Apr.12th, 2018 Teacher：吴樱（江桥小学）

I、单元教学目标

1.单元语言目标：

本单元是牛津英语上海版5B第三模块的第二单元，主题为Weather。这一单元围绕与生活息息相关的天气展开话题，学生能够使用snowy, stormy, foggy, cloudy, sunny, rainy, windy等单词来描述天气特征；会用What’s the weather like?/How is the weather? It’s….What was the weather like?/How was the weather? It was….的问答形式对天气情况进行交流；表达自己喜欢的天气和生活作息；能用What’s the temperature? It’s…. What was the temperature? It was….对气温的询问和回答；了解音标/θ/和/ð/

在单词中发音。

2.单元文化意识目标：

了解天气对人类的重要性，体会天气对人活动的影响，感受天气带给人们的四季变化。

3.单元情感态度目标：

意识到天气对我们生活的影响，从而关注天气的变化，热爱生活。激发学生了解天气、认识天气、科学预测天气的欲望，让天气为我们生活带来更多的方便。

II、分课时教学目标

在本单元教学中，我分为四个课时进行教学：第一课时讲述George在不同季节中的生活，感受天气带给人们的四季变化；第二课时主要对天气进行问答，人对天气的喜好及原因；第三课时主要对天气及气温的问答，体会天气对人活动的影响；第四课时学会对天气进行报告，让天气给我们生活带来更多的方便。

Weather Period 1 (P47, 48,49)

话题

语言知识

语言技能

情感态度

Weather in 单词：ago, plant, 能够使用snowy, 感受天气带给人们的seasons

grew, build stormy, foggy, 四季变化。

sunny, (built), cut, cloudy, put, comfortable. 句子：It rainy, windy等单词来描述季节天气特was 征；

____(season). 能正确理解故事的主It was ____(weather). 要内容。

George _____(did).

Period 2 (P44，45) Weather for 单词：weather, storm, 能够使用snowy, 人对天气的喜好，从the plants stormy, rain, fog, stormy, foggy, snow, snowy, cloudy, foggy, 而关注天气的变化, sunny, 培养学生热爱生活的情感。

temperature, degree, rainy, windy等单词make 来描述天气特征；会What’s the 句子：

What’s the 用weather It’s…. temperature is …degree(s). I like …weather. I like? weather like?/How The is the weather? It’s…. 对天气情况进行交流。

会用I like/don’t don’t like…weather/days.表达对天气的喜好及原因。

like…weather. Period 3 Weather in 单词: minus, zero, 会用What was the 了解天气对人类生活yesterday weather like?/How 的重要性，体会天气(P44,45，47) our lives 句子：What was the was the weather? It 对人活动的影响。

weather like?/How was was…. 对天气情况the weather? It 进行交流；

能用What’s the the temperature? It’s…. What was the temperature? It was…. What’s temperature? It’s …degree(s). What was the was….对气温进行询It 问和回答；

会用I like/don’t like the ….表达对天气的喜好及原因。

temperature? was…degree(s).

Period 4 (P46) The weather 单词：report, will, 复习巩固本单元句型report tonight, typhoon, the 和单词；

East China Sea 能用所学单词句型作激发学生了解天气、认识天气、科学预测天气的欲望，让天气为我们生活带来更多的方便。

句子：It was/is/will 天气报告。

be_____(weather). The temperature was/is/will be…degree(s). III、单课教学过程与文本

Period 2 Weather for the plants Teaching materials: PPT, word cards, paper sheet Procedures

Pre-task 2.

Free talk 2.

Ask and answer. 3.

Read the rhyme the 1. Listen to the report.

时创设情境，引出话题。

感知天气报告的形式,了解今天学习内容的背景。

对话引出对天气的交流，为文本的输出作铺垫。

Contents

1.

The song Methods

1.

Enjoy the flash song. Purposes

调动学习的氛围，同preparations

3.

Rhyme

While-task procedures

Introduce weather.

1. What’s the weather 1. Listen and read like? How is the 2. Ask and answer weather? It’s …. 2. Words: make 1. I like …weather. I 1. Listen.

儿歌巩固单词，

通过对话操练完成本课主要内容的学习。

don’t 2. Rhyme 3. Make a dialogue like …weather. It makes…. 2. Words: rain/rainy 1. Words: 1. Listen and tick. 用听力的形式让学

storm/stormy 2. Talk about the weather 生打勾来了解George dislikes reason. 1. Words: temperature, 1. Listen and read. degree 通过听和说，

让学likes and or George对天气的喜the 好及原因。

2. Talk about temperature. 生填空以理解文本内容，体验文本语言。

2. The temperature 3. Read and complete. is…degree(s). 3. Words: greenhouse

The weather report 1.

The plants and the 用天气预报的形式weather. 2.

The weather report. 感知语段。

Post-task activities

Consolidation Words: fog/foggy wind/windy snow/snowy 1. Read the dialogue. 用对话巩固所学，加2. Talk about the weather. 强文本输出反馈，欣3. Do a survey. 4. Enjoy the weather. 赏老师对天气的喜好，让学生感知天气的变化，培养学生热爱生活的情感。

partly cloudy Assignment Oral: Make the dialogue with your friend about the weather. Written: 1. Copy the new words. 2. Write the weather and plants./ or the weather. 主体文本：

George: Hello, Kitty and Ben! Kitty and Ben: Hello, George! What’s the weather like today? George: It’s sunny and warm. I like sunny weather. Kitty and Ben: Why? George: Because it can make plants strong. And I like rainy days too. It makes plants grow quickly. I don’t like the storm. It’s bad for plants. I have a greenhouse. In it, the temperature is about 28

degrees. Plants keep the bad weather away. Kitty: I enjoy the sunny day. It’s good to play outside. 输出文本：

What’s the weather like?/How is the weather? It’s …. I like/don’t like…weather/days. Why? Because…. 辅助文本： It’s rainy.

It’s a rainy day.

It's raining hard. It's raining heavily. It's raining cats and dogs. The rain is pouring down. What a heavy rain! It is raining off and on.

storm: Heavy rain, together with strong winds and thunder or lightning.

教学设计说明：

一、创设主题语境

Weather 对于五年级的学生并不陌生，以他们自身的生活经验及知识累积，基本能用天气做一些简单的交流。我从人与天气的关联，设置语境，从Kitty 和Ben 要外出，来到植物园，遇到plant keeper George 展开话题，以George对植物的了解，用树，水生植物，花和暖房中植物来引出他对天气的喜好及原因，完成本课的教学目标。天气与植物都与生活息息相关，创设这个语境，有相对的真实性。

二、丰富语言材料

本课的教学内容是单词：weather, storm, stormy, rain, temperature, degree, make 句子：What’s the weather like? It’s…. The temperature is …degree(s).I like …weather. I don’t like…weather.我一开始用Weather report的一段文本让学生对今天的话题有了一个感知过渡阶段，再到植物园George来介绍天气与植物的生长，四段语言材料的使用，加强了本课时中出现的单词和句型的学习，在巩固中，主体文本得到了训练，较好的输出了本课所学内容。最后，用Enjoy the weather的一段语言材料，再次让学生感知天气的变化，为下次内容的学习做铺垫。