Unit 4 What makes the weather?教学评价实录

Unit 4 What makes the weather 【主题】The world 【话题】Period 1: The sun

Period 2: The changing weather Period 3: Past and now 【教材及学情分析】

《新世纪英语》五年级第二学期Unit 4教材分为三个主版块，分别为Wonderland版块一些核心词汇shine, earth, comfortable, heat, become, air, raindrop, a kind of。Farmland版块的小对话的核心句型I/You/He/She/We/You/ They did…

I/You/He/She/We/You/They do (does)…主要是进行一般过去时和一般现在时的比较。Grand Theatre版块是一篇科普类文章，关于天气是如何变化和形成的。两个辅助版块是语音版块和儿歌板块。根据单元统整的要求，以“The world”为单元的主题，分别通过三个有关联的话题“The sun”

“The changing weather”“The people”来进行教学，有机地把本单元的核心词汇和核心句型融合在一起，从而提升学生的情感体验，让学生爱大自然，爱身边的事物。

在学生的学情方面，本单元是一个科普类文本的学习，所以学生既要明白科普类知识，还需要学生通过图例用英语来描述科普知识，所以对于学生的要求还是相当高的，特别是在第二教时的文本变化的天气一文中，语言知识点非常多，这就给学生的阅读和理解造成了困难。课堂中主要采用图例和动画，不断描述这些变化的天气，让学生在观看和思考中学会这篇科普文章。此外本单元的核心句型，主要是时态的区别，但部分同学对于这两种时态还是能够区分的。

【单元教学目标】

教学目标：

1、通过Grand Theatre课文的阅读理解以及语境的创设，正确识读单词：shine, earth, comfortable, heat, become(became), air, raindrop, a kind of等，理解其含义并能准确地运用于一定的语言情境中。

2、通过短文的阅读和理解，初步感知天气的形成与太阳和水有关，能用简单的英语表达科学知识。

3、通过阅读理解课文，理解并运用在课文中出现的一些语言知识点:have something to do with, dry up, seem to, turn into, 等

4、通过听对话和阅读对话，学习用I/ You/ He/ She/ We/ You/ They did…; I/ You/

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He/ She/ We/ You/ They do…来表达过去的行为和现在的习惯。

5、根据自己创设的不同情景，围绕着I/ You/ He/ She/ We/ You/ They did…; I/ You/ He/ She/ We/ You/ They do…来编写小对话。

6、能养成每天听天气预报的好习惯，激发对自然科学的兴趣。

【分课时教学目标】

Period 1

The sun Period 2 The weather 语言知识

1、正确识读单词：1、继续巩固本单1、学习用I/ You/ shine, earth, 元的核心单词: He/ She/ We/ You/ earth, They did…; I/ You/ comfortable, heat, shine, become(became), air, comfortable, heat, He/ She/ We/ You/ become, air, raindrop, a kind of并，They do…来表达raindrop, a kind of理解其含义

过去的行为和现并能学会运用。

在的习惯。

2、在语境中理解

下列语言知识点: have something to do with, seem to disappear, dry up a puddle, become part of the air, get heavy, turn into。

Period 3

changing Past and now

1、通过短文的阅1、通过听对话和语言技能与1、能根据图片、文本的阅读、儿歌、情境读和理解，了解多阅读对话，学习表创设的方法，识读核变天气的成因，并达过去的行为和心词汇shine, earth, 能用所学的语言现在的习惯。

comfortable, heat, 描述相应的话题。

2. 根据自己创设become(became), air, 4、通过阅读理解的不同情景，围绕raindrop, a kind of并文本以及词汇的着I/ You/ He/ She/ 运用

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在适当的语境中运用学习，能对文本内We/ You/ They 词汇

容进行简单复述

2、根据所给的图示和

句型提示复述关于太阳的语篇

did…; I/ You/ He/ She/ We/ You/ They do…来编写小对话。

情感态度

仔细观察和感受大自1、了解多变天气然，激发对关于天体的成因，并激发学的自然科学的兴趣。

生对自然科学的兴趣。

2、培养学生爱护我们生活的环境

学会与他人分享发生在过去和现在的美好事物。

学习策略

1、通过听、读以感知1、通过观看动画，1、通过听、说、新授动词的音、形、来理解天气变化读的方式理解文义。

的成因

本内容，并能运用2. 通过对文本内容的2、通过图示，让时态的对比来表信息提取和描述在创学生自己能讲解达过去和现在的设的语境中正确运用天气变化的成因。

事物。

3、通过自主学习

3. 根据所给的图示和的方式描述话题内容。

句型提示进行复述

这些新授单词。

【单元文本】

Period 1

It is a kind of star. There is no air on it. The earth always goes around it. When it shines, we have a sunny day and the temperature becomes high. It gives light and heat. When we see it in spring, autumn and winter, we feel comfortable.

But in summer it is too hot. On very hot days, we don’t

want to see it. We’d like to have wind and raindrops. What is it? It’s the sun.

Period 2 When the sun shines, the earth grows warm. It is a sunny day. We feel warm and comfortable.

The sun gives us heat. The sun’s heat can dry up a puddle. The water in the

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puddle seems to disappear. But in fact it has become part of the air. The water in the air becomes clouds. Then it is a cloudy day.

The clouds get heavy with water, and the water turns into raindrops. Then we have a rainy day. Now do you know more about the weather?

Period 3 It’s eight o’clock in the morning. Lily and Alice meet at the school gate.

Lily: Hi, Alice. Alice: Hi, Lily. How did you come to school? Did your parents send you in a car? Lily: Not any more. They sent me to school in the car when I was little. But now I take the bus to school by myself. How about you? Alice: My grandpa sent me to school on foot when I was little. But now I walk to school by myself. Lily: Yes, we are big girls now. Bella: Linda, do you know the woman over there? Linda: Oh, she’s Miss Lynn.

She taught us Arts and Crafts last year. She could draw nice pictures and make beautiful model ships.

Bella: Does she teach you Arts and Crafts this year? Linda: No. She teaches the fourth grade this term. She’s really a good teacher.

Period 2 The changing weather 教学目标：

1、

通过语篇的听读理解,继续巩固本单元的核心单词: shine, earth, comfortable, heat, become, air, raindrop, a kind of并能学会运用。

2、通过语篇的阅读，在语境中理解下列语言知识点: have something to do with, seem to disappear, dry up a puddle, become part of the air, get heavy, turn into。

3、通过短文的阅读和理解，了解多变天气的成因，并能用所学的语言描述相应的话题。

4、通过阅读理解文本以及词汇的学习，能对文本内容进行简单复述

教学重难点：

1、

能在语境中理解: have something to do with, seem to disappear, dry up a puddle,

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become part of the air, get heavy, turn into。

2、了解多变天气的成因，并激发学生对自然科学的兴趣。

3、能根据话题

“What makes the changing weather” 用所学的语言简单描述话题。

教学过程：

Pre-task preparation: 1.

Sing a song: Raindrops 2.

Talk about the sun 3.

Read the passage of the sun. 4.

To talk about: What kind of weather do you like? Why? 教学策略：课堂伊始由歌曲活跃气氛，接着通过问答形式来检验学生第一课时文本的掌握，再由谈谈自己喜欢的天气及原因倒入新课的学习。

While-task procedure: Task 1：To know the whole story 1. Listen to the 1st part of the story and answer Q: Is the weather changeable? 2. Check the answer 3. Read the 1st part of the story

We know the weather when we look at the sky. The weather changes quickly. The sun may shine in the morning and it hides behind the clouds at noon. And in the afternoon, it begins to rain. 4. Read the whole story by themselves and try to answer To think: What makes the changing weather?

The changing weather has something to do with ---. （教学策略：带着问题What makes the changing weather?整体感知文本，让学生通过自主阅读来初步了解文本内容，也为后面的逐段学习打下伏笔）

Task 2：To learn: What makes a sunny day? 1. Read and think: What makes a sunny day? 2. Read the 2nd part of the story. When the sun shines, the earth grows warm. It is a sunny day. We feel warm and comfortable. （教学策略：由于晴天形成的过程比较简单，因此让学生带着问题What makes a sunny day?自主阅读并理解晴天的形成）

Task 3：To learn: What makes a sunny day? 1. Look and listen to the 3rd part of the story and answer

Q: What becomes clouds? 2. Check the answer and then ask:

Q: Where does the water come from?

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3. To learn: dry up a puddle

seem to disappear

become part of the air

become clouds 4. Read the 3rd part of the story.

（教学策略：阴天的形成是本课的重点也是难点，因此借住问题和媒体的演示逐句进行学习，帮助学生在语境中理解dry up a puddle，seem to disappear，become part of the air ，become clouds的含义）

Task 4：To learn: what makes a rainy day? 1. Read the 4th part of the story and try to answer Q: What makes a rainy day? 2. To learn: get heavy with water

turn into raindrops 3. Read the 4th part of the story.

The clouds get heavy with water, and the water turns into raindrops. Then we have a rainy day. （教学策略：雨天的形成相对简单，因此先在媒体的帮助下在语境中理解get heavy with water, turn into the raindrops的含义，然后知道了雨天的形成）

Post-task activities: 1. Read the whole story and conclude: The changing weather has something to do with the sun. 2. Pair work: How does the rainy weather change into the sunny weather? （教学策略：让学生运用所学并在媒体和词组的帮助下，进行语用和输出雨天是如何转变成晴天的）

3. Read the passage.

When the raindrops fall down, the clouds get light. The wind blows the clouds away, and the sun shines again. Then it is a sunny day.

5.

Retell the whole story: What makes the changing weather?

评价方式：

学生能流利地、正确地复述天气变化的流程图，所在小组获得三颗星

学生能较流利、正确地复述天气变化的流程图，所在小组获得两颗星

学生能在老师的帮助下复述天气变化的流程图，所在小组获得一颗星

6.

To know more about the globe weather by the internet.

Homework: 1. Read the story. 2. Retell the story: What makes the changing weather? 3. To know more about the changing weather from the books or internet.

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On board:

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