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1、UNITSEVENWHATISNATURELesson23教学设计一、教学目标1.能用“How'stheweatherinSydney?”和“Bad.It'sraining.”询问某地的天气状况并做出应答;能用“Ice/…canbecomewater/….”说出冰、雪、雨、水的变化。2.能认读词汇hot,become,clever,ice,并能在实际情景中运用。3.能观察冷、热水在冰箱中放不同时间后温度的变化,并进行汇报。4.能养成观察自然、热爱自然的意识。二、教学重难点1.教学重点:(1)用“How'stheweatherinSydney?”和“Bad.It'
2、sraining.”询问某地的天气状况并做出应答;用“Ice/…canbecomewater/….”说出冰、雪、雨、水的变化。(2)能认读词汇hot,become,clever,ice,并能在实际情景中运用。2.教学难点:(1)用“How'stheweatherinSydney”和“Bad.It'sraining.”询问某地的天气状况并做出应答;用“Ice/…canbecomewater/….”说出冰、雪、雨、水的变化。(2)hot发音/ɒ/的口型位置。三、教具准备单词卡片、头饰(教材人物),冰、雪、雨、水图片、水杯、热水、冰块、给学生的评价奖品(sticker
3、s:冰、雪、雨、水图片等)、教学课件等。四、教学过程(一)Listenandsay分析与提示·本单元的主题是大自然的一些现象及变化。本部分内容旨在通过对话,学习要求掌握的交际用语及单词,了解一些科普知识。·建议结合三年级学过的有关天气、季节的内容。进一步充实、深化教学内容。1.导入(1)师生从谈论天气和季节的对话形式导入。T:What'stheweatherliketoday?Ss:It's….T:Whatseasonisitnow?Ss:It'swinter.T:Yes,it'swinter.AndisitcoldorhotinwinterinBeijing?
4、Ss:It'scold.T:Whatdowehaveinwinter,snoworrain?Ss:Snow.T:ItsnowsinwinterinBeijing.InwhatseasondoesitoftenraininBeijing?Ss:Insummer.T:That'sright.2.学习对话1(1)观察对话情景。·PPT中出示第一幅图场景(或将图贴在黑板上)。T:Pleaselookatthepicture.Whatdoyouseeinit?Ss:Maomao,Lala,snow,snowflakes….·教师引导学生猜测Maomao和Lala的对话内容
5、。T:“WhatdoesLalasay,canyouguess?”Ss:….(2)初听理解对话。T:Let'slisten!WhatdoesLalasay?(Playthedialogue,“Itdoesn'tsnowinsummer.”)Ss:Itdoesn'tsnowinsummer.(Studentsrepent)T:No.Itdoesn'tsnowinsummer.Doyouknowwhy?Ss:Because….T:Pleaselisten.(Playthedialogue.“Becauseit'shotandsnowbecomesrain.”)·用图
6、片或一杯热水学习hot一词,注意其发音/ɒ/。Becometurninto可在PPT上用图片解释,snow图片变成rain图片。T:Pleaselistenandrepeat.Ss:Becauseit'shotandsnowbecomesrain.(Studentsrepeat)T:Itdoesn'tsnowinsummer.Becauseit'shotandsnowbecomesrain.Itsnowsinwinter.Doyouknowwhy?Ss:Becauseit'scoldandrainbecomessnowinwinter.T:Clever!Icec
7、anbecomewaterandwatercanbecomeice.·教师用手势教学clever,用实物或图片教学ice。此时教师板书冰、雪、雨、水之间的变化关系,并进行语言操练:Inhotsummer,snowcanbecomerain.Incoldwinter,raincanbecomesnow.Inwarmweather,icecanbecomewater.Incoldweather,watercanbecomeice.(3)听录音模仿跟读。·播放对话录音,学生模仿跟读。·学生集体朗读对话。·学生自读对话,内化理解。(4)角色扮演。·学生分角色朗读对话。·
8、1～2组学生表演对话。教
