四年级英语下册教材Unit6 Weather教案

发布日期:2018-07-21 16:16 本文摘要:四年级英语下册教材Unit6 Weather教案,小学课本上有很多内容需要大家学习,只有掌握好的方法才能学好这些知识,课前预习的时候阅读教材可以帮助大家掌握重点内容,下面大思英语小编为大家带来四年级英语下册教材Unit6 Weather教案,希望能够帮助大家。 四年

  四年级英语下册教材Unit6 Weather教案,小学课本上有很多内容需要大家学习,只有掌握好的方法才能学好这些知识,课前预习的时候阅读教材可以帮助大家掌握重点内容,下面大思英语小编为大家带来四年级英语下册教材Unit6 Weather教案,希望能够帮助大家。

  

   四年级英语下册教材Unit6 Weather教案

   一、教学目标

   1. 知识目标:

   学生能听、说、认读 sunny, cloudy, windy, rainy, snowy,并能通过探究,掌握这几个词汇读音规律。

   学生能够了解不同天气的形成过程,并初步学会根据自然界的各种现象判断天气即将发生的变化。

   2. 能力目标:增强主动思维和实践意识,提高自主学习能力,提高语言运用能力。

   3. 情感目标:学生通过充分挖掘生活经验,丰富生活知识,认识了解我们赖以生存的大自然。

   二、课前准备

   彩色粉笔、课件、录音机

   三、教学和活动过程

   教学过程

   设计说明

   ↘热身(Warm-up)

   1. Let's do

   T: Walk, walk, walk, run , run, run. Fly, fly, fly. Jump, jump, jump . Dance, dance, dance. Swim, swim, swim. Draw, draw, draw. 中间加入 stop。

   (学生饶有兴趣地边听边做,听到 stop 时停。)

   2. 超级变、变、变

   教师寥寥数笔呈现板书背景(山,河等)

   T:What can I draw? What do you see?

   有的学生说:You can draw a mountain. It's so big.

   T:(边说边表演)Look, a mountain.

   T: Can you be a mountain? I'm a bird. I'm beautiful. I can fly.

   What can you be?

   Ss: We can be the Yandang Mountain. It's beautiful.

   (学生对教师瞬间画成的画很诧异。)

   TPR 活动既可活跃课堂气氛,又可为下一环节的语言作铺垫。

   Stop 可增加TPR趣味性。

   趣味盎然的游戏调动学生兴趣,自然导入新知识。又为本课结尾的表演埋下伏笔。

   ↘呈现/操练(Presentation/Practice)

   呈现各种天气现象的形成过程

   1. 教师在黑板上画一个卡通太阳——sun 板书

   T (引导) :Look, I'm the sun. I'm shy. How do you feel? Are you hot? 教师边表演边说

   Ss: I feel warm.

   T: Can you be a sun?

   S1 拉起头发表演怒发冲冠的太阳: Look, I'm the sun. I'm angry.

   (众学生笑)教师顺势让学生说出自己的感受。

   Ss: I see the angry sun. I'm hot...

   S2 驮着背表演年老的太阳: I'm the sun. I'm old. I'm very kind.

   Ss: Oh, we feel...

   教师因势利导,让学生发散思维,并复习hot,cold,warm,cool 等词。

   2. cloud

   T: Look, the sun is shinning in the sky. The water in the river changes into steam. What will it be?

   教师画云

   Ss:云

   Ss学说cloud。

   板书:cloud

   T: What does the cloud look like?

   S1: The cloud looks like baby's face. It's lovely.

   S2:The cloud looks like an UFO.It can fly. It's cool.

   T: (课件一 出示各种云的形状图)

   What does the cloud look like?

   The cloud looks like...

   S1(图片一): The cloud looks like a horse. It's strong . It can fly in the sky.

   S2(图片一): The cloud looks like a cow. It's fat.

   S3 S4 S5...

   结合科学课知识呈现新知识。学生在学习语言的同时,又在教师的带领下探索自然界的奥秘。

   给学生一个似是而非的图形,训练学生的发散性思维,充分发挥学生的想象力。不同的答案形成了学生之间的信息差异,学生有表达的欲望,乐于表达。

   单词操练在句型的依托下更为有效。

   学生张开想象的翅膀,发散性思维。

   3. rain

   T: More and more clouds get together. What will come?

   Ss: 雨

   学说 rain。

   板书:rain

   a. Talk about the sound of the rain。

   S1: Rain, rain, hualala.

   教师接话题

   T: Oh, how heavy! Heavy rain, let's go !

   (教师装着狼狈地逃开,课堂一下子沸腾了,学生纷纷举手模仿雨声。)

   S2 :Rain, rain, xilili.

   T: Oh, light rain.

   b. Sing the song Rain, rain go away.

   学生的口中导出 rain 一词。

   教师在课堂中幽默的表演给课堂注入了新鲜的活力,借助学生的话渗透 heavy rain light rain。

   4. snow

   教师画冷空气

   板书:snow

   Ss say the chant. Snow

   Snow, snow, where do you go?

   I don't know. I don't know.

   Where can I go?

   单词的操练形式可以灵活多样,Snow 一词的发音对学生来说较好掌握,因此通过一个朗朗上口的歌谣加以巩固。

   5. snowy

   a. T: What's the weather like here? It's snowy. 板书 /i/, /i/, snowy.

   b. 区别 snow 和 snowy

   T: What's this?

   T: What's the weather like here?

   S: It's snow.

   S: It's snowy.

   c. Talk about snowy days.

   T: It's snowy. I can make a snowman.

   S: It's snowy. I can make a snow rabbit.

   师接学生的话题 Is it beautiful or ugly? Does it have small eyes or big eyes?

   S1: I can make a snow Miss Chen.

   (哄堂大笑)

   S2: It's snowy. I can make a snow tiger. It has two big eyes. The eyes are carrots. The nose is stone. It's lovely.

   (教师表扬,给予肯定)

   课堂是随机的,学生经常在你不经意的时候给你惊喜,作为教师,应该善于捕捉时机,让学生的思维火花撞击出不同的乐章。

   6. Sunny, cloudy, rainy.

   a. T:\i\,\i\,snowy.\i\, \i\ ...

   Ss: \i\, \i\, sunny.

   T: (课件二 不同天气图)

   学生在表达自己的思维的过程中,难免会出现一些语病,教师应加以鼓励,而非立即纠正,这正是学生从不自觉的模仿语言到自觉创造语言的良好开端。

   7. 用有节奏的 Chant 来操练

   Rainy rainy, run back home. Sunny sunny, play a game.

   Cloudy cloudy, rain is coming.

   在教师引导下自主探究语音规律得出sunny, cloudy, rainy这几个词的发音。

   ↘拓展/巩固(Extension/Consolidation)

   活动 1

   T: (.课件三 晴天图) It's sunny. I can...

   T: (.课件四 阴天图) It's cloudy. What will the weather be like? Ss:It will be...

   T: (课件五 雨天图) It's rainy. Let's...

   T:(课件六)课件六 智力问答

   a. 根据小熊出示的东西,回答是何种天气

   table tennis football sneakers umbrella

   sunny

   b. wind windy

   通过谈论不同天气要做的事巩固词汇,发散思维,分享生活经验。

   活动 2 谈论天气有可能发生的变化。

   T: (课件七 不同天气图片)

   T: It's cloudy and windy. What will the weather be like?

   S1: It's sunny and windy. Let's...

   S2: It will be rainy. Let's go home.

   It will be rainy. Let's put away the clothes...

   根据事物之间的逻辑关系,培养学生推理能力。

   活动 3:根据各种现象判断天气即将发生的变化。

   a.T:(课件八)出示蚂蚁上树,繁星满天,鱼浮水面,燕子低飞等各种情景。

   T: Look at the tree. What can you see?

   S1: There are some ants on the tree.

   T: What will the weather be like?

   S2: It will be rainy.

   T: So can I wear sneaker?

   S3: You can wear boots.

   T: It will be rainy. What can we do?

   Ss: We can...

   T:(提供图片中的情景作为参考)

   根据天气的相关信息或情景,编对话。

   学生评选出最佳创意、最佳表演、最佳效果奖。

   Ss: We are ants.

   S1: I am a tall tree.

   Ant1: It's sunny. Let's have a picnic.

   Ant2: Oh, no, my hat.

   Ant1: It's windy. Look at the sky. There are many black clouds.

   Tree: Hey, ants, ants. Hurry up, hurry up. It's windy and cloudy.

   It will be rainy.

   Ants: Oh, let's climb the tree.

   (学生精彩的表演和丰富的想象赢得了阵阵掌声。)

   教师这里通过举例让学生明白将要展开的话题,给学生一个思维的导向,并同时多方位地利用信息差让学生分享个人生活经验。

   教学结果呈现用表演的方式,学生结合个人经验充分发挥想象力,展现自我。

   随笔

   教师在环环相扣,层层铺垫的过程中完成了教学由扶到放的转换。图片的呈现只是给学生搭建一个平台。体现了促使学生获取、处理和使用信息的新课程理念。学生在最后的结果呈现中编出了各式的对话,有的以拟人的手法表演蚂蚁与大树的对话,滚动旧知识恰到好处地体现了本课话题,很好地发挥了想象;有的则围绕野餐紧扣话题展开,用英语解决实际问题。

   五、课后反思

   (一)多方位联系生活实际

   新课程告诉我们,教师应结合教学内容,创造性地设计贴进学生实际,以学生的生活经验为出发点的教学活动。天气是与人们生活息息相关的,人们的日常生活起居出行都与其有着紧密联系,因此也就有了看云识天气燕子低飞,风雨欲来等一系列的经验之谈。本课设计就挖掘了人们对天气的这一方面认识,让学生在英语学习的同时交流个人生活经验。如在本课巩固认读环节设计中,教师借助了学生日常生活的经验,让其根据所提示的物品推理判断天气,在此基础上学生安排个人的活动和衣着。又如本课的最后表演环节,它既是学生语言知识综合运用,又是学生日常生活经验的大比拼。

   (二)多方面促进学科整合

   传统的英语教只是单纯的传授语言知识,是为教英语而教英语的教学。新课程教学设计强调学科之间的整合,主张与其他学科知识的兼容并蓄。在本课的语言知识呈现过程时,将学生科学课上的水循环知识搬上了课堂,使学生在学习英语的同时,也能够接触到自然科学方面基础知识,帮助他们认识了解我们赖以生存的大自然。教师同时借助了歌曲、歌谣、表演等手段使学生的思维和想象力、审美情趣和艺术感受等综合素质得到培养。

   (三)多维活动体现教师角色的变换

   师生是教学中的两个主体,教师是主导,学生是主体。教师角色要适时变换,才能充分发挥学生的主体作用,课堂教学才会成为师生间共同参与的多维活动。

   在本堂课的教学中,首先,教师是示范者,通过各种手段直观呈现材料,引发学生思维,启动学生探索。在呈现天气的形成过程时教师借助简笔画和课件创设情景,并示范表演小鸟、树木等形象为学生提供参考,使学生能展开想象的翅膀,自由表演各种事物。其次,教师是启发者,引导学生进行探究学习。Sunny, snowy, windy, cloudy, snowy等词发音规则,由此驱动学生的探究心理,自主归纳得出几个词汇的正确读音,体验成功的喜悦。在任务进行的过程中,学生既说又唱,既演又想,手、脑、口、耳、眼、肢、体并用,静态、动态结合,在轻松、愉快的活动中真正用感官和心灵去体验英语语言及其运用。最后,在完成任务的过程中,教师还是助手和观众,引导和帮助学生通过观察自然界的各种现象来预测天气即将发生的变化,并在此基础上联系自身已有经验,表演与各种天气相关的生活情景。

   四年级英语下册教材Unit6 Weather教案,要想真正的掌握一定的知识点,必须结合着相关的试题来训练才行,这样可以帮助我们巩固知识点。下面是我们大思英语精心为大家准备的小学四年级英语下册复习资料,快跟着我们学大教育一起来看看这篇文章的内容吧。

  

   一. 根据要求写出相应的单词

   1. wide(反义词) 2. go(过去式) 3.sheep(名词复数) 4.cheap(反义词)

   2. 5. match(第三人称单数) 6.big(反义词) 7.child(名词复数)8.do(第三人称单数)

   二. 介词填空 from, in , of, on, to

   1. The capital ______ America is Washington D.C.

   2. This planet is far_____ the sun.

   3. The birds live ____ the tree.

   4. New York is ______ the east of America.

   5. Shanghai is _______ the south of Beijing.

   三. 选词填空

   rings, planet, bag, postcard, stars, hot

   1. The sun is big and______. 2.There is lots of _____ in the space.

   3. The earth is a _____ that moves around the sun.

   4. This planet has got three beautiful _______.

   5. The mother kangaroo has a special _______ for her baby.

   6. I will send you a ________ from Beijing.

   四. 将对话补充完整

   A: Where did you go, yesterday? B: We ____ to a computer shop. A: Did you buy a new____? B: No, I didn’t. It was ____ for me to choose. Some were powerful______ very expensive. Some were cheap but not beautiful.

   五. 根据实际情况回答问题

   1. Do you like koalas? Why?

   2. What are you going to do this summer?

   3. Where will you go this weekend?

   4. Where do you live?

   5. Who is your English teacher?

   6. Who is your good friend?

   六读句子,写出反义词.1.The man is not old. He looks very____.

   2.The girl was ____ then. But now he is_________.

   3.My brother was short but now he is_______. 4. This computer is very

   expensive. I will buy one because it is_________. 5. I will give this big apple to my mother and the _______apple is for me. 6. This river is very narrow and dirty, But it was________.

   七.阅读理解

   I’m Lingling. I like traveling(旅游). On the summer holiday, I went to Australia with my parents. We lived in Sydney. It is a beautiful city. We saw a lot of flowers. We also saw some

   Koalas and kangaroos, Koalas were very cute. Kangaroos jump on their back legs. Mother

   Kangaroos have special bags for the babies. I like Australia. And we will go to London next

   year.

   1. When did Lingling go to Australia?_____________________________________

   2. Where did they live?____________________________________________

   3. How do the Kangaroos jump?____________________________________

   4. Does she like Australia?_____________________________________

   5. Where will they go next year?__________________________________

   以上就是大思英语小编为大家精心准备了四年级英语下册教材Unit6 Weather教案,希望大家能够认真阅读,想要获取更多的小学教案资讯,请关注大思英语网。