Module 3 Unit 2 Weather教案

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1、 Teaching Plan of Oxford English 1B Module3 Things around us Unit2 Weather 1. 教材內(nèi)容： 2.單元中各板塊的內(nèi)容與作用分析 單元板塊 內(nèi)容呈現(xiàn) 作用分析 Look and learn 圖文：四個核心單詞 本單元的核心詞匯 Look and say 對話：詢問當(dāng)天的天氣 核心句型的語境創(chuàng)設(shè) Play a game 對話：猜出圖片中的天氣 核心句型的操練方式 Do a survey 表格：選擇自己喜歡的天氣 核心詞匯的操練方式 Say and act 對話：夏

2、天活動去海邊 核心語言的復(fù)現(xiàn)、滾動和拓展 Listen and enjoy 兒歌：Rain, rain, go away 調(diào)動課堂氣氛 9 3.單元整體目標(biāo) 語言運用目標(biāo) 在故事語境中，借助圖片和板書，模仿運用核心詞匯sunny, cloudy, rainy, windy口頭描述不同的天氣，模仿運用核心句型How is the weather? It’s …詢問天氣情況并做應(yīng)回答。做到語音語調(diào)正確優(yōu)美，表達(dá)較為流暢，并帶有一定情感。 語言學(xué)習(xí)目標(biāo) 1. 能在故事語境中感知、理解、認(rèn)讀核心詞匯sunny, cloudy, rainy, windy，并能借助圖片簡單

3、描述不同的天氣。 2. 能在故事語境中聽懂并仿說核心句型How is the weather? It’s …。做到語音正確，表達(dá)流暢，富有情感。 3. 能在語境中綜合運用所學(xué)內(nèi)容，借助圖片和板書，模仿描述自己喜歡的天氣, 能做的活動以及帶來的感受。做到語音正確，表達(dá)較有邏輯，并帶有一定情感。 語言情感目標(biāo) 通過一個單元學(xué)習(xí)，學(xué)生能在活動中體驗不同天氣的特征，并享受不同天氣帶來的樂趣。 4.分課時目標(biāo) 課時話題與板塊 核心語言 語用任務(wù) 知識與技能 Period 1 Happy in different weather Look and learn Look an

4、d say rainy, sunny, windy It’s… I can … How happy! 能簡單描述天氣特征，能做的活動以及帶來的感受 It’s… I can … How happy! 1. 能正確理解并跟讀核心詞匯 2. 能在語境中感知、理解、模仿表達(dá)核心語言。 Period 2 Go to the beach Look and learn Look and say Say and act Play a game Listen and enjoy sunny, cloudy, rainy, windy How is the weathe

5、r? It’s … It’s… I can… How happy! 能模仿詢問他人天氣情況 How is the weather?并用 It’s …正確應(yīng)答。能熟練描述天氣特征，能做的活動以及帶來的感受 It’s… I can … How happy! 1.能正確理解并朗讀核心詞匯 2. 能在語境中模仿核心句型與同伴進(jìn)行正確應(yīng)答。 3. 能在語境中模仿表達(dá)核心語言。 Period 3 The weather I like Look and learn Look and say Say and act Play a game Do a survey Li

6、sten and enjoy sunny, cloudy, rainy, windy How is the weather? It’s … I like …days. I can… How happy! 能熟練詢問他人天氣情況 How is the weather?并用 It’s …正確應(yīng)答。能熟練描述自己喜歡的天氣，能做的活動以及帶來的感受。I like … days. I can … How happy！ 1.能正確理解并熟練朗讀核心詞匯。 2. 能在語境中熟練模仿核心句型并正確應(yīng)答。 3. 能在語境中模仿表達(dá)核心語言。 Module 3 Unit 2 Weather

7、 Period 1 Sub-topic: Happy in different weather I．Objectives： 1. Contents: (1) Words and expressions: rainy, sunny, windy (2) Sentence structure: It’s… 2. Abilities: (1) Be able to identify the different weather (2) Be able to talk about activities we can do on different weather and expres

8、s feelings 3. Culture: Get to know different weather II. Language Focus: (1) Using the key words in context (2) Using the key patterns to talk about activities we can do on different weather and express feelings III. Difficulty: (1) To pronounce the word “rainy” correctly (2) To read and a

9、ct as happy as Froggy IV. Teaching aids: ppt V. Teaching procedures: 學(xué)習(xí)目標(biāo) 學(xué)習(xí)內(nèi)容 活動序號 導(dǎo)學(xué)方法 設(shè)計與說明 教師活動 學(xué)生活動 能有節(jié)奏地朗讀兒歌。 能復(fù)習(xí)與本課話題相關(guān)的舊知：warm, hot等 能感知語境，進(jìn)入新課學(xué)習(xí)。 能在語境中感知、理解sunny的意思，并正確跟讀。能用It’s sunny.描述晴天。 能在語境中感知、理解windy的意思，并正確跟讀。能用It’s windy.描述刮風(fēng)天。 能在語境中感知、理解rainy的意思，

10、并正確跟讀。能用It’s rainy.描述雨天。 能整體感知故事，體會不同天氣的樂趣。 能模仿故事，簡單描述天氣特征，能做的活動以及帶來的感受。 Pre-task preparation 1. Say a rhyme: Four seasons 2. Ask and answer 3. Listen to the background of the story While-task procedure Scene 1 4. Learn: sunny It’s sunny. Scene 2 5. Learn:

11、windy It’s windy 6. Scene 3 Learn: rainy It’s rainy. Post-task activities 7. Listen and follow the story 8. Ask Mouse to come out 9. The end of the story Homework 1 2 3 4 5 6

12、 7 8 How many seasons are there in a year? Let’s say a rhyme . How is spring/ summer/ autumn/ winter? Today we will talk more about weather. Our story is One day, Froggy asks Mouse to come out and play. He says… (Mouse! Mouse! Come out!

13、) Uh-o! Froggy goes away. How is the weather? What can Froggy do? How is Froggy? Let’s act as happy as Froggy Oh! It’s a message from Froggy. How is the weather today? Let’s listen and choose. It’s windy. What can Froggy do? How is Froggy? Will Mouse come out? Mouse is still at hom

14、e. Oh! It’s a video from Froggy. Wow! Froggy is so happy! What can Froggy do? How is the weather? Will Mouse come out? Mouse: Hmm…Let me review the messages and think it over. What can you do on different weather? Would you please tell Mouse? I can have a try first. (Read, say or act)

15、 Mouse finally comes out. Everyone is happy in different weather Read and act the mini book. 1-1 Say the rhyme 2-1 Answer the questions 3-1 Get to know the background of the story. 4-1 Listen and understand 4-2 -1Read and repeat: sunny 4-2-2 Say a chant 4-3 A

16、nswer the questions 4-4 Complete the mini book 4-5 Listen to Froggy again 4-6 Try to be Froggy. 5-1 Listen and choose 5-2-1 Read and repeat: windy 5-2-2 Say a chant 5-3 Try to say: It’s windy. I can fly a kite. 5-4 Complete the mini book 5-5 Read and act as Froggy 6-1Watch a video

17、6-2-1Read and repeat: rainy 6-2-2 Say a chant 6-3 Answer the questions 6-4 Complete the mini book 6-5 Read and act as Froggy 7-1 Listen and enjoy the story 8-1 Tell Mouse what you do on different weather It’s _____. I can ______. How _______. Mouse! Mouse! Come out! 通過兒歌活躍課堂氣

18、氛，幫助學(xué)生迅速進(jìn)入英語學(xué)習(xí)狀態(tài)。 通過問答復(fù)習(xí)上一課中與本課相關(guān)內(nèi)容。 通過感知語境，了解本課話題。 通過聲音和圖片感知理解sunny。 通過老師的問題How is the weather? What can Froggy do? How is Froggy? 逐步獲取信息，完成自己的小書。再聽文本，感受Froggy在晴天騎自行車快樂的心情，嘗試模仿演讀。 通過聽語音，從兩幅圖片中選擇windy，檢測學(xué)生是否理解意義。 通過看圖說話，梳理板書，逐步理解文本，完成小書，并模仿Froggy演讀。 通過視頻感受青蛙快樂的心情，并逐步獲取信息，梳理板書，在語境

19、中學(xué)習(xí)rainy, 完成小書。通過小組內(nèi)自主學(xué)習(xí)，嘗試模仿演讀。 通過老鼠和青蛙的聊天記錄復(fù)習(xí)鞏固主文本，再次感受青蛙在不同天氣體驗到的快樂，以及老鼠猶豫可能要出來的心情。 通過學(xué)生在不同天氣做的活動帶來的感受來感染老鼠，呼喚老鼠出來玩。 Blackboard design 1BM3U2 Weather Period 1 Different weather It’s … I can ….. How

20、 sunny ride a bicycle windy fly a kite rainy jump swim 本課時主體文本 Scene 1: It’s sunny. I can ride a bicycle. Ting-ting! Ting-ting! How happy! Scene 2: It’s windy. I can fly a kite. Hurray! How happy! Scene 3: It’s rainy. I can jump. I can swim. How happy! Mouse! Mouse! Come out!