小学英语外研版（三起）2024四年级上册（2024）Unit 3 What's the weather like?教案

这是一份小学英语外研版（三起）2024四年级上册（2024）Unit 3 What's the weather like?教案，共7页。教案主要包含了教学目标，教学重难点，Teaching Prcess等内容，欢迎下载使用。
一、教学目标
（一）语言能力
复习并巩固天气形容词：sunny（晴朗的）、warm（温暖的）、windy（多风的）、cludy（多云的）、rainy（下雨的）、cl（凉爽的）、cld（寒冷的）；掌握新词汇：changeable（常变的）、diary（日记） 及功能句型缩写形式（It’s = It is, I’ve = I have）。
熟练运用询问与描述天气的核心句型，并拓展天气与活动的关联表达：
询问天气：A: What’s the weather like (tday)?（（今天）天气怎么样？）/ Hw’s the weather?（天气怎么样？）
描述天气：B: It’s (sunny and warm/windy and cludy).（是（晴朗温暖的 / 多风多云的）。）
提建议：Let’s (g ut t play/g hme/run)!（让我们（出去玩 / 回家 / 跑吧）！）
听懂 Amy 和 Sam 的天气相关对话，能提取关键信息（天气变化、人物活动）并回答问题；理解天气日记中不同时间段（早上、下午、晚上）的天气描述。
能根据对话内容进行角色扮演，语音语调自然；能结合天气日记模板，用简单英语描述一天中不同时段的天气状况。
（二）文化意识
了解 “谈论天气” 在中西方日常交流中的实用性，认识到天气变化对人们出行计划的普遍影响。
感受对话中 “帮助他人（给老人送树叶当伞）” 的美好品质，理解 “帮助他人是一种乐趣” 的跨文化共识。
（三）思维品质
通过梳理 Amy 和 Sam 一天中的天气变化（sunny & warm → windy & cludy → rainy），培养时序逻辑思维和信息梳理能力。
结合天气变化分析人物活动调整（出去玩→回家→跑着回家），培养 “原因 - 结果” 关联思维。
（四）学习能力
借助对话阅读、听力练习、角色扮演等活动，主动复习并运用天气相关词汇和句型，提升知识迁移能力。
在小组角色扮演、结对问答中，与同伴协作完成任务，遇到语言困难时能主动借鉴对话范例或向老师求助，提升合作学习能力。
二、教学重难点
教学重点
Prficiency in using the cre sentence patterns fr asking abut and describing weather: "What’s the weather like? / Hw’s the weather?" and "It’s + (weather adjectives)".
Ability t listen t dialgues abut weather changes and daily activities, extract key infrmatin (e.g., weather type, peple’s actins), and cmplete matching r answering tasks.
Mastery f the suggestin pattern "Let’s + verb 原形" and ability t use it in weather-related scenaris.
教学难点
Flexible use f cmbined weather adjectives (e.g., "sunny and warm", "windy and cludy") t accurately describe cmplex weather cnditins.
Understanding the lgical cnnectin between weather changes and peple’s behavir (e.g., "rainy weather leads t running hme") and expressing this cnnectin in simple English.
Rle-playing dialgues with natural intnatin that reflects emtins (e.g., excitement fr sunny weather, urgency fr rainy weather).
三、Teaching Preparatin
Audi-visual materials: Weather sng audi (fr warm-up); PPT slides with Amy and Sam’s dialgue pictures, weather change sequence charts, and weather diary templates; dialgue audi (fr "Listen, read and repeat"); dubbing vide clips (fr "Watch and dub").
Teaching tls: Weather adjective flashcards (with pictures, e.g., "sunny and warm" with a sun image); "Weather Change Timeline" pster (marking "sunny & warm → windy & cludy → rainy"); weather diary wrksheets (with Mrning/Afternn/Evening clumns and blank lines fr weather wrds).
Rle-play prps: Simple character cards (Amy, Sam, Lingling, Old Man); "leaf umbrella" prps (made f green paper) t enhance rle-play realism.
Reward items: Sticker badges with English phrases like "Gd Actr/Actress" and "Weather Reprter" t encurage active participatin.
四、Teaching Prcess
1. Warm-up & Lead-in (5 minutes)
Weather Sng Review: Play the weather sng frm the previus lessn. Ask students t stand up, clap t the rhythm, and sing alng. After the sng, randmly ask 2-3 students: "What weather wrds did yu hear in the sng?" (e.g., sunny, rainy).
Free Talk: Initiate a class discussin with three questins:
"What day is it tday?" (Guide students t answer "It’s Mnday/Tuesday...")
"What’s the weather like tday?" (Encurage students t use "It’s..." t describe, e.g., "It’s cludy.")
"What will yu d tday?" (Help students cnnect weather t activities, e.g., "It’s sunny. I will play ftball.")
Lead-in t the Dialgue: Say: "Tday is Saturday. Amy and Sam have n class. What will they d? And hw will the weather change? Let’s read their stry!"
Design Intent
The sng review activates students’ prir knwledge f weather vcabulary, creating a smth transitin t the new lessn.
Free talk cnnects weather learning t students’ daily lives, increasing their engagement. The lead-in questin abut Amy and Sam’s plan aruses curisity abut the dialgue stry.
2. Dialgue Learning & Vcabulary Cnslidatin (15 minutes)
Step 1: Read and Answer Key QuestinsShw Amy and Sam’s dialgue pictures n the PPT. Distribute simple questin sheets (e.g., "What’s the weather like at first?" "What will Amy and Sam d?"). Ask students t read the dialgue silently and answer the questins. After 3 minutes, check answers tgether:
Q1: What’s the weather like at first? A1: It’s sunny and warm.
Q2: What will they d? A2: They will g ut t play.Cntinue with questins abut weather changes (e.g., "Hw des the weather change next?" "What d they d then?") t guide students t track the stry line (sunny & warm → g ut → windy & cludy → g hme → rainy → run → use leaves as umbrellas → help the ld man).
Step 2: Analyze Weather Change and "Changeable"Display the "Weather Change Timeline" pster. Ask students t retell the weather sequence with the pster: "First, it’s sunny and warm. Then, it’s windy and cludy. Finally, it’s rainy." Intrduce the new wrd "changeable" /ˈtʃeɪndʒəbl/: "The weather changes a lt in ne day. S weather is changeable." Ask students t repeat the wrd and explain its meaning in simple terms ("ften changes").
Step 3: Learn Key Sentence Patterns
Weather 询问与描述：Extract sentences frm the dialgue (e.g., "What’s the weather like? It’s sunny and warm.") and write them n the blackbard. Explain the alternative pattern "Hw’s the weather?" and shw an example: "Hw’s the weather? It’s windy and cludy." Ask students t practice the tw patterns in pairs.
Suggestin pattern "Let’s...": Highlight sentences like "Let’s g ut t play!" "Let’s g hme!" Explain: "We use ‘Let’s + verb 原形’ t make suggestins." Invite students t make their wn suggestins based n weather (e.g., "It’s rainy. Let’s take an umbrella!").
Design Intent
Reading with questins helps students fcus n key infrmatin, imprving reading cmprehensin. The timeline visualizes weather changes, making the abstract cncept f "changeable" cncrete.
Extracting patterns frm the dialgue helps students understand hw t use them in cntext, laying a fundatin fr subsequent practice.
3. Practice & Applicatin (15 minutes)
Activity 1: Read and MatchShw three actins ("We can g ut t play." "Let’s g hme!" "Let’s run!") and three weather pictures (sunny & warm, windy & cludy, rainy) n the PPT. Ask students t wrk in pairs t match each actin t the crrespnding weather. After 2 minutes, invite pairs t share answers (e.g., "‘We can g ut t play.’ matches ‘sunny & warm’") and check tgether.
Activity 2: Listen, Read and RepeatPlay the dialgue audi. Ask students t listen first, then fllw alng and repeat, mimicking the intnatin (e.g., excited tne fr "It’s sunny and warm. We can g ut t play!"; urgent tne fr "Oh! It’s rainy nw. Let’s run!"). Pause the audi at difficult lines t crrect prnunciatin (e.g., "windy and cludy" /ˈwɪndi ənd ˈklaʊdi/).
Activity 3: Rle-play
Divide students int grups f 4 (rles: Amy, Sam, Lingling, Old Man). Distribute character cards and "leaf umbrella" prps.
Ask grups t practice the dialgue fr 5 minutes, referring t the PPT if needed. Remind them t pay attentin t intnatin and actins (e.g., hlding the leaf as an umbrella, running slwly).
Organize "Shw Time": Invite 1-2 grups t perfrm in frnt f the class. Evaluate based n "clear prnunciatin", "fluent dialgue", and "cnfident acting", and give "Gd Actr/Actress" stickers t excellent perfrmers.
Activity 4: Weather Diary (Listen, Write and Say)Distribute weather diary wrksheets (with Mrning/Afternn/Evening clumns). Play the audi fr the diary (e.g., "Mrning: It’s sunny. Afternn: It’s cludy. Evening: It’s windy."). Ask students t listen and tick (√) the crrect weather fr each time. After listening, ask students t describe the diary in pairs: "It’s sunny in the mrning. It’s cludy in the afternn. It’s windy in the evening."
Design Intent
Matching and listening activities reinfrce students’ understanding f the cnnectin between weather and actins. Rle-play prvides a vivid scenari fr applying dialgues, imprving ral fluency and expressin.
The weather diary activity cmbines listening and speaking, helping students apply weather vcabulary t time-based descriptins, expanding their language use scpe.
4. Summary & Hmewrk (5 minutes)
Summary:
Vcabulary Review: Use flashcards t review key weather adjectives (sunny, warm, windy, cludy, rainy) and new wrds (changeable, diary).
Sentence Pattern Review: Write the three cre patterns n the blackbard and ask students t read them alud:
Ask abut weather: What’s the weather like? / Hw’s the weather?
Describe weather: It’s + weather adjectives.
Make suggestins: Let’s + verb 原形！
Hmewrk:
Listen t the dialgue audi 3 times, read it alud, and rle-play the stry with family members.
Talk abut tday’s weather with a friend, using the sentence patterns "What’s the weather like tday?" and "It’s...".
Finish the weather diary wrksheet by drawing weather pictures fr each time perid and writing the crrespnding English wrds.
五、Blackbard Design
Vcabulary
Sentence Patterns
Ask abut weather:
What’s the weather like (tday)?
Hw’s the weather?
Describe weather:
It’s + (weather adjectives).Example: It’s sunny and warm. / It’s windy and cludy.
Make suggestins:
Let’s + verb 原形！Example: Let’s g ut t play! / Let’s g hme!
Weather Change Timeline (Amy & Sam’s Day)
Sunny & warm → G ut t play
Windy & cludy → G hme
Rainy → Run hme → Use leaves as umbrellas → Help the ld man
六、Teaching Reflectin
Strengths: The cmbinatin f dialgue learning, rle-play, and weather diary activities made the lessn lively and practical. Mst students culd actively participate in discussins and rle-plays, and accurately use the cre sentence patterns t ask abut and describe weather. The "leaf umbrella" prp enhanced the fun f rle-play, making students mre engaged.
Areas fr Imprvement: A few students struggled t use cmbined weather adjectives (e.g., saying "sunny warm" instead f "sunny and warm"). Sme students were t nervus during rle-play, leading t stiff intnatin. In additin, the weather diary audi was slightly fast fr individual students, making it hard fr them t tick the crrect weather.
Adjustments fr Future Lessns: Fr cmbined adjectives, add a reminder n the PPT ("Use ‘and’ between tw adjectives: sunny + and + warm"). Fr nervus students, arrange them t practice in small grups first befre perfrming in frnt f the class. Slw dwn the diary audi r play it twice fr students wh need mre time. Als, add a shrt vide f a real weather reprt t help students understand the practical applicatin f weather vcabulary.
Weather Adjectives
New Wrds
Abbreviatins
sunny, warm
changeable /ˈtʃeɪndʒəbl/ (常变的)
It’s = It is
windy, cludy
diary /ˈdaɪəri/ (日记)
I’ve = I have
rainy, cl, cld
——
——