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第一课时【课题】Unit 4 Its warm today 第一课时【教学重点】句型：Its warm / hot / cold / cool in .;词汇：cold、cool、hot、warm、weather【教学难点】单词weather的发音。【教具准备】一张中国地图以及本课时所需的单词卡片。天气预报英文解说的实录。教材相配套的教学课件教材相配套的教学录音带。学生准备好四张描述天气状况的形容词卡片以及写有城市名称的卡片若干。【教学过程】（一）热身、复习(Warm-up/Revision)1、学生一起说儿歌（Lets chant P31）2、教师手指自己的衣服说：I am wearing a . What are you wearing？引导学生说出自己穿的衣服的名称，如： a shirt、jeans、black shoes.（二）呈现新课 （Presentation）教师说：Its warm today.（指指外面） So we wear shirts or T-shirts. Today we are going to learn about the weather. Now lets watch a weather report.教师播放一段英文解说的天气预报实录。待学生看完后，教师说：This is a weather report.同时呈现单词卡片，领读weather report（把卡片贴到黑板上）教师要注意提醒学生读weather时，th咬舌尖。教师播放Unit 4 Lets learn A部分的课件。学生观看。教师提问：Is it a weather report?学生回答：Yes, its a weather report.教师再问：Is it warm in Lhasa？点击句子Its cool in Lhasa.引导学生答出：No. Its cool in Lhasa.让更多的学生重复回答。告诉学生拉萨位于我国西藏自治区，那里的天气很凉快，cool是形容天气凉快；而warm一词是形容天气暖和，北京的春天就是很温暖的。教师说：Its warm in Beijing.并引导学生跟读。教师将单词卡warm、cool贴黑板，请部分学生朗读单词。然后提问：Where is cool？ Where is warm？启发学生回答：Its cool in Lhasa. Its warm in Beijing.鼓励学生用warm和cool描述我国其他城市的天气状况：Its warm / cool in ., 如果有不符合实际的叙述，教师可以用 It isnt warm/cool in进行简单纠正，从而为学生进一步的学习留下悬念。请学生观察书中插图：Which city can you find？学生答出：Harbin、Hong Kong教师说：Its cold in Harbin. Its hot in Hong Kong.用体态语言解释hot和cold的意思。领读单词（把卡片贴到黑板上）。教师说：Its cool in Lhasa. Its warm in Beijing. Whats the weather like in Harbin?引导学生说出：Its cold in Harbin.提问：Whats the weather like in Hong Kong?引导学生说出：Its hot in Hong Kong.教师出示中国地图，边指边说：Here is Beijing. What is the weather like in Beijing?学生回答：Its warm in Beijing.教师问：Whats the weather like in Harbin/Hong Kong/Lhasa?学生分别回答：Its cold in Harbin. Its hot in Hong Kong. Its cool in Lhasa.引导学生用What the weather like in?提问关于我国其他城市的天气状况。教师边回答问题边在地图上指出学生所问的城市。教师播放自制课件，点击出12个城市的天气状况。每点击一个城市, 学生用Its in来描述一次。学生3-4人一组，仿照课文表演一个城市天气预报。Good morning. This is a weather report.(一起说)，然后每人预报两个城市的天气。、教案目标及重、难点分析1教学目标：（1）知识能力目标：能够四会掌握单词：skirt, shirt, jacket, dress和T-shirt。能够正确书写句子：What colour is it? Its white能理解对话大意并听录音跟读。（2）情感策略目标：培养学生互助合作意识。培养学生单词记忆策略。培养学生热心助人的意识。2教学重、难点：五个单词和两个句子在四线格中的正确书写。3教学准备单词词卡、图片、奖励学生的小图片、涂色纸、练习题、爱心调查表、录音机和磁带、多媒体课件。二、教学过程：（一）热身1Lets chant. （Unit 3 B Lets chant）2复习A Read and write部分学过的五个颜色单词。T：Today well have five colour groups. 教师将全班学生分成五个不同的颜色组，同时复习颜色单词的拼写：Red Group, Yellow Group, Green Group, Blue Group, White Group。T：Well have a race. If you get a right answer, your group can get one sticker. Lets see which group gets the most stickers.T：Today is Zips birthday. She will have a big birthday party. Would you like to go to the party?Ss: Yes.T：Me too. But what can we wear? I have some pretty clothes. Guess what they are. 在游戏过程中渗透句型：This dress is pretty.学生猜，答对的学生为本组赢得一张服装图片的贴纸。教师在小组活动中渗透Hurry up!的教学。（设计意图：利用衣服图片进行“猜一猜”的游戏，复习服装单词，同时也为后面的单词书写作铺垫。）（二）新知呈现和操练1T：These clothes are mine. I have some new clothes for you. They are very pretty. Do you want to take a look?Ss：Yes.T：But you must complete the words first.教师利用课件出示单词的拼写：sk_t, _ _irt, T- _ _ _ _ _，j_cket，dr_ss。学生猜对后，教师出示衣服的图片，渗透以下句子：What colour is the ? This _is pretty.教师引导学生拼读比较shirt和skirt的发音和拼写，引导学生总结ir的发音。出示T-shirt 时，教师提醒学生第一个字母大写。（设计意图：引导学生进行观察比较，根据单词特别是元音字母的发音规律记忆单词，渗透单词记忆策略的培养。）2“快看快说”单词游戏教师利用课间展示彩色衣服图片，通过提问引导学生进行讨论。T：Whats this? What colour is it?Ss：Its .板书句子时，教师故意小写句首第一个字母或忘记标点符号，让学生找出并纠正，以加深学生的记忆。3游戏：（1）将单词卡片快速重新排列组成句子。（2）涂一涂，写一写，比一比。（设计意图：利用游戏的形式操练句子的书写，调动了学生的积极性，同时在小组活动中培养了学生互助合作的意识。）4T：Zip has some pretty clothes, too. She has a new dress for her birthday party. What colour is it? Lets watch the cartoon.学生看完动画后回答教师的问题。T：Open your books and read in pairs. Think about this question： What colour is the T-shirt/shirt/skirt?教师再放一边录音，学生听完后填空并检查答案。（设计意图：让学生带着问题阅读课文，利用听音练习帮助学生理解课文内容并练习单词的书写。）5T：Zip has a new dress for the birthday party. What do you have for the birthday party? What colour is it?学生回答，答对的可以得到一张衣服图片。最后，师生一起总结本节课小组竞赛的情况（设计意图：这一过程同时也是对本课单词的又一次复习巩固。）（四）家庭作业Name your clothes in your closet.
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