粤人社《英语》五（上）Unit 1 Seasons and weather（Reading and writing）

雷炳权

教学过程

Step 1.Pre-reading

1.师生交流，培养思维

（1）Free talk.

T:Hello,boys and girls.Today I’m your English teacher.Nice to meet you.My name is Mr.Lei.I want to know something about you.What’s your name? How old are you?What’s your hobby?Can you swim?Let’s swim together.OK?What can you do?

Ss:I’m...I like...Yes,I can./No,I can’t.I can...

（2）T:There are four seasons in a year.What are they?（学生看图片说出）What season is it?What’s the weather like in spring/fall/winter?

学生根据问题回答：spring,summer,fall,winter，快速说出有关天气及季节的词汇及句子。

2.巧用歌谣，复习旧知

Let’s chant.

T:Let’s chant:Four seasons

T:Wonderfulchantand beautiful voices.

3.图片猜测，导入主题

Lead-in.

PPT出示课本中Kevin的照片。

T:We all know the seasons and the weather. But what season is it in this picture?Look atthe boy.He’swearing a sweater.

T:This is our friend,Kevin.He is from Australia.What is Kevin doing?Can you guess?

（让学生猜测，培养其发散性思维，教师根据学生的问题回答，回答时用maybe）

T: Kevin is writing an email. (PPT呈现email)Look,this is his email.

T:How do you say this word?

Ss:Email.

T:What is email?

Ss:电子邮件。

T:Today let’s learn Kevin’s email.（引出课题“Kevin’s email”并贴出）

设计意图：由于教师是借班上课，上课一开始教师与学生自由交谈，相互理解，增进沟通。利用课本歌谣引出复习的四季类及天气类单词与句型,为后面的阅读做好铺垫。随后，教师利用图片引出主人公Kevin，并引导学生通过Kevin的衣服猜测澳大利亚的季节，培养学生的发散性思维，同时自然而然地引出主题“Kevin’s email”。

Step 2.While-reading

1.听读邮件，整体感知（听读）

Listen，read and answer the question.

T:But who is Kevin writing to?Now please listen，read and answer the question.（播 放录音，板书 Dagang）

设计意图：利用Kevin给Dagang写邮件的情境设计问题：Who is Kevin writing to？引出Dagang，唤起学生的阅读兴趣，并给出快速阅读的任务——回答问题。

2.快速阅读，提取信息（寻读）

Read quickly and answer the questions.

T:Now you read the email as quickly as you can.Then finish this map according to these questions.

T:I give you some reading tips.

T:Look at the questions.OK.Please read them.

（1）Where is Kevin from?

（2）Whatseason isitin Kevin’s country?

（3）What’s the weather like?

（4）What can’t Kevin do?What can he do?

T:Let’s check the answer together.

Name Kevin Country Australia Season Winter Weather Cold Activity Go ice skating

T:Now you and your partner use the same way.Then finish Dagang’s information.You have 1 minute.

（1）Where is Dagang from?

（2）What season is it now?

（3）What’s the weather like?

（4）What can Dagang do?

指导学生用同样的方法获取信息。

Name Dagang Country China Season Summer Weather Hot Activity Go swimming

教师检查答案，并板书。

T:Wonderful.You can get the information by reading.Do you have any new words?

结合课文解决新单词：visit，I hope...Maybe,soon等。

T:Let’s make sentences.

I hope...

Maybe I can visit...

T:This is Kevin’s email.But what is an email?

（板书）(介绍邮件的格式)

From：（Email address）

To：（Email address）

Subject:July weather

（包括开头、结尾）

设计意图：由于五年级学生是第一次接触阅读，教师在学生快速阅读后，指导学生阅读的技巧——在阅读的过程中获取关键信息，从而培养了学生寻读的能力。教师充分注重了英语语言的工具性，引出邮件中的新单词，并结合句子让学生进行口头操练，培养其英语表达能力。同时给学生介绍英语电子邮件的写法，初步掌握电子邮件的构成。

3.细读邮件，理解邮件（细读）

Read carefully and tick“姨”or cross“伊”.

T:Hello,boys and girls.As we know,Kevin is from Australia.Dagang is from China.But the weather is different.Please read it again carefully and tick or cross.

（1）It’s usually hot in Australia in July. （ ）

（2）When it’s winterin Australia,it’s summer in China. （ ）

T:Why isitwinterin Australia when it’s summer in China?

Ss:...

设计意图：经过前面的听读和寻读活动后，学生对邮件的大意有了初步的了解，但对于澳大利亚与中国的气候相反了解得不是很深入。借助两个判断题对学生再进行深入的指导，要求学生细读邮件。此活动的设计有利于培养学生准确理解文中的每一个字和用英语思维的能力，同时也渗透了文化知识。

4.模仿录音，演读邮件（演读）

Read and act.

（1）让学生与录音同时读，注意语速。

T:It’s time to read with the tape.

（2）两人一组演读。

T:You and your partner read the email.One reads the email.One acts it out.Let me make a model.Clear?Go.

T:Now who can come here and act it out？

（评价的语言有OK，Good,Very Good）

设计意图：在学生理解邮件内容后，没有采取一贯的跟读做法，而是让他们同时跟读录音，并提醒学生注意语音、语调和语速，有利于学生形成良好的发音习惯。演读激发了学生对阅读的兴趣，实现从阅读到“悦”读。

Step 3.Post-reading

1.复述邮件，口头输出

Retell the email.

T:I think you know Kevin’s email.Please read and fill in the blanks.

T:Who wants to retell Kevin’s email?

设计意图：设计一个口头输出——复述，目的是检测学生对邮件的掌握与理解情况，提高学生的口头表达能力，活动符合小学生的认知水平。

2.完成邮件，笔头输出

CompleteDagang’semail to Kevin.

T:Asweknow，Kevin wrote an email to Dagang.Now Dagang is writing back.Look,this is Dagang’s email to Kevin.Butsome wordsare missing.Please help Dagang complete it.You have 30 seconds.

T:Check the answers with your partner.

T:Let me check the answers.

T:Well done.

设计意图：大量的语言输入就是为了语言的输出。考虑到课文的要求及学生第一次接触阅读教学，相对降低教学目标，让学生帮助Dagang将邮件补充完整，检测学生对邮件的理解情况。

3.观看视频，拓展课外

（1）观看视频。

T:Australia is a beautiful country.

T:Let’s know more about the weather in Australia.(观看视频,拓展课外知识)I have a video here.

T:Now it’s September.It’s fall in Taishan.What season is it in Australia? (提出问题)Please watch.(播放视频)

T:Kevin is in Australia.Do you want to be his pen friend?

T:Now let’s write an email to Kevin.Tell him about the weather in Taishan.OK? But how do you write an email？

（2）Summary.

T: Please look at the blackboard again. 引导学生再次看黑板，重现重点内容。

（3）Homework.

T:This is today’s homework.

设计意图：鉴于学生对中国与澳大利亚气候的差异理解这个难点，教师增加了一个有关两国气候的视频“Weather culture”，让学生加深对两个国家不同气候的了解，拓展更多的课外知识，也为课外作业的延伸做好铺垫。在课结束之前，教师再引导学生看板书，巩固所学知识，加深印象。