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牛津译林版Unit 2 What a day!第1课时教学设计及反思
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这是一份牛津译林版Unit 2 What a day!第1课时教学设计及反思，共6页。
Teaching cntents 教学内容
1. 学生初步理解并且听、说、读和拼写单词短语：cludy, rainy, sunny, windy和运用句型：It was sunny/cludy/windy/rainy.和I/We/He/She brught/saw/flew …
2. 学生初步听懂并且说、读单词shw, interesting, weather, high, hney, ant, bee, clud, sky, rain。
3. 学生初步感知动词过去式的不规则变化及读音。
4. 学生初步感知天气表达的句型。
5. 学生对英语书写日记格式有一定的了解。
Fcus f the lessn and predicted area f difficulty 教学重点和难点
教学重点：
1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cludy, rainy,
sunny, windy和会运用句型：It was sunny/cludy/windy/ rainy.和I/We/ He/She brught/saw/flew …。
2. 学生能初步听懂并且会说、会读单词shw, interesting, weather, high, hney, ant, bee, clud, sky, rain。
教学难点：
1. 学生对本课重点词汇的听、说、读、写。
2. 学生对本课天气表达的句型的掌握。
3. 学生对动词过去式的不规则变化的认读。
Teaching prcedures 教学过程
Step 1 Sng time
T: Hell, bys and girls.
S: Hell, …
T: D yu like singing? Let’s enjy the sng Hw is the weather? (播放歌曲，学生欣赏歌曲并跟唱)
T: Hw is the weather in the sng?
S: It’s cludy/rainy. (学习新词，跟读，拼读)
T: Hw is the weather tday?
S: It’s …
(根据当天的天气情况回答，适时地学习sunny windy等天气词汇)
【设计意图：让学生体会天气的表达方法，带动学生在课堂开始时的学习热情，同时也学习了天气词汇，为下一步学习减少了障碍。】
Step 2 Lead-in
1. T: Well, bys and girls. Wuld yu like t knw smething abut me? Tw days ag, I was in Shanghai. D yu knw Shanghai? It’s a big and beautiful city. But nw I am in Suzhu. It’s beautiful t. (复习was以及ag)
【设计意图：利用简单的两句话，区分时态的不同，为Stry time的学习做铺垫。】
2. T: Wuld yu like t knw mre abut me? Lk at the screen, yu can chse ne part t guess what I like. (呈现Fd, Animals, Hbbies三个话题)
S: D yu like …?/Yu like .., I think./Yu like …, right?
T: Bing! I like …/Yes, yu’re right.
(在Fd话题中引出本课相关单词dumplings, hney)
(在Animals话题中引出本课相关单词parrt)
(在Hbbies话题中引出I like writing diaries very much.教diary—diaries)
【设计意图：设计信息沟，调动学生的兴趣猜测关于老师的信息，解决了一些简单的相关词汇，同时很自然地引出Stry time。】
Step 3 Stry time
1. Learn hw t write a diary
T: (出示杨玲的照片) This is Yang Ling. She likes writing diaries t.
(出示日记抬头部分)
T: This is a diary f hers. What day is it tday?
S: It’s Sunday.
T: What is the date? It’s the 20th f September. (渗透英文日记的书写格式)
【设计意图：星期和日期的学习可以在平时的教学中逐步渗透，每天点滴的认读学习，通过日积月累学生就能熟练掌握。】
2. Skipping reading 略读
A. Lk and say
T: Lk at the pictures in the diary. What can yu see in the picture?
S: I can see …
(根据学生的回答，教授新词in the sky, sme drinks, black cluds)
【设计意图：学生通过观察图片初步了解日记内容，同时解决了部分词汇，为进一步完成日记打下基础。】
B. Lk and match
T: Lk at the pictures. Match the pictures and the sentences.
(在此过程中教授动词过去式的特殊变化形式：
g→went see→saw becme→became fly→flew are→were)
T: Read the sentences in the right rders.
(学生按顺序朗读句子)
【设计意图：通过图片和句子匹配，学生了解了日记的大概内容，这个环节动词过去式的发音是难点。让学生将句子重新排序整理，有助于加强学生理解文本的能力。】
3. Read and judge
T: Here are sme sentences abut the diary. Open yur bks and read the diary by yurselves. And then judge the sentences. (PPT呈现判断正误，在判断过程中即时教授新词a parrt shw及bring→brught)
【设计意图：学生泛读日记，通过对日记的初步理解作出句子判断，体现学生对文本的理解能力，同时培养学生正确阅读文本的习惯。】
4. Intensive reading 精读
(找出表达天气变化的句子，再过渡到事件变化的句子)
(1) T: What was the weather like in the mrning?
S: It was sunny in the mrning.
T: What did they d?
S: The children went t the park by bike.
T: What did they d in the park?
S: There was a parrt shw in the park. They saw sme interesting parrts.
(2) T: Hw was the weather like then? (教授then)
S: The weather became windy and cludy.
T: What did they d?
S: They flew kites high in the sky.
(T: It was windy, s they flew kites high in the sky, right? 教授high)
(3) T: What was the weather like in the afternn? (教授in the afternn)
S: There were black cluds in the sky. It rained.
T: Hw were the children?
S: They were hungry and wet.
(4) T: Did the children bring lunch?
S: Yes.
T: What did they bring?
S: They brught sme dumplings, sme bread and hney and sme drinks.
T: Why were the children hungry?
S: Because there were sme ants and bees n the bread and hney.
T: What a pity! S they culd nt eat their lunch. (教授can→culd)
【设计意图：学生再次阅读Yang Ling的日记，详细了解了他们那天的活动和状况，进一步巩固了用动词过去式来进行口语交际的能力。】
5. Reading time
(播放录音，跟读课文，先整体阅读，再分段阅读)
6. T: What d yu think f her day? Happy? Interesting? Terrible? Bad?
(引出What a day!，这个句子可以应用在很多的场景中，它可以根据上下文翻译为“多么糟糕的一天！”“多么忙碌的一天！”“多么美好的一天！”等)
T: Read the title tgether.
【设计意图：让学生根据对整篇日记的理解来判断题目的意思，有助于他们更好地理解这句话，从而运用到以后的学习中去。】
7. Retell the diary (PPT呈现图文，学生复述课文)
Hmewrk 家庭作业
1. Listen and read Stry time three times.
2. Try t retell the diary accrding t Yang Ling’s pictures.
3. Cpy the weather wrds and the verbs f past tense.
4. Cllect mre wrds abut weather.
Teaching aids 教学准备（含板书设计）
教学准备：PPT课件、单词卡片
板书设计：
Unit 2 What a day!
Sunday, 20th September
It wassunny. g→went fly→flew
cludy. see→saw are→were
windy. becme→became bring→brught
rainy.
说课
在本节课导入部分，以歌曲导入新知，让学生通过“Hw is the weather?”这首歌曲动画体会本单元天气词汇的意思，课前几分钟的歌曲学习不仅能带动学生课堂开始时的热情，也为后面的学习进行了铺垫。此部分所用的“Hw is the weather?”歌曲为网络资源，教师可以根据自己的需要调整歌曲，也可以选用四年级下册Unit 5中的歌曲“A sunny day”。
接下来采用猜谜的形式教学本课中的部分词汇。通过猜测关于老师的信息，解决了dumplings, hney, parrt等词汇，同时很自然地引到了本课的主题——日记。在日记学习部分，让学生先通过观察图片，描述图片内容，初步体会日记，既调动了学生的好奇心，同时也为接下来文本的学习做了铺垫。整篇日记的学习分成了三个环节：略读——泛读——精读。在第一个略读环节，学生们通过匹配图片和语句，初步了解那天发生的事情；同时引导学生学习部分动词过去式及其读音。在泛读环节学生通过阅读进行判断，逐渐提高对学生学习文本的要求。最后的精读使学生进一步理解这篇日记，同时能运用所学句型表述当天的经过。层层递进的阅读要求，培养了学生自主学习的能力，同时引导了学生掌握正确的阅读方法。最后教师通过提问，顺利点题，让学生通过自己对整篇日记的理解去猜测题目“What a day!”的意思，在学习过程中也渗透了英文日记的书写格式。Time
Weather
Activities
In the mrning
sunny
went t the park and saw a parrt shw
Then
windy & cludy
flew kites high in the sky
In the afternn
rainy
went hme, hungry and wet
Teaching cntents 教学内容
1. 学生初步理解并且听、说、读和拼写单词短语：cludy, rainy, sunny, windy和运用句型：It was sunny/cludy/windy/rainy.和I/We/He/She brught/saw/flew …
2. 学生初步听懂并且说、读单词shw, interesting, weather, high, hney, ant, bee, clud, sky, rain。
3. 学生初步感知动词过去式的不规则变化及读音。
4. 学生初步感知天气表达的句型。
5. 学生对英语书写日记格式有一定的了解。
Fcus f the lessn and predicted area f difficulty 教学重点和难点
教学重点：
1. 学生能初步能理解并且会听、会说、会读和会拼写单词及词组：cludy, rainy,
sunny, windy和会运用句型：It was sunny/cludy/windy/ rainy.和I/We/ He/She brught/saw/flew …。
2. 学生能初步听懂并且会说、会读单词shw, interesting, weather, high, hney, ant, bee, clud, sky, rain。
教学难点：
1. 学生对本课重点词汇的听、说、读、写。
2. 学生对本课天气表达的句型的掌握。
3. 学生对动词过去式的不规则变化的认读。
Teaching prcedures 教学过程
Step 1 Sng time
T: Hell, bys and girls.
S: Hell, …
T: D yu like singing? Let’s enjy the sng Hw is the weather? (播放歌曲，学生欣赏歌曲并跟唱)
T: Hw is the weather in the sng?
S: It’s cludy/rainy. (学习新词，跟读，拼读)
T: Hw is the weather tday?
S: It’s …
(根据当天的天气情况回答，适时地学习sunny windy等天气词汇)
【设计意图：让学生体会天气的表达方法，带动学生在课堂开始时的学习热情，同时也学习了天气词汇，为下一步学习减少了障碍。】
Step 2 Lead-in
1. T: Well, bys and girls. Wuld yu like t knw smething abut me? Tw days ag, I was in Shanghai. D yu knw Shanghai? It’s a big and beautiful city. But nw I am in Suzhu. It’s beautiful t. (复习was以及ag)
【设计意图：利用简单的两句话，区分时态的不同，为Stry time的学习做铺垫。】
2. T: Wuld yu like t knw mre abut me? Lk at the screen, yu can chse ne part t guess what I like. (呈现Fd, Animals, Hbbies三个话题)
S: D yu like …?/Yu like .., I think./Yu like …, right?
T: Bing! I like …/Yes, yu’re right.
(在Fd话题中引出本课相关单词dumplings, hney)
(在Animals话题中引出本课相关单词parrt)
(在Hbbies话题中引出I like writing diaries very much.教diary—diaries)
【设计意图：设计信息沟，调动学生的兴趣猜测关于老师的信息，解决了一些简单的相关词汇，同时很自然地引出Stry time。】
Step 3 Stry time
1. Learn hw t write a diary
T: (出示杨玲的照片) This is Yang Ling. She likes writing diaries t.
(出示日记抬头部分)
T: This is a diary f hers. What day is it tday?
S: It’s Sunday.
T: What is the date? It’s the 20th f September. (渗透英文日记的书写格式)
【设计意图：星期和日期的学习可以在平时的教学中逐步渗透，每天点滴的认读学习，通过日积月累学生就能熟练掌握。】
2. Skipping reading 略读
A. Lk and say
T: Lk at the pictures in the diary. What can yu see in the picture?
S: I can see …
(根据学生的回答，教授新词in the sky, sme drinks, black cluds)
【设计意图：学生通过观察图片初步了解日记内容，同时解决了部分词汇，为进一步完成日记打下基础。】
B. Lk and match
T: Lk at the pictures. Match the pictures and the sentences.
(在此过程中教授动词过去式的特殊变化形式：
g→went see→saw becme→became fly→flew are→were)
T: Read the sentences in the right rders.
(学生按顺序朗读句子)
【设计意图：通过图片和句子匹配，学生了解了日记的大概内容，这个环节动词过去式的发音是难点。让学生将句子重新排序整理，有助于加强学生理解文本的能力。】
3. Read and judge
T: Here are sme sentences abut the diary. Open yur bks and read the diary by yurselves. And then judge the sentences. (PPT呈现判断正误，在判断过程中即时教授新词a parrt shw及bring→brught)
【设计意图：学生泛读日记，通过对日记的初步理解作出句子判断，体现学生对文本的理解能力，同时培养学生正确阅读文本的习惯。】
4. Intensive reading 精读
(找出表达天气变化的句子，再过渡到事件变化的句子)
(1) T: What was the weather like in the mrning?
S: It was sunny in the mrning.
T: What did they d?
S: The children went t the park by bike.
T: What did they d in the park?
S: There was a parrt shw in the park. They saw sme interesting parrts.
(2) T: Hw was the weather like then? (教授then)
S: The weather became windy and cludy.
T: What did they d?
S: They flew kites high in the sky.
(T: It was windy, s they flew kites high in the sky, right? 教授high)
(3) T: What was the weather like in the afternn? (教授in the afternn)
S: There were black cluds in the sky. It rained.
T: Hw were the children?
S: They were hungry and wet.
(4) T: Did the children bring lunch?
S: Yes.
T: What did they bring?
S: They brught sme dumplings, sme bread and hney and sme drinks.
T: Why were the children hungry?
S: Because there were sme ants and bees n the bread and hney.
T: What a pity! S they culd nt eat their lunch. (教授can→culd)
【设计意图：学生再次阅读Yang Ling的日记，详细了解了他们那天的活动和状况，进一步巩固了用动词过去式来进行口语交际的能力。】
5. Reading time
(播放录音，跟读课文，先整体阅读，再分段阅读)
6. T: What d yu think f her day? Happy? Interesting? Terrible? Bad?
(引出What a day!，这个句子可以应用在很多的场景中，它可以根据上下文翻译为“多么糟糕的一天！”“多么忙碌的一天！”“多么美好的一天！”等)
T: Read the title tgether.
【设计意图：让学生根据对整篇日记的理解来判断题目的意思，有助于他们更好地理解这句话，从而运用到以后的学习中去。】
7. Retell the diary (PPT呈现图文，学生复述课文)
Hmewrk 家庭作业
1. Listen and read Stry time three times.
2. Try t retell the diary accrding t Yang Ling’s pictures.
3. Cpy the weather wrds and the verbs f past tense.
4. Cllect mre wrds abut weather.
Teaching aids 教学准备（含板书设计）
教学准备：PPT课件、单词卡片
板书设计：
Unit 2 What a day!
Sunday, 20th September
It wassunny. g→went fly→flew
cludy. see→saw are→were
windy. becme→became bring→brught
rainy.
说课
在本节课导入部分，以歌曲导入新知，让学生通过“Hw is the weather?”这首歌曲动画体会本单元天气词汇的意思，课前几分钟的歌曲学习不仅能带动学生课堂开始时的热情，也为后面的学习进行了铺垫。此部分所用的“Hw is the weather?”歌曲为网络资源，教师可以根据自己的需要调整歌曲，也可以选用四年级下册Unit 5中的歌曲“A sunny day”。
接下来采用猜谜的形式教学本课中的部分词汇。通过猜测关于老师的信息，解决了dumplings, hney, parrt等词汇，同时很自然地引到了本课的主题——日记。在日记学习部分，让学生先通过观察图片，描述图片内容，初步体会日记，既调动了学生的好奇心，同时也为接下来文本的学习做了铺垫。整篇日记的学习分成了三个环节：略读——泛读——精读。在第一个略读环节，学生们通过匹配图片和语句，初步了解那天发生的事情；同时引导学生学习部分动词过去式及其读音。在泛读环节学生通过阅读进行判断，逐渐提高对学生学习文本的要求。最后的精读使学生进一步理解这篇日记，同时能运用所学句型表述当天的经过。层层递进的阅读要求，培养了学生自主学习的能力，同时引导了学生掌握正确的阅读方法。最后教师通过提问，顺利点题，让学生通过自己对整篇日记的理解去猜测题目“What a day!”的意思，在学习过程中也渗透了英文日记的书写格式。Time
Weather
Activities
In the mrning
sunny
went t the park and saw a parrt shw
Then
windy & cludy
flew kites high in the sky
In the afternn
rainy
went hme, hungry and wet
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