人教PEP版（2024）英語四年級(jí)上冊(cè)Unit5

TheWeatherandus單元教學(xué)設(shè)計(jì)

PartALet'stalk

Subjec

EnglishGrade4TeacherMs.LiPeriod1

t（年皴）（教師）（課時(shí)）

（科目）

Unit5TheWeatherandus

TopicTypeNewLesson

（課題）PartALet'stalk（課型）

What:Thislessonfocusesonthe"Let'sTalk"sectionofPartA,centeringon

conversationsaboutdescribingtheweatherandtemperature.Keysentencesinclude

"What'stheweatherlike?"andresponseswithadjectives（e.g.,"Itssunny."）and

temperature（e.g.,"It's21degrees.1'）.Itintroducesweather-relatedvocabularysuch

assunny,rainy,cold,andhot.

Text

analysisHow:Studentslearnthroughlisteningtodialoguesaboutweatherconditions,

:語篇而讀）

analyzingsentencestructuresforaskinganddescribingweather,andpracticingin

pairs.Visualaidslikeweathericonsandtemperaturechartshelpthemconnectwords

toreal-lifeweatherexperiences.

Why:Itaimstoenablestudentstotalkabouttheweatherandtemperaturein

English,expandingtheirabilitytocommunicateaboutdailynaturalconditionsand

layingafoundationfordiscussinghowweatheraffectsdailyactivities.

1.Understandandusekeysentences"What'stheweatherlike?"and"It's..."（e.g.,

Learning

objectives"It'ssunny.It's21degrees."）totalkaboutweatherandtemperature.

（學(xué)習(xí)目標(biāo)）

2.Masterweathervocabulary:sunny,rainy,cold,hot.

KeyandKeypoint：Use"Whafstheweatherlike?"andweatheradjectivestodescribe

difficult

weatherconditionsandtemperature.

points

,教學(xué)垂難點(diǎn)）Difficultpoint：Correctlyusingtemperatureexpressions.

Teaching1.Weathericons（sunny,rainy）andtemperaturecards（2TC,5℃）

aids

:教學(xué)準(zhǔn)備）2.Audiorecordingofthe"Let'sTalk"dialogue

TeachingTeachingproceduresRevised

steps（教學(xué)過程）lesson

（教學(xué)環(huán)節(jié)）planning

（二次備課）

第I頁共18頁

Greetstudentsandsay,"Theweatherchangeseveryday-sometimes

Leadinsunny,sometimesrainy.Today,let'slearntotalkaboutitinEnglish!"

(導(dǎo)入)Showapictureofasunnydaywithchildrenplaying,ask"What'sthe

weatherlikehere?Howdoyoufeel?”Letstudentssharesimpleideas,

thenintroduce:"We'lllearnhowtoaskandanswerabouttheweather

andtemperature."

Playthe"Let'sTalk*'dialogueaudiotwice:first,letstudentsgetthe

mainideaabouttalkingaboutweatherandtemperature;second,ask

themtofocusonkeyquestionsandresponses.Writekeysentenceson

theboard:"What'stheweatherlike?1'and"It'ssunny.Ifs21degrees.1'

PresentationPointtoeachwordandexplaintheirmeanings.Showweathericons

《呈現(xiàn))onebyone:holdupthesunnyicon,say"Thisissunny.Thesunis

shining."Dothesamefor"rainy"(rainisfalling),"cold"(low

tcuipcralurc,niimicsliivciing),and"hot"(hightcnipcralurc,iiiimiu

fanning).Introducetemperaturewithcards:"21degrees"(mild),"5

degrees"(cold).Playtheaudioagain,pausingtoletstudentsrepeatthe

sentences,payingattentiontopronunciation(e.g.,"sun-ny"witha

clear"ee"sound)andplural"degrees'1.

Pairwork:Studentstaketurnsholdingupaweathericonor

Practicetemperaturecardandasking"What'stheweatherlike?"Theother

(操練)answers"Its..."(eg,"Il'srainy.It's15degrees.").Encouragethemto

mimicthefeelingoftheweather(e.g.,shiveringforcold,smilingfor

sunny).

Organizea"WeatherReport"activity:Invitestudentstopretendtobe

weatherreporters.Giveeachaweathericonandtemperaturecard,then

Consolidationaskthemtosay,'Goodmorning!lt*ssunnytoday.It's25degrees."The

《鞏固)classlistensandclapsforclearreports.Thisactivityreinforcesthe

targetsentencesandencouragesconfidentspeaking.

Level1(Basic)

HomeworkListentothe"Let'sTalk1'dialogueandrepeatit3times.

(作業(yè))Level2(Intermediate)

Observetheweatherafterschool,thensayinEnglish:"It's...It's...degrees.'1

Level3(Advanced)

Write2sentencesabouttoday'sweather.

第2頁共18頁

Unit5Theweatherandus

PartALet'stalk

Hi,Mark!ThisisJohn.What's

theweatherLikeinSydney?

BlackboardIsithot?J

design

:板書設(shè)計(jì))

That'snottoobad.It'sonly

twodegreesinBeijing.

Moststudentsshowedgreatinterestinthetopicofweather,asitisclosely

relatedtotheirdailylife.Theycouldquicklygraspthekeysentencesandusethemin

pairpractice.However,somestudentsstruggledwithplural"degrees'1,oftensaying

"It's21degree"insteadof"degrees".Afewalsomixedup"sunny"and'hot''(e.g.,

Reflection

:教后反思）describingawarmsunnydayas"hot").Inthenextlesson,Iwilladdmorepractice

withtemperatureexpressionsandusepicturestocontrastsimilarweatherterms.

Overall,thestudentsactivelyparticipatedandmadegoodprogressintalkingabout

theweather.

第3頁共18頁

（導(dǎo)入）dayswithclouds,wind,orsnow!”Showapictureofasnowyday,ask

"Whafstheweatherlikehere?Howcolddoyouthinkitis?"Let

studentsguess,thenintroduce:"Welllearnthesewordsandtalkabout

theirtemperatures."

Showthe"cloudy"picturecard:askyfullofclouds.Saytheword

clearly,explain"Cloudymeansthesunishiddenbyclouds—norain,

justlotsofclouds,"andpointtotheskyoutsideifapplicable.Dothe

sameforotherwords:"windy"(strongwindmovingleaves/flags,

Presentationmimicwindblowing);"snowy"(snowfalling,mimiccatching

(呈現(xiàn))snowflakes);"cool"(mildlycold,mimicalightshiver);"warm"

(mildlyhot,mimicfeelingcozy).Playtheaudioofeachword,

pausingforstudentstorepeat,focusingonstress(e.g.,MWIN-dy"with

emphasisonthefirstsyllable).Then,linkwordstotemperaturewith

diarts;"Warmis15-20C;coolis10-15℃.nWriteexamplesentences:

"It'swindyandcool.It's12degrees."Readaloud,thenshowasnowy

pictureandask"What'stheweatherlike?"toguidethemtosay"It's

snowyandcold.It's-2degrees."

Pairwork:Studentstaketurnspickingaweatherpicturecardand

Practiceasking"What'stheweatherlike?"Theotheranswerswiththeword,a

(操練)matchingterm(e.g.,"windy"+"cool")，andtemperature:"It'swindy

andcool.It's13degrees."Encouragethemtocheckthetemperature

chartifunsure.

Organizea"WeatherMatcher"game:Dividetheclassintoteams.

Prepareweatherwordcards,picturecards,andtemperaturecards.

ConsolidationOnestudentpicksaweatherword(e.g.,"snowy"),andtheteamraces

(鞏固)tofindthematchingpictureandtemperaturecard,thensaysthe

sentence:"It'ssnowyandcold.It's-5degrees."Thefirstteamto

matchcorrectlygetsapoint.Afterthegame,askteamstosharetheir

favoriteweather:"Welikewarmandsunnydays.It's2()degrees.*'

Level1(Basic)

HomeworkReadthenewweatherwords5timesandcopythemtwice.

(作業(yè))Level2(Intermediate)

Lookataweatherapporreport,thenwrite2weatherwordsthatdescribetoday's

condition.

第5頁共18頁

Level3(Advanced)

Write3sentencesaboutasnowyday.

Unit5Theweatherandus

PartALet'slearn

Blackboard

design

:板書設(shè)計(jì))

Studentswereengagedinlearningthenewweatherwords,especially

connectingthemtofamiliarexperiences(e.g.,“windy“dayswhenleavesblow).

Mostcouldpronouncethewordscorrectly,butsomestruggledwith"snowy1'(saying

"snowy"as"snowy"butmixingupwith"windy'1).Insentencepractice,afewhad

Reflectiontroublematchingweathertotemperature(e.g.,"warmand5degrees'*).The"Weather

:教后反思)Matcher"gameeffectivelyreinforcedlinksbetweenwords,pictures,and

temperature.Inthenextlesson,Tiladdmorecontrastexamples(e.g.,"cloudybutnot

rainy")andprovideaweatherjournaltemplatefordailypractice.Overall,students

expandedtheirweathervocabularyandmadeprogressindescribingconditions.

第6頁共18頁

Unit5TheWeatherandus

PartALet'sspell

Subjec

EnglishGrade4TeacherMs.LiPeriod3

t（年級(jí)）（教師）（課時(shí)）

（科目）

Unit5TheWeatherandus

TopicTypeNewLesson

（課題）PartALet'sspell（課型）

What:Thislessonfocusesonthe"Let'sSpell"sectionofPartA,centeringonthe

pronunciationruleofthelettercombination"th"inwordsrelatedtoweatherand

dailylife,suchas"thin","three'1,"themM,"there","they","think".Ithelpsstudents

recognizethat"th"canmaketwosounds:thevoiceless/0/（c.g.,^'thin,^）andthe

voiced/d/（e.g.,"them"）.

Text

analysisHow:Throughaudioclips,tonguetwisters,andword-sortingactivities,students

:語篇而讀）

firstlistentodistinguishthetwo"th"sounds,thenpracticepronouncingandspelling

wordswitheachsound,andfinallyapplytheruleinsimplesentencesaboutweather

（e.g.,"Theythinkit'scold.1'）.

Why:Masteringthe"th"pronunciationruleenhancesstudents'phonicsskills,

enablingthemtoreadandspellweather-relatedanddailyvocabularyindependently,

whichstrengthenstheirfoundationfordiscussingtheweatherinEnglish.

1.Recognizethetwosoundsof"th"（/0/and/d/）andidentifywordswitheach

Learningsound（e.g,,"three"with/。/,"they"with/d/）.

objectives

:學(xué)習(xí)目標(biāo)）2.Spellwordswith"th"correctlybyapplyingthepronunciationrule.

3.Participateactivelyinphonicsgamesandchantstopracticethetargetsounds.

KeyandKeypoint：Distinguishthetwosoundsofnth"andspellrelatedwordsaccurately.

difTicult

Difficultpoint：Correctlypronouncingthevoiceless/。/（placingthetongue

points

,教學(xué)宣難點(diǎn)）betweenteeth）andavoidingconfusionwith/f!or/s/.

1.Lettercardsfor"t"and"h",wordcardswith"th"（thin,three,them,they）

Teaching

aids2.Audiorecordingsofwordpronunciationsanda"th"phonicschant

?:教學(xué)準(zhǔn)備）

3.Asortingmatlabeled70rand

TeachingTeachingproceduresRevised

steps（教學(xué)過程）lesson

（教學(xué)環(huán)節(jié)）planning

（二次備課）

第7頁共18頁

Greetstudentsandsay,"We'vetalkedabouttheweather.Today,let's

Leadinlookataspecialletterpairinwords—like'they'or'three'.It's'th',

(導(dǎo)入)anditmakestwodifferentsounds!"Write"thin"and"them"onthe

board,underline"th",andask,"Dothesesoundthesame?Let'slisten

andfindout.'1

Playtheaudioof"thin11,"three","them",and"they"threetimes:first,

letstudentsnoticethetwodistinctsounds;second,askthemtorepeat,

focusingontongueposition(teethlightlytouchingthetonguefbr/0/;

tonguebetweenteethwithvibrationfor/6/);third,groupwordsby

Presentationsound.Holdup"t"and"h"cards,combinethemtoform"th",and

(呈現(xiàn))explain:"‘Th'cansoundlikeasoft4th'(/0/)in'thin'oravibrating'th'

(/d/)in'them'."Writethewordsontheboardundertwocolumns

labeled*70/nandu/d/M.Playthephonicschant,whichrepeatswords

witheachsoundtoarhythm(e.g.,"Thin,llirce,/0//0//0/!Tlivm,they,

/?//d//d/!n),andletstudentschantalong,touchingtheirteethwith

theirtonguetopractice.Then,showapictureofthreethinboys,ask

"Whatdoyousee?"andguidethemtosay"Threethinboys"with

correct/G/pronunciation.

Pairwork:Onestudentpicksawordcardwith"th"(eg,"they"),says

Practicethewordaloud,andtheotherstudentplacesitonthecorrectsectionof

(操練)thesortingmat('70/"or"/0/").Thenswitchroles.Walkaroundto

check,modelingthe/0/soundforstudentswhostruggleand

correctingmisplacements(e.g.,"them"belongsto/d/).

Organizea"ThunderorThistle"game:Dividetheclassintoteams.

Calloutawordwith"th"(e.g.,"three").Ifithas/0/,teamsshout

1

Consolidation"Thistle!"andtouchtheirteeth;ifithas/d/,theyshout"Thunder!'and

《鞏固)shaketheirhands(likethunder).Thefirstteamtorespondcorrectly

getsapoint.Afterthegame,askstudentstomakesimplesentences

withthewords,e.g.,"Theythinkit*swindy."toconnecttotheunit

theme.

Level1(Basic)

HomeworkReadthe"th"words5times,copying3wordsforeachsound.

(作業(yè))Level2(Intermediate)

Listentothephonicschantandrecordthemselveschantingalong.

第8頁共18頁

Level3(Advanced)

Write2sentencesabouttheweatherusing"th"words.

Unit5Theweatherandus

PartALet'sspell

W?￥3零

Blackboard

designwarmagain.Goodtoseeyoui!

,:板書設(shè)計(jì))I*mtHirstyandhuingry.Vouiaresothinnow.

THesegi^tsareforyou.Thanks.THey'remy

favouirit.?!

Studentswereengagedinthe"th"chantandsortingactivity,whichhelped

themdistinguishthetwosounds.Mostcouldidentifywordswith/d/(e.g.,"them",

"they")moreeasily,butsomestruggledwiththevoiceless/。/in"thin"or"three",

oftenreplacingitwith/f/("fin"insteadof"thin").The"ThunderorThistle"game

Reflection

:教后反思)madepracticefun,butafewstudentsneededreminderstochecktongueposition.In

thenextlesson,I'11addmirrordrillstohelpwith/0/pronunciationandinclude

moreweather-related"th"words(e.g.,"thunder","thickcloud").Overall,students

madeprogressinmasteringthe"th"rule.

第9頁共18頁

Unit5TheWeatherandus

PartBLet5stalk&Lefslearn

Subjec

EnglishGrade4TeacherMs.LiPeriod4

t（年級(jí)）（教師）（課時(shí)）

（科目）

Unit5TheWeatherandus

TopicTypeNewLesson

（課題）PartBLefstalk&Lefslearn（課型）

What:ThislessonintegratesPartB's"Let'sTalk"and"Let'sLearn",focusingon

activitiespeopledoindifferentweather,suchas"playbasketball","flyakite",Hsee

afilm",and"makeasnowman'*.Itteachesusingthesephrasesinconversations

abouthowweatheraffectsdailyactivities,withkeysentenceslike"It'sraining.We

can'tplaybasketball.Butwecanseeafilm."

Text

analysisHow:Throughdialoguelistening,actiondemonstrations,andscenario-based

■:語篇百讀）

practice,studentslearntolinkweatherconditionstoappropriateactivities.They

practiceusing"can/can't"toexpresspossibleandimpossibleactionsbasedonthe

weather,thenapplythisinrole-playsabouldailylife.

Why:Itaimstohelpstudentsconnectweathervocabularytoreal-lifeactions,

enablingthemtodiscusshowweatherinfluenceswhattheydo,andenhancingtheir

abilitytocommunicateaboutdailyplansandactivitiesinEnglish.

1.Masteractivityphrases:playbasketball,flyakite,seeafilm,makeasnowman.

Learning2.Use"It's...Wecan...Butwecan't...'1totalkaboutweatherandactivities（e.g.,"It's

objectives

,:學(xué)習(xí)目標(biāo)）snowy.Wecanmakeasnowman.Butwecan'tflyakite."）.

3.Discusshowdifferentweatheraffectsdailyactivitieswithpeers.

Keypoint：Learnactivityphrasesanduse"can/can't"tolinkthemtoweather

Keyand

difficultconditions.

pointsDifficultpoint：Correctlyusing"can"（forpossibleactions）and"can't"（for

,教學(xué)重難點(diǎn)）

impossibleactions）basedonweather.

1.Picturecardsofweatherconditions（rainy,snowy,sunny,windy）andactivities

Teaching

aids（playingbasketball,flyingakite）

教學(xué)準(zhǔn)備）

2.Audioofthe"Let'sTalk"dialogueandactivityphrasepronunciations.

TeachingTeachingproceduresRevised

steps（教學(xué)過程）lesson

（教學(xué)環(huán)節(jié)）planning

（二次備課）

第10頁共18頁

Greetstudentsandsay,"We'velearnedtodescribetheweather.Today,

Leadinlet'stalkaboutwhatwecandoindifferentweather——likeplaying

(導(dǎo)入)outsidewhenit'ssunnyorstayinginsidewhenitrains!"Showapicture

ofchildrenflyingakiteonawindyday,ask"Whataretheydoing?

Whatstheweatherlike?”Letstudentsshareideas,thenintroduce:

"We'lllearntheseactivitiesandhowtheweathertellsuswhattodo."

First,introduceactivityphraseswithactionsandpictures:Mime"play

basketball"(dribblingaball)andsay,"Weplaybasketballonsunny

days.1'Dothesamefor"flyakite"(pretendingtoholdakitestring),

"seeafilm"(mimingwatchingascreen),and"makeasnowman"

Presentation(pretendingtostacksnowballs).Playtheaudioofeachphrase,pausing

《呈現(xiàn))forstudentstorepeat,focusingonstress(e.g.,"FLYakite"with

emphasison"fly").Thenplaythe"Let'sTalk"dialogue,whichuses

"It'sraining.Wcctui'lplaybasketball.Butwccanseeafilm."Ask,

"Whycan'ttheyplaybasketball?Whatcantheydoinstead?*'Writethe

sentencepatternontheboard:"It's...Wecan't...Butwecan...”.Linkto

weather:"It'swindy.Wecanflyakite.Butwecanrtplaybasketball(it's

hardtocatchtheball)."

Pairwork:Studentstaketurnspickingaweatherpicturecardand

Practicesaying"It's..."(e.g.,"It'ssunny").Theotherstudentrespondswith

(操練)activities:"Wecanplaybasketball.Butwecan'tseeafilm."Encourage

themtoaddreasons(e.g.,"It'ssunny,sowecanplayoutside").

OrganizeaHWeatherActivityMatch"game:Dividetheclassinto

teams.Prepareweathercardsandactivitycards.Onestudentpicksa

Consolidationweathercard(e.g.,"windy"),andtheteamracestofind2activitycards

(鞏固)onethey"can"doandonethey"can't"do-thensaysthesentence:

"It'swindy.Wecanflyakite.Butwecan'tmakeasnowman,"Thefirst

teamtofinishcorrectlygetsapoint.Afterthegame,askeachteamto

sharetheirfavoriteweatherandactivity:"Welikesunnydays.Wecan

playbasketball."

Level1(Basic)

HomeworkReadtheactivityphrases4timesandcopythemtwice.

(作業(yè))Level2(Intermediate)

Lookattomorrow^weatherforecast,thensayinEnglish:"It's...Ican...ButI

第11頁共18頁

can't...".

Level3(Advanced)

Write3sentencesaboutweekendplansbasedontheweather.

Unit5Theweatherandus

r-PartBLet'stalkandLet'slearn

playbasketballflyakite

Blackboard...7

design1

?:板書設(shè)計(jì))

y—一

seeafiLmmakeasnowman

2。canpLaybasketbaLL.^

vIOnsonnydays,v

f^Orisnowydoys,wecao^L.

11makeasnowman.)二

Studentswereactiveinmimickingtheactivities,whichmadelearningthe

phrasesengaging.Mostcouldlinkweatherto"can/can't"activities,butsome

struggledwithchoosingappropriateactions(e.g.,saying"Wecanflyakite"ona

rainyday).Afewalsomixedup"can"and"can't"insentences.Thematchinggame

effectivelyreinforcedcorrectpairs,butsometeamsneededhintsforlessobvious

Reflection

:教后反思）links(eg,"sunny"and"playbasketball").Inthenextlesson,I'11adda"weather

activitychart"tovisualizeconnectionsandprovidesentenceframesformore

practice.Overall,thelessonsuccessfullyhelpedstudentsdiscusshowweather

affectstheiractivities.

第12頁共18頁

Unit5TheWeatherandus

PartBReadandwrite

Subjec

EnglishGrade4TeacherMs.LiPeriod5

t（年級(jí)）(教師)(課時(shí))

(科目)

Unit5TheWeatherandus

TopicTypeNewLesson

（課題）PartBReadandwrite（課型）

What:Thislessonfocusesonthe"ReadandWrite'1sectionofPartB,whichincludes

apostcardfromJohn'sdaddescribingtheweatherandactivitiesinSydney(hotand

sunny,playingbasketball,swimming)andawritingtaskwherestudentsreplytothe

postcard.Itusesweathervocabulary(hot,sunny,cold,windy)andactivityphrases

(playbasketball,flyakite)with"can"totalkaboutwhatpeopledoinspecific

weather.

TextHow:Studentsfirstreadthepostcardtoextractkeyinformation(weatherinSydney,

analysis

■:語篇而讀)activitiespeopledothere).Then,theypracticewritingareplyusingthepostcard's

structure,describingtheweatherintheirlocationandrelatedactivities,withafocus

onlinkingweathertoactions.

Why:Itaimstoimprovestudents'abilitytounderstandpersonaltextsaboutweather

andactivities,extractdetailslikelocation,weather,andactions,andapplylearned

vocabularyandsentencepatternsinwritingacoherentreply.Thisstrengthenstheir

connectionbetweenlanguagelearningandreal-lifecommunicationaboutdaily

weather.

1.ReadthepostcardandanswerquestionsabouttheweatherinSydneyandthe

LearningactivitiesJohn'sdaddoesthere(e.g.,"It'shotandsunny.Heplaysbasketball.").

objectives

:學(xué)習(xí)目標(biāo))2.Writeareplytothepostcard,describingthelocalweatherandactivitiesusing

sentenceslike"It'swindyhere.Icanflyakite."

Keypoint：Understandthepostcardandwriteareplydescribingweatherand

Keyand

difficultactivities.

pointsDifficultpoint：Organizingideasinthereply——firstweather,thenactivities——with

,教學(xué)重難點(diǎn))

clearconnectionsbetweenthem.

1.Printedcopiesofthe"ReadandWrite"postcard.

Teaching2.Asamplereplypostcardshowingstructure:greeting—weatheractivities-*

aids

:教學(xué)準(zhǔn)備)closing.

3.Wordbank:weatherwords(windy,snowy)andactivityphrases(makeasnowman,

第13頁共18頁

readbooks）.

TeachingTeachingproceduresRevised

steps（教學(xué)過程）lessonplanning

（教學(xué)環(huán)節(jié)）（二次備課）

Greetstudentsandsay,"We'velearnedtotalkaboutweatherand

Leadinactivities.Today,wellreadapostcardfromJohn'sdadinSydney

（導(dǎo)入）hewritesabouttheweatherthereandwhathedoes.Thenyou'llwrite

backtohim!"ShowapictureofSydneywithahot,sunnybeach,ask

"Whatdoyouthinktheweatherislikehere?Whatcanpeopledo?"

Letstudentsguess,thenintroduce:"Let'sreadtofindout,thenwrite

yourownreply.1'

Distributethepostcardandreaditaloudslowly,pausingtoexplain

parts（e.g.,"postcard"isacardyousendtotellsomeoneaboutyour

trip;"swiminthepool"meanstomoveinwaterforfun）.Ask

studentstofollowalong,underliningweatherwordsandactivities.

PresentationAfterreading,askcomprehensionquestions:"WhereisJohn'sdad?

（呈現(xiàn)）What'stheweatherlike?Whatdoeshedow