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視頻標簽：Seasons
所屬欄目：初中英語優質課視頻
視頻課題：譯林版牛津八年級上冊8A Unit 7 Seasons—Welcome to the Unit江蘇淮安
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譯林版牛津八年級上冊8A Unit 7 Seasons—Welcome to the Unit江蘇淮安
8A Unit 7 Seasons——Welcome to the Unit
教學設計
（本課的教學內容是教師向學生介紹一些天氣和不同季節的不同天氣及活動，以及引導學生了解天氣，了解不同的季節。本節課welcome課時是一個單元最開始的一個課時，本節課最大的教學目標就是激發學生對本單元話題的興趣，通過各種活動，讓學生感受到本單元話題的側重點。本節課我的主要設計思路是通過雪寶這條主線，將本節課的各個環節串聯起來，通過不同的環節來訓練學生的聽、說、讀、寫的能力，從而提高學生語言的綜合運用能力。具體到本節課，本節課的教學目標是讓學生在課堂上能迅速識記不同天氣及出行注意事項，了解四季的天氣及可進行的活動，記住四會單詞的拼寫，在教師的指導下學會描述天氣和四季，并提升本課的主題，讓學生了解四季的美，對自己能生活在四季分明的地方并領略不同季節的美心存感激之情。本課的難點在于要讓學生識記各種類型的天氣并學會如何描述自己最喜歡的季節的天氣及可進行的活動。教師使用了三種教學模式。課堂上教師從影視材料電影Frozen(冰雪奇緣)中可愛的雪寶Olaf作為談論話題，引導學生在日常生活中關注天氣和季節的相關內容，從而使學生在層層遞進中串起本課的主線：天氣——注意事項——四季——四季的天氣與活動——主題升華。第一步：導入。本課開頭通過圖片和聲音導入Olaf及它所在的地方的季節---冬天的天氣類型及應該穿的衣服，從而導入comic strip，充分調動了孩子的興趣和課堂積極性。第二步：Comic strip. Eddie 和 Hobo也在思考冬天穿什么，學生通過觀看動畫視頻，回答相關問題, 并通過朗讀、表演處理文本。第三步：由冬天的一種天氣過渡到其他類型的天氣，并通過構詞法，舉例，猜詞和對話等多種形式來加強學生對不同天氣類型的掌握。第四步：由冬天的天氣與活動引入其他季節的天氣與活動，并用制作卡片的形式讓學生集思廣益，整理出不同季節的不同天氣及活動。第五步：主題升華，通過小組討論，為Olaf選擇一個季節來游覽淮安并安排一天的活動，體會到四季不同的美，培養善于去發現自己生活中關于季節美的意識。）
Teaching contents
Introduce different kinds of weather and tips for going out.
Describe and talk about the weather and activities in different seasons.
Teaching objectives
Knowledge objectives Weather and activities in different seasons;
The words about weather and phrases about activities in
different seasons.
Ability objectives To learn how to form an adjective from a noun;
To listen to and talk about weather and activities in
different seasons
Emotion objectives To feel the beauty of each season; To be grateful for what we have
Difficult points:
2
Vocabulary: rainy, snowy, foggy, bet Phrases: look cool, with nothing on
Sentence structure: Which season do …like best?
Which is sb’s favorite…?
It’s the best time to …
Teaching methods:
Communicative teaching method Situational teaching method Task-based teaching method
Teaching aids:
Multi-media (Tablet PC) & blackboard
Teaching steps： Step1: Lead-in:
T: Good morning, boys and girls! I’m your English teacher today. You can call me Mr. Zhou.
（Good morning 這類型的問候語在日常英語教學中幾乎每天都被用到，可以在開始上課時拉近與學生的距離，將學生帶進英語語言環境中。）
In the beginning of our class, I’d like to show you a video. After watching it, tell me what you think of the snowman. You can type in your ideas on your pad. （英語原聲視頻可強烈激發學生的興趣；給出問題，學生可以帶著目的去欣賞視頻；在Pad中輸入觀點，讓學生用現代技術手段盡情交流。） S：I think the snowman is interesting, funny and …
T: Yeah, I agree with you. Then do you know the lovely snowman’s name？（呈現雪寶圖片。） S：No.
T: Well, his name is Olaf. Now he invites Hobo and Eddie to visit his hometown. Do you know why? (play a listening material)
（通過音頻邀請函導出冬天的天氣，并順利導入到Hobo and Eddie。） S: Yes.
T: Why does Olaf invite Hobo & Eddie? S: Because there is going to be a big party. T: Then what does Olaf advise them to wear? S: Beautiful and warm clothes.
T: In Olaf’s country, it is very cold. So Hobo and Eddie can’t wear nothing, right? S: Yeah.
T: It means they can’t go there with nothing on/ without anything on. Then what should they wear? （呈現Comic視頻）
Step2: Comic strip
3
T: Now let’s watch the video carefully and try to answer two questions: 1. What does Eddie want Hobo to do? 2. How will Eddie look with nothing on? （由冬天應穿的衣物到comic strip，過渡比較自然流暢，通過動畫視頻介紹文本，生動活潑，學生很感興趣，同時有助于提高學生的聽力理解能力。）
T: Now, can you read the dialogue?（要求學生朗讀comic strip中的對話，齊讀、分角色朗讀相結合，在學生讀完后，教師應給予積極評價，如 “well done”, “very good” 等。）
T: Eddie and Hobo are very funny in the video, right? Can you act it out?
（要求學生仿照視頻，并加入自己的想象力，將該段對話表演出來，提高英語課堂的趣味性，同時向學生滲透語言的應用交際功能。在學生表演后，教師要表達對學生的贊賞，讓學生有一定的成就感，從而更積極地參與下面的活動。）
Step3: Weather
T: In Olaf’s country, it is very cold in winter, but sometimes there are other kinds of weather in his country. Olaf sent a video to Hobo and Eddie to tell them about it. Watch the video and tell me what kinds of weather you can see in it. （呈現Olaf國家中其他天氣的視頻）
（Olaf國家中其他天氣的視頻既新鮮有趣，又直接過渡到各種天氣。） S: I can see the weather, windy, sunny cloudy and ….
T: Wow, all of you have done a very good job. Let’s read them one by one. （學生明確各種天氣的讀音，并為下面的構詞法做鋪墊。） T: Now look at the black words. They are all…? S: Nouns.
T: And the blue words are..? S: Adjectives.
T: So, how can we get an adjective from a noun? S: 詞尾加Y.
T: Yes! You are so clever. When we put a “y” at the end of a noun, we can get an adjective. Can you think of other words like these? Write at least three examples in the box. I give you an example, funny comes from fun. Now, can you? （要求學生仿照所學構詞法，重新寫出3個新單詞，幾位學生在大屏幕上寫下答案，其他同學寫在answer sheet上，可以在課堂上迅速考查學生是否掌握所學。）
T: Do you know all the words very well? Are you sure? Now let’s play a guessing game to have a check. You will hear some sentences, after listening, tell me what kind of weather it is. Press the button on your pad. The quicker, the better. The first one to answer each question correctly will get a small gift. Ready? Go!
（此部分讓學生聽句子猜天氣，利用IPAD上的教學軟件進行搶答，以一種有趣的刺激方式去迅速檢查學生的學習效果，極大地活躍了課堂氣氛，增強了教學的趣味性，學生在熱烈的搶答氛圍中鍛煉了英語聽說能力，贈送小禮物的環節更能激發學生的積極性）
T：Well done. I’ll give you each a small present.
（肯定學生的表現，并激勵更多的學生參與到下一環節的活動。）T: Well, you know many words about weather. But when we go outside in different weather, we should pay attention to different things. Olaf wants to give Hobo and Eddie some tips, can you help him match the right weather with the right tips? For example, if it is windy, we’d better wear hats, do you agree? S: Yes.
T：Now it is your turn to match.
(通過連線的方式引出不同天氣對應的注意事項，并導出句式：If it is…, you’d better…, 為下面的pair work 做句型準備。）
T: After learning so much about weather, Hobo and Eddie talk about it at the party. Now you and your partner are Hobo and Eddie and talk about weather like this. H: It is…today.
E: Yes. I can see…in the sky. H: Maybe it will be…tomorrow. E: You’d better…
H: I hope we can have a great party.
(用角色扮演的方式讓學生進行pair work, 對到目前為止所學的名詞、形容詞和建議進行一個小的總結性的操練，引導學生區別名詞和形容詞并學會使用剛剛學過的句型。）
Step4: Weather and activities in different seasons
T: Hobo and Eddie have great fun at the party, do you know what activities they have? (視頻呈現Olaf冬季活動視頻)
T: How many seasons are there in Olaf’s country? S: Only one.
T: What activities can they do?
S: They can make snowmen, have snowball fights and go skating. T: Yeah, so in his country, there is only one season, that is…? S: Winter.
T: What’s the weather like there? S: It’s cold and snowy.
T: And they can do different activities.（呈現冬天明信片）But Olaf wants to experience different seasons. Can you help Hobo and Eddie introduce the weather in the other three seasons and the activities to Olaf? You can make the postcard like this. （呈現其他季節明信片）
Group 1-3: Spring; Group 4-6 Summer; Group 7-9：Autumn （本部分通過讓學生用做明信片的形式來總結春、夏、秋三個季節的天氣和活動，新穎有趣，學生參與度高。同時，學生分組總結，也減輕了任務量，充分利用IPAD的功能，學生設計好卡片之后拍照上傳。上傳完之后派小組代表上臺進行講解。
Step5: What’s your favourite season?
T: Olaf is happy to see your information, but do you know his favourite season? （呈
5
現Olaf十分享受夏天的圖片） S: Summer.
T: Then do you know Eddie’s favourtite season?
（呈現Olaf與Eddie的對話---書上81頁Part B的改編） T: Listen and fill in the table. 1. A. Spring B. Autumn C. Summer 2. A. pick food B. pick flowers C. pick fruit 3. A. swimming B. boating C. fishing
（本部分用中考題型信息記錄表的形式對書上81頁Part B內容進行了聽和答，并且利用答題統計軟件統計了學生的正確率，科學快捷地展示學生的學習成果） T: Let’s read Eddie and Olaf’s dialogue together.（加深對對話的理解） T: Talk about your favourite season with your partner like this.
A: Which season do you like best? B: I like … best.
A: What’s the weather like? B: …
A: What can you do in…? B: …
T: Well done.
Step5: Group work
T: Hobo and Eddie have fun at Olaf’s party. Now they want to invite Olaf to their hometown. Olaf doesn’t know in which season he should come, can you introduce the three seasons and other information to him? （本環節是小組討論，在本節課聽、說和讀的基礎上稍微增加了一點寫的內容，但并不是特別的繁重，因為前面的環節都為最終的小組活動做好了鋪墊。將九個小組分成三個大組，分別寫春、夏、秋三個不同的季節，減輕任務的壓力。學生討論后，每組選一名代表展示活動成果。）
T: Excellent, from your work, I can see each season is very beautiful. Now let’s read a beautiful poem together.
（此環節為主題升華，一首老師創作的小詩，詩中既涵蓋了本節課所學的表示天氣和季節活動的詞匯，且每個季節的兩句都做到了押韻，讓學生通過音樂伴奏朗讀，來感受一下詩歌的美以及四季的美）
Homework:
T: Ok, Here is your homework： 1. Recite the dialogues.
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2. Know more about weather and seasons on the Internet. T: Thank you very much! Goodbye, boys and girls. S: Goodbye.
（布置作業，宣布下課, 師生相互致意）
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