一、教材分析

本单元围绕"天气"主题展开，通过观察图片、听小诗、阅读故事等多种形式，帮助学生掌握描述天气的基本词汇和句型。教材内容贴近生活，包含了不同城市的天气状况对比，以及天气对人们活动和心情的影响，体现了"不同的地方，不同的天气；不同的天气，不同的感受"这一核心概念。

教材采用了循序渐进的编排方式：从基础的天气词汇学习，到句型运用，再到通过故事理解天气对生活的影响，最后延伸到跨学科的语音学习和创编活动。这种编排符合小学生的认知规律，有助于知识的逐步建构。

二、学生分析

四年级学生已经具备了一定的英语基础，能够理解和运用简单的日常用语。学生对天气这一生活主题有直观体验，容易产生学习兴趣。

从学习特点来看，该年龄段学生形象思维活跃，喜欢参与互动性强的活动。他们在学习过程中需要大量的视觉支持和肢体语言辅助，同时也需要通过合作学习来提升语言运用能力。

三 、教学目标

通过本课时的学习，学生能够：

1. 在单元主题图的帮助下，通过模仿跟读等活动认读描述天气的核心词汇，感知歌曲的曲调与歌词，初步感知单元主题。

2. 在看、听、读、说的活动中获取、梳理卡通故事中的不同天气信息，通过分析博比盼望雨天的原因正确理解习语和故事的幽默之处。

3. 通过分角色表演初步练习核心语言，并运用核心语言介绍相应天气的日常活动，初步建立天气与活动的内在关联。

4. 在听、读、找、说的活动中感知和掌握字母e的发音。

5. 培养学生关注生活、观察自然的意识。

6. 培养学生的跨文化意识，了解不同地区的气候差异。

四、教学设计

教学过程

教师活动

学生活动

亮点介绍

（AI融合、跨学科理念等）

Step1 Warm up & Lead in

Step 2 Cartoon time

Step3 Sounds in focus

Step4 Summary

1.Enjoy a song

T:What’s the song about?

2.Enjoy a video

T:What’s this?

3.Let’s learn

T: What’s the weather like in the places?

4.Look and think

T:What kind of weather are the poems about?

5.Chant together

6.Let’s share

What other weather do you know?

7.Point and say

T: What’s the weather like in the places?

T:小总结：Different places，different weather.

8.Let’s think

Big question: What do you do in different weather?

9. Let’s say

T:小总结Different weather，different activities.

10.Listen and find

It is_____today.

Little Johnny wants to ____.

10.Sing along

T:Let’s sing a song about rainy days together.

T: Does little Johnny like rainy days?

1.Watch and think

T: Now let’s come to Cartoon time, does Bobby like rainy days? Let’s watch and think.

2.Look, listen and think

T:What is Bobby doing now?

T: What does he want to do? Let’s listen!

T: Look at the toy cars behind him. He has many toy cars, but also wants to buy another one. What do you think of Bobby?

3.Read and think

T: What does “save” mean?

T: Read Dad’s words again. How do you understand his words?

T: How does Bobby feel?

T: Try to read vividly.

T: If you were Bobby, what will you say?

4.Read and complete

T:Read P3-5 and complete

5.Ask and answer

同桌合作，根据内容进行问答。

6.Read and think

T: What does Bobby do in the pictures?

T: Why does Bobby look at the weather every day?

T: What do you think of Bobby?

7.Read and think (Pic5)

T: Look at Bobby. How does he feel?

T: Why?

T: What will Bobby do then?

8.Read and think (Pic6)

T: Look! Bobby goes to find Dad and says “…”. Try to imitate his words.

解释It’s time for/to的用法。

T: How does Dad feel?

T: Why?

解释英语习语。

并补充英语中其他与天气有关的习语。

9. Listen and repeat 

10. Let’s act out

11. Draw and say

Big question: What do you do in different weather?

T: First, draw the weather today. Then, say what you can do in this weather.

1.Let’s pronounce

T: Bobby says “It’s rainy today. I want a red toy car”. How to pronounce the letter “e” here? 

Do you remember the poem of letter “E”? Let’s chant together.

So here e pronounce... ?

T: Let’s try to read more words.

2.Listen and chant

T: Try to read the sentences first and then chant with music.

3.Let’s try

T: Can you read the words with /e/?

1.Let’s summarize

2.Homework 

S:Weather.

S:A weather report.

S:cloudy, sunny,windy,foggy

学生根据出现的古诗，判断诗中呈现的天气状况。

学生通过唱小诗及时巩固所学单词

S: …

学生学习其他天气状况。

S: …

In______, it’s___________.

S: It is …today. I want to …

S:It is rainy today.

 Little Johnny wants to play.

S: No.

S:Yes.

S: Put the money into the box.

S: He wants to buy a toy car with the money.

S: …

S:不知足的（insatiable）

S:节省

S: …

S: Puzzled.

S:Read.

S:Why is it on a rainy day?

Never mind! I can buy a red toy car on a rainy day!

S:Read P3-5 and complete

S:---What’s the weather like on ...?

---It’s ... on ...

S: In Pic3, he waits for a rainy day. In Pic4, he also waits for a rainy day. At last, it is rainy.

S: He wants to find a rainy day and buys a new toy car.

S: 纯真的(naive)

执着的(persistent)

S: Happy and excited

S:Because the rainy day comes. He can buy the car he wants.

S: ...

S: Read

S: Surprised.

S: ...

S:Elephant, elephant,

Come with me.

Ee says /e/, /e/,

Egg, egg, treat!

S: /e/.

S:Read.

2.AI融合：用AI 工具将单元主题图动起来，变成天气预报，作为单元引入。

4.语文+英语融合：让学生根据古诗判断天气状况（如“清明时节雨纷纷”对应rainy，“忽如一夜春风来”对应snowy），既调用学生已有的语文知识储备，又能自然衔接英语天气词汇，实现“语言学科间的知识迁移”，帮助学生用熟悉的内容理解新语言，降低学习难度。

8.文化拓展：补充其他与天气有关的习语，解释字面意思和引申义，并用AI生成有趣的图片，吸引学生对西方文化的兴趣。

11.美术+英语融合：让学生画出不同天气的活动并用英文表达，用美术的视觉创作支撑英语的语言输出，用英语的表达需求引导美术创作方向。

五、板书设计

六、作业设计

Must-do:

1. Read Cartoon time after class and try to recite.

2. Talk about different weathers and the things you can do.   

Choose-to-do:

1. Know more about weather broadcast and try to be a little broadcaster.

2. Search on the Internet and find out the reasons for weathers.

七、教学耦合成效预设

90%以上的学生能够掌握天气相关的核心词汇和句型

85%以上的学生能够根据图片或实际情况描述天气

80%以上的学生能够理解并表演简单的天气主题故事

学生能够认识到天气对日常生活和心情的影响，培养观察和描述自然现象的能力