【正确答案】Stage 1 教学对象分析
   四年级学生学习教材有一年半的时间了，对于教材的特点和结构都很熟悉。此阶段的学生活泼好动，好奇心强，勇于尝试，具有一定的逻辑思维能力和语言表达能力，并有很强的自尊心和求知欲，对于学习英语的兴趣已经逐渐显示出自己独特的个性。
   Stage 2教学内容分析
   本课主要是学习有关天气的单词和询问天气状况的用语。在之前的学习中学生已经学习了表示温度变化的词汇，如warm, cold, hot等，可以借此引导学生对新课的学习。
   Stage 3教学目标
   (1)知识与技能
   ①学生能听、说、认读单词：sunny, cloudy, windy, rainy, snowy，并能通过探究，掌握这几个词汇的读音规律。
   ②掌握询问天气的用语“What's the weather like in London?”“It is rainy.”“Is it cold in Moscow?”“Yes, it is. It's snowy here.”
   (2)过程与方法
   ①运用全身反应法进行学习，在简单的听听、做做中掌握新知识。
   ②学生在轻松的游戏中，把新知识运用到完成任务的过程中，感受成功的喜悦。
   (3)情感态度与价值观
   ①学生培养注意力、观察力等综合能力。
   ②通过充分挖掘生活经验，丰富生活知识，认识了解人们赖以生存的大自然。
   Stage 4教学重点
   听、说、认读五个单词：sunny, cloudy, windy, rainy, snowy；理解对话内容。
   Stage 5教学难点
   学生在sun, cloud, wind, rain和snow的基础上了解sunny, cloudy, windy, rainy, snowy的意思。
   Stage 6课前准备
   彩色粉笔、课件、录音机
   Stage 7教学过程
   Step 1 Warm-up
   (1)Let's do
   T: Walk, walk, walk. Run, run, run. Fly, fly, fly. Jump, jump, jump. Dance, dance, dance. Swim, swim, swim. Draw, draw, draw. 中间加入stop。(学生饶有兴趣地边听边做，听到stop时停。)
   (2)超级变、变、变
   教师寥寥数笔呈现板书背景(山，河等)。
   T: What can I draw? What do you see?
   有的学生说：You can draw a mountain. It's so big.
   T: (边说边表演)Look, a mountain.
   T: Can you be a mountain?
   Ss: We can be the Yandang Mountain. It's beautiful.
   (设计意图：TPR活动既可活跃课堂气氛，又可为下一环节的语言作铺垫。Stop可增加TPR趣味性。趣味盎然的游戏调动学生兴趣，自然导入新知识。又为本课结尾的表演埋下伏笔。)
   Step 2 Presentation
   呈现各种天气现象的形成过程。
   (1)教师在黑板上画一个卡通太阳—sun板书
   T: (教师边表演边说)Look, I'm the sun. I'm shy. How do you feel? Are you hot?
   Ss: I feel warm.
   T: Can you be a sun?
   S1: (拉起头发表演怒发冲冠的太阳)Look, I'm the sun. I'm angry.
   教师顺势让学生说出自己的感受。
   Ss: I see the angry sun. I'm hot...
   S2: (驼着背表演年老的太阳)I'm the sun. I'm old. I'm very kind.
   Ss: Oh, we feel...
   (设计意图：教师因势利导，让学生发散思维，并复习hot, cold, warm, cool等词。)
   (2)cloud
   T: (教师画云)Look, the sun is shinning in the sky. The water in the river changes into steam.
   What will it be?
   Ss: 云。(Ss学说cloud，教师板书：cloud)
   T: What does the cloud look like?
   S1: The cloud looks like baby's face. It's lovely.
   S2: The cloud looks like an UFO. It can fly. It's cool.
   T: (出示各种云的形状图)What does the cloud look like? The cloud looks like...
   S1: The cloud looks like a horse. It's strong. It can fly in the sky.
   S2: The cloud looks like a cow. It's fat.
   (设计意图：结合科学课知识呈现新知识。学生在学习语言的同时，又在教师的带领下探索自然界的奥秘。给学生一个似是而非的图形，训练学生的发散性思维，充分发挥学生的想象力。不同的答案形成了学生之间的信息差异，学生有表达的欲望，乐于表达。)
   (3)rain
   T: More and more clouds get together. What will come?
   Ss: 雨。(学生学说rain，教师板书：rain)
   A. Talk about the sound of the rain.
   S1: Rain, rain, hualala.
   T: Oh, how heavy! Heavy rain, let's go!(教师装着狼狈地逃开，课堂一下子沸腾了，学生纷纷举手模仿雨声。)
   S2: Rain, rain, xilili.
   T: Oh, light rain.
   b. Sing the song Rain, rain go away.
   (设计意图：教师在课堂中幽默的表演给课堂注入了新鲜的活力，借助学生的话渗透heavy rain和light rain。)
   (4)snow
   (教师画冷空气，板书：snow)
   Ss say the chant:
   Snow, snow, snow, where do you go?
   I don't know. I don't know.
   Where can I go?
   (设计意图：单词的操练形式可以灵活多样，snow一词的发音对学生来说较好掌握，因此通过一个朗朗上口的歌谣加以巩固。)
   (5)sunny, cloudy, rainy, snowy
   T: What's the weather like here? It's sunny. , , sunny.
   T: What's this?
   T: What's the weather like here?
   S1: It's snow.
   S2: It's snowy.
   T: It's snowy. I can make a snowman.
   S3: It's snowy. I can make a snow rabbit.
   S4: It's snowy. I can make a snow tiger. It has two big eyes. The eyes are carrots. The nose is stone. It's lovely.
   (设计意图：学生在表达自己的思维的过程中，难免会出现一些语病，教师应加以鼓励，而非立即纠正，这正是学生从不自觉的模仿语言到自觉创造语言的良好开端。)
   Step 3 Practice
   活动1：智力问答
   根据出示的图片，判断天气状况，并说明适宜做的活动。
   T: (晴天图)It's sunny. I can...
   T: (阴天图)It's cloudy. What will the weather be like?
   Ss: It will be...
   T: (雨天图)It's rainy. Let's...
   活动2：根据各种现象判断天气即将发生的变化
   出示蚂蚁上树，繁星满天，鱼浮水面，燕子低飞等各种情境。
   T: Look at the tree. What can you see?
   S1: There are some ants on the tree.
   T: What will the weather be like?
   S2: It will be rainy.
   T: So can I wear sneaker?
   S3: You can wear boots.
   T: It will be rainy. What can we do?
   Ss: We can...
   (设计意图：将学习内容与实际生活相联系，一方面巩固所学知识，另一方面增加学生生活常识方面的知识。)
   Step 4 Production
   根据天气的相关信息或情境，编对话。学生评选出最佳创意、最佳表演、最佳效果奖。例如：
   Ss: We are ants.
   S1: I am a tall tree.
   Ant1: It's sunny. Let's have a picnic.
   Ant2: Oh, no, my hat.
   Ant1: It's windy. Look at the sky. There are many black clouds.
   Tree: Hey, ants, ants. Hurry up, hurry up. It's windy and cloudy. It will be rainy.
   Ants: Oh, let's climb the tree.
   (设计意图：用表演的方式呈现教学结果，学生结合个人经验充分发挥想象力，展现自我。)
   Step 5 Conclusion
   Summar: 教师和学生通过观看PPT总结这节课的学习内容。
   Homework:
   Choose one, two or three of them.
   (1)Tell your parents the weather today and give them some advice.
   (2)Make a chant by yourself and sing it in the next class.
   (3)Write the new words and sentences 10 times on your notebook.
   (设计意图：根据课堂教学内容，设计分层次的作业，适合不同水平和学习特征的学生，培养其学习的积极性，符合新课标的要求。)
   Stage 8教学板书