Unit6RainorShine全單元5課時(shí)公開課一等獎(jiǎng)創(chuàng)新教學(xué)設(shè)計(jì)（6份打包）人教版（2024）英語七年級(jí)下冊(cè)第三課時(shí)SectionA(GrammarFocus3a—3d)

Activity1Warmingupandrevision(感知與注意)

(Showseveralpicturesabouttheweatherandpeopledoingdifferentactivitiesonthescreen.Thengetstudentstoaskandanswerquestionslikethis：

—What'stheweatherlike？—It's…

—What'stheboydoing？—He's…

Afterthat，getthewholeclasstohaveachant.)

What'stheweatherlike？It'ssunny.

Whatareyoudoing？I'mrunning.

What'stheweatherlike？It'srainy.

What'shedoing？He'sreading.

設(shè)計(jì)意圖：通過復(fù)習(xí)舊知識(shí)，為新課內(nèi)容做鋪墊，自編的chant能激發(fā)學(xué)生學(xué)習(xí)興趣，chant的內(nèi)容能為后續(xù)深入學(xué)習(xí)語法規(guī)則做好鋪墊，同時(shí)培養(yǎng)學(xué)生的觀察和表達(dá)能力。

Activity2Presentation(概括與整合)

T：Let'sworkon3a.Readthesentencesinthechartcarefully.Whilereading，pleasethinkwhattensestheyuseandwhenyouuseeachtense.

T：Inthesentence“It'srainingheavily.”，whattenseisused

S1：It'sthepresentcontinuoustense.

T：Correct.Andwhydoweusethistensehere

S2：Becauseit'sdescribinganactionthatishappeningnow.Therainisfallingatthemoment.

T：Verygood.Nowlet'sanalyzetheothersentences.

(Theteacherguidesstudentstorecognizethetensesandknowhowtousethem.Encouragethemtoexpressthemselvesbravelyandgivethempositiveassessment.)

設(shè)計(jì)意圖：幫助學(xué)生辨認(rèn)一般現(xiàn)在時(shí)和現(xiàn)在進(jìn)行時(shí)，培養(yǎng)學(xué)生歸納總結(jié)語法規(guī)則的能力，提高學(xué)生對(duì)語法知識(shí)的理解和運(yùn)用意識(shí)。通過討論如何使用該語法來培養(yǎng)學(xué)生的分析能力。

Activity3Practice(分析與判斷)

T：Let'sworkon3b.Now，completetheconversationswiththecorrectformsoftheverbsinbrackets.Payattentiontothetenses.

T：Inthefirstconversation，fortheblank“Look，it______(snow)！”，whatdidyouwrite

S1：Iwrote“issnowing"becauseit'stalkingaboutanactionthatisinprogressnow.

T：Good.Andforthesecondblank“It______(notsnow)hereinwinterusually.”，whatdidyouput

S2：Iput“doesn'tsnow"becauseit'sageneraltruthabouttheweatherhereinwinter，soweusethesimplepresenttense.

T：Verygood.Let'schecktheotheranswerstogether.

(Theteacherguidesstudentstofinishtheexercises.Thenaskstudentstopracticeinpairs.Especially，getthemtopayattentiontothetensesandhowtousethem.)

設(shè)計(jì)意圖：通過完成句子填空練習(xí)，讓學(xué)生在具體語境中運(yùn)用所學(xué)時(shí)態(tài)知識(shí)，加深對(duì)時(shí)態(tài)構(gòu)成和用法的理解，提高學(xué)生的語法運(yùn)用能力，同時(shí)培養(yǎng)學(xué)生分析句子結(jié)構(gòu)和邏輯的能力。

Activity4Practice(內(nèi)化與運(yùn)用)

T：Let'sworkon3c.Completethepassagewiththecorrectformsoftheverbsinbrackets.Trytousethetenseswejustlearnedcorrectly.

T：Inthesentence“Itis2January.Itisfreezing.Thetemperature______(be)－20℃.”，whatverbformdidyouuse

S1：Iused“is"becauseit'sstatingthecurrenttemperature.

T：Good.Andforthesecondone

S2：Iwrote“arevisiting”becauseit'sanactionhappeningnow.

T：Verygood.Let'scontinuecheckingthepassage.

(Theteacherguidesstudentstousethepropertensestofillintheblanksandgetthemainideasofthepassage.)

設(shè)計(jì)意圖：提供語篇讓學(xué)生綜合運(yùn)用所學(xué)時(shí)態(tài)進(jìn)行填空，幫助學(xué)生理解兩種時(shí)態(tài)的意義。學(xué)生在語篇提供的情境中正確運(yùn)用時(shí)態(tài)有利于提高學(xué)生的語言綜合運(yùn)用能力。

Activity5Pairwork(內(nèi)化與運(yùn)用)

T：Let'sworkon3d.Inpairs，imaginethatyouareatabeautifulplaceoutdoors.Tellyourpartnerwhattheweatherislikeandwhatactivitiespeoplearedoing.Letyourpartnerguesswhereyouare.

(Showamodelonthescreen.)

S1：What'stheweatherlike

S2：Itissunnyandwarm.

S1：Whatarepeopledoing

S2：Peopleareswimmingintheseaandplayingbeachvolleyball.

S2：Iguessyouareatabeach.

S1：Yes，youareright.Nowit'syourturn.

S2：It'swindy.Somepeopleareflyingkitesandothersarehavingapicniconthegrass.

(Theteachermonitorsandensuresthatstudentsusecorrectgrammaticalstructuresintheirconversations.Thengetseveralpairstoshowinclass.)

設(shè)計(jì)意圖：通過相互合作編寫談?wù)撎鞖夂腿藗兓顒?dòng)的對(duì)話，能有利于鞏固目標(biāo)語言，提高語言運(yùn)用能力。不同的小組想象不同的天氣和活動(dòng)，可使對(duì)話內(nèi)容多樣，能培養(yǎng)學(xué)生的發(fā)散思維，有利于發(fā)展他們的思維品質(zhì)。

Activity6Homework(分層作業(yè))

必做題：Talkabouttoday'sweatherandwhatyourclassmatesaredoingontheplaygroundduringthebreak.Thenwriteseveralsentencesaboutwhatyouaretalkingabout.

選做題：Writeashortpassageabouttheweatherandtheactivitiesthatpeoplearedoinginabeautifulplaceoutdoors.

第三課時(shí)SectionA(GrammarFocus3a—3d)Keysentencepatterns：1．—What'stheweatherlike？/How'stheweather—It'srainingheavily./It'scoldandsnowy./…2．—Whatareyoudoing？—Iamsunbathing.3．—What'syourbrotherdoing？—Heisplayingbeachvolleyball.4．—Isheplayingfootball？—Yes，heis./No，heisn't.

Duringthislesson，studentsactivelyparticipatedinvariousactivitiesbutstillhaddifficultiesusingsentencepatternsaboutweatherandgrammaticalstructuresinrealconversations.Infutureteaching，theteachershouldincreasemorepracticaldialoguepracticetohelpstudentsbettermasterandapplythesestructures.Also，theteachershouldpayattentiontoindividualdifferencesamongstudentsandprovidemorepersonalizedguidance.第四課時(shí)SectionB(1a—1d)

Activity1Warmingupandrevision(感知與注意)

T：Goodmorning，class！Beforewebegin，let'sgooverwhatwe'velearnedabouttheweatherinpreviouslessons.Canyoutellthedifferentweatherandtheactivitiesindifferentweather

S1：Inwinter，itiscoldoutside，soplayingbasketballindooriswonderful.

T：That'sagreatpoint，S1！Playingbasketballindoorisexcellent.Howaboutyou，S2

S2：Insummer，itisveryhot，somanyofuslikeswimming.Swimmingcanmakeusfeelcool.

T：Cool，S2！Now，let'sseeSectionB.

設(shè)計(jì)意圖：這項(xiàng)活動(dòng)旨在激活學(xué)生已有的知識(shí)，并讓他們思考在不同的天氣下學(xué)生從事的活動(dòng)。師生之間談?wù)摷饶茏匀灰胄抡n，又能為學(xué)生提供語言表達(dá)的機(jī)會(huì)，有利于培養(yǎng)語言運(yùn)用能力。

Activity2Presentation(獲取與梳理)

T：Let'sworkon1a.Lookatthepicturesonthispage.Whatdoyouthinkyoucansee，hearorfeelwhenyouclimbamountain？Pleaseshareyourideas.

T：Lookatthefirstpicture.Whatcanyousee

S1：Icanseealotofgreentreesandasteepmountainpath.

T：Good.Andwhatcanyouhear

S2：Maybeyoucanhearthewindblowingandbirdssinging.

T：Verygood.Howaboutthefeeling？Whatwouldyoufeel

S3：Iwouldfeelexcitedandalittlescaredbecauseit'shigh.

T：Great.

(Thentheteacherdiscussestheotherpictureswiththestudents.)

設(shè)計(jì)意圖：本活動(dòng)旨在培養(yǎng)學(xué)生的觀看“viewing"的能力。不同的學(xué)生對(duì)同一幅圖片可能有不同的感受，能有效激活學(xué)生的發(fā)散思維。師生之間的討論可以培養(yǎng)學(xué)生口語表達(dá)能力。

Activity3Beafastfinder(獲取與梳理)

Workon1b.

(AskstudentstoreadHelen'sandPeter'spostscarefullyandtellwhethertheyarevisitingthesameplaceandtheyfeelthesameaboutit.Tellstudentstounderlinekeyinformationthatsupportstheiropinions.)

T：So，aretheyvisitingthesameplace

S1：Yes，theyarebothatMountHuangshan.

T：Good.Anddotheyfeelthesameaboutit

S2：No，theydon't.

T：Excellent.Let'sreadsomepartsofthepoststosupportyouranswers.

設(shè)計(jì)意圖：讓學(xué)生閱讀帖子并回答問題，培養(yǎng)他們快速提取信息的能力，引導(dǎo)學(xué)生關(guān)注不同人對(duì)同一地方的不同感受，培養(yǎng)學(xué)生的批判性思維和比較分析能力。

Activity4Beasmartreader(分析與判斷)

T：Now，let'smoveonto1c.IwantyoutoreadthepostsagainandcompleteHelen'sandPeter'sdescriptionsaboutthetrip.Thenusehappyfaceorunhappyfacetoshowhowtheyfeel.Usetheinformationyouunderlinedearliertohelpyou.

(Studentsreadthepostsandcompletethetable.)

T：ForHelen'sdescriptionat6：35—7：22，whatdidyouwrite

S1：Iwrote“amagicalplace”，and“apainting"．

(Then，getstudentstochecktheanswerseachother.Theteachermovesaroundandoffershelpifnecessary.)

設(shè)計(jì)意圖：通過完成描述和標(biāo)記感受的任務(wù)，幫助學(xué)生進(jìn)一步梳理文章內(nèi)容，深入理解Helen和Peter在登山過程中的不同體驗(yàn)和感受，同時(shí)鍛煉學(xué)生的口語表達(dá)能力和對(duì)情感態(tài)度的理解判斷能力。

Activity5Beadeepthinker(內(nèi)化與運(yùn)用)

Workon1d.

First，askstudentstoreadthepostsagainandcompletethequestionswiththequestionwordsinthebox.Checktheanswerstogether.

Then，getstudentstoaskandanswerinpairs.Theteacherwalksaroundandseesiftheycangettherightinformationfromtheposts.Finally，invitesomepairstoshowtheirconversations.

設(shè)計(jì)意圖：本活動(dòng)旨在訓(xùn)練學(xué)生正確使用疑問詞，學(xué)生之間的問答活動(dòng)能幫助學(xué)生進(jìn)一步理解文本內(nèi)容，掌握和運(yùn)用目標(biāo)語言，同時(shí)能培養(yǎng)學(xué)生合作意識(shí)。

Activity6Homework(分層作業(yè))

必做題：Makeupfourshortconversationsin1d.

選做題：Writeashortpassageaboutoneofyourtripsincertainweather.Youcanwritetheactivitiesintheweatherandhowyoufeelabouttheweatherandtheactivities.

第四課時(shí)SectionB(1a—1d)Keywords：MountHuangshan，cloud，magicalplace，BrightPeak，rock，restarea，fog，experience，atthetop，disappointed，tired，excited，satisfiedKeysentencepatterns：Whatdoyouthinkyoucansee/hear/feel…？Howdoyoufeelabout…？Whydoyouthink…？

Inthislesson，theteacheraimedtoengagestudentsinameaningfulexperienceofhowtheyfeelabouttheweatherorthetrip.Throughavarietyofactivities，includingpartnerdiscussion，readingcomprehension，andmindmapping，studentswereabletodeepentheirunderstandingoftheweather，theactivitiesintheweatherandtheirfeelingexperience.Overall，thelessonwaswellreceivedandstudentswereactivelyengaged.However，infuturelessons，theteachercouldincorporatemorediverseperspectivesontheweatherandpeople'sactionsindifferentcountriestobroadenstudents'horizons.Additionally，theteachercouldprovidemoreguidanceonhowtoeffectivelyusemindmapsasatoolfororganizinginformation.第五課時(shí)SectionB(2a—Reflecting)

Activity1Warmingupandrevision(感知與注意)

T：Goodmorning，class！TodaywearegoingtocontinuelearningSectionB2a.Let'sfirstreviewwhatwetalkedaboutinthelastclass.HowdidHelenandPeterfeelabouttheweatherduringtheirtriptoMountHuangshan

S1：Helenlikestheamazingclouds.Shethinksthetreesandrockslooklikeapartofapainting.Peterdoesn'tliketheheavyfog.Hethinkseverythinglooksgrey.

T：Verygood.Andwhatwordscanweusetodescribetheweatherandtheirfeelings

S2：Wecanusewordslike“clouds”“sunlight"and“heavyfog”todescribetheweather，andforfeelings，“inhighspirits”，“glad”．

T：Great.Now，let'smoveontotoday'slessonandexploremoreabouthowwefeelaboutdifferentweatherconditions.

設(shè)計(jì)意圖：通過復(fù)習(xí)上節(jié)課的內(nèi)容，鞏固學(xué)生對(duì)天氣與感受進(jìn)行描述的相關(guān)知識(shí)，激活學(xué)生已有的知識(shí)儲(chǔ)備，為新課學(xué)習(xí)做好鋪墊，同時(shí)自然地導(dǎo)入新課。

Activity2Presentation(獲取與梳理)

T：Now，let'sworkon2a.You'llneedtocompleteapassagewiththecorrectformsofthewordsinbrackets.Thepassageisaboutactionsinahugestorm.Let'scompletethepassageindividuallyfirst.

(Aftercompletingtheexercises，theteachercheckstheanswersbyaskingquestions.)

T：Forthefirstblank，whatworddidyouwriteandwhy

S1：Iwrote“l(fā)ooking"becauseitsays“Iamsittingintheroomand…”．Itmeans“Iamlookingoutofthewindowatthemoment"．

T：Good.Andforthesecondblank

…

(Thenaskstudentstodiscusstheanswerslikethisinpairs.Theteachermovesaroundtogiveproperhelpifnecessary.Next，letstudentsreaditonebyoneandtheteachermovesaroundtocorrecttheirpronunciationandintonation.Afterthat，getthestudentstoreadthepassagetogether.Finally，askthemtodiscusswhatweshoulddoinsuchterribleweather.Guidethemtopayattentiontotheirsafetyinbadweather.)

設(shè)計(jì)意圖：通過填空練習(xí)，幫助學(xué)生掌握和鞏固現(xiàn)在進(jìn)行時(shí)，提高學(xué)生的語言運(yùn)用能力。談?wù)撊绾螒?yīng)對(duì)惡劣天氣有利于引導(dǎo)學(xué)生理解人與自然之間應(yīng)該和諧共存。

Activity3Practice(描述與闡釋)

T：Now，let'smoveonto2b.You'llneedtodrawapictureofsomepeopleexperiencingaheavystormoranothertypeofweather.Writeadescriptionoftheiractions.Beforewriting，thesequestionsmayhelpyou：What'stheweatherlike？Whatarethepeopledoinginthepicture？Howdotheyfeelabouttheweather

(Theteacherwalksaroundandobservesstudents'work.)

T：Whatareyoudrawinghere

S1：I'mdrawingpeoplerunningintherain.Theyareholdingumbrellas，butthewindisblowingveryhard，sotheumbrellasarealmostturningupsidedown.

T：That'sagreatidea.Andwhatwillyouwriteinthedescription

S1：Iwillwrite“Thepeoplearerunninginahurryintheheavyrain.Thestrongwindismakingitdifficultforthemtoholdtheirumbrellas.Theirclothesaregettingwetandtheylookabitpanicky.”

T：Verygood.Let'sseewhatotherinterestingpicturesanddescriptionsyouhave.

(Thengetthestudentstodiscussinpairsandinviteseveraltosharetheirworksanddescriptioninclass.)

設(shè)計(jì)意圖：通過繪畫這種跨學(xué)科活動(dòng)，培養(yǎng)學(xué)生的動(dòng)手能力。對(duì)所畫內(nèi)容進(jìn)行描述的練習(xí)，能進(jìn)一步鞏固目標(biāo)語言，有利于提高他們的寫作能力和語言表達(dá)能力。

Activity4Project(描述與闡釋)

T：Let'sworkon3a.Nowlet'sdiveintoourproject—Givealiveweatherreport.

(Getthestudentstodothetaskin3a.Afterreading，checkwithstudents.)

T：WhatseasonisitinChengduaccordingtothereport

S1：It'sspring.

T：Good.Andwhat'stheweatherlike

S2：It'srainy.

T：Verywell.Whataboutthetemperature

S3：It's20℃.

…

(Guidethestudentstodiscusstheactivitiesandadviceusingsomequestions.)

設(shè)計(jì)意圖：通過閱讀文本并畫出關(guān)鍵信息，學(xué)生能進(jìn)一步鞏固描述天氣以及相應(yīng)活動(dòng)的能力，也為制作相似表格奠定基礎(chǔ)。師生依據(jù)表格信息開展對(duì)話，為學(xué)生提供了目標(biāo)語言輸出的機(jī)會(huì)，能提升學(xué)生獲取信息和語言表達(dá)的能力。

Activity5Makeyourowntableoftheweatherinformation(內(nèi)化與運(yùn)用)

T：Now，let'smoveontothenextpartofourproject.Pleaseworkingroups.You'llchooseacityandfindinformationaboutitsweatherconditionsonacertaindaythroughtheInternet.Makeasimilartabletotheonein3a，includingseason，month，weather，temperature，activitiesandadvice.

(Getthestudentstoworkingroupsoffour.Theninvitesomegroupstosharetheirtablesinclass.)

T：Nowlet'sseethetableofGroupOne.

Harbin

Seasonwinter

MonthNovember

Weathersnowy

Temperature－5℃

Activityskate，makesnowmen

Advicepackwarmclothes

設(shè)計(jì)意圖：這個(gè)活動(dòng)鼓勵(lì)學(xué)生通過他們自己的思考來選擇不同季節(jié)的城市，能幫助他們對(duì)城市特征的理解，培養(yǎng)他們跨學(xué)科的學(xué)習(xí)能力。展示表格能提升他們的目標(biāo)語言運(yùn)用能力。

Activity6Givealiveweatherreport(內(nèi)化與應(yīng)用)

T：Let'sworkon3c.Writeaweatherreportwiththeinformationfromyourtablein3b，andthenchooseonefromthegrouptospeakouttheweatherreporttothewholeclass，andwe'llvoteforthebestgroup.

(Afterwriting，getsometosharetheirwritinginclass.)

S(Group1)：GoodmorningfromHarbin.It'saverycoldwintermorninginNovember.It'ssnowingtodayandthetemperatureis－5℃.Everythingisfrozen，butmanypeopleareplayingoutside.Look，somepeopleareskating.Manychildrenaremakingsnowmen.Lotsoftouristsareenjoyingthewonderfulicesculptures.HereIwanttotellyouanimportantthing—don'tforgettobringyourthickclothesandgloves.

T：Wow，yourpresentationisexcellent，Group1！Harbinisabeautifulcity.You'vedoneagreatjob.Nownextgroup.

…

(Votingprocess)

T：Alright，it'stimetovoteforyourfavouritereport.Pleaseraiseyourhandforthebestgroup.

(Classvote.)

T：CongratulationstoGroup1！You'vereceivedthemostvotes，andyourreportaboutHarbinistrulyimpressive.Greatjobtoallthegroupsfortheircreativeandthoughtfulexpression.

設(shè)計(jì)意圖：本次活動(dòng)旨在鞏固學(xué)生對(duì)天氣表達(dá)和現(xiàn)在進(jìn)行時(shí)等知識(shí)的實(shí)際運(yùn)用，以及拓展學(xué)生的地方特色相關(guān)知識(shí)。通過小組合作和互動(dòng)，培養(yǎng)了學(xué)生的合作意識(shí)，提升了他們的寫作能力。

Activity7Reflecting(分析與評(píng)價(jià))

Aftergroupwork，encouragethestudentstoevaluatetheirperformancesinthegroup.Theycandescribehowwelltheydidjustnowaccordingtotheevaluationscale.

Forexample，Icantalkaboutdifferenttypesofweatherverywell.Icanusethepresentcontinuoustenseandthesimplepresenttensetodescribeweatherrelatedactivities…

設(shè)計(jì)意圖：通過量表，學(xué)生可以清楚地知道自己在哪些方面做得好，哪些方面存在不足。這樣能幫助學(xué)生養(yǎng)成反思的習(xí)慣，提升思維品質(zhì)，培養(yǎng)學(xué)習(xí)能力。

Activity8Homework(分層作業(yè))

必做題：Writeanothershortweatherreportbasedonthereportyouwroteintoday'sclass.

選做題：LookthroughtheInternetandgetmoreinformationabouttheweatherandactivitiesinsummerinyourcity.Thenwriteareportwiththeinformation.

第五課時(shí)SectionB(2a—Reflecting)Keyvocabulary：Words：end，storm，pour，wind，shoutPhrases：lookoutof，runafterKeysentencepatterns：Thereisahugestormtoday.Itisdifficultforpeopleto…

Grammarfocus：thepresentcontinuoustense：be＋v.ingGivealiveweatherreport：season，month，weather，temperature，activity，advice

Thestudentsactivelyparticipatedinthediscussioninclassandshowedstronginterestsinthetopicofweather.Throughtheactivityofgivingaliveweatherreport，thestudentsnotonlyconsolidatedthevocabularyandsentencepatternslearnedinclassbutalsoexercisedtheircreativity.Intermsofblackboarddesign，itcanbefurthersimplifiedtohighlightkeyinformationandteachingstepsforbetterunderstandingandmemorizationbystudents.Wewillcontinuetoexploremoretopicsandactivitiesrelatedtoweathertostimulatestudents'interestsinlearningandcreativity.Unit6RainorShine

Thethemeofthisunitis“theweather"．Throughaseriesofactivitiesandtasks，itaimstoguidestudentstorecognizeandunderstanddifferentkindsofweather，cultivatetheirobservationanddescriptionskills，andatthesametimestimulatetheirloveandparticipationawarenessforactivitiesindifferentweather.Byexploringtheweather，activities，andfeelings，thisunitaimstohelpstudentsestablishemotionalconnectionswiththeweatherandtheactivities，atthesametimetorecognizetheimportanceoftheweatherintheecosystem.

UnitContentAnalysis(單元內(nèi)容分析）

◆VocabularyandSentencePatterns

Vocabulary：Itinvolvesthewordsofvariousweather(suchaslightning，storm，fog，etc.)，aswellasadjectivesdescribingtheweatherandtheactivitiesindifferentweather(suchasrainy，snowy，cloudy，etc.).

SentencePatterns：Use“What'stheweatherlikein…？”toaskothersabouttheweatherindifferentplacesand“It'ssunny/rainy/…"toanswerthequestions；use“Whatareyoudoing？”toaskabouttheactivitiespeoplearedoingindifferentplaces，and“Guesswhereitis？"toaskabouttheplacesaccordingtotheactivities.

◆ListeningandSpeaking

Listeningactivitiesincludelisteningtoaweatherreporttomatchtheplaceswiththeweatherconditions，answeringquestionsafterlisteningtodialogues，fillingintheblankswhilelisteningtodialogues，etc.，aimingtoimprovestudents'listeningcomprehensionandinformationextractionabilities.

Speakingactivitiesincludetalkingaboutdifferentweather，expressingtheactivitiesindifferentweather，roleplaying，etc.，aimingtocultivatestudents'speakingexpressionabilityandlanguageorganizationability.

◆ReadingandWriting

Readingmaterialsincludeconversationsabouttheweatherandtheactivities，andthepostsbyHelenandPeteraboutvisitingMountHuangshan，aimingtoimprovestudents'readingcomprehensionandinformationacquisitionabilities.

Writingactivitiesincludecompletingshortpassagesabouttheweatherandtheactivitiesintheweather，writingweatherreportswiththeinformationfromthetablegiven，etc.，aimingtocultivatestudents'writingabilityandcreativity.

◆GrammarandPronunciation

GrammarFocusincludeshowtoaskabouttheweather(“What'stheweatherlike？”or“How'stheweather？")，simpleanswers(“It'srainy/sunny…”)，andthepresentcontinuoustense(describingtheactivitiesthatarehappening).

Pronunciationexercisesincludevowellettercombinationpronunciation(ar，er，ir，or，ur)，stressedwordsinthesentencepronunciationandtraining.

KeyPoints1.Masterthewordsabouttheweatherandactivitywordsinvolvedinthisunit.2．BeabletotalkaboutdifferentactivitiesindifferentweatheraroundtheworldinEnglish，anddescribeatripindifferentplaces.3．Cultivatestudents'speakingexpressionabilityandlanguageorganizationability.

KeyDifficulties1.AccuratelyexpresstheactivitiesthatarehappeninginEnglish.2．Cultivatestudents'writingabilityandcreativitybywritingadescriptionoftheactionsindifferentweatherconditionsinEnglish.

1．Masterthedifferentwordsaboutweatherandactivitiesandsentencepatternsinvolvedinthisunit.

2．BeabletolistentoandunderstandconversationsandarticlesaboutweatherandactivitiesinEnglish.

3．Beabletotalkabouttheweather，anddescribeactivitiesindifferentweatherinEnglish.

4．BeabletowriteashortpassageabouttheweatherandactivitiesinEnglish.

1．Encouragestudentstolearnaboutvariousactivitiesindifferentweatheraroundtheworldandstimulatestudents'thinkingawarenesstowardsweather.

2．Guidestudentstolearntochooseappropriateactivitiesbasedontheweathercharacteristicstomakethelivescolourful.

Learntodiscussandcommunicatewithothersabouttheweatherandtalkabouttheactivitiesindifferentweather.Makereasonablehypothesis，andexpressthecommentslogically，dialecticallyandinnovatively.Realizethetransferofknowledgeandthinkingability.

1．Stimulatestudents'interestsinEnglishlearningbytalkingaboutweather.

2．Learntoexpresstheactivitiesinvariousweather.

3．MasterlearningstrategiesandimprovelearningabilitybysearchingtheweathercharacteristicsofdifferentcountriesandregionsontheInternet.

LearningSituationAnalysis(學(xué)情分析）

1．Studentsmayhavecertainunderstandingandinterestinweather，buttheirabilitytoexpresstheweatherandvariousactionsinEnglishislimited.

2．Studentsmayhavedifficultiesinpronunciationandgrammar，requiringtargetedguidanceandtrainingfromteachers.

3．Studentsmaylackwritingexperience，requiringguidanceonwritingtechniquesandmethodsfromteachers.

1．Utilizemultimediaresources(suchaspicturesaboutdifferentcities'weather，videosaboutweatherandpeople'sactivities，etc.)toassistinteaching，stimulatingstudents'interestinlearning.

2．Adoptthesituationalteachingmethodandtaskdrivenmethod，encouragingstudentstodescribedifferentweatherandpeople'sactionsinrealcontexts.

3．Focusonthepronunciationofvowellettercombinationsandgrammar(thepresentcontinuoustense)training，improvingstudents'languageaccuracythroughdifferentkindsofpractice.

4．Encouragestudentstowriteapassageaboutexperiencingdifferentweatherconditionsandpeople'sactions，providingwritingtemplates，guidingstudentstoimitateandcreate.

第一課時(shí)SectionA【(1a—1d)&Pronunciation1—2】

第二課時(shí)SectionA(2a—2e)

第三課時(shí)SectionA(GrammarFocus3a—3d)

第四課時(shí)SectionB(1a—1d)

第五課時(shí)SectionB(2a—Reflecting)第一課時(shí)SectionA【(1a—1d)&Pronunciation1—2】

Activity1Warmingupandrevision(感知與注意)

T：TodaywearegoingtolearnUnit6.First，let'slookatthetitleandthepicture.Whatarewegoingtolearninthisunit

Ss：Wearegoingtolearnsomethingabouttheweather.

T：Yes，you'reright.Wearegoingtolearnaboutdifferentweatherandtheactivities.Lookatthepictureandsharethethreequestionswithme.

S1：Ithinkthekidsinthephotomayfeelexcitedbecauseitlookslikearainydaybuttheycanplayoutside.

T：Goodanswer.Whataboutyou，S2

S2：Idon'tlikerainyweather.Ilikesunnyandwarmweatherbest.Iusuallygoforawalkorplaybasketballinsunnyweather…

設(shè)計(jì)意圖：通過觀察標(biāo)題、圖片并回答問題，激發(fā)學(xué)生對(duì)本單元主題“天氣"的興趣，激活學(xué)生已有的關(guān)于天氣和相關(guān)活動(dòng)的背景知識(shí)，為后續(xù)學(xué)習(xí)做好鋪墊，同時(shí)培養(yǎng)學(xué)生觀察、思考和表達(dá)的能力。

Activity2Presentation(獲取與梳理)

T：Now，let'sworkon1a.Therearesomepicturesofweatherdescriptionshere.Pleasewritethewordsintheboxunderthepictures.

(Theteachershowspictures，andstudentswritedowntheweatherdescriptions：cloudy，dry，lightning，stormy，windy.Then，playaguessinggame.Theteachermakesamodelfirst.)

T：Itissunny.Thetemperatureisveryhighandthereisnowaterhere.Whatadjectivecanyouthinktodescribeit

S：Dry

T：Yes.

(Askstudentstopractiseinpairs.)

設(shè)計(jì)意圖：通過識(shí)別圖片，幫助學(xué)生鞏固關(guān)于天氣的詞匯。猜測活動(dòng)能為學(xué)生提供目標(biāo)語言輸出的機(jī)會(huì)，有利于鞏固所學(xué)描述天氣的形容詞，能培養(yǎng)學(xué)生的口語表達(dá)能力，發(fā)展他們的思維。

Activity3Listening(獲取與梳理)

T：Listentotheweatherreportin1b.MatchthedifferentpartsofAustraliawiththeweatherconditions.

(Thentheteachercheckstheanswersbyaskingquestionsandstudentsanswerquestionsbasedonthelisteningcontent.Forexample，

T：What'stheweatherlikeinthenorthofAustralia

S：It'sstormy.Thetemperatureisaround20℃

Theteachercanplayseveraltimestohelpstudentsgetexactanswersandpractisetheirlistening.)

設(shè)計(jì)意圖：該環(huán)節(jié)能培養(yǎng)學(xué)生從聽力材料中獲取關(guān)鍵信息的能力，學(xué)生將地區(qū)與相應(yīng)的天氣狀況進(jìn)行匹配，能加深對(duì)天氣詞匯的理解。教師通過問答來檢測聽的效果，將輸入變?yōu)檩敵?，有利于提升聽力理解能力和語言表達(dá)能力。

Activity4Beasharplistener(獲取與梳理)

T：Let'sworkon1c.Now，let'slistentotheconversationandcirclethecorrectanswers.

(Helpstudentsgetageneralunderstandingofthelistening，andplaythelisteningtwicetohelptogettherightanswers.)

T：WhereisGrandpanow

S1：Icircled“A.InAustralia.”

T：Whydoyouthinkso

S1：Becauseintheconversation，itmentioned“Howareyou？HowistheweatherinAustralia？"．

T：Goodreasoning.

(Theteacherchecksotheranswerslikethis.)

設(shè)計(jì)意圖：通過聽力練習(xí)，培養(yǎng)學(xué)生捕捉細(xì)節(jié)信息的能力，同時(shí)復(fù)習(xí)和鞏固關(guān)于地點(diǎn)、天氣和活動(dòng)的表達(dá)方式，提高學(xué)生的聽力理解和語言綜合運(yùn)用能力。

Activity5Practice(概括與整合)

T：Let'smoveonto1d.OK，let'sactoutaphoneconversationabouttheweather.Pleaseusethesentencepattern：“—What'stheweatherlike？—It'swarmandsunny…—Whatareyoudoing？—I'mplayingfootball/…”

(Studentspractiseaphoneconversationinpairs，andthensharewiththewholeclass.)

S1：Hello，thisisS1.How'stheweather

S2：Hi，S1.It'scloudyhere.Whatabouttheweatherthere

S1：It'ssunnyandwarm.I'moutsideplayingfootball.Whatarepeopledoingthere

S2：Somepeoplearewalkinginthepark.AndI'mjustreadingabookathome.

T：Verygood.Youtwodidagreatjob.Let'slistentoanotherpair.

設(shè)計(jì)意圖：通過對(duì)話練習(xí)，幫助學(xué)生掌握介紹天氣的句型，提高口語表達(dá)能力，同時(shí)培養(yǎng)學(xué)生的合作學(xué)習(xí)能力。

Activity6Pronunciation(歸納與應(yīng)用)

◎Vowelpronunciationpractice

T：Now，let'smoveontoPronunciation.First，let'spractisethepronunciationofvowellettercombinations.Listenandrepeatafterme.

(Theteacherdemonstratesthepronunciationofvowellettercombinations.Thestudentsfollowalongandtheteachercorrectstheirpronunciation.)

T：Good！Now，let'saddonemorewordtoeachgroupandpractiseagain.

T：Next，let'spractisethewordswith“ar"er”“ir"or”and“ur”．Listenandrepeat.

(Theteacherdemonstratesthepronunciationofthewords，andthestudentsrepeat.)

◎Practisethepronunciationofstressedwords

T：Finally，listentothechantandpayattentiontotheboldsyllables.

(Askstudentstoreadthechanttogether.Thestudentsclapwhenreadingtheboldsyllables.)

設(shè)計(jì)意圖：通過發(fā)音練習(xí)，幫助學(xué)生掌握元音、元音字母組合以及重讀單詞的正確發(fā)音，提高學(xué)生的口語表達(dá)能力。

Activity7Homework(分層作業(yè))

必做題：SearchtheInternettofindoutwhattheweatherislikeinfourcitiesandwritethemdown.

選做題：Writeashortpassageusingthelearnedweathervocabularyandsentencepatternstodescribetheweatherofyourfavouriteday.

第一課時(shí)SectionA【(1a—1d)&