Unit3RainandShineLesson2WeatherAroundtheWorldThislesson,“WeatherAroundtheWorld,”isfromUnit3ofthe2024BeijingNormalUniversityEditionEnglishtextbookforGrade7.Itfocusesonthetopicofweatheraroundtheglobe.Throughvividtexts,pictures,andvariousactivities,studentswillbeexposedtodifferenttypesofweatherconditionsindifferentregions,suchastropical,desert,andpolarareas.Theywilllearntodescribeweatherusingrelevantvocabularyandsentencepatterns,whichnotonlyenrichestheirlanguageknowledgebutalsobroadenstheirunderstandingoftheworld'sdiverseclimates.教學(xué)目標(biāo)1.KnowledgeObjectivesStudentsshouldbeabletomasterthefollowingkeyvocabulary:weather,climate,tropical,desert,rainyseason,dryseason,humid,freezing,temperature,season.in...in...?andusethekeysentencepatterns:“What’stheweatherlikein...in...?”“It’s...in...”“Theweatherin...is...duringthedaybut...atnight.”“Manycountrieshavedifferentweatherinthesameseason.”2.AbilityObjectivesEnablestudentstodescribetheweatherandclimatecharacteristicsaroundtheworldinEnglish.Guidestudentstoparetheweatherdifferencesindifferentcountriesorregions.3.EmotionalObjectivesCultivatestudents'attentionandexplorationinterestinthenaturalenvironmentaroundtheworld,enhancingtheirawarenessofculturaldiversity.教學(xué)重難點(diǎn)1.TeachingKeyPointsTeachstudentsthevocabularyandsentencepatternsfordescribingdifferentweathersandclimatesaroundtheworld.HelpstudentsunderstandtheweatherdifferencesbetweenseasonsandregionsandexpresstheminEnglish.2.TeachingDifficultPointsGuidestudentstocorrectlyuseweatherrelatedvocabularytodescribetheclimatecharacteristicsofdifferentregions.Enablestudentstounderstandtheclimatefeaturesof“tropical,”“desert,”“temperate,”etc.,andmakeparisons.1.Vocabularyweather/?wee?(r)/n.theconditionoftheatmosphereataparticularplaceandtime,suchasifitishot,cold,wet,etc.天氣climate/?kla?m?t/n.thegeneralweatherconditionsusuallyfoundinaparticularplace氣候tropical/?tr?p?kl/adj.relatingtotheareabetweentheTropicofCancerandtheTropicofCapricorn,wheretheweatherisusuallyhot熱帶的desert/?dez?t/n.alargeareaoflandthathasverylittlewaterandveryfewplantsgrowingonit沙漠rainyseason/?re?ni?si?zn/thetimeofyearwhenthereisalotofraininsomepartsoftheworld雨季dryseason/?dra??si?zn/thetimeofyearwhenthereisverylittleraininsomepartsoftheworld旱季humid/?hju?m?d/adj.containingalotofwatervaporintheair潮濕的freezing/?fri?z??/adj.verycold極冷的，冰凍的temperature/?tempr?t??(r)/n.howhotorcoldaplace,object,orpersonis溫度season/?si?zn/n.oneofthefourperiodsoftheyear:spring,summer,autumn,orwinter季節(jié)2.SentencePatternsWhat’stheweatherlikeinAustraliainsummer?It’shotandsunnyintropicalareas.Theweatherinthedesertisdryandhotduringthedaybutfreezingatnight.Manycountrieshavedifferentweatherinthesameseason.教學(xué)過(guò)程1.Warmup(5minutes)QuestionIntroductionTheteacherasks:“What’stheweatherlikeinyourcitytoday?”“Doyouknowwhattheweatherislikeinothercountries?”Encouragestudentstosharetheirideasandstartasimplediscussionabouttheweather.PictureDisplayShowpicturesofdifferentclimatesaroundtheworld,suchastropicalrainforests,deserts,snowcappedmountains,etc.Letstudentsguesstheweatherintheseplacesbyasking:“What’stheweatherlikeinthisplace?”LeadintheTopicTellstudents:“Today,wearegoingtolearnhowtodescribetheweatheraroundtheworldinEnglish.Thetopicis‘WeatherAroundtheWorld’.”2.Presentation(15minutes)VocabularyTeachingUsepicturestoteachthefollowingwords:For“tropical”:Showapictureofatropicalrainforestandsay,“Tropicalareasarewarmandrainy.”For“desert”:Displayapictureofadesertandexplain,“Desertsaredryduringthedayandcoldatnight.”For“humid”:Presentapictureofaplacewithhighhumidity,likeajungleafterrain,andsay,“It’softenhumidintherainyseason.”For“freezing”:ShowapictureoftheArcticinwinterandstate,“It’sfreezingintheArcticduringwinter.”For“rainyseason”:Showapictureofaplaceduringtherainyseasonwithrainfallingandpeopleusingumbrellas,andsay,“Tropicalareasoftenhavearainyseasonandadryseason.”VocabularyPracticeLetstudentsguesswordsaccordingtodescriptions.Forexample,say:“Thisplaceisveryhotanddry,withlittlerain.”(Answer:desert)“It’swetandwarminthisseason.”(Answer:rainyseason)SentenceStructureTeachingDisplaythefollowingsentencepatternsontheblackboardorascreen:“What’stheweatherlikeinAustraliainsummer?”“It’shotandsunnyintropicalareas.”“Theweatherinthedesertisdryandhotduringthedaybutfreezingatnight.”“Manycountrieshavedifferentweatherinthesameseason.”SentenceDemonstrationTheteacherstartsaninteractionwithstudents.Forexample:A:“What’stheweatherlikeinJapaninspring?”B:“It’swarm,andtherearemanycherryblossoms.”A:“HowaboutinCanadainwinter?”B:“It’sfreezing,anditoftensnows.”3.Practice(10minutes)ListeningPracticePlayarecordingofapassagedescribingtheweatherindifferentregions.Studentsarerequiredtopleteatableaccordingtowhattheyhear.DialoguePracticeDividestudentsintopairstopracticedialogues.Forexample:A:“What’stheweatherlikeinBrazilinsummer?”B:“It’shotandhumidbecauseit’sinthetropics.”A:“WhataboutintheUKinwinter?”B:“It’scoldandrainy.”4.Activity(10minutes)WorldWeatherMapTaskDescriptionDividestudentsintogroups.Eachgroupisgivenalargepieceofpapertomakeaworldweathermap.TheyneedtouseEnglishtodescribetheweathercharacteristicsofdifferentregionsonthemap.Forexample:“IntropicalareaslikeThailand,theweatheriswarmandrainy.”“IndesertsliketheSahara,it’sdryandhotduringthedaybutfreezingatnight.”ClimateparisonDiscussionTaskDesignStudentschoosetworegionsforclimateparison.TheyneedtosummarizethedifferencesinEnglish.Forexample:“TheweatherinCanadaisfreezingandsnowyinwinter,whiletheweatherinAustraliaishotandsunnyatthesametime.”“Inthedesert,it’sverydry,butintherainforest,it’shumidandrainy.”5.SummaryandHomework(5minutes)ClassSummaryReviewthevocabularyandsentencepatternslearnedinthisclass,suchas“tropical,desert,humid,freezing,rainyseason”andsentenceslike“What’stheweatherlikeinAustraliainsummer?”“Theweatherinthedesertisdryandhotduringthedaybutfreezingatnight.”HomeworkWritingTaskAskstudentstowriteashortpassagedescribingtheweatherandclimateoftworegionstheyknow,using58sentences.Forexample:“InThailand,theweatheristropical,whichmeansit’shotandrainymostofthetime.InAntarctica,theweatherispolar,soit’sfreezingandsnowyallyearround.Thesetwoplaceshaveverydifferentclimates.”教學(xué)反思Afterthisclass,itisnecessarytoreflectontheteachingprocess.Firstly,inthewarmuppart,theuseofpicturesandquestionseffectivelyattractedstudents'attentionandengagedtheminthetopic.However,morestudentscouldhavebeeninvolvedintheinitialdiscussion.Inthepresentationofvocabularyandsentencepatterns,theuseofpicturesandreallifeexampleswashelpfulforstudents'unders