Unit3RainandShineTopicTalkUnit3RainandShineTopicTalkservesasanintroductiontotheoverallthemeofweatherinthisunit.Itmainlyfocusesonequippingstudentswiththenecessaryvocabulary,expressions,andgrammarknowledgerelatedtoweather.Throughvariousactivitiesanddiscussions,studentswillbeabletostartexpressingandsharingtheirideasaboutdifferentweatherconditions,layingasolidfoundationforfurtherexplorationofweatherrelatedtopicsinthesubsequentlessonsofthisunit教學(xué)目標(biāo)1.KnowledgeObjectivesStudentswillbeabletomasterkeyvocabularyfordescribingweather,suchas"sunny","rainy","cloudy","windy","snowy",etc.in...?tscanunderstandandusemonexpressionsforinquiringabouttheweather,like"What'stheweatherlike?"and"How'stheweatherin...?"e.g.entswilllearnthestructureandusageoftagquestionsrelatedtoweatherdescriptions,e.g.,"It'sabeautifulday,isn'tit?"2.AbilityObjectivesStudentsareexpectedtobeabletoaccuratelydescribethecurrentweatherandtheweatherindifferentplacesusingthelearnedvocabularyandexpressionsinbothspeakingandwriting.Studentscanengageinsimpleconversationsaboutweather,sharingtheirpersonalfeelingsandpreferencesregardingdifferentweatherconditions.Studentswillimprovetheirlisteningskillsbyunderstandingweatherrelateddialoguesandinstructions.3.EmotionalObjectivesFosterstudents'interestinlearningEnglishthroughtheexplorationofafamiliarandpracticaltopicweather.Encouragestudentstobemoreobservantofthenaturalworldaroundthemandenhancetheirawarenessoftheimpactofweatherondailylife.教學(xué)重難點(diǎn)1.TeachingKeyPointsTheacquisitionandcorrectusageofweatherrelatedvocabulary.Masteryofmonsentencepatternsforinquiringaboutanddescribingweather.Understandingandproperapplicationoftagquestionsinweatherdiscussions.2.TeachingDifficultPointsDistinguishingandcorrectlyusingdifferentadjectivestopreciselydescribevariousdegreesofweatherconditions,forexample,differentiatingbetween"lightrain"and"heavyrain","gentlewind"and"strongwind".Helpingstudentstousetagquestionsspontaneouslyandaccuratelyinreallifeconversations,astheconceptmightbenewandabittrickyforsomestudents.1.KeyVocabularyWeatherrelatedadjectives:sunny,rainy,cloudy,windy,snowy,foggy,stormy,hot,cold,warm,coolNouns:weather,sun,rain,cloud,wind,snow,fog,storm,temperature2.KeyExpressionsInquiringaboutweather:What'stheweatherlike?/What'stheweatherliketoday?in...?theweatherin...?/How'stheweatherinBeijing?Describingweather:It'ssunny/rainy/cloudy/windy/snowy/foggy/stormy.It'shot/cold/warm/cool.is...emperatureis...degrees.Tagquestions:It'sabeautifulday,isn'tit?It'scoldtoday,isn'tit?3.GrammarFocusTagquestions:Structure:Statement+shortquestion(auxiliaryverb+subject).Theshortquestionparthastheoppositepolarityofthestatement.Forexample,inapositivestatementlike"It'ssunny",thetagquestionis"isn'tit";inanegativestatementlike"Itisn'trainy",thetagquestionis"isit".教學(xué)過程1.Warmingup(5minutes)Greetthestudentsasusual.Then,playashortvideoclipaboutdifferentweatherscenesaroundtheworld,suchasasunnybeachinHawaii,arainydayinLondon,asnowylandscapeintheNorthPole,andawindydesert.Whileplayingthevideo,askstudentstowatchcarefullyandthinkaboutwhatkindofweathertheysee.Afterthevideo,startasimpleinteractionwithstudents.Ask:"Whatdidyouseeinthevideo?Canyounamesomeoftheweatherconditions?"Encouragestudentstorespondwithwordslike"sunny","rainy","snowy",etc.2.Presentation(15minutes)VocabularyteachingUseflashcardswithpicturesofdifferentweatherconditionsononesideandthecorrespondingEnglishwordsontheotherside.Showtheflashcardsonebyone,forexample,showthepictureofabrightsunandsay"Thisissunny.SUNNY,sunny."Thenaskstudentstorepeatafteryouseveraltimes.Dothesameforotherweatherrelatedwordslike"rainy","cloudy","windy","snowy",etc.Writethewordsontheblackboard.Whilewriting,emphasizethespellingandpronunciationofeachword.Forexample,whenwriting"rainy",pointoutthepronunciationofthe"ai"soundandhowthe"y"attheendchangesthewordfromthenoun"rain"totheadjective"rainy".Conductaquickvocabularydrill.Randomlypointtoawordontheblackboardandaskstudentstoquicklypronounceit.Then,randomlycallastudentandshowaflashcard,askingthestudenttosaythewordwithoutlookingattheEnglishonthecard.ExpressionandgrammarteachingWritethesentence"What'stheweatherliketoday?"ontheblackboard.Readitaloudclearlyandexplaintostudentsthatthisisaverymonwaytoaskabouttheweather.Letstudentsrepeatthesentenceseveraltimes.Then,changethetimeadverb"today"tootherwordslike"tomorrow","yesterday","nextweek",etc.,andaskstudentstomakesentencesaccordingly.sunny/rainy/cloudy...t'ssunny/rainy/cloudy...".Userealtimeweatherinformation.Forexample,ifit'ssunnyoutside,pointtothewindowandsay"Look,it'ssunnytoday.Sowecananswer'It'ssunny'whensomeoneasks'What'stheweatherliketoday?'".Letstudentspracticeansweringthequestionwithdifferentweatherconditions.Introducethetagquestion"It'sabeautifulday,isn'tit?"Explainthestructureandfunctionoftagquestionsinthiscontext.Writemoreexamplesontheblackboard,suchas"It'scoldtoday,isn'tit?"and"Itisn'twindy,isit?"Letstudentsobservethepatternsandpracticereadingthesesentences.3.Practice(15minutes)PairworkDividestudentsintopairs.Giveeachpairasetofcards.Oneachcard,thereisapictureofacertainweatherconditionononesideandashortdescriptionoraquestionrelatedtoweatherontheotherside.Forexample,onecardmighthaveapictureofrainononesideandthequestion"What'stheweatherlike?"ontheotherside;anothercardmighthaveapictureofasunnydayandthesentence"It'salovelyday,isn'tit?"Inpairs,studentstaketurnstopickacard.Ifthecardhasapicture,thestudentholdingthecardasksthepartnertherelevantquestionabouttheweather,andthepartneranswers.Ifthecardhasasentence,thestudentreadsthesentenceandthepartnerrespondsappropriately,addingatagquestionifnecessary.Walkaroundtheclassroomtomonitorandofferhelpwhenneeded.GroupdiscussionGroupstudentsintogroupsoffourorfive.Poseadiscussiontopic:"Ifyoucouldchooseanyweathertohaveforthewholeweek,whatwoulditbeandwhy?"Askeachgrouptodiscussthistopic.Encouragestudentstousethevocabularyandexpressionstheyhavejustlearned.Forexample,theycansay"IwouldchoosesunnydaysbecauseIcanplayoutside"or"Ilikerainydaysbecauseit'ssorefreshing,andIcanreadbooksathome,isn'tit?"Afterabout5minutesofdiscussion,askeachgrouptoselectarepresentativetosharethegroup'sideaswiththewholeclass.Listencarefullytotherepresentatives'presentationsandgivepositivefeedbackandcorrectionsifthereareanylanguagemistakes.4.Production(7minutes)WeatherreportAssigneachstudenttobea"weatherreporter".Providethemwithsomesimpleinformationabouttheweatherindifferentcitiesaroundtheworld,includingthecityname,weathercondition,andtemperature.Forexample,"NewYork,sunny,25degreesCelsius","Sydney,rainy,18degreesCelsius",etc.Askstudentstoprepareashortweatherreportwithin23minutes.Theyneedtousethecorrectexpressionstodescribetheweatherineachcity.Forexample,"Hello,everyone!Hereistheweatherreport.InNewYork,it'ssunnytoday.Thetemperatureis25degreesCelsius.It'sagreatdaytogooutandenjoythesunshine."Inviteseveralstudentstoetothefrontoftheclassandgivetheirweatherreports.Therestofthestudentslistencarefullyandcanaskquestionsiftheyhaveanydoubts.5.SummaryandHomework(3minutes)SummarySummarizethekeypointsofthisclasswithstudents.Reviewtheweatherrelatedvocabulary,expressionsforaskinganddescribingweather,andtheusageoftagquestions.Writethekeywordsandsentencesontheblackboardagainforemphasis.Askstudentstorecallthemaincontentoftheclassbyrandomlycallingsomestudentstoanswerquestionslike"Whatarethewaystoaskabouttheweather?"and"Givesomeexamplesoftagquestionsrelatedtoweather."HomeworkAskstudentstowriteashortparagraphabouttheweatherintheirhometown.Theyshoulddescribethetypicalweatherindifferentseasonsandtheirfavoriteseasonandweather,usingatleastfiveofthewordsandexpressionslearnedinthisclass.EncouragestudentstowatchtheweatherforecastonTVoronlineinEnglishandtrytounderstandtheweatherinformation.Theycanshareinterestingweathernewswiththeclassinthenextlesson.教學(xué)反思Afterthis