Unit6RainorShine公開(kāi)課一等獎(jiǎng)創(chuàng)新教學(xué)設(shè)計(jì)（5份打包）-人教版英語(yǔ)七年級(jí)下冊(cè)第三課時(shí)GrammarFocus(3a～3d)

1．Knowthestructureofthepresentcontinuoustense.

2．Talkaboutthedifferencesbetweenthepresentcontinuoustenseandthesimplepresenttense.

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：rainheavily，snowy，sunbathe，stayin，buildasnowman，playbeachvolleyballKeysentences：①—What'stheweatherlike？/How'stheweather？—It'sreallycold！/It'scoldandsnowy./It'srainingheavily.②—Whatareyoudoingatthebeach？—I'msunbathing.③—What'syourbrotherdoing？—He'splayingbeachvolleyballrightnow.④—What'syourfamilydoing？—Weusuallystayinwhenitsnows.Butnowwe'rebuildingasnowmanoutside.

LearningAbilities●Learntounderstandthebasicstructureofthepresentcontinuoustenseandmastertheformsofthe“be"verbcorrespondingtodifferentpersonalpronouns.●Learntoidentifyinwhichcontextsitisappropriatetousethepresentcontinuoustense.●Learntocarefullyanalyzethedifferencesbetweenthepresentcontinuoustenseandthesimplepresenttenseinmultipledimensions.

ThinkingQualities●Beabletoformasystematicunderstandingoftheusageofthepresentcontinuoustense.●Beabletocomparethepresentcontinuoustensewithothertensesthathavealreadybeenmasteredandthinkaboutthedifferencesamongthemintermsofstructure，meaning，andusage.●Organizeandexpoundthedifferencesbetweenthepresentcontinuoustenseandthesimplepresenttenseinacertainlogicalorder.

CulturalAwareness●AppreciatetheculturalcharacteristicsbehindthelanguagehabittobetterintegrateintotheEnglishlanguagecommunicationcontext.●Betterunderstandtheculturalconnotationsreflectedbytheuseoftensesandimprovethequalityandeffectofcross－culturalcommunication.

重點(diǎn)：

1．Studentsareabletokeepinmindthebasicstructureofthepresentcontinuoustense(be＋v．－ing)．

2．Studentsareabletoclearlyunderstandthecorrectformsofthe“be”verbcorrespondingtodifferentpersonalpronouns.

3．Studentsareabletoclearlycomparethedifferencesbetweenthepresentcontinuoustenseandthesimplepresenttenseintermsofgrammaticalstructure.

難點(diǎn)：

1．Studentsareabletomastertheverbsthathavespecialchangerulesorirregularsituationswhenchangingintopresentparticiples.

2．Studentsareabletoaccuratelyjudgewhethersuchverbscanusethepresentcontinuoustenseinspecificcontexts.

3．Studentsareabletocomparethecontextswherethetwoareapplicable.

Step1Review&Lead－in

Askstudentstolookatthepictureanddescribewhatpeoplearedoingindifferentweatherconditions.

T：Lookatthepicture，boysandgirls.What'stheweatherlikeinHarbin？Whatarepeopledoingthere

Ss：It's…Theyare…

T：Todaylet'scometoknowmoreaboutthepresentcontinuoustenseandthesimplepresenttense.

【設(shè)計(jì)意圖】通過(guò)看不同地區(qū)的天氣圖片并描述人們正在從事的活動(dòng)，學(xué)生能夠復(fù)習(xí)已學(xué)的知識(shí)，同時(shí)為接下來(lái)的新課學(xué)習(xí)作鋪墊。

Step2Grammar(3a)

Workon3a

1．Askstudentstoreadthesentencesinthegrammarboxbythemselvesandunderlinethestructuresforthepresentcontinuoustenseandthesimplepresenttense.

2．Askstudentstodiscussingroupsandtellwhattensesareintheboxandwhentheyuseeachtense.

(1)UsageofthePresentContinuousTense：be(am/is/are)＋v．－ing

Toexpressanactionthatishappeningatthemomentofspeaking.

(2)UsageoftheSimplePresentTense：do/does/be(am/is/are)

a．Toexpresshabitualorregularactions.

b．Toexpressobjectivefacts，universaltruthsornaturalphenomena.

c．Toexpressthepresentstate.

【設(shè)計(jì)意圖】通過(guò)觀察、討論及總結(jié)，學(xué)生能夠加深對(duì)現(xiàn)在進(jìn)行時(shí)和一般現(xiàn)在時(shí)的區(qū)別和具體使用場(chǎng)景的理解。

Step3Grammar(3b～3c)

Workon3b

Askstudentstocompletetheconversationswiththecorrectformsoftheverbsinbrackets.

(Studentsmustreadthecompletesentences.)

Workon3c

1．Askstudentstocompletethepassagewiththecorrectformsoftheverbsinbrackets.

T：Look！HereisapictureofHarbin.Theiceworksaresobeautiful.ManypeoplearevisitingHarbin.Nowreadthetextin3candcompletethepassagewiththecorrectformsoftheverbsinbrackets.

2．Askstudentstosharetheiranswersinclassandtheteacherhelpstocorrecttheirmistakesifnecessary.

【設(shè)計(jì)意圖】通過(guò)練習(xí)，學(xué)生能夠充分理解并熟練掌握目標(biāo)語(yǔ)法。

Step4Speaking(3d)

Workon3d

Askstudentstoworkinpairsanddescribeaplaceabouttheweatherandactivitiespeopleusuallydothere.Thenthepartnersguesswhatplaceitis.

T：Imaginethatyouareatabeautifulplaceoutdoors.Tellyourpartnerwhattheweatherislikeandwhatactivitiespeoplearedoing.Canheorsheguesswhereyouare？Makeaconversationinpairs.Threeminutesforyou！Go!

【設(shè)計(jì)意圖】通過(guò)組內(nèi)成員編對(duì)話描述并猜測(cè)地點(diǎn)的活動(dòng)，學(xué)生能夠?qū)δ繕?biāo)語(yǔ)言進(jìn)行口頭訓(xùn)練，培養(yǎng)并提升語(yǔ)言運(yùn)用能力。

Step5Summary

Askstudentstomakeasummaryofthesentencepatternsrelatedtothepresentcontinuoustenseandthesimplepresenttense.

【設(shè)計(jì)意圖】通過(guò)總結(jié)本單元所學(xué)的目標(biāo)語(yǔ)言，學(xué)生能夠明確本節(jié)課的重難點(diǎn)知識(shí)。

Step6Homework

1．Dotheexercisesinstudents'workbooks.

2．Extended：Writethreemoresentenceswiththepresentcontinuoustenseandthesimplepresenttense.

Unit6RainorShine第三課時(shí)GrammarFocus(3a～3d)(1)UsageofthePresentContinuousTense：be(am/is/are)＋v.-ingToexpressanactionthatishappeningatthemomentofspeaking.(2)UsageoftheSimplePresentTense：do/does/be(am/is/are)a．Toexpresshabitualorregularactions.b．Toexpressobjectivefacts，universaltruthsornaturalphenomena.c．Toexpressthepresentstate.第五課時(shí)SectionB(2a～3c)

1．Chooseaplaceandwriteaweatherreport.

2．ReadtheweatherinformationaboutChengdu.

3．Talkaboutwhatpeoplearedoingindifferentweatherconditions.

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：season，month，spring，temperature，activity，advice，stayin，doindooractivitiesKeysentences：①It'srainingheavilytoday，andthetemperatureisaround20℃.②They'rehurryingtowardsthenearbybuildingstohidefromtherain.③It'simportanttocarryanumbrellaorpackaraincoattoday.

LearningAbilities●LearntoaccuratelyextractkeyinformationabouttheweatherinChengdu.●Learntoselectrepresentativecontentsforwritingtheweatherreport.●Learntoskillfullyuseprofessionalvocabularyrelatedtoweatherandvocabularyfordescribingthetrendofweatherchanges.

ThinkingQualities●Beabletoorganizethecontentinacertainlogicalorderwhenwritingtheweatherreport.●BeabletoanalyzethereasonswhytheweatherinChengdupresentsaspecificsituation.●BeabletosummarizetheoverallcharacteristicsoftheweatherinChengdu.

CulturalAwareness●Understandtheuniqueweatherandculturalcharmoftheregion.●Understandtheweathercharacteristicsoftheplacefromaculturalperspective.

重點(diǎn)：

1．Studentsareabletouseaccurateandprofessionalvocabularytoclearlydescribeweatherconditions.

2．StudentsareabletoextractaccuratelythecoreinformationabouttheweatherinChengdu.

難點(diǎn)：

1．Studentsareabletodescribereasonableactivitiesaccordingtodifferentweatherinformation.

2．Studentsmayhavedifficultiesinaccuratelydescribingtheweatherinacertainplaceduetolackofgeographyknowledge.

Step1Review

1．Askstudentstodotheexercisesofthisunit.

2．Theteachercheckstheanswersandshowsthefalliblewordsorsentencepatternsontheblackboard.

(Theexercisesmustincludethekeyanddifficultpointsandfalliblepoints.)

【設(shè)計(jì)意圖】通過(guò)練習(xí)的形式，學(xué)生能夠?qū)λ鶎W(xué)知識(shí)進(jìn)行復(fù)習(xí)，對(duì)易錯(cuò)知識(shí)進(jìn)行總結(jié)并強(qiáng)化對(duì)易錯(cuò)知識(shí)的理解。

Step2Presentation(2a～2b)

Workon2a

Askstudentstocompletethepassagewiththecorrectformsofthewordsinbrackets.

T：Lookatthepicture.Whatistheweatherlike

Ss：It'srainy.

T：Whatisthemandoing

Ss：Heisrunningafterahat.

T：Nowlet'sreadthepassageandknowmoreabouttheman'sstory.

Workon2b

1．Askstudentstodrawapictureofsomepeopleexperiencingaheavystormoranotherweathercondition.Thenwriteadescriptionoftheiractions.

T：Doyouhavesuchexperience？Didanythingbadorexcitinghappenonarainyorsunnyday？Nowthinkofoneexperience，drawitandthenwritewhatyouaredoingaccordingtothepicturesyoudraw.

2．Choosethreeorfourstudentstosharetheirwriting.

【設(shè)計(jì)意圖】通過(guò)分享自己的小文章，學(xué)生能夠?qū)δ繕?biāo)語(yǔ)言進(jìn)行充分練習(xí)并鞏固所學(xué)知識(shí)，為寫(xiě)作作鋪墊。

Step3Guidanceonwritingmethods

【典型例題】某英文日?qǐng)?bào)正在征集生活故事。假如你是ZhangLu，此刻你正和同學(xué)LinTao及家人一起在廬山游玩，請(qǐng)根據(jù)圖片內(nèi)容寫(xiě)一篇短文，記錄你們此刻的活動(dòng)和心情并向該日?qǐng)?bào)投稿。

要求：

(1)文章應(yīng)包含所給提示中的所有信息；

(2)字跡工整，語(yǔ)法正確，意思連貫；

(3)文中不得出現(xiàn)真實(shí)姓名和所在學(xué)校名稱；

(4)可適當(dāng)發(fā)揮，不少于70詞。

PlaceandweatherActivitiesFeelings

ZhangLuandhisfamilyLinTaoTwotourists

◆◆思路點(diǎn)撥

寫(xiě)作注意事項(xiàng)：

(1)本文應(yīng)以第一和第三人稱進(jìn)行敘述；

(2)正確使用現(xiàn)在進(jìn)行時(shí)，用恰當(dāng)?shù)亩陶Z(yǔ)描述人物的活動(dòng)；

(3)描述人物的活動(dòng)時(shí)，要加上不同的修飾詞或地點(diǎn)狀語(yǔ)等使描述更細(xì)致。

◆◆范文欣賞

I'm__Zhang__Lu.Rightnow，I'mvisitingMountLushanwithmyclassmateLinTaoandmyfamily.

Theweatherissunny.MountLushanlookssobeautifulinthesunlight.MyfamilyandIarehavingapicniconthetopofthemountain.LinTaoisflyingakite.ThewindissocoolandI'minhighspirits.Therearemanygreentreesanddifferentflowers.Twotouristsarehikingnow.Theyseemveryhappy.Wearereallyenjoyingthetrip.Ihopetocomehereagainoneday.

【設(shè)計(jì)意圖】通過(guò)對(duì)一篇典型例題的講解，學(xué)生能夠了解如何謀篇布局，進(jìn)而完成一篇寫(xiě)作。

Step4Writing&Speaking(3a～3c)

Workon3a

AskstudentstoreadtheweatherinformationaboutChengdu.Underlinetheinformationfromthetableinthereport.

T：HereisaweatherreportofChengdu.Whatistheweatherlikethere？Whatarepeopledoingnow？Lookatthechartin3aandunderlinetheinformationinthepassageaccordingtothechart.

Workon3b

1．Askstudentstoworkingroups，chooseacityandfindinformationaboutitsweatherconditionsonacertainday.

2．Askstudentstomakeasimilartabletotheonein3a.

T：Nowyouwillbeaweatherreporter.Youwanttoreporttoday'sweather.Useyourimaginationandchooseonecitytomakeaweatherreport.Youcanmakeatablelike3afirst.Thatwillhelpyougiveareport.

Workon3c

1．Askstudentstowriteaweatherreportwiththeinformationfromtheirtablein3b.

2．Askstudentstogiveareportgroupbygroupandvoteforthemostfavouritereporter.

T：It'stimeforyoutogiveusaweatherreport.Theexamplein3awillhelpyoualot.Whowillbethebestreporter？Voteforyourfavouriteone.

【設(shè)計(jì)意圖】通過(guò)各小組播報(bào)天氣預(yù)報(bào)，學(xué)生能夠充分掌握本單元的目標(biāo)語(yǔ)言。

Step5Summary

Askstudentstosummarizethekeysentencepatternsofdescribingactivitiesandthepresentcontinuoustense.

【設(shè)計(jì)意圖】通過(guò)歸納總結(jié)，學(xué)生能夠更好地掌握關(guān)鍵句型與目標(biāo)語(yǔ)法。

Step6Homework

1．Polishyourdrawingandwritedownyourweatherreport.

2．Dotheexercisesinstudents'workbooks.

Unit6RainorShine第五課時(shí)SectionB(2a～3c)Goodmorningfrom…in…Province.Itis…andthetemperatureis….Manypeopleare….Butlookbehindme！Afewpeopleare…It'simportantto…第四課時(shí)SectionB(1a～1d)

1．Talkaboutpeople'sfeelingsaboutthesametrip.

2．DescribethetriptoMountHuangshaninHelen'saspectandPeter'saspect.

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：wet，atarestarea，inhighspirits，makegoodprogress，enjoytheexperience，looklike，apartof，becauseof，theheavyfog，atthetop，inthesunlightKeysentences：①Itfeelslikeamagicalplace.②Thesunisshiningthroughtheclouds.③Theydon'tseemtiredatall.

LearningAbilities●Learntounderstandothers'experiencesduringthetripfromdifferentpeople'sperspectives.●LearntodescribeHelen'sandPeter'sfeelingsaboutthesametrip.●Learntoaccuratelyusevocabularyrelatedtotravel，naturallandscapes，andpeople'sfeelings.

ThinkingQualities●Beabletoanalyzevariousfactorsthatinfluencepeople'sfeelingsduringthesametrip.●BeabletodescribeHelen'sandPeter'striptoMountHuangshaninacertainlogicalorder.●BeabletoanalyzethereasonsforHelen'sandPeter'scertainbehavioursandfeelingsduringthetrip.

CulturalAwareness●Respectandacceptthediversityofpeople'sfeelingsunderdifferentculturalbackgrounds.●Enrichtheconnotationofthetraveldescription.●DisseminateandpromotethelocalcultureofMountHuangshanandenhanceculturalidentity.

重點(diǎn)：

1．StudentsareabletoretellthetriptoMountHuangshaninHelen'saspectandPeter'saspect.

2．StudentsareabletouserichandaccuratevocabularytodescribethetriptoMountHuangshan.

3．Studentsareabletodescribetheirtravelexperiences.

4．Studentsareabletoanalyzethefactorsinfluencingpeople'sfeelingsaboutthesametripfrommultipleperspectives.

難點(diǎn)：

1．StudentsareabletouseaccuratelanguagetodescribethetriptoMountHuangshanfromHelen'sandPeter'sperspectives.

2．Studentsareabletoflexiblyselectappropriatevocabularyandsentencepatternsaccordingtospecificsituationstoclearlyandvividlyelaborateonpeople'sfeelings.

Step1Lead－in

ShowstudentsavideoofatriptoQinghaiandaskthemtodescribetheactivitiesandtheweatherinthevideo.

T：MyfamilywenttoQinghaithissummer.Watchavideoandfindouttwothings：WhatwastheweatherlikeinQinghai？Whatdidwedothere

【設(shè)計(jì)意圖】通過(guò)觀看一段青海之旅的視頻并回答問(wèn)題，學(xué)生能夠回顧已學(xué)知識(shí)，同時(shí)幫助老師引入主題。

Workon1a

AskstudentstolookatthepicturesonPage46andsharetheirclimbingexperiences.

T：Lookatthepictureshere.It'sMountHuangshan.Doyouclimbamountainlikethis？Whatcanyouseeorhearwhenyouareclimbing？Howdoyoufeelaboutthetrip

Step2Reading(1b～1c)

Workon1b

1．Askstudentstoreadthearticleandanswerthequestions.

T：HelenandPeterarevisitingMountHuangshannow.Dotheyhavethesametrip？Howdotheyfeelaboutthetrip？Readthepostsbythemandfindouttheanswers.

2．Askstudentstosharetheiranswersandthereasonsinclassandtheteacherhelpstocorrecttheirmistakesifnecessary.

Workon1c

Askstudentstoreadthearticleagainandcompletethechartin1c.

T：HelenandPeterhavealottosayabouttheirtrip.Let'sreadtheirpostsagainandcompletetheirdescriptionsaboutthesametrip.Thenuseasmilingfaceorasadfacetoshowtheirfeelings.

(Studentsmustsharewithcompletesentences.TheteachershowsthekeysentencepatternsonthePPT.)

【設(shè)計(jì)意圖】通過(guò)完成閱讀任務(wù)，學(xué)生能夠充分理解文本并提高抓取關(guān)鍵信息的能力。

Step3Consolidation(1d)

Workon1d

Askstudentstoreadthepostagainandcompletethequestionswiththequestionwordsintheboxandthenanswerthem.

【設(shè)計(jì)意圖】通過(guò)閱讀文本回答問(wèn)題，學(xué)生能夠充分理解文本內(nèi)容。

Step4Summary

1．AskstudentstofindthecorrespondingEnglishphrasesinthetextaccordingtotheChinesemeaningsonthePPT.

2．Askstudentstosharetheanswersandtheteacherhelpstocorrecttheirmistakesifnecessary.

【設(shè)計(jì)意圖】通過(guò)查找短語(yǔ)總結(jié)本單元所學(xué)的目標(biāo)語(yǔ)言，學(xué)生能夠明確本節(jié)課的重難點(diǎn)知識(shí)。

Step5Homework

1．Finishtheexercisesinstudents'workbooks.

2．Extended：Sharethetravelexperiencesincludingtheweather，activities，feelings，etc.

Unit6RainorShine第四課時(shí)SectionB(1a～1d)

TimeActivitiesHelen'sfeelingPeter'sfeeling6：35－7：229：15－9：1810：36－10：40第一課時(shí)SectionA(1a～1d)&Pronunciation

1．TalkabouttheweatherindifferentpartsofChina.

2．Describewhatpeoplearoundusaredoingindifferentweather.

3．Talkaboutthepronunciationofthelettercombinations“ar，er，ir，or，ur"．

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：north，west，southandeast，warmanddry，sunnyandhot，stormy，cloudy，lightning，windyKeysentences：①—What'stheweatherlike？—It'swarmandsunny.②—Whatishe/shedoingrightnow？—He's/She'sdoing…③—Whatareyou/theydoingatthemoment？—Theyare/Wearedoing…

LearningAbilities●Learntomasterrelevantvocabularyfordescribingtheweatherandpeople'sactionstoaccuratelyandclearlyexpressdifferentweatherconditionsinEnglish.●Learntonoticethedifferencesinnaturalenvironmentandpeople'sbehavioursunderdifferentweatherconditions.●Learntoaccuratelydistinguishthepronunciationdifferencesofthelettercombinations“ar，er，ir，or，ur”indifferentwordsandpronounceaccuratelyespeciallythestressedwordsinasentence.

ThinkingQualities●Beabletocomparethedifferencesbetweendifferentweatherconditions.●Beabletoimaginespecificscenesunderthecorrespondingweatherintheirminds.●Beabletodescribepeople'sbehavioursinanorderlymanneraccordingtodifferentkindsofweather.●Beabletotransfertheknowledgeofthepronunciationrulesoftheselettercombinationsandstressedwordstheyhavelearnedtothelearningofnewwordsandsentences.

CulturalAwareness●Communicatewithpeoplefromdifferentculturalbackgroundsininternationalexchanges.●Enhancemutualunderstandingandavoidobstaclesincommunicationduetoculturaldifferences.●Understandtheserichdifferencesinculturalcustomsonpeople'sbehavioursandtraditionalactivitiesinthesameweather.

重點(diǎn)：

1．Studentsareabletotelldifferentweatherindifferentplaceswiththewordsandphrases：north，west，southandeast，warmanddry，sunnyandhot，stormy，cloudy，lightning，windy.

2．Studentsareabletodescribewhatpeoplearedoingwiththesentencepatterns：①—Whatareyoudoingatthemoment？—I'mdoing…②Whatishe/shedoingrightnow？—He's/She'sdoing…③—Whatareyou/theydoingatthemoment？—Theyare/Wearedoing…

3．Studentsareabletosummarizethepronunciationrulesofthelettercombinations“ar，er，ir，or，ur"indifferentwordsandcorrectlyreadthestressedwordsinasentence.

難點(diǎn)：

1．Studentsareabletoaccuratelydescribetheweatherwithrelatedwordsandphrases.

2．Studentsareabletoskillfullyusethepresentcontinuoustense(be＋v．－ing)todescribewhatpeoplearedoing.

3．Studentsareabletocorrectlyreadnewwordsbyapplyingtheserulesofthelettercombinations“ar，er，ir，or，ur”．

Step1Lead－in

1．Showpicturesofdifferentweatherandaskstudentsabouttheweather.

T：Lookatthepicture.WhatistheweatherlikeinChongqing

S1：It'ssunny.

T：Whatistheweatherhere

S2：…

2．LeadstudentstoreadthephrasesonPPT.

(Showverbphrasesrelatedtoactivitiesontheblackboard：blowhard，raincatsanddogs，stayin，waterflowers)

T：Todaywearegoingtotalkabouttheweatherindifferentplaces.

Workon1a

1．Askstudentstolookatthepicturesin1aandwritetheweatherdescriptionsunderthepictures.

2．Askstudentstoreadthewordsandhelptocorrecttheirpronunciationsifnecessary.

【設(shè)計(jì)意圖】老師通過(guò)展示不同地區(qū)的天氣導(dǎo)入新課，激發(fā)學(xué)生的學(xué)習(xí)興趣，同時(shí)啟發(fā)已學(xué)習(xí)的知識(shí)。

Step2Listening&Speaking(1b～1d)

Workon1b

Askstudentstolistentotheweatherreportin1bandmatchthedifferentpartsofAustraliawiththeweatherconditions.

T：HereisaweatherreportofAustralia.Whatistheweatherlikeinthenorth？Whatabouttheweatherinthesouthandeast，thewest，orthecentre？Nowlistentoitandfindouttheweatherintheseparts.

Workon1c

1．Askstudentstolistentotheconversationandcirclethecorrectanswers.

T：LucyistalkingtohergrandpainAustraliaonthephonenow.Whataretheydoingnow？Whatistheweatherlikeintheirplaces？Listentotheconversationbetweenthemandcirclethecorrectanswers.

2．Askstudentstomakeasummaryofthewordsandsentencepatternsaboutdescribingwhatpeoplearedoingandtheweatheraccordingtothelisteningscriptsof1c.

(Theteacherwritesontheblackboard：①—What'stheweatherlike？—It's…②—Whatishe/shedoingrightnow？—He's/She'sdoing…③—Whatareyou/theydoingatthemoment？—We/Theyaredoing…)

Workon1d

1．Askstudentstoactoutaphoneconversationwiththeirdeskmatesandtalkabouttheweathernearthemandwhatpeoplearedoing.

2．Choosethreeorfourpairsofstudentstosharetheirconversations.

【設(shè)計(jì)意圖】通過(guò)聽(tīng)錄音連線、回答問(wèn)題以及兩人問(wèn)答的形式，學(xué)生能在對(duì)話中熟練運(yùn)用目標(biāo)句型。

Step3Pronunciation&Speaking(1～2)

1．Showstudentsthephoneticsymbolsofthelettercombinations“ar，er，ir，or，ur"withdifferentwords.

2．Askstudentstoreadthemingroupsandfindouthowthelettercombination“ar”ispronouncedineachword.

(Theteachershowsthephoneticsymbolsonebyone.)

T：Lookatthesewords.Howdoes“er"pronounceinthesewords

Ss：//.

T：Whatabout“ir”…

Workon1

1．Askstudentstolistentotherecordingandrepeataftertherecording.

2．Askstudentstoaddonemorewordtoeachgroup.

T：Doyouknowotherwordswith“ar"“er”“ir"“or”and“ur"thathavethesepronunciations？Pleaselistoneineachgroup.

Workon2

1．Askstudentstoreadthechantandclapwhenreadingtheboldsyllables.

2．Askstudentstoreadaftertherecordingandpayattentiontotheboldsyllables.

【設(shè)計(jì)意圖】通過(guò)跟讀音標(biāo)及句子中的重讀單詞，學(xué)生能有效地練習(xí)發(fā)音及語(yǔ)調(diào)。

Step4Summary

1．Askstudentstodotheexercisesaboutwhattheyhavelearnedtoday.

2．Askstudentstomakeasummaryaboutwhattheyhavelearnedtoday.

【設(shè)計(jì)意圖】通過(guò)練習(xí)和總結(jié)，學(xué)生能夠明確本節(jié)課所學(xué)的重難點(diǎn)知識(shí)。

Step5Homework

1．Finishthetaskpaper.

2．Extended：Describetheweathertodayandwhatyourfamilyaredoingat7：00p．m.

Unit6RainorShine第一課時(shí)SectionA(1a～1d)&PronunciationKeywords：north，west，southandeast，warmanddry，sunnyandhot，stormy，cloudy，lightning，windyKeysentences：①—What'stheweatherlike？—It's…②—Whatishe/shedoingrightnow？—He's/She'sdoing…③—Whatareyou/theydoingatthemoment？—Theyare/Wearedoing…Pronunciation

arerirorur////////////hardverbfirstshortwordhurtstartpersonbirdhorseworldnurse第二課時(shí)SectionA(2a～2e)

1．TalkaboutBill'sandAnna'sholidayactivities.

2．Makeaconversationtotalkabouthavingaholidayinaplacewithdifferentweather.

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：place，temperature，weather，activity，sunbathe，cold，buildasnowman，turnswarm，atthebeach，swimoutsideKeysentences：①Howisyourholidaygoing？②—Whatareyoudoingatthebeach？—I'msunbathingatthemoment?、邸狧owistheweatherin…？/What'stheweatherlikein…？—It'sreallywarm./It's…°C.④Weusuallystayinwhenitsnows.

LearningAbilities●Learntomasterrichvocabularyrelatedtoholidayactivities，andaccuratelydescribethespecificbehavioursofBillandAnnaduringtheirholiday.●Learntouserichandprecisevocabularytodescribedifferentweatherconditionsandthecorrespondingholidayactivities.●Learntounderstandthestructureofthepresentcontinuoustense(be＋v．－ing)，andcorrectlychoosethe“be”verb(am/is/are)accordingtothesingularorpluralofthesubject.

ThinkingQualities●Beabletoappropriatelyexpandonthebasisofdescribingthebasicactivitiesandaddsomedetailedcontent.●Beabletoquicklyconstructcorrespondingspecificscenesintheirmindsaccordingtothedifferentweatherandholidaylocationsmentioned.●Beabletoanalyzethedifferentimpactsofdifferentweatheronholidayexperiences.

CulturalAwareness●Realizethattourismisnotonlyaboutparticipatinginvariousactivitiesbutalsoawaytoexperiencedifferentcultures.●Understandtheregionalassociationbetweentheweatherandculture.

重點(diǎn)：

1．Studentsareabletouserichvocabularyrelatedtovacations，aswellasvariousverbphrasesforspecificactivitiesandwordsfordescribingtheweatherandfeelingstoaccuratelydescribetheirholiday.

2．Studentsareabletoaccuratelyusethep