unit5新编实用英语课堂设计.docx

unit5新编实用英语课堂设计.docx

《unit5新编实用英语课堂设计.docx》由会员分享，可在线阅读，更多相关《unit5新编实用英语课堂设计.docx（14页珍藏版）》请在冰豆网上搜索。

unit5新编实用英语课堂设计

UnitFiveOurWeatherandClimate

ClassWorkDesign:

[ThreeSessions–SixContactHours]

SessionNo.

UnitSessionsInvolved

FocalPoints

Session1

（90-100minutes）

SectionITalkingFacetoFace

1.Understandingtheforecastofglobalorlocalweathercondition

2.Talkingaboutweatherchanges（temperature,wind,rain,snowetc.）

3.Talkingabouttheweathertostartaconversation

4.Makingcommentsonweatherconditionsandshowinglikesordislikes

5.Writingaweatherreport

6.Basicsentencestructure

7.Keywordsandexpressions:

weatherforecast,gentle,acoupleof,stuffy,drop,commenton,agreeable,awful

SectionIIBeingAllYears

SectionIIITryingYourHand

1.PracticingAppliedWriting

2.WritingSentencesandReviewingGrammar

Session2

（90-100minutes）

SectionIVMaintainingASharpEye

Passage1

WeCanMakeaDifference

1.Somemeasurestoreducegreenhousegases

2.Keywordsandexpressions:

makeadifference,throughwith,takeaction,careabout

Session3

（90-100minutes）

SectionIVMaintainingASharpEye

PassageII

TheBritishLikeTalkingAboutthe

Weather

1.Britishpeople’shabits:

talkingabouttheweathertostartaconversation

2.Keywordsandexpressions:

similarly,custom,frequently

SuggestedTeachingProceduresandClassActivities

SECTIONITalkingFacetoFace

1Lead-inactivities:

ImitatingMini-Talks

1.Warm-upquestions:

1）DoyouoftenlistentoaweatherforecastWhyorwhynot

2）What’stheuseandimportanceofaweatherforecast

2.ClassActivities:

1.ThestudentsreadtheMini-Talksaftertheteacher,andthentrytorecitethemwithinfiveminutesinpairs.

2.Askthestudentstoreciteandperformtheminitalksinclass.

3.Thestudentsdiscussingroups,summarizingthewords,phrasesandsentencesfrequentlyusedaccordingtothefollowingtopicswiththehelpoftheteacher.Thestudentsspeakoutthesentencesundertheguidanceoftheteacher,payingattentiontothepronunciationandtheintonation.

1）Sentencesforaweathermantopresentweatherforecasts:

（1）Goodmorning.Thisisthelocalweatherreport.

（2）Hereisthenationalforecast.

（3）Nowlet’slookattheweatheracrossthecountry.

（4）Rainswillbeexpectedtomorrowfromthesouthtothenorth.

（5）Snowisgoingtocontinuethroughtomorrowinthisarea.

（6）Theweathermansaysthatfrostisonitsway.

2）Sentencesfortalkingaboutweatherchanges:

A.Aboutwind:

（1）It’llbemild,andlaterturntopartlycloudy,withthesoutheastwind.

（2）Lighttonowindswithlittlechangesofthetemperature.

（3）Alittlenortheastwindisexpectedforthenexttwodays.

B.Aboutrain:

（1）Todaywillbecoolandpartlycloudy,withachanceofrainthisafternoon.

（2）Tomorrowtherewillbelight/heavyrainwithahighof30degrees.

（3）Tomorrowwillbeovercastwithdrizzle.

C.Aboutsnow:

（1）It’llgetcolderintheafternoonwithaheavysnow.

（2）Intheeveningthere’sgoodchancethatwe’llgetsomesnow.

（3）It’llbedulltomorrowwithalightsnow.

D.Aboutthetemperature:

（1）Todayisacloudyandcooldaywithalowof12degrees.

（2）Theweatherwillchangeovernightwithahightemperatureofzerodegrees.

（3）It’sgoingtowarmup.

3）Sentencesaboutweatherforstartingaconversation:

（1）What’stheweatherliketoday

（2）What’stheweathergoingtobeliketomorrow

（3）What’stheweatherreport

（4）What’sthetemperature

（5）What’sitlikeoutside

（6）Willitbeaniceday

（7）It’snicetoseethesunagain.

（8）Lovelyday,isn’tit

（9）Whatdoyouthinkoftheweatherhere

4）Sentencesfortalkingaboutweatherconditionsandshowingpeople’slikesordislikes:

（1）Whatalovely/beautiful/awful/terrible/nice/sunny/terrible…day!

（2）Theheatiskillingme.

（4）It’sallright,butitrainsalot.

（5）Aperfectdaytoplayoutside.

（6）It’scoldforNovember.

（7）Wearegoingtoenjoyalotofsunshine.

StudyingWeatherForecasts

1.Warm-upquestions:

1）Whatcanweknowfromaweatherforecast

2）DoyouknowthedifferencesbetweenCelsiusandFahrenheit

2.Thestudentsreadandtranslatethetwosampledialoguesundertheguidanceoftheteacher.

2Act-outactivities:

Sampledialogues

1.Thestudentsreadthesampledialoguesaftertheteacher,tryingtoimitatetheteacher’spronunciationandintonation.

2.Askthestudentstoreadthesampledialoguesinpairs.

3.Groupswork:

Askthestudentstocategorizetheusefulsentencesinthesampledialoguesintotwogroups.

1）Sentencesaskingquestionsabouttheweather:

（1）What’stheweatherliketoday

（2）Willitbeaniceday

（3）Howistheweatherlikethere

（4）What’sthetemperature

（5）Isthatabout10℃

2）Sentencesfordescribingtheweatherconditions:

（1）Todaywillbecoldandpartlycloudywithachanceofrainthisafternoon.

（2）Notexactly.It’s62℉andthere’sachanceofrain.

（3）Itiswarmandsunny.

（4）Itis50℉.

（5）ThatiscoldforNovember.

4.Groupwork:

Eachgroupmemberissupposedtotalk/describetheweatherconditionsintheirhometownsto

theothermembersofthegroup.

5.Pairwork:

Makeadialoguetalkingabouttheweathertoday.Performitinclass.

6.DoExercises5and6inpairs.

3After-classactivities:

1.Pairwork:

EachpairmakesadialogueaccordingtothetipsinoneofthefivetasksinSpeakandPerform.Therewillbeaclasspresentationinthenextclassperiod.

2.Groupwork:

Haveadiscussionaboutwhichseasonalweatheryoulikebestandgiveoutthereasons.Therewillbeagrouppresentationinthenextclassperiod.

3.Payavisittothewebsitetowatchthevideoaboutweatherconditions.

SECTIONIIBeingAllEars

1LearningCommunicativeSentences

1.Givethestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.

2.ListentothetapeforthefirsttimebylookingatthecorrespondingChineseversion.WhilelisteningtotheEnglishsentences,thestudentstrytorememberthemeaningofeachofthesentencestheyhaveheard.Thefocushereisoncross-referenceoftheEnglishsentencesandtheirChinesemeanings.

3.Playthetapeforasecondtime,andaskthestudentstodotheexercisesinthissection.

4.Playthetapeforthethirdtimewithapauseaftereachsentence,andaskthestudentstorepeatthesentenceduringthepause.

2HandlingaDialogue

1.Givethestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.

2.Listentothetapeforthefirsttimewithoutlookingatthebook.

3.Playthetapeforasecondtime,andaskthestudentstoanswerthefollowingquestionsorally:

1）Whatwasheldlastnight

2）Whydidn’tPatgotothepartylastnight

3）WhatdidLiHongsuggesttheyshoulddothatafternoon

4）Whatisthetemperatureoutsidenow

5）Whatwastheweatherlikelastwinter

4.Playthetapeforthethirdtime,andthestudentsreadthedialoguesfollowingthetapesimultaneouslyandtryingtocatchupthespeedandsimulatethespeakers’tones.

5.Dotheexercisesinthissection.

3UnderstandingaShortSpeech/Talk

1.Givethestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.

2.Listentothetapeforthefirsttimewithoutlookingatthebook.

3.Playthetapeforasecondtime,andaskthestudentstodotheexercisesinthissection.

4.Playthetapeforthethirdtimewithapauseaftereachsentence,andaskthestudentstotakenotesofthekeywords.

SECTIONIIITryingYourHand

PracticingAppliedWriting

1Sampleanalysis:

Theteachersummarizesbrieflytheformatandlanguageusedinweatherforecasts.TheteachermayshowthefollowingpassagewithPPT（IfthereisnoPPTprepared,askthestudentstotakeadictationofthepassage.）.Afterwards,askthestudentstoreaditandtranslateitintoChineseorally.

Aweatherreportorforecastisaveryusefulaidinourdailylife.KnowingtheusualformatforgivingaweatherforecasthelpsusalotinunderstandingaweatherforecastinEnglish.Figures,measurementunits,graphics,weatherterms,andbrokenshortpassagesareoftenusedtoforecastweatherconditions.Ingeneral,thelanguageusedtoforecastweathershouldbeconcise,clear,familiarandvivid.

2Simulatedwriting:

1.ThestudentsreadandtranslatethesetwosampleweatherforecastsintoChinese.

2.DoExercises2and3ingroups.

WritingSentencesandReviewingGrammar

1Theteachergivesabriefsummaryofthebasicrulesofsimplepasttenseandpresentperfecttense.

Thesimplepasttenseisusedtorefertoapastactionthatdidnotcontinue,whilethepresentperfecttenseisusedtoshowactionswhichstartedinthepastandarestillcontinuing,oractionswhichhappenedinthepast,buthaveaneffecttillthepresent.

2DoExercises4,5and6ingroups.

3Assignmentforthissection:

Groupwork:

SearchonlineabouttheweatherforecastofthecitywhereyouarestudyingforthecomingweekandmakeareportwithPPT.TherewillbeaWeatherReportShowinthenextclassperiod.

SECTIONIVMaintainingaSharpEye

Passage1WeCanMakeaDifference

1Warm-upquestions:

1.Howmuchdoyouknowabouttheenvironmentalproblemsoftheworld

2.Whatactionscanwetaketopreventtheearthfrombecomingevenwarmer

2Guidedreadingaloudofthepassage:

Thestudentsreadthepassageaftertheteacherforthefirsttime,tryingtoimitatetheteacher’spronunciationandintonation,andthenreaditinclassindividually.Theteachershouldpayattentiontocorrectingthestudents’pronunciationandintonation.

3Explanationofdifficultwordsandexpressions:

Thestudentsarerequiredtohaveadiscussioningroupstopickoutthedifficultwordsandexpressionsinthewho