Unit 3 What is the weather like.docx
《Unit 3 What is the weather like.docx》由会员分享，可在线阅读，更多相关《Unit 3 What is the weather like.docx（6页珍藏版）》请在冰豆网上搜索。
Unit3Whatistheweatherlike
Unit3Whatistheweatherlike?
Unit3whatistheweatherlike?
Lookandread
教学目标
知识与技能：
Usingthesimplepasttensetotalkaboutpaststates
Usingthesimplepasttensetotalkaboutpastactivities
Usingadjectivestodescribeconditions
Asking‘wh-’questionstofindoutplace.
过程与方法：
Identifykeywordsinanutterancebyrecognizingthestress.
Producesimplephrasesandsentencesinvolvingrepetitionorlists.
Locatespecificinformationinashorttextinresponsetoquestions.
情感、态度与价值观：
教学重点和难点
Usingthesimplepasttensetotalkaboutpaststates
Usingthesimplepasttensetotalkaboutpastactivities
Usingadjectivestodescribeconditions
Asking‘wh-’questionstofindoutplace.
教学媒体
wordandpicturecards,etc
课前学生准备
Englishbook,listeningtothetape.
教学流程
Pre-taskpreparation
.
Recitesomewords.
2.
Haveadictation.
3.
Talktothestudentsabouttheweather.Ask:
what’stheweatherliketoday?
whatwasitlikeyesterday?
4.
Talkaboutspring,summer,autumn,winterwiththestudents.
while-taskprocedure
.
Playthecassette:
Lookandread.Thestudentslistenandfollowintheirbooks.
2.
Thestudentssilentlyreadthenarrativeforafewminutes.
3.
Eachgroupreadaparagraph.
4.
Read:
Lookandtick.workingginpairs,thestudentscompletethetable.
5.
Read:
Askandanswer.Thestudentsaskandanswerthequestionsinpairs.
Post-taskactivity
.
Thestudentsactoutthestory.
2.
workbookpage27
3.
workbookpage28
consolidation
GrammarPracticeBookpage43
板书设计
what’stheweatherlike?
Inspring,Hongplanted….
Insummer,Hongbuilt….
Inautumn,Hongcut….
Inwinter,Hongwas….
whatdidHongdoin…？
He….
教学效果的反馈
.课堂中，对季节气候的复习，让学生快速进入学习状态，学习的积极性很高，知识掌握较好。
2.通过利用图片进行故事教学，让学生对课文进行熟悉；再通过问答训练，让学生对知识点进行梳理。
3.作业中，学生完成情况较好，部分学生对天气的问法，还有遗漏the或is的现象，需加强练习。
课题
module3Thingsaroundus
Unit3whatistheweatherlike?
Theweatherreport
教学目标
知识与技能：
Usingthesimplepasttensetotalkaboutpaststates
Usingadjectivestodescribeweather.
过程与方法：
Identifykeywordsinanutterancebyrecognizingthestress.
maintainaninteractionbyprovidinginformationinresponsetofactualoryes/no-questions.
Locatespecificinformationinashorttextinresponsetoquestions.
情感、态度与价值观：
。
教学重点和难点
Usingthesimplepasttensetotalkaboutpaststates
e.g.Thismorningitwashotandsunny.
Usingadjectivestodescribeweather.
e.g.Itwasverywindy.
教学媒体
wordandpicturecards:
weatherreport,sunny,rainy,windy,cloudy
课前学生准备
Englishbook,
listeningtothetext.
教学流程
Pre-taskpreparation
.
Askandanswer
2.
Review:
whatseasonisit?
Doyoulikespring?
why?
what’stheweatherliketoday?
3.
Playthevideo:
Aweatherreport.
4.
Ask:
whatwastheweatherlikeyesterday?
5.
Introduce:
weatherreportandweatherforecast
while-taskprocedure
.
Playthecassette:
Readandwrite.Thestudentslistenandfollowintheirbooks.
2.
Showthepicturesofdifferentweatherandintroduce:
sunny,cloudy,rainy,windy.
3.
Thestudentssilentlyreadthedialogueforafewminutes.
4.
Askthestudentstoreporttheweatherreportinfrontoftheclass.
5.
Ask:
whoisthebestspeaker?
Post-taskactivity
.
makeaweatherreport
a）
Explainthetask.
b）
completethereport.
2.
Trytomakeaweatherforecast.
3.
moreoralpractice:
Lookandsay
4.
workbookpage29/30.
consolidation
GrammarPracticeBookpage44
板书设计
Theweatherreport
Here’stheweatherforFriday.
Itwas…inthemorning.
Thetemperaturewastwentydegrees.
Thereweretenmillimetersofrain.
ThestormwascomingfromtheSouthchinaSea.
教学效果的反馈
.本课中让学生对天气报告进行熟知，学生对天气报告并不陌生，因此，学习较感兴趣，教学重难点掌握较好。
2.通过多媒体的展示，让学生对天气的表达进行操练，效果较好。
3.作业中，学生对于单词还不够熟练，应加强单词的背诵；句子：
Thereweretenmillimetersofrain.很多学生在单复数上出现错误。
课题
module3Thingsaroundus
Unit3whatistheweatherlike?
Lookandsay
教学目标
知识与技能：
Asking‘wh-’questionstofindoutspecificinformation.
Usingthesimplepresenttensetoexpresssimpletruths
Usingthesimplepresenttensetoexpressopinions.
过程与方法：
Identifykeywordsinanutterancebyrecognizingthestress.
Useappropriateintonationinquestionsandstatements.
Locatespecificinformationinashorttextinresponsetoquestions.
情感、态度与价值观：
。
教学重点和难点
Asking‘wh-’questionstofindoutspecificinformation.
e.g.what’theweatherlike?
Usingthesimplepresenttensetoexpresssimpletruths
e.g.It’srainy.
Usingthesimplepresenttensetoexpressopinions.
e.g.Ilikethesun.
教学媒体
wallpictures
课前学生准备
Englishbook,somepicturesofthefurniture.
教学流程
Pre-taskpreparation
.
Askandanswer
2.
Role-playtheweathergirlonpage46.
3.
Askandanswer:
what’stheweatherlike?
Doyoulikethesun/rain/wind?
why?
4.
Say:
wearegoingtoreadadialogueaboutpeoplewholikedifferentkindsofweather?
while-taskprocedure
.
Playthecassette:
Lookandsay.Thestudentslistenandfollowintheirbooks.
2.
Askthestudentstosuggestwhythefarmerlikesdifferentkindsofweatherfromkitty,BenandmrsLi.
3.
workingingroupsofthree,thestudentsrole-playthedialogue.
4.
Invitedifferentgroupstorole-playthedialogueinfrontoftheclass.
5.
Read:
Look,tickandwrite.workinginpairstocompletethetable.
6.
FinishPhotocopiablepage49.
Post-taskactivity
.
workbookpage31
a.
Readthevocabularyinthetintedbox.
b.
completethetaskorally.
c.
Thestudentscompletethetask.
consolidation
GrammarPracticeBookpage45
板书设计
whatistheweatherlike?
--whatistheweatherlike?
--It’srainy.Iliketherain.
教学效果的反馈
.本课中学生对天气的表达早已熟悉，因此，学生对知识掌握较好，教学效果明显。
2.我通过复习巩固的方法，对学生展开全面操练，学习热情较高。
3.作业中，学生完成较好，少数学生对过去的天气提问有点混淆，如：
whatwastheweatherlike?
都写成了what’stheweatherlike?
课题
module3Thingsaroundus
Unit3whatistheweatherlike?
Readapoem
教学目标
知识与技能：
Usingthesimplepasttensetotalkaboutpaststates.
Usingthesimplepasttensetotalkaboutpastactivities.
Usingprepositionstoindicateplace.
Usingprepositionstoindicatedirection.
过程与方法：
Recognizealliterativeandrhymingwordsinactivitiessuchaslisteninggames.
Producesimplephrasesandsentencesinvolvingrepetitionorlists.
Locatespecificinformationinashorttextinresponsetoquestions.
情感、态度与价值观：
教学重点和难点
Usingthesimplepasttensetotalkaboutpastactivities.
e.g.Itatejack’srice.
Usingprepositionstoindicateplace.
e.g.Heputitinhishouse.
Usingprepositionstoindicatedirection.
e.g.Itchasedthefatcatawayfromthehouse.
教学媒体
wordandpicturecards:
rat,pairsofscissors,piecesofcard,glue
课前学生准备
Englishbook,listeningtothetape.
教学流程
Pre-taskpreparation
.
Askandanswer
2.
Displaythewallpictureforpage48.Ask:
whatistheweatherliketoday?
whatwastheweatherlikeyesterday?
3.
Showthepictureoftherat,teachthenewword:
rat
4.
Say:
Todaywewilllearnapoemaboutarat.
while-taskprocedure
.
.Playthecassette:
Readapoem.Thestudentslistenandfollowintheirbooks.
2.
Dividethestudentsintofivegroups.Eachgrouppractisesadifferentverse.
3.
Askquestionsabouteachverseoftherhymetoconfirmthestudents’understanding,e.g.Inthefirstverse,wherewastherat?
4.
makejack,ahouse,somerice,arat,acatandadogingroups.
5.
Actoutthepoemwiththemasksthestudentsmade.
Post-taskactivity
workbookpage32
a.
Readthewordsinthetintedbox.
b.
Thestudentsquietlystudythetaskforafewminutes.
c.
completethetaskwiththestudentsorally.
d.
Invitedifferentstudentstoreadthecompletedsentencesaloud.
consolidation
GrammarPracticeBookpage46,47
板书设计
Readapoem
Therewasaman.
Therewasarat.
Therewasacat.
Therewasadog.
教学效果的反馈
.本课中没有什么新句型，学生都掌握较好。
2.通过分组朗读的方法，学生对诗歌的节奏有了认识，教学效果较好。
3.作业中，学生完成较为出色，少数学生由于基础较差，作业相对很差。
升级会员 