Unit7It’sraining(SectionA1a2c)教學設計一、教學目標（一）語言能力目標1.了解并初步使用以下詞匯及句式談論天氣。How’stheweather?/What’stheweatherlike?It’ssunny/windy/cloudy/rainy/snowy...2.進一步感知、理解并運用以下句型談論人們正在進行的活動。Whatareyoudoing?Iamving...（二）文化意識目標探討了解英國文化中見面談天氣的原因，理解并搜集部分與天氣相關的英語諺語。（三）思維品質目標通過觀察與練習，能自主總結天氣名詞與形容詞之間的轉換規則。（四）學習能力目標通過同伴合作，充分掌握談論天氣與活動的基本句式，并能夠在具體的語境中使用。二、教學重點Usethenewwords,phrasesandstructurestotalkabouttheweatherandactivitiescorrectlyandfreely.三、教學難點Totalkabouttheweatherandactivitiesinrealsituation.四、教學方法Taskbasedteachingmethod,cooperativeteachingmethod.五、教學過程Step1:Leadin(導入)1.Readthetopicandlookatthepictures.Guesswhatwearegoingtotalkabouttoday.【設計意圖】通過朗讀單元標題，觀察與天氣有關的圖片，引出該節課要討論的話題中心詞weather.Step2：Newwords1.Presenttheteachinglearningobjectivesandgetthestudentstoread.2.Presentandlearnthenewwordswiththehelpofsomepicturesandphoneticsymbol.3.Readandthink(1)Howtochangetheweathernounsintotheweatheradjectives?(2)Whichwordisdifferentfromothers?Why?(3)Whichtwowordsaredifferentfromothers?Why?(4)Whatisthedifferencebetweenthefollowingsentences?Itissnowy./Itissnowing.Itisrainy./Itisraining.4.Doyouknowmorewordstodescribeweather?(warm,hot,cool,cold,dry,wet...)【設計意圖】通過展示教學目標，讓學生了解課堂的聽講重點；借助圖片與音標學習單詞能加深學生對單詞音形義的理解與掌握；以觀察的方式讓學生自主總結表示詞匯的名詞如何變為形容詞，借以培養學生的自主學習能力；通過具體的語言情境感受總結snowy與snowing,以及rainy與raining的區別，從而激發學生在學習過程中進行思考;通過Doyouknowmorewordstodescribeweather?這一問題引導學生復習梳理并拓展與天氣相關的詞匯。Step3：Listening(1a1c)（一）Prelistening1.1a引入：Theweatherisdifferentindifferentplaces.Lookatthepicturein1a.Therearefivecitiesinthepicture.Theweatherisdifferentinthecities.Pleasematchthewordswithpictures.2.CheckLet’ssaysomethingaboutthepicturelikethefollowing.Inpicturea,itisraining.3.聽力銜接情境創設Peterandhisrelativesliveindifferentcities,Let’sgettoknowthecities(Moscow,London,Toronto,Beijing,Shanghai)withthehelpofaworldmap.【設計意圖】通過圖片與單詞的匹配練習，檢測學生詞匯掌握情況，并養成學生聽前提取圖片信息的習慣;Moscow,London與Toronto是聽力中出現的新詞匯，學生對之非常陌生，為了讓學生感受到地區不同，天氣不同，此處借助世界地圖對這幾個地點名詞進行了初步了解。（二）Whilelistening1.Listenanddo1b.(listenandwritethesecitynamesintheboxes.)情境設計：Thecitiesareindifferentpartsoftheworld.Peterwantstoknowtheweatherthere.Soheiscallinghisrelatives.Listeningtip:Youcanwritedowntwoorthreeletters.2.Listenandanswer.Question:Howtoaskabouttheweather?Doknowanotherwayofaskingabouttheweather?【設計意圖】引導學生在具體的語境中感知與學習談論天氣的基本句式。（三）Postlistening1.Talkabouttheweatherinthefivecitiesingroupslikethis:HowistheweatherinMoscow?Itissnowing.2.Talkabouttheweatherinthefivecitiesinpairslikethis:WhatistheweatherlikeinMoscow?Itissnowing.3.Giveaweatherreport.【設計意圖】通過groupwork與pairwork，引導學生學會在具體語境中運用所學句型談論天氣，并能夠根據圖片進行簡單描述。Step4Listening(2a2c)(一）Beforelistening引入：Thisismyfriend,Jim.Whatishedoing?【設計意圖】通過情境創設，激發學生興趣。（二）Whilelistening1.Listenandanswer:(1)WhoisJimtalkingto?(2)Whataretheytalkingabout?(3)Howistheweatherthere?2.Listenandmatchthenameswiththeactivities.Listeningtip:Makeapredictionbeforelistening.【設計意圖】這一聽力任務根據稱呼以及圖片人物性別比較容易進行猜測。通過預測這一環節設計，能激發學生對聽力任務的思考以及在聽力中驗證預測對錯的期待。（三）Postlistening1.Talkaboutthepeoplein2awithapartnerlikethis:WhatisAuntSallydoing?Sheiscooking.2.Talkabouttheweatherandactivitiesin2a.【設計意圖】通過轉述,引導學生將所學與天氣以及行為有關的語言知識運用到真實的語篇中。提高學生的語言表達能力。3.Makeasurveyandgiveareport.【設計意圖】通過小組內調查，幫助學生進一步鞏固對目標語言的理解以及在具體語境中的運用。Step5SummaryEnablethestudentstomakeasummarywiththehelpofthefollowingquestionsandsomepictures:1.Howtoaskabouttheweather?How’stheweather?What’stheweatherlike?2.Howtodescribetheweather?It’ssunny/cloudy/windy/rainy/raining/snowy/snowing.3.Howtotalkabouttheactivities?Whatareyoudoing？I’mplayingputergames/cooking/watchingTV.【設計意圖】引導學生梳理總結該節課的語言知識，以導圖形式建立知識框架。Step6Englishculture1.Haveafreetalkwiththestudents:(1)WhatdoChinesepeopleliketalkingaboutwhentheymeet?(2)WhatdoEnglishpeopleliketalkingaboutwhentheymeet?Why?2.LearnsomeEnglishsayings.(1)Rainorshine.風雨無阻。(2)It’srainingcatsanddogs.傾盆大雨。3.Watchandrealizetheweathercaninfluenceourmood.【設計