unit3whatwouldyoulike?教案_Unit3Whatistheweatherlike?

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unit 3 what is the weather like?
look and read
教学目标 知识与技能：using the simple past tense to talk about past states
using the simple past tense to talk about past activities
using adjectives to describe conditions
asking ‘wh-’ questions to find out place.
过程与方法：identify key words in an utterance by recognizing the stress.
produce simple phrases and sentences involving repetition or lists.
locate specific information in a short text in response to questions.
情感、态度与价值观：
教学重点和难点 using the simple past tense to talk about past states
using the simple past tense to talk about past activities
using adjectives to describe conditions
asking ‘wh-’ questions to find out place.
教学媒体 word and picture cards, etc

课前学生准备 english book, listening to the tape.
教学流程 pre-task preparation
1. recite some words.
2. have a dictation.
3. talk to the students about the weather. ask: what’s the weather like today? what was it like yesterday?
4. talk about spring, summer, autumn, winter with the students.
while-task procedure
1. play the cassette: look and read. the students listen and follow in their books.
2. the students silently read the narrative for a few minutes.
3. each group read a paragraph.
4. read: look and tick. working gin pairs, the students complete the table.
5. read: ask and answer. the students ask and answer the questions in pairs.
post-task activity
1. the students act out the story.
2. workbook page 27
3. workbook page 28
consolidation
 grammar practice book page 43

板书设计 what’s the weather like?
in spring, hong planted ….
in summer, hong built ….
in autumn, hong cut ….
in winter, hong was ….
what did hong do in …？he ….
教学效果的反馈 1.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 module 3 things around us
unit 3 what is the weather like?
the weather report
教学目标 知识与技能：using the simple past tense to talk about past states
using adjectives to describe weather.
过程与方法：identify key words in an utterance by recognizing the stress.
maintain an interaction by providing information in response to factual or yes/no-questions.
             locate specific information in a short text in response to questions.1234
情感、态度与价值观：。
教学重点和难点 using the simple past tense to talk about past states
e.g. this morning it was hot and sunny.
using adjectives to describe weather.
e.g. it was very windy.
教学媒体 word and picture cards: weather report, sunny, rainy, windy, cloudy

课前学生准备 english book,  listening to the text.
教学流程 pre-task preparation
1. ask and answer
2. review: what season is it?
          do you like spring? why?
          what’s the weather like today?
3. play the video: a weather report.
4. ask: what was the weather like yesterday?
5. introduce: weather report and weather forecast
while-task procedure
1.  play the cassette: read and write. the students listen and follow in their books.
2. show the pictures of different weather and introduce: sunny, cloudy, rainy, windy.
3. the students silently read the dialogue for a few minutes.
4. ask the students to report the weather report in front of the class.
5. ask: who is the best speaker?
post-task activity
1. make a weather report
a) explain the task.
b) complete the report.
2. try to make a weather forecast.
3. more oral practice (page49): look and say
4. workbook page 29/30.
consolidation
 grammar practice book page 44
板书设计 the weather report
here’s the weather for friday.
it was… in the morning.
the temperature was twenty degrees.
there were ten millimeters of rain.
the storm was coming from the south china sea.
教学效果的反馈 1.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：there were ten millimeters of rain.很多学生在单复数上出现错误。

课题 module 3 things around us
unit 3 what is the weather like?
look and say
教学目标 知识与技能：asking ‘wh-’ questions to find out specific information.
using the simple present tense to express simple truths
using the simple present tense to express opinions.
过程与方法：identify key words in an utterance by recognizing the stress.
use appropriate intonation in questions and statements.
             locate specific information in a short text in response to questions.
情感、态度与价值观：。
教学重点和难点 asking ‘wh-’ questions to find out specific information.1234
e.g. what’ the weather like?
using the simple present tense to express simple truths
e.g. it’s rainy.
using the simple present tense to express opinions.
e.g. i like the sun.
教学媒体 wallpictures

课前学生准备 english book, some pictures of the furniture.
教学流程 pre-task preparation
1. ask and answer
2. role-play the weather girl on page46.
3. ask and answer: what’s the weather like? do you like the sun/rain/wind? why?
4. say: we are going to read a dialogue about people who like different kinds of weather?
while-task procedure
1. play the cassette: look and say. the students listen and follow in their books.
2. ask the students to suggest why the farmer likes different kinds of weather from kitty, ben and mrs li.
3. working in groups of three, the students role-play the dialogue.
4. invite different groups to role-play the dialogue in front of the class.
5. read: look, tick and write. working in pairs to complete the table.
6. finish photocopiable page49.
post-task activity
1. workbook page 31
a. read the vocabulary in the tinted box.
b. complete the task orally.
c. the students complete the task.
consolidation
 grammar practice book page 45
板书设计 what is the weather like?
--what is the weather like?
--it’s rainy. i like the rain.
教学效果的反馈 1.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：what was the weather like? 都写成了what’s the weather like?

课题 module 3 things around us
unit 3 what is the weather like?
read a poem
教学目标 知识与技能：using the simple past tense to talk about past states.
using the simple past tense to talk about past activities.
using prepositions to indicate place.
using prepositions to indicate direction.
过程与方法：recognize alliterative and rhyming words in activities such as listening games.
            produce simple phrases and sentences involving repetition or lists.    locate specific information in a short text in response to questions.
情感、态度与价值观：
教学重点和难点 using the simple past tense to talk about past activities.
e.g. it ate jack’s rice.
using prepositions to indicate place.
e.g. he put it in his house.
using prepositions to indicate direction.
e.g. it chased the fat cat away from the house.
教学媒体 word and picture cards: rat, pairs of scissors, pieces of card, glue1234

课前学生准备 english book, listening to the tape.
教学流程 pre-task preparation
1. ask and answer
2. display the wallpicture for page 48. ask: what is the weather like today? what was the weather like yesterday?
3. show the picture of the rat, teach the new word: rat
4. say: today we will learn a poem about a rat.
while-task procedure
1. 1. play the cassette: read a poem. the students listen and follow in their books.
2. divide the students into five groups. each group practises a different verse.
3. ask questions about each verse of the rhyme to confirm the students’ understanding, e.g. in the first verse, where was the rat?
4. make jack, a house, some rice, a rat, a cat and a dog in groups.
5. act out the poem with the masks the students made.
post-task activity
workbook page 32
a. read the words in the tinted box.
b. the students quietly study the task for a few minutes.
c. complete the task with the students orally.
d. invite different students to read the completed sentences aloud.
consolidation
 grammar practice book page 46,47
板书设计 read a poem
there was a man.
there was a rat.
there was a cat.
there was a dog.
教学效果的反馈 1.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。

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