(共20张PPT)
Module 10 The Weather
(Unit 2 Writing)
Lead in
When is the best time to visit your home town
How
Review
When is the best time to visit the US
When is the best time to visit New England
Read & Underline
What kind of things does the writer tell us about New England
(Read and underline the sentences.)
weather
sights
advice
How does the writer describe the
(Read and underline other sentences in the passage.)
weather
What structures does the writer use to describe the
weather
There is a lot of snow in winter.
The weather is fine all year around.
It is not very cold but it rains a lot.
The days are long and warm in summer, but may be cool in the evening.
It is usually very hot and sunny.
There are storms from time to time in summer and autumn.
It can be very cold in winter.
The weather is…
The days are…
It is…
There is/are…
How does the writer describe the of New England
Read & Answer
sights
The green leaves start to turn gold then brown.
He describes ____________________________.
the color change of the leaves
Can you imagine the according to this sentence
sights
The green leaves start to turn gold then brown.
What else can we describe the
sights
In autumn, the leaves fly in the air just like golden angles.
In autumn, the leaves dance in the air.
We can compare one thing to another.
We can use words that describe human to describe them.
We can describe the like this.
sights
In autumn, the green leaves start to turn gold then brown.
They fly in the air just like golden angles.
Tip: Write more details (细节) about the sights.
Can you describe some details of these
Look & Say
sights
(spring, green, flowers, smile…)
In spring, you will notice green trees. The little flowers smile to you.
__________________________________________________________________
Can you describe some details of the these
sights
(summer, bright blue, sunlight, golden…)
In summer, the sky is bright blue and the clouds are especially white. When the sun sets, the sunlight turns from yellow to golden.
_________________________________________________________________________________________________________
How does the writer give logically (有逻辑地)
Read & Answer
Bring your camera so you can take photos of autumn leaves.
advice
Bring a map because you may want to travel around.
Take your swimming clothes because you might want to go swimming in the sea, even in winter.
Tip: Give advice logically by using “because”, “but” and “so”.
Use “may”, “might”, “probably” to talk about possibilities if needed.
Can you try to give logically
advice
It is usually hot and sunny, ________________
_____________________. (a hat and sunglasses)
2.Take an umbrella in June ______________ _________________________________. (rain)
so you can wear
a hat and sunglasses
Tip: Give advice logically by using “because”, “but” and “so”.
Use “may”, “might”, “probably” to talk about possibilities if needed.
because it rains
a lot
3. Don’t wear uncomfortable shoes _________ ___________________________. (sightseeing)
4. It is cool during the day, _________________
_______________________________________
(cold in the evening, a jacket)
Can you try to give logically
advice
because
you may want to go sightseeing
Tip: Give advice logically by using “because”, “but” and “so”.
Use “may”, “might”, “probably” to talk about possibilities if needed.
but it might be cold
in the evening so you had better take a jacket.
Do you know other structures to give
Read & Answer
Bring your camera so you can take photos of autumn leaves.
advice
You can
You had better
It is a great idea to
Don’t forget to
Remember to
...
bring your camera so you can take photos of autumn leaves.
Tip: Use different structures to give advice.
Write
When is the best time to visit your home town
Dear Rosy,
I’m so glad to hear that you may pay a visit to my home town. The best time to visit it ____
____________________________________________________________________________
____________________________________________________________________________
Yours sincerely,
__________
weather
sights
advice
reasons
Write more details about the sights.
Use different structures to give advice.
Use “but”, “so”, “because” to make your advice logical.
Write
When is the best time to visit your city
Dear Rosy,
I’m so glad to hear that you may pay a visit to my home town. The best time to visit it ______________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________Yours sincerely,
__________
Homework
1. Polish your writing according to the checklist.
Checklist Criteria Self-check Peer-check
Content 1.Give reasons for the best time to visit. (☆☆☆)
2. Give advice. (☆☆)
Language 1.Make the sights detailed. (☆☆)
2.Use different structures to give advice. (☆)
Coherence (连贯性) Use “but”, “so”, “because” to make your advice logical. (☆☆)
Homework
2. Send a letter or an e-mail to tell me the best time to visit your home town.
My school:
Jinhua Foreign Languages School
My e-mail address:
781896639@教学设计
课程基本信息
学科 英语 年级 八年级 学期 秋季
课题 Module 10 The Weather (Unit 2 Writing)
教学目标
1.能在复习所读文本的基础上从天气和景色两个角度出发写一写到某地旅行的最佳时间。(学习理解) 2.能在景物描写时用颜色描写以及比喻、拟人能手法描写景物的细节。(应用实践) 3.能用“but”, “so”, “because”等连词写一写到某地旅行的建议,并写一封信来说明。(迁移创新)
教学内容
教学重点: 1. 能在景物描写时用颜色描写以及比喻、拟人能手法描写景物的细节。
2. 能用“but”, “so”, “because”等连词写一写到某地旅行的建议。
教学难点: 能在景物描写时用颜色描写以及比喻、拟人能手法描写景物的细节。
教学过程
教学目标1:能在复习所读文本的基础上从天气和景色两个角度出发写一写到某地旅行的最佳时间。(学习理解) Activity 1 导入主题:教师讲述自己曾经的旅行经历并寻求学生帮助,让学生写一写到他们家乡旅行的最佳时间。通过复习上节阅读课的文本导入本课。(感知与注意) 教师活动: 教师讲述自己曾八月去云南却赶上雨季的旅行经历,来引出话题,并启发学生思考什么时候是在学生家乡旅行的最佳时间,给出本节课的大任务。 T:Last year, I went to Lijiang, Yunnan. But I didn’t enjoy myself there. I heard that it was a beautiful place. But it rained a lot in August. This year, I want to take a trip, too. Maybe you can tell me something about your home town. When is the best time to visit your home town 教师呈现上一节阅读课的文本,用两个问题引导学生回顾该文本的作者写作的思路。 T:Let’s review the passage we learned in the last lesson. When is the best time to visit the US T:When is the best time to visit New England 学生活动: 观看照片并听教师分享自己的经历,然后思考什么时候是到自己家乡旅行的最佳时间,对本节课的学习内容及学习任务有基本的了解。 学生快速阅读,回顾上节课学习的文本,并回答有关问题。 S:Anytime you like. Because you can go to different places as you like in different seasons. S:The writer tells us the best time to visit new England is in September. 设计意图:以真实的问题切入,不但激发学生学习兴趣,还使本课更具有真实性、情境性和整体性。用上节课所学文本引出本课学习要点,承上启下,使学生学习更具有连贯性。
Activity 2 阅读获取:学生在教师的引导下阅读描写New England的段落,在文中划线来说明作者写了有关New England的哪些方面。然后在文中找出有关描写天气的句子,并对不同组别的句式进行简单理解。(获取与理解、概括与整合) 教师活动: 教师引导学生边阅读文本中描写New England的段落,边划线说明作者写了哪些方面。然后教师引导学生进行概括。 T:What kind of things does the writer tell us about New England Read and underline the sentences. T:Yes. The writer talks about the weather, the sights and some advice. 教师引导学生边阅读文本,边划线找出作者描写天气的句子。然后教师引导学生进行对不同组别的句式进行归纳。 T:How does the writer describe the weather Read and underline other sentences in the passage.学生活动: 学生边读描写New England的段落,边划线说明作者写了哪些方面。 S:The writer talks about the weather, because he says the weather gets cooler. He also talks about the sights because he says the green leaves start to turn gold… and some advice. 学生边阅读文本,边划线找出作者描写天气的句子。在教师引导下对不同组别的句式进行归纳。 S:There is a lot of snow in winter. S:The weather is fine all year around. 设计意图:学生以阅读文本为基础,从文本中获取、理解信息,学习该从哪几个方面写一写到某地旅行的最佳时间以及如何描写天气。
教学目标2:能在景物描写时用颜色描写以及比喻、拟人能手法描写景物的细节。(应用实践) Activity 3 阅读概括:学生阅读描写景色的句子,学习如何对景色进行细节描写。(描述与阐释、分析与判断) 教师活动: 教师呈现描写New England景色的句子,引导学生思考作者是如何描写景色的。然后让学生闭上眼睛想象这样的景色。 T:Read the sentence. How does the writer describe the weather of New England T:Close your eyes. Can you imagine the sights according to this sentence 教师呈现树叶飘扬的图片,让学生思考我们还可以如何描写这样的景色,并引出写作要点:描写更多景物的细节。 T:What else can we describe the sights Look at the picture. The leaves are… T:So when we describe the sights we can describe the color of something or we can compare one thing to another and we can use words that describe human to describe them. That means, we can write more details about the sights.学生活动: 学生读一读描写New England景色的句子,说一说作者是如何描写景色的,并且闭上眼睛想象树叶变颜色的画面。 S:He describes the color change of the leaves. S: Yes. It’s very beautiful. 学生看树叶飘扬的图片,从其他角度说一说这些景色。 S: The leaves are flying. S: In autumn, the green leaves start to turn gold then brown. They fly in the air just like golden angles.设计意图:让学生通过阅读描写景色的句子进行充分想象,体会细节描写的作用,并学习如何用颜色描写、比喻以及拟人等手法描写景色。
Activity 4 看图造句:学生阅读描写景色的句子,学习如何对景色进行细节描写。(分析与判断、内化与运用) 教师活动: 教师呈现两组图片,每组图片下面有对应的提示词。学生根据图片和提示词,尝试描写这些景色的细节。 T:Can you describe some details of these sights Here are some words for you to make this sentence. T:Close your eyes. Can you imagine the sights according to this sentence 学生活动: 学生观看两组图片,并根据图片和提示词,尝试对景色进行细节描述。 S:In spring, you will notice green trees. The little flowers smile to you. S: In summer, the sky is bright blue and the clouds are especially white. When the sun sets, the sunlight turns from yellow to golden. 设计意图:让学生通过练习对图片和提示词进行分析与判断,内化并运用上一个活动所学到的描写景色细节的方法。
教学目标3:能用“but”, “so”, “because”等连词写一写到某地旅行的建议,并写一封信来说明。(迁移创新) Activity 5 书写建议:学生用所给的半句句子和提示词,用“but”, “so”, “because”等连词将句子写完整。然后再尝试用曾学过的不同的句式表达建议。(推理与论证) 教师活动: 教师让学生阅读文本中的建议,思考作者是如何有逻辑地给出这些建议的。 T:Read the advice. How does the writer give advice logically T:We can also use the words like may might probably to talk about the possibilities if needed. 教师呈现几个不完整的句子,以及相应的提示词,让学生根据这些提示,使用“because”, “but”, “so”写出完整、有逻辑的建议,并提示必要时可以用“may”, “might”, “probably”。 T:Now, let's try to give advice logically. Here are some words like a hat and sunglasses for you to make the complete sentences. Please use “because”, “but”, “so” or “may”, “might”, “probably” to complete the sentences. 教师让学生思考还有哪些给建议的句式,增加句式的丰富性。 T:Do you know other structures to give advice T:Good. We can use different structures to give advice.学生活动: 学生阅读文本中的建议 S:The writer uses some words like “but”, “so”, “because” to make our sentence more logical. S: Yes. 学生根据相应的提示词,思考该使用“because”, “but”, “so”中的什么词写出完整、有逻辑的建议。 S:It is usually hot and sunny, so you can wear a hat, the sunglasses. S:Take an umbrella because it rains a lot. S:Don't wear uncomfortable shoes because you may want to go sightseeing. S:It is cool during the day, but it might be cold in the evening so you had better take a jacket. 学生回忆曾经学过的给建议的句式,将这些句式和具体建议进行搭配。 S:You can… S:You had better… S:It is a great idea to… S:Don’t forget to… S:Remember to…设计意图:学生先进行思考与提炼,然后再运用“but”, “so”, “because”等连词将句子写完整,通过句子练习内化并运用几个连词的用法,并尝试用不同的句式给出建议,为下一个写作活动做铺垫。
Activity 6 写信:学生回顾本节课所学的内容,尝试在已给开头的基础上给老师写一封信来说明在自己家乡旅行的最佳时间。(批判与评价、想象和创造) 教师活动: 教师再次说明任务,先引导学生总结本课所学内容(写作要点)后,再让学生写一封信给老师,说明来自己家乡旅行的最佳时间。 Now, can you write a letter to tell me about the best time to visit your home town You can start like this… And you can write down the weather and the sights. When you write about the sights, you can use some details and these are the reasons. And also, you can give some advice, you can use different structures and use “but”, “so”, “because” to make your advice logical. 教师让学生根据checklist检查并再次修改自己的这封信,还可以让同伴检查是否有疏漏的内容。然后让学生将这封信以信件或邮件的方式寄送给老师。 T:Here’s the homework. Polish your writing according to the checklist. Then, you can send the letter or e-mail to me. I am really looking forward to receiving your letters or e-mails.学生活动: 学生在教师的引导下回顾本节课所学的要点,根据这些要点尝试写一封信给老师,说明到自己家乡旅行的最佳时间。 S:Dear Rosy, I'm so glad to hear that you may pay a visit to my hometown. The best to visit it… S: We can write about the weather, the sights and give advice. 学生认真记下作业并准备再次修改自己的这封信。然后将这封信以信件或邮件的方式寄送给老师。 设计意图:写作任务和本课开头的真实问题首尾呼应,学生知道这封信是要寄给一个老师解决一个真实的问题,会激发他们的写作兴趣。回顾和归纳让学生巩固了写作要点,从而自然引出checklist。学生在写作的时候,既要运用本节课的知识,也要迁移创新,对家乡的旅行时间进行批判和评价,发挥自己的想象和创造,最终完成这个情境真实的写作任务。