第三课时 Grammar Focus(3a～3d)
1．Know the structure of the present continuous tense.
2．Talk about the differences between the present continuous tense and the simple present tense.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：rain heavily，snowy，sunbathe，stay in，build a snowman，play beach volleyball Key sentences：①—What's the weather like？/How's the weather？—It's really cold！/It's cold and snowy./It's raining heavily. ②—What are you doing at the beach？—I'm sunbathing. ③—What's your brother doing？—He's playing beach volleyball right now. ④—What's your family doing？—We usually stay in when it snows.But now we're building a snowman outside.
Learning Abilities ●Learn to understand the basic structure of the present continuous tense and master the forms of the “be” verb corresponding to different personal pronouns. ●Learn to identify in which contexts it is appropriate to use the present continuous tense. ●Learn to carefully analyze the differences between the present continuous tense and the simple present tense in multiple dimensions.
Thinking Qualities ●Be able to form a systematic understanding of the usage of the present continuous tense. ●Be able to compare the present continuous tense with other tenses that have already been mastered and think about the differences among them in terms of structure，meaning，and usage. ●Organize and expound the differences between the present continuous tense and the simple present tense in a certain logical order.
Cultural Awareness ●Appreciate the cultural characteristics behind the language habit to better integrate into the English language communication context. ●Better understand the cultural connotations reflected by the use of tenses and improve the quality and effect of cross－cultural communication.
重点：
1．Students are able to keep in mind the basic structure of the present continuous tense(be ＋ v．－ing)．
2．Students are able to clearly understand the correct forms of the “be” verb corresponding to different personal pronouns.
3．Students are able to clearly compare the differences between the present continuous tense and the simple present tense in terms of grammatical structure.
难点：
1．Students are able to master the verbs that have special change rules or irregular situations when changing into present participles.
2．Students are able to accurately judge whether such verbs can use the present continuous tense in specific contexts.
3．Students are able to compare the contexts where the two are applicable.
Step 1 Review & Lead－in
Ask students to look at the picture and describe what people are doing in different weather conditions.
T：Look at the picture，boys and girls.What's the weather like in Harbin？What are people doing there
Ss：It's…They are…
T：Today let's come to know more about the present continuous tense and the simple present tense.
【设计意图】通过看不同地区的天气图片并描述人们正在从事的活动，学生能够复习已学的知识，同时为接下来的新课学习作铺垫。
Step 2 Grammar(3a)
Work on 3a
1．Ask students to read the sentences in the grammar box by themselves and underline the structures for the present continuous tense and the simple present tense.
2．Ask students to discuss in groups and tell what tenses are in the box and when they use each tense.
(1)Usage of the Present Continuous Tense：be(am/is/are) ＋ v．－ing
To express an action that is happening at the moment of speaking.
(2)Usage of the Simple Present Tense：do/does/be(am/is/are)
a．To express habitual or regular actions.
b．To express objective facts，universal truths or natural phenomena.
c．To express the present state.
【设计意图】通过观察、讨论及总结，学生能够加深对现在进行时和一般现在时的区别和具体使用场景的理解。
Step 3 Grammar(3b～3c)
Work on 3b
Ask students to complete the conversations with the correct forms of the verbs in brackets.
(Students must read the complete sentences.)
Work on 3c
1．Ask students to complete the passage with the correct forms of the verbs in brackets.
T：Look！Here is a picture of Harbin.The ice works are so beautiful.Many people are visiting Harbin.Now read the text in 3c and complete the passage with the correct forms of the verbs in brackets.
2．Ask students to share their answers in class and the teacher helps to correct their mistakes if necessary.
【设计意图】通过练习，学生能够充分理解并熟练掌握目标语法。
Step 4 Speaking(3d)
Work on 3d
Ask students to work in pairs and describe a place about the weather and activities people usually do there.Then the partners guess what place it is.
T：Imagine that you are at a beautiful place outdoors.Tell your partner what the weather is like and what activities people are doing.Can he or she guess where you are？Make a conversation in pairs.Three minutes for you！Go!
【设计意图】通过组内成员编对话描述并猜测地点的活动，学生能够对目标语言进行口头训练，培养并提升语言运用能力。
Step 5 Summary
Ask students to make a summary of the sentence patterns related to the present continuous tense and the simple present tense.
【设计意图】通过总结本单元所学的目标语言，学生能够明确本节课的重难点知识。
Step 6 Homework
1．Do the exercises in students' workbooks.
2．Extended：Write three more sentences with the present continuous tense and the simple present tense.
Unit 6 Rain or Shine 第三课时 Grammar Focus(3a～3d) (1)Usage of the Present Continuous Tense：be(am/is/are) ＋ v.-ing To express an action that is happening at the moment of speaking. (2)Usage of the Simple Present Tense：do/does/be(am/is/are) a．To express habitual or regular actions. b．To express objective facts，universal truths or natural phenomena. c．To express the present state.第五课时 Section B(2a～3c)
1．Choose a place and write a weather report.
2．Read the weather information about Chengdu.
3．Talk about what people are doing in different weather conditions.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：season，month，spring，temperature，activity，advice，stay in，do indoor activities Key sentences：①It's raining heavily today，and the temperature is around 20 ℃. ②They're hurrying towards the nearby buildings to hide from the rain. ③It's important to carry an umbrella or pack a raincoat today.
Learning Abilities ●Learn to accurately extract key information about the weather in Chengdu. ●Learn to select representative contents for writing the weather report. ●Learn to skillfully use professional vocabulary related to weather and vocabulary for describing the trend of weather changes.
Thinking Qualities ●Be able to organize the content in a certain logical order when writing the weather report. ●Be able to analyze the reasons why the weather in Chengdu presents a specific situation. ●Be able to summarize the overall characteristics of the weather in Chengdu.
Cultural Awareness ●Understand the unique weather and cultural charm of the region. ●Understand the weather characteristics of the place from a cultural perspective.
重点：
1．Students are able to use accurate and professional vocabulary to clearly describe weather conditions.
2．Students are able to extract accurately the core information about the weather in Chengdu.
难点：
1．Students are able to describe reasonable activities according to different weather information.
2．Students may have difficulties in accurately describing the weather in a certain place due to lack of geography knowledge.
Step 1 Review
1．Ask students to do the exercises of this unit.
2．The teacher checks the answers and shows the fallible words or sentence patterns on the blackboard.
(The exercises must include the key and difficult points and fallible points.)
【设计意图】通过练习的形式，学生能够对所学知识进行复习，对易错知识进行总结并强化对易错知识的理解。
Step 2 Presentation(2a～2b)
Work on 2a
Ask students to complete the passage with the correct forms of the words in brackets.
T：Look at the picture.What is the weather like
Ss：It's rainy.
T：What is the man doing
Ss：He is running after a hat.
T：Now let's read the passage and know more about the man's story.
Work on 2b
1．Ask students to draw a picture of some people experiencing a heavy storm or another weather condition.Then write a description of their actions.
T：Do you have such experience？Did anything bad or exciting happen on a rainy or sunny day？Now think of one experience，draw it and then write what you are doing according to the pictures you draw.
2．Choose three or four students to share their writing.
【设计意图】通过分享自己的小文章，学生能够对目标语言进行充分练习并巩固所学知识，为写作作铺垫。
Step 3 Guidance on writing methods
【典型例题】某英文日报正在征集生活故事。假如你是Zhang Lu，此刻你正和同学Lin Tao及家人一起在庐山游玩，请根据图片内容写一篇短文，记录你们此刻的活动和心情并向该日报投稿。
要求：
(1)文章应包含所给提示中的所有信息；
(2)字迹工整，语法正确，意思连贯；
(3)文中不得出现真实姓名和所在学校名称；
(4)可适当发挥，不少于70词。
Place and weather Activities Feelings
Zhang Lu and his family Lin Tao Two tourists
◆◆思路点拨
写作注意事项：
(1)本文应以第一和第三人称进行叙述；
(2)正确使用现在进行时，用恰当的短语描述人物的活动；
(3)描述人物的活动时，要加上不同的修饰词或地点状语等使描述更细致。
◆◆范文欣赏
I'm__Zhang__Lu. Right now，I'm visiting Mount Lushan with my classmate Lin Tao and my family.
The weather is sunny.Mount Lushan looks so beautiful in the sunlight.My family and I are having a picnic on the top of the mountain.Lin Tao is flying a kite.The wind is so cool and I'm in high spirits.There are many green trees and different flowers.Two tourists are hiking now.They seem very happy.We are really enjoying the trip.I hope to come here again one day.
【设计意图】通过对一篇典型例题的讲解，学生能够了解如何谋篇布局，进而完成一篇写作。
Step 4 Writing & Speaking(3a～3c)
Work on 3a
Ask students to read the weather information about Chengdu.Underline the information from the table in the report.
T：Here is a weather report of Chengdu.What is the weather like there？What are people doing now？Look at the chart in 3a and underline the information in the passage according to the chart.
Work on 3b
1．Ask students to work in groups，choose a city and find information about its weather conditions on a certain day.
2．Ask students to make a similar table to the one in 3a.
T：Now you will be a weather reporter.You want to report today's weather.Use your imagination and choose one city to make a weather report.You can make a table like 3a first.That will help you give a report.
Work on 3c
1．Ask students to write a weather report with the information from their table in 3b.
2．Ask students to give a report group by group and vote for the most favourite reporter.
T：It's time for you to give us a weather report.The example in 3a will help you a lot.Who will be the best reporter？Vote for your favourite one.
【设计意图】通过各小组播报天气预报，学生能够充分掌握本单元的目标语言。
Step 5 Summary
Ask students to summarize the key sentence patterns of describing activities and the present continuous tense.
【设计意图】通过归纳总结，学生能够更好地掌握关键句型与目标语法。
Step 6 Homework
1．Polish your drawing and write down your weather report.
2．Do the exercises in students' workbooks.
Unit 6 Rain or Shine 第五课时 Section B(2a～3c) Good morning from…in…Province.It is…and the temperature is….Many people are….But look behind me！A few people are…It's important to…第四课时 Section B(1a～1d)
1．Talk about people's feelings about the same trip.
2．Describe the trip to Mount Huangshan in Helen's aspect and Peter's aspect.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：wet，at a rest area，in high spirits，make good progress，enjoy the experience，look like，a part of，because of，the heavy fog，at the top，in the sunlight Key sentences：①It feels like a magical place.② The sun is shining through the clouds.③They don't seem tired at all.
Learning Abilities ●Learn to understand others' experiences during the trip from different people's perspectives. ●Learn to describe Helen's and Peter's feelings about the same trip. ●Learn to accurately use vocabulary related to travel，natural landscapes，and people's feelings.
Thinking Qualities ●Be able to analyze various factors that influence people's feelings during the same trip. ●Be able to describe Helen's and Peter's trip to Mount Huangshan in a certain logical order. ●Be able to analyze the reasons for Helen's and Peter's certain behaviours and feelings during the trip.
Cultural Awareness ●Respect and accept the diversity of people's feelings under different cultural backgrounds. ●Enrich the connotation of the travel description. ●Disseminate and promote the local culture of Mount Huangshan and enhance cultural identity.
重点：
1．Students are able to retell the trip to Mount Huangshan in Helen's aspect and Peter's aspect.
2．Students are able to use rich and accurate vocabulary to describe the trip to Mount Huangshan.
3．Students are able to describe their travel experiences.
4．Students are able to analyze the factors influencing people's feelings about the same trip from multiple perspectives.
难点：
1．Students are able to use accurate language to describe the trip to Mount Huangshan from Helen's and Peter's perspectives.
2．Students are able to flexibly select appropriate vocabulary and sentence patterns according to specific situations to clearly and vividly elaborate on people's feelings.
Step 1 Lead－in
Show students a video of a trip to Qinghai and ask them to describe the activities and the weather in the video.
T：My family went to Qinghai this summer.Watch a video and find out two things：What was the weather like in Qinghai？What did we do there
【设计意图】通过观看一段青海之旅的视频并回答问题，学生能够回顾已学知识，同时帮助老师引入主题。
Work on 1a
Ask students to look at the pictures on Page 46 and share their climbing experiences.
T：Look at the pictures here.It's Mount Huangshan.Do you climb a mountain like this？What can you see or hear when you are climbing？How do you feel about the trip
Step 2 Reading(1b～1c)
Work on 1b
1．Ask students to read the article and answer the questions.
T：Helen and Peter are visiting Mount Huangshan now.Do they have the same trip？How do they feel about the trip？Read the posts by them and find out the answers.
2．Ask students to share their answers and the reasons in class and the teacher helps to correct their mistakes if necessary.
Work on 1c
Ask students to read the article again and complete the chart in 1c.
T：Helen and Peter have a lot to say about their trip.Let's read their posts again and complete their descriptions about the same trip.Then use a smiling face or a sad face to show their feelings.
(Students must share with complete sentences.The teacher shows the key sentence patterns on the PPT.)
【设计意图】通过完成阅读任务，学生能够充分理解文本并提高抓取关键信息的能力。
Step 3 Consolidation(1d)
Work on 1d
Ask students to read the post again and complete the questions with the question words in the box and then answer them.
【设计意图】通过阅读文本回答问题，学生能够充分理解文本内容。
Step 4 Summary
1．Ask students to find the corresponding English phrases in the text according to the Chinese meanings on the PPT.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
【设计意图】通过查找短语总结本单元所学的目标语言，学生能够明确本节课的重难点知识。
Step 5 Homework
1．Finish the exercises in students' workbooks.
2．Extended：Share the travel experiences including the weather，activities，feelings，etc.
Unit 6 Rain or Shine 第四课时 Section B(1a～1d)
TimeActivitiesHelen's feelingPeter's feeling6：35－7：229：15－9：1810：36－10：40第一课时 Section A(1a～1d)&Pronunciation
1．Talk about the weather in different parts of China.
2．Describe what people around us are doing in different weather.
3．Talk about the pronunciation of the letter combinations “ar，er，ir，or，ur”．
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：north，west，south and east，warm and dry，sunny and hot，stormy，cloudy，lightning，windy Key sentences：①—What's the weather like？—It's warm and sunny. ②—What is he/she doing right now？—He's/She's doing…③—What are you/they doing at the moment？—They are/We are doing…
Learning Abilities ●Learn to master relevant vocabulary for describing the weather and people's actions to accurately and clearly express different weather conditions in English. ●Learn to notice the differences in natural environment and people's behaviours under different weather conditions. ●Learn to accurately distinguish the pronunciation differences of the letter combinations “ar，er，ir，or，ur” in different words and pronounce accurately especially the stressed words in a sentence.
Thinking Qualities ●Be able to compare the differences between different weather conditions. ●Be able to imagine specific scenes under the corresponding weather in their minds. ●Be able to describe people's behaviours in an orderly manner according to different kinds of weather. ●Be able to transfer the knowledge of the pronunciation rules of these letter combinations and stressed words they have learned to the learning of new words and sentences.
Cultural Awareness ●Communicate with people from different cultural backgrounds in international exchanges. ●Enhance mutual understanding and avoid obstacles in communication due to cultural differences. ●Understand these rich differences in cultural customs on people's behaviours and traditional activities in the same weather.
重点：
1．Students are able to tell different weather in different places with the words and phrases：north，west，south and east，warm and dry，sunny and hot，stormy，cloudy，lightning，windy.
2．Students are able to describe what people are doing with the sentence patterns：①—What are you doing at the moment？—I'm doing…②What is he/she doing right now？—He's/She's doing…③—What are you/they doing at the moment？—They are/We are doing…
3．Students are able to summarize the pronunciation rules of the letter combinations “ar，er，ir，or，ur” in different words and correctly read the stressed words in a sentence.
难点：
1．Students are able to accurately describe the weather with related words and phrases.
2．Students are able to skillfully use the present continuous tense(be ＋ v．－ing) to describe what people are doing.
3．Students are able to correctly read new words by applying these rules of the letter combinations “ar，er，ir，or，ur”．
Step 1 Lead－in
1．Show pictures of different weather and ask students about the weather.
T：Look at the picture.What is the weather like in Chongqing
S1：It's sunny.
T：What is the weather here
S2：…
2．Lead students to read the phrases on PPT.
(Show verb phrases related to activities on the blackboard：blow hard，rain cats and dogs，stay in，water flowers)
T：Today we are going to talk about the weather in different places.
Work on 1a
1．Ask students to look at the pictures in 1a and write the weather descriptions under the pictures.
2．Ask students to read the words and help to correct their pronunciations if necessary.
【设计意图】老师通过展示不同地区的天气导入新课，激发学生的学习兴趣，同时启发已学习的知识。
Step 2 Listening & Speaking(1b～1d)
Work on 1b
Ask students to listen to the weather report in 1b and match the different parts of Australia with the weather conditions.
T：Here is a weather report of Australia.What is the weather like in the north？What about the weather in the south and east，the west，or the centre？Now listen to it and find out the weather in these parts.
Work on 1c
1．Ask students to listen to the conversation and circle the correct answers.
T：Lucy is talking to her grandpa in Australia on the phone now.What are they doing now？What is the weather like in their places？Listen to the conversation between them and circle the correct answers.
2．Ask students to make a summary of the words and sentence patterns about describing what people are doing and the weather according to the listening scripts of 1c.
(The teacher writes on the blackboard：①—What's the weather like？—It's…②—What is he/she doing right now？—He's/She's doing…③—What are you/they doing at the moment？—We/They are doing…)
Work on 1d
1．Ask students to act out a phone conversation with their deskmates and talk about the weather near them and what people are doing.
2．Choose three or four pairs of students to share their conversations.
【设计意图】通过听录音连线、回答问题以及两人问答的形式，学生能在对话中熟练运用目标句型。
Step 3 Pronunciation & Speaking(1～2)
1．Show students the phonetic symbols of the letter combinations “ar，er，ir，or，ur” with different words.
2．Ask students to read them in groups and find out how the letter combination “ar” is pronounced in each word.
(The teacher shows the phonetic symbols one by one.)
T：Look at these words.How does “er” pronounce in these words
Ss：//.
T：What about “ir”…
Work on 1
1．Ask students to listen to the recording and repeat after the recording.
2．Ask students to add one more word to each group.
T：Do you know other words with “ar” “er” “ir” “or” and “ur” that have these pronunciations？Please list one in each group.
Work on 2
1．Ask students to read the chant and clap when reading the bold syllables.
2．Ask students to read after the recording and pay attention to the bold syllables.
【设计意图】通过跟读音标及句子中的重读单词，学生能有效地练习发音及语调。
Step 4 Summary
1．Ask students to do the exercises about what they have learned today.
2．Ask students to make a summary about what they have learned today.
【设计意图】通过练习和总结，学生能够明确本节课所学的重难点知识。
Step 5 Homework
1．Finish the task paper.
2．Extended：Describe the weather today and what your family are doing at 7：00 p．m.
Unit 6 Rain or Shine 第一课时 Section A(1a～1d)&Pronunciation Key words：north，west，south and east，warm and dry，sunny and hot，stormy，cloudy，lightning，windy Key sentences：①—What's the weather like？—It's… ②—What is he/she doing right now？—He's/She's doing… ③—What are you/they doing at the moment？—They are/We are doing… Pronunciation
arerirorur////////////hardverbfirstshortwordhurtstartpersonbirdhorseworldnurse第二课时 Section A(2a～2e)
1．Talk about Bill's and Anna's holiday activities.
2．Make a conversation to talk about having a holiday in a place with different weather.
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：place，temperature，weather，activity，sunbathe，cold，build a snowman，turns warm，at the beach，swim outside Key sentences：①How is your holiday going？②—What are you doing at the beach？—I'm sunbathing at the moment！③—How is the weather in…？/What's the weather like in…？—It's really warm./It's…°C.④We usually stay in when it snows.
Learning Abilities ●Learn to master rich vocabulary related to holiday activities，and accurately describe the specific behaviours of Bill and Anna during their holiday. ●Learn to use rich and precise vocabulary to describe different weather conditions and the corresponding holiday activities. ●Learn to understand the structure of the present continuous tense(be ＋ v．－ing)，and correctly choose the “be” verb(am/is/are) according to the singular or plural of the subject.
Thinking Qualities ●Be able to appropriately expand on the basis of describing the basic activities and add some detailed content. ●Be able to quickly construct corresponding specific scenes in their minds according to the different weather and holiday locations mentioned. ●Be able to analyze the different impacts of different weather on holiday experiences.
Cultural Awareness ●Realize that tourism is not only about participating in various activities but also a way to experience different cultures. ●Understand the regional association between the weather and culture.
重点：
1．Students are able to use rich vocabulary related to vacations，as well as various verb phrases for specific activities and words for describing the weather and feelings to accurately describe their holiday.
2．Students are able to accurately use the present continuous tense to describe their holiday activities.
难点：
1．Students are able to correctly choose verb phrases to talk about complex holiday activities.
2．Students are able to logically describe the changes in people's behaviours and feelings under different weather conditions.
Step 1 Lead－in
The teacher plays a weather song and asks students to tell different weather conditions in the song.
T：Before the class，let's listen to a song together.What is the song about
Ss：The weather!
T：What kind of weather is there in the song
Ss：Sunny…
【设计意图】通过听歌曲回答问题，学生能够回顾所学单词，帮助老师有效地引入主题。
Step 2 Listening & Speaking(2a～2c)
Work on 2a
1．Ask students to listen to the conversation between Bill and Anna and fill in the blanks.
T：Anna and Bill are having holidays.How are their holidays？Now let's listen to the conversation and fill in the blanks.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
Work on 2b
1．Ask students to read the conversation and then complete the table.
(While reading，the teacher walks around and corrects students' pronunciations.)
T：Where are Anna and Bill now？What is the weather like in their places？What are their family doing now？Now read the conversation carefully and complete the table.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
Work on 2c
1．Ask students to read the conversation again and pay attention to the rhythm of the sentences.
2．Ask students to role－play the conversation in pairs.
【设计意图】通过角色扮演，学生能够逐步掌握目标词汇和句型，提升复述文本的能力。
Step 3 Consolidation(2d～2e)
Work on 2d
1．Ask students to work in groups and list the activities they can do in different weather.
2．Ask students to tick the activities they enjoy doing the most and share in class.
Work on 2e
Ask students to work in pairs to make up a telephone conversation.
T：Imagine you are calling a friend.Your friend is having a holiday in a place with different weather.Make a conversation using the ideas from 2d and the expressions in 2e to help you.
【设计意图】通过创设情境编对话的形式，学生能够巩固本节课所学的重点句型。
Step 4 Summary
Ask students to make a summary about what they have learned today.
【设计意图】通过总结所学的知识点，学生能够明确本节课所学的重难点知识。
Step 5 Homework
1．Do the exercises in students' workbooks.
2．Extended：Make a phone call to your relative or friend in another city to talk about the weather and activities he or she is doing.
Unit 6 Rain or Shine 第二课时 Section A(2a～2e)
InformationAnna's familyBill's familyPlaceTemperatureWeatherActivity
