Teaching design
Basic information
Subject English
Content 7B Unit 6（Period 4）
Book 2024年人教版 (人民教育出版社)
Overall objective of the unit
1. Use the target language to talk about different types of weather. 2. Learn to start, keep, and end simple conversations in different situations. 3. Create dialogues in real-life situations to talk about weather and proper activities. 4. Learn to talk about weather-related activities by using the present continuous tense and the simple present tense. 6. Learn to think about how the different kinds of weather affect people’s lives.
Analysis of the teaching material
What: This unit tells us how to talk about different types of weather. Why: This unit aims to help learners master basic phrases, familiarize themselves with some adjectives of weather, do well in letter reading and writing and practice the target language in the conversations. Also, it will provide basic language knowledge and communication skills for language beginners, and cultivate their language perception and application abilities. How: There are various forms in this unit, such as matching the pictures, listening to fill in the blank, practicing dialogue, imitating and creating new conversations. Simple and direct expressions and repetitive sentence structures facilitate learners' understanding and memory. At the same time, tasks such as dialogue exercises and dialog creation have increased interactivity, promoting learners to actively apply the knowledge they have learned.
Teaching objectives of this lesson
①Through pictures, videos, and teacher-student interaction, students can accurately recognize and spell different types of weather. (学习理解) ②Students will learn to create dialogues in real-life situations to talk about weather and proper activities. (应用实践) ③Students are able to talk about weather-related activities by using the present continuous tense and the simple present tense, think about how the different kinds of weather affect people’s lives. (迁移创新)
Teaching key points and difficulties
Teaching key points： Master the different types of weather in English. Teaching difficulties： Accurately use the target language to talk about weather-related activities by using the present continuous tense and the simple present tense.
Teaching procedures
Teacher objectives Learning activities Assessment
①Through pictures, videos, and teacher-student interaction, students can use the target language to talk about different types of weather. ②Learn to start, keep, and end simple conversations in different situations. (学习理解) 1. The teacher show a short video of Mount Huang, students have gained a basic understanding of different kinds of weather in Mount Huang. 2. Students observe the main picture in 1b and learn some important phrases. At the same time, through videos recorded by teachers, learn how to express in English. Get how much students know about different kinds of weather based on the way they express themselves and their performance in answering questions.
Evaluate students’ ability to generalize and transfer by observing students' ability to express and write down main phrases and sentence patterns。
Teaching purpose： Lead into the topic and create situations to stimulate students' interest in participation, activate their expression of talking, and establish connections between new and old knowledge; By asking questions, students will observe the picture and the reading and writing the different kinds of weather in Mount Huang to infiltrate cultural differences, and improve their cross-cultural communication skills.
（感知与注意、获取与梳理、概括与整合）
②Students can use the target language to talk about weather-related activities by using the present continuous tense and the simple present tense. (应用实践) 1. Students read the passage one buy one. Pay attention to body language and the appropriateness of their answers. 2. Students read the main picture and options in 1b and answer questions, then make reasonable guesses about the main idea. 3. Students repeat after the tape, pay attention to the pronunciation, intonation, and rhythm of some sentences,the loss of explosion, rising and falling tones, and the functions of modal particles and stress. 4. Based on the dialogue content and the summarized key points for phonetic attention, students engage in role-playing and peer Q&A activities. 5. With the help of teacher questions, students finish the form in 1c and and retell the activities . Evaluate by themselves and the teacher by observing whether students can effectively express their opinions correctly. Evaluate by themselves and the teacher by observing students' responses and keyword categorization. Evaluate by themselves and the teacher by observing how well students match answers and determine the comprehensiveness and accuracy of the information obtained and recorded. Evaluate by themselves, classmates and the teacher by observing the level of participation and clarity of viewpoint expression in group discussions. Observe whether students can efficiently engage in role-playing within the group, attention to their pronunciation and the accuracy ＆ fluency of their speaking.
Teaching purpose: Before reading,by watching a video,students have gained a basic understanding of different kinds of weather in Mount Huang, and create sentences with phrases such as using "a magical place," "in high spirits," or "a part of a painting" to talk about the weather in Mount Huang. While reading, students extract the key information, and answer some questions. Then, under the guidance of the teacher, students copy it on the exercise book. Use predictive tasks to stimulate students' thinking and cultivate their ability of using situational clues; Develop students' ability to obtain, organize, and analyze the key information. Learn and internalize the key language, laying the foundation for further application of what has been learned in real-life situations. After listening, students first read the entire text and think about different kinds of weather and have a basic understanding of the the functional meaning of language communication. Subsequently, by analyzing the context and inferring the passages, students cultivate their logical abilities. Guide students to consolidate the target language of this lesson, and effectively use checklists for self-evaluation and peer evaluation. （描述与阐释、内化与应用、分析与推断）
③Students are able to create dialogues in real-life situations to talk about weather and proper activities and think about how the different kinds of weather affect people’s lives. (迁移创新) 1.Under the guidance of the teacher, students choose a scene and create dialogues in layers based on the constructed language framework and good sentences. 2. Students engage in dialogue presentations and complete self-evaluation and peer evaluatzions. Through videos, students think about the value of politeness, cultivate their awareness and habits of civility and courtesy, and inherit traditional Chinese virtues. Teacher evaluation, self-evaluation, and peer evaluation. while finishing the task of supplementary dialogue within the specified time, observe whether they can use correct, fluent, and appropriate language to complete the dialogue; whether they can cooperate with peers, practice dialogue and pay attention to the differences between Chinese and Western names; whether they can show themself in front of the class; whether they can confidently, accurately, and fluently complete the conversations. Teachers evaluate students' understanding of politeness based on their feedback after the emotional education.
Teaching purpose: Guide students to engage in activities beyond the context and connect with real-life situations, with the language they have learned to do things. Integrate and apply relevant language expressions based on new contexts to apply what they have learned to new communication tasks. Cultivate students' ability to use their language and cultural knowledge to solve practical problems in real situations, and promote transfer innovation. （想象与创造、批判与评价）
Homework： Level A（基础）: Write down the phrases you learned in this lesson . Level B（提升）: Discuss what you can do when you climb a mountain with bad weather. Level C（拓展）: Try to write a short passage about one of your experiences.
Design optional and mandatory homework based on students' different levels. Be able to review learned vocabulary and target sentence structures, then apply them to real-life situations. Teachers can also provide feedback on students' language knowledge mastery and application through homework evaluation.
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。文档字体请使用“黑色，宋体，五号”。(共21张PPT)
Section B(1a-1d)
Rain or Shine
How do we feel about the weather
Unit Six
After five peaks, no more peaks;
after _______________, the five peaks fade.
Lead-in
Mount Huangshan
What’s the weather like in Mount Huang in the video
Presentation
1a
Look and say
Look at the pictures on this page. What do you think you can see, hear, or feel when you climb a mountain
I can see…
ancient trees
rocks
mountains
mountans, the trees and rocks look like a part of painting.
amazing clouds
many tourists
tourists are in high spirit; amazing clouds
sunrise
beautiful mountain
sea of clouds
the sun shining through the clouds.
sea of clouds and beautiful mountains
(透过云层照耀着)
heavy fog
lovely/beautiful sights in the sunlight.
What can you see
Presentation
Look and say
1a
Look at the pictures on this page. What do you think you can see, hear, or feel when you climb a mountain
I can hear…
wind blowing through trees.
birds singing.
water running.
climbers talking and laughing
Presentation
Look and say
1a
Look at the pictures on this page. What do you think you can see, hear, or feel when you climb a mountain
I can feel…
cold air on my face.
wet ground under my feet.
happy when seeing beautiful sights.
proud/excited when reaching
the top.
tired during the climb.
sad if the weather is bad.
What might they see, hear, or feel during climbing
Presentation
Look and predict
1.What’s the type(类型) of this passage
A. letters B. posts C. stories D. diaries
Reading tip: We can get some important information from the interface（界面）
profile
name
time
date
comment
like
share
2.What are the characteristics(特征) of posts
short in length (篇幅短);
fast updates (更新快);
combines pictures with texts (图文并茂).
We're here at Mount Huangshan!The clouds look amazing.It feels like a magical place The trees and rocks look like a part of a painting.
1.What do you think of Mount Huangshan according to the writer
2.How many things are mentioned
Helen 7:22 11 May
look
smell
feel + adj.
sound
taste
While reading
Today I'm visiting Mount Huangshan with my family.I'm not really enjoying the experience.Everything looks grey,and you can't see much because of the heavy fog.
The ground is very wet,so we have to climb slowly.
1. Do Peter and Helen have the same feeling at the beginning
Peter 6:35 11 May
We're here at Mount Huangshan!
The clouds look amazing.It feels like a magical place The trees and rocks look
like a part of a painting.
Helen 7:22 11 May
No, they don’t.
1.Can you first guess the meaning of the red words？
2.Can you think of more linking words
We're at a rest area now.Climbing is hard,but we're making good progress. Although the weather is bad,many people here are still in high spirits. I don't think my brother Peter is enjoying the experience very much, so I'm encouraging him.
Helen 9:18/ 1 May
and,or,but,both ...and...,when,because
Climbing is tiring!
My shoes are all wet and dirty too.
There are many other tourists at this rest area,but they don't seem tired at all.
Instead,they're talking and laughing!
My sister Helen is also in high spirits.
Peter 9:15 11 May
Can the tell the difference between “ing” and “ed”？
tiring tired (tire)
interesting interested (interest)
boring bored (bore)
relaxing relaxed (relax)
The sun is shining through the clouds!
It's a lovely sight. I'm so glad we're here at Bright Peak.
Helen 10:36 11 May
We're here at Bright Peak.
MountHuangshan is beautiful in
the sunlight.
I'm tired and hungry,but it feels
good to be at the top！
Peter 10：40 11 May
Presentation
Look and retell
After reading
Try to retell the posts according to the table.
Time and place Helen Peter Thought Feeling Thought Feeling
6:35–7:22 The mountain feels like ___________. The trees and rocks look like a part of ________. Everything looks _______. He can’t _________ because of __________. His family has to __________.
_________ Rest area Climbing is ________. Her family is making ___________. She wants to ________ Peter. Climbing is _______. His shoes are ____________. The _______ and Helen are all in _________.
10:36–10:40 _________ The sun _______ through the clouds. It is a _______ sight. The mountain is _______ in _________. He is ____________, but he feels _______.
9:15–9:18
Bright Peak
a magical place
a painting
hard
good progress
encourage
is shining
lovely
grey
see much
the heavy fog
climb slowly
tiring
all wet and dirty
tourists
high spirits
beautiful
the sunlight
tired and hungry
good
1d
Read the posts again.Complete the questions with the question words in the box and then answer them.
1.________did Helen and Peter see the tourists
2.________does Helen think about the trees and rocks
3.________enjoys the experience more at the start
________do you think so
4.______does Peter feel at the end
Why Where What Who How
When
What
Who
Why
How
Presentation
Read and fill
Careful reading
1d
Read the posts again. Complete the questions with the question words in the box and then answer them.
1. Where did Helen and Peter see the tourists
They see the tourists at the rest area.
2. What does Helen think about the trees and rocks
She thinks the trees and rocks look like a part of a painting.
What about Peter
Everything is grey, he can’t see much because of the heavy fog.
Different people see the same weather differently.
Presentation
Read and fill
Careful reading
1d
Read the posts again. Complete the questions with the question words in the box and then answer them.
3. Who enjoys the experience more at the start Why do you think so
negative
positive
Helen.Because she uses many positive adjectives to describe the view.
4. How does Peter feel at the end
Peter feels tired and hungry at the end, but he also feels good to be at the top.
Weather could affect people’s mood.
1.Are Helen and Peter visiting the same place
2.Do they feel the same about it
Yes, they are.
No, Helen feels good all thetime. Peter feels bad at first.but in the end he feels good.Peter's feelings changeas they get close to the top.
After reading
Discussion
Climbing is tiring!
Peter 9:15 11 May
I'm tired and hungry,
but it feels good to be at the top.
Peter 10：40 11 May
I'm not really enjoying the experience.
Peter 6:35 11 May
What can we learn from Peter
Never give up!
Be brave!
Homework:
Level A:Write down the phrases you learn in this lesson .
Level B:Try to write a short passage about one of your traveling experiences.
