unit 6 It’’’’s raining[下学期]

Unit 6 It’s raining
教学内容：
本单元的中心话题诗谈论天气。整个单元的内容围绕天气展开听、说、读、写的活动。通过本单元的学习，使学生掌握描述天气的基本词汇及对天气的提问，学会准确的表达自己对某中天气的喜好并说明原因，学会坐天气预报，学会叙述在不同的天气背景下做什么。通过以上活动，使学生能够在实践中体会到学习英语的乐趣，更积极地运用目标语言，培养学生在实际生活中综合运用所学语言的能力。
教学目标：
知识目标
A 学习重点词汇：raining, sunny, cloudy, snowing, windy, hot, cool, warm, humid和部分现在分词。
B 掌握描绘天气状态的形容词及现在分词，并学会其特殊疑问句、一般疑问句的用法及回答。
C 学会描述人们在各种天气里的感受。
能力目标
A 学会谈论自己对不同天气的喜好及原因
B 学会叙述在不同天气里所做的事情。
C 学会通过询问天气展开话题，提高与人的交流的能力。
情感目标
通过实践让学生体验在生活中运用英语的乐趣，并通过小组活动谈论彼此的观点。通过展示个人的特长，培养学生互相合作、互相学习的团队精神。
教学重点、难点：
重点
A 学习并掌握词汇：raining, sunny, cloudy, snowing, windy, hot, cool, warm, humid.
B 熟练掌握现在进行时的用法。
C 学会表达对不同天气的不同态度及原因。
难点
学会描述人们在不同天气里所做的各种活动。
课时安排：
第一课时 Section A 1a—1c
第二课时 Section A 2a—1c
第三课时 Section B 1a—2c
第四课时 Section B 3a—4
第五课时 Self check
Period One
课前准备：
教师：准备世界地图、表格及天气预报录音带
学生：了解一些天气知识
教学设计：
教学步骤：
Step One: New words.
1. Present the new words.
T: Let’s look at the pictures.
( show students the blackboard drawing of a sunny day)
T: what’s this
S: It’s the sun.
T: We can say, “ It’s sunny today.” Read after me, “ sunny, s-u-n-n-y, sunny.”
Ss: s-u-n-n-y sunny.
(Show students the blackboard drawing of a rainy day.)
T: What’s this
S: It’s rain.
T: We can say “ It’s rainy today.” Read after me, “ rainy, r-a-i-n-y rainy”
Ss: r-a-i-n-y rainy
(Teach the other words, such as “ snowy, windy, cloudy” in the same way.)
T: Let’s look at all the pictures. ( Show students all the blackboard drawings.)
T: These words are about weather, Read after me, “weather, w-e-a-t-h-e-r weather”.
Ss: w-e-a-t-h-e-r weather
2. Practice the new words.
T: let’s play a game. Guess the weather. (Ask two students to come to the front. One points at the picture on the blackboard, the other faces the students and guesses the weather with the drill “ Is it…. ”
Sa: Is it sunny
Ss: No.
Sa: Is it snowy
Ss: Yes, it’s snowy.
(Ask more students to practice.)
Step Two: New drills.
1. Present the new drills “ How is the weather It’s…”.
T: Look at the pictures and answer my questions.
( Show students the picture of a sunny day.)
T: How is the weather:
S1: Sunny.
T: Yes, it’s sunny. How is the weather
S2: It’s snowy.
T: “ How is the weather ” in another way we can say, “ What’s the weather like ”
利用简笔画创设情景，导入新课，并在情境中学习新单词。
利用图画和游戏练习单词。
创设情境呈现新单词
（ Ask another four students to practice, and then write down the drills “ How is the weather ”/ What’s the weather like ” on the blackboard）
2. Practice the drills.
T: Let’s do chain drill like this.
Sa: How is the weather
( The teacher points at the “ rainy” picture.)
Sb: It’s rainy. How is the weather ”
( The teache points at the “snowy” picture.)
Sc: It’s snowy.
( Then ask some more students to practice.)
3. Do 1a.
T: Let’s look at 1a, match the words with the pictures. ( Ask students to match the words with the pictures.)
T: Check the answer.
Step three: Listening.
1. Present the new drill “ How is the weather in… ”
( Show students a picture of New York. The weather is sunny.)
T: Can you tell the name of the city
S1: Yes. It’s New York.
T: How’s the weather in New York
S2: It’s sunny.
( Show students the pictures of the other cities like “ Tokyo, Paris, London”, and then practice the drill “ How is the weather in … /What’s the weather like in … ”.)
S1: What’s the weather like in London
S2: It’s…
( Ask some pairs to practice like this.)
2. Do 1b.
(Show students the pictures of these cities, “ Beijing, Moscow, Toronto, Boston, Shanghai”.)
T: Please look at these pictures. Can you tell me the names of then
Ss: They are Beijing, Shanghai…
T: This is Moscow. Read after me, “Mosow”
Ss: Moscow.
( Teach the other words, “ Toronto, Boston” in the same way.)
T: Now let’s look at 1b, listen and write these city names in the boxed above.
( Play the recording and then check the answers by asking students to make conversations.)
S1: What’s the weather like in Beijing
S2: It’s sunny.
S1: How’s the weather in Toronto
S2: …
3. Practice the drill.
通过连锁练习大面积检测学生对新句型掌握的情况。
为学生展示图片练习新句型，为后面的练习做号铺垫。
T: Work in pairs. Ask and answer like the model.
Model:
A: How’s the weather in Moscow
B: It’s… How’s the weather in Toronto
A: It’s…
( Ask two more pairs to practice.)
T: Now work in pairs and fill in the chart.
( One student has Chart A and the other has Chart B.)
Chart A How’s the weather in …
City New York London
Weather wind cloudy sunny
Chart B How’s the weather in …
City Tokyo Paris
Weather snowy cloudy rainy windy
4. Listening practice.
T: Now let’s look at 1b, listen and write these city names in the boxes above.
(Play the recording and then check the answers.)
Step Four: Task
T: Now work in groups of six. Let’s listen to the weather report, try to write down the different weather in six cities. At last, have the weather report.
(The teacher plays the recording for students.)
1) Students listen to the weather report and write the different weather in six cities.
2) Some students draw the weather signs on the map and one student has a weather report.
3) Ask students to have the weather report and choose which group is the best and who is the best weather reporter.
T: Read the model below and report like this.
Good morning, ladies and gentlemen. Here is the weather report. Today is Thursday! Beijing is sunny. Shanghai is cloudy and windy. Guangzhou is rainy. This is today’s weather report. Thank you for listening to our weather report.
Homework.
1) Make a survey about the weather you, your father and mother like.
通过生生问答练习新句型。
运用信息差的形式完成对句型的巩固和操练。
设计做天气预报的情境，是学生学会用所学知识进行天气预报。
Sunny Cloudy Windy Rainy Snowy
Yourself
Father
Mother
2) Each student listens to the weather report tomorrow and then writes down more than four cities’s weather.
City
Weather
Period Two
课题准备：
教师： 准备表格及与天气有关的图画，照片
学生： 查找自己所喜欢城市的天气，调查不同天气里人们喜欢做的活动，准备一张自己最好的朋友的照片。
教学设计：
教学步骤：
Step One: Revision.
1. Review the drills.
T: Please take out your homework. Ask and answer according to your survey using the drill “ How’s the weather in … ”
City
Weather
(Each student has the chart in his or her hand. The four students take turns to ask each other and fill in the chart. Then each group can choose one to report it.)
T: Who can give us a report
S1: I can. Beijing is cloudy. Shanghai is sunny.
(Ask three or four students to report.)
Step Two: New lesson
1. Presentation.
( Show students a picture in which there is a boy swimming and the weather is sunny.)
T: Please look at the picture. How is the weather
S1: It’s sunny.
T: Look! What’s the boy doing
S1: He is swimming.
作业是调查身边的人所喜欢的天气，为下节课学习做好铺垫。
利用上节课的作业，联系并巩固句型。
利用已学知识，通过师生对话引出句型。
（ Show students some other pictures like this, and then ask students to practice asking and answering questions.）
S1: How’s the weather
S2: It’s…
S1: What’s she doing
S2: She is …
2. Have a listening practice.
T: Scott and Lucy are good friends. Now Scott is calling Lucy. Do you know what Lucy’s family member are doing
S: No.
T: OK, let’s look at 2a. Listen and try to number the pictures as you hear them.
( Play the recording and then check their answers.)
T: Let’s listen again. Match the names with the activities. ( Play the recording again, check their answers by asking and answering.)
T: Answer my questions. What’s Uncle Joe doing
S1: He is playing basketball.
T: What’s Jeff doing
S2: He is…
( Ask students to practice, and then make conversations one by one.)
Sa: What’s Mary doing
Sb: She is watching TV.
Sa: What’s …
3. Practice these drills.
T: Please look at me carefully and try to answer my questions.
( Do an action that the teacher feels very hot.)
T: How’s the weather
Ss: It’s sunny.
(Do the action of running.)
T: What am I doing
Ss: Running.
T: You are great. Let’s work in groups of four. Try to think up some activities about weather and actions. Then let the other classmates guess by asking questions.
(Do an action that the teacher feels very hot.)
T: How’s the weather
Ss: It’s sunny.
T: What am I doing (Do the action of running)
Ss: Running.
T: You are great. Let’s work in groups of four. Try to think up some activities about weather and actions. Then let the other classmates guess by asking questions.
( Ask students to prepare and then choose some students to do it.)
Model:
通过听力练习，加深对句型的了解
通过对话内容的练习巩固句型。
通过小组活动激发学生的积极性，使学生更好的联系并掌握所学的句型。
Sb: How is the weather
Sc: It’s rainy.
Sb: what’s she doing
Sc: She is playing with the water.
Step Three: New Drill.
1. Present the new drill “ How is it going ”
T: Now you have known your classmates’ ideas. Do you want to know something about the people around me
Ss: Yes.
( Show students the picture where there is a boy playing and the weather is sunny.)
T: This is my friend Jeff. How is the weather
S1: It’s sunny.
T: What’s he doing
S1: He’s playing football.
T: How is it going with him Look at this sign. I think it is pretty good. Read after me, “ pretty good”,
Ss: pretty good.
( Teach students the other words, such as “ great, terrible, not bad” in the same way.)
2. Practice the new drill and words.
T: Look at 3a, and try to match the words with the faces in the boxes.
( Ask students to prepare it and then check the answers.)
T: Work in pairs. Practice the drill “ How is it going ” according to my pictures. ( First, the teacher gives the students an example.)
T: Look at Picture 2. How is it going
S3: Not bad.
T: How is the weather
S3: It’s windy.
T: What’s he doing
S3: He is playing computer games.
( Ask more pairs of students to practice one by one according to the pictures that the teacher points at.)
T: Look at 3b. Let’s work in pairs to make your own conversations.
(Ask students to prepare and then ask students to make the conversations.)
3. Play the games.
T: Now let’s play a game in Part Four. You look at the picture on page 81 and your partner looks at the pictures on page 82. Find the differences between the drills we learnt.
Step Three: Task.
( Show students the photo of a sunny day. There is a boy swimming in it. He is very happy.)
运用笑脸的图片导出新句型，并进行操练。
通过生生对话，联系新句型。
运用游戏形式巩固所学内容。
T: Look! The boy is my younger brother. He is in Beijing. It’s pretty good and the weather is sunny. He’s swimming in the pool with his friends. He’s very happy. This is my favorite picture. Do you have your favorite pictures
Ss: Yes.
T: Please take out your pictures. Work in groups of four. Practice asking and answering with the structures “ How is it going How’s the weather Where are you What are you doing ” and then act it out.
Homework:
Make a survey about the weather your father and mother like and the reason.
Favorite weather Reason
Yourself
Father
Mother
Period Three
课题准备：
教师：为学生准备表格及与天气有关的图片。
学生：准备好作业。
教学设计：
教学步骤：
Step One: New Words.
1. Learn the new words.
T: Look at the picture.
(Show students the picture of a sunny day.)
T: How is the weather
S1: It’s sunny.
T: Yes. It’s sunny. It’s hot. Read after me, “ hot”, H-O-T, hot.
Ss: H-O-T, hot.
( Show students another picture.)
T: How’s the weather
S2: It’s snowy.
T: Yes. It’s snowy. It’s cold. Read after me, “cold”, C-O-L-D, cold.
Ss: C-O-L-D, cold.
( Teach students the other words “ cool, warm, humid” in the same way.)
T: Read after me one by one, “ hot, cold, warm, humid”.
Ss: “ hot, cold, cool, warm, humid”.
2. Practice the new words.
T: Please open your books and do 1a as quickly as you can.
创设情境，熟练运用目标语言。
调查父母所喜欢的季节及原因，为下节课做好铺垫。
运用图画及旧句型，以问答的形式教学生词。
( The students do 1a and the teacher checks the answers.)
T: How is the weather in Picture a
S1: It’s cold.
T: How is the weather in Picture c
S2: It’s humid.
( Ask two more students to practice.)
T: Let’s work in pairs, ask and answer like this.
Step Two: Listening practice
T: Maria and Sam are friends. They are calling each other. Let’s listen to the tape and fill in the first column in 2a. Write the answers Maria and Sam give to the question “ How is it going ”
( Play the recording for students, and then check the answers.)
T: Now listen again and find out what they are doing and how the weather is.
( Play the recording again and ask students to fill in the last two columns.)
T: How’s it going with Maria
S1: …
T: What’s she doing
S1: She is …
T: How’s the weather
S1: It’s …
( Ask two more students to practice.)
T: Let’s work in pairs. Ask an answer according to the chart like this.
( Ask students to practice and then do it one by one.)
Step Three: New drills.
1. Present the new drills “ What kind of weather do you like ” Why do you like …
T: Look at the chart again. Does Sam like cold and rainy days
S1: No.
T: So do I. But I like sunny and warm days, because the weather is warm and I can go swimming with my friends. What kind of weather do you like
S1: I like windy days.
T: Why do you like windy days
S1: Because it’s cool and I can fly kites.
( Ask two more students to practice and then write down the drills “ What kind of weather do you like ” and “ why do you like … ” on the blackboard.)
2. Practice the drills.
T: Work in pairs, ask and answer the questions and then fill in the Chart A
Chart A
通过听磁带，练习所学单词及句型，加深对句型和生词的理解。
根据 一环节中所听到的内容引出新句型。
Name The weather you like Reason
Model:
A: What kind of weather do you like
B: I like rainy days.
A: Why do you like rainy days
B: Because it’s cold and I like to walk in rainy days.
( The students ask and answer like this. While asking, they fill in the chart. Then practice one by one.)
3. Present the new drill “ What kind of weather does he/she like ”
T: Who can you tell me what kind of weather your partner likes and why
S3: I can. Jack likes sunny days, because the weather is hot and he can eat a lot of ice cream.
( Ask three or four students to report to the class.)
T: Grace, what kind of weather does your partner, Tom, like
S4: He likes snowy days.
T: Why does he like snowy days
S4: Because the weather is cold, he can see snow and make snowmen.
( Ask two more students to practice.)
T: Now change your partner and work in pairs using the drills “ What kind of weather does he/she like Why does he/she like… ”, and then fill in the Chart B.
( Each students has a different Chart A in their hands and they ask each other about the student in Chart A, then fill in Chart B.)
Chart A
Name The weather you like Reason
Tom Snowy days Cold, can see the snow and make the snowmen
Chart B
Name The weather you like Reason
Model:
A: What kind of weather does Tom like
B: He likes snowy days.
A: Why does he like snowy days
B: Because it’s cold, he can …
( Ask students to work in pairs like this and fill in their chart.)
T: Who can report to us
S: I can. Tom likes … Because he …
运用表格的形式，练习、巩固所学生词和句型。
对以完成的表格的内容进行汇报，再次复习和巩固所学内容。
运用上一环节中表格的内容进行练习，巩固所学饿单词和句型。
Step Four: Task.
T: Please take out your homework. Work in groups of four to make a survey. Find out what kind of weather most of your partners’ father and mother like and the reason.
Name Parents The weather he/she like Reason
Father
Mother
… … … …
1. The leader makes a survey and fills in the chart.
2. The leader has the report like this, “ Bob’s mother likes … because she can …
3. Find out what kind of weather is the most favorite.
Homework:
Make a survey about the weather you, your father and mother don’t like.
The weather … don’t like Reason
Yourself
Father
Mother
Period Four
课题准备：
教师： 准备与天气有关的图画。
学生：收集自己喜爱的城市的信息（季节、天气、适合的活动）。
教学设计：
教学步骤：
Step One: New Drills.
1. Present the new drills.
T: Look! How’s the weather
( Show students a picture of a rainy day.)
S1: It’s rainy.
T: Do you like rainy days
Ss: Yes. /No.
T: Oh, I also don’t like rainy days, because the weather is humid and I can’t do anything. What kind of weather don’t you like
S1: I don’t like sunny days.
T: Why don’t you like sunny days
S1: Because the weather is too hot, I have to drink more water.
( Ask two more students to practice.)
2. Practice the drills.
设计任务，让学生熟练掌握目标语言。
调查身边的人所不喜欢的天气及原因，为下节课的学习做好铺垫。
利用已学国的句型导出新的句型。
T: Work in pairs. Ask and answer the questions according to your homework.
Name The weather … don’t like Reason
Scott
Yourself Sunny days hot, have to drink water
Father Snowy days cold, have to wear more clothes
Mother Windy days Cool, can’t do anything
(Each students has their own homework in their hands, ask and answer like the model according to the chart.)
Model:
A: Scott, what kinds of weather don’t you like
B: I don’t like sunny days.
A: Why don’t you like sunny days
B: I like sports but I can’t do any sports. What about you
A: …
T: Who can tell me what kind of weather your partner doesn’t like
S1: I can. Scott doesn’t like sunny days, because he thinks it’s …
( Ask two or three students to report to the class.)
T: Do you want to know your partner’s father’s and mother’s idea
Ss: Yes.
T: Let’s work in pairs. Ask and answer according to your homework, and then have a report.
( Ask students to have a report like this.)
Scott’s father doesn’t like … days. He thinks the weather is … and he has to … ( Ask more students to have a report.)
Step Two: New lesson.
1. Learn the new words.
T: Look at the picture.
( Show students the picture of a snowy day.)
T: How’s the weather
S1: It’s snowy.
T: What season is it
S1: Winter.
T: Yes. It’s winter. Read after me, “ winter”, W-I-N-T-E-R, winter.
Ss: W-I-N-T-E-R, winter.
( Teach the other seasons “ spring, summer, autumn” in the same way.)
T: In summer, the weather is hot and sunny, we can swim. Who can describe the other seasons like this
S1: I can. In autumn, the weather is cold and windy, we can fly kites.\
( Ask more students to practice like this.)
2. Learn new lessons.
根据家庭作业中的信息练习问答，巩固所学句型。
根据上一环节已完成的内容进行汇报，加深记忆。
运用问答及汇报的形式来练习第三人称的句型。
T: I have a friend, Yuan Yuan. She is a reporter. Now she is reporting for CCTV’s Aroud The World show. Let’s look at her report together and underline the things that people are doing and circle the words that describe the weather.
( Ask students to read the report and finish 3a, then check the answers.)
T: Look at the report carefully, who can tell me how to have a report on TV
( Students can also say it in Chinese.)
T: We must say the TV station that we are working for, and then we should say the place, season and weather. At last, we must say what people are doing.
( If necessary, the teacher can explain it in Chinese.)
T: Yuan Yuan is doing another report. Look at 3b, let’s help her to finish the report according to the picture in 3b. ( Ask students to do 3b and check the answer.)
Step Three: Task.
T: Now tell you a piece of good news. There is a chance for you to be a reporter. Have a report about the city, weather and season you like and what people are doing like 3a.
Homework:
Pretend you are the reporter from CCTV Around The World show. You are interviewing people in five different places. Fill in the chart in Self check 3, and then write a report.
创设情境，引出课文。
为学生讲解做现场报道所应注意的问题。
练习写一篇报 道。
创设情境，让学生自己做一次现场报道。
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