Unit 3 What is the weather like?
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.