Module10_Unit2_第2课时教案

Module 10 Spring FestivalUnit 2 My mother’s cleaning our house and sweeping away bad luck.单词 Christmas, February, January, before,1. To match photos with paragraphs and match questions with paragraphs2. To make notes and write sentences3. To learn to write paragraphsTo get information from the reading material about the Spring FestivalStep 1 Warming-up1. Review the text of Unit 1.2. Show some pictures, ask the students to look at the pictures, then talk something about the pictures.3. Introduce the new words.4. Read the new words.Step 2 Work in pairs.1. Read through the example sentences in Activity 1.—What’s Li Shan’s mother doing?—She’s cleaning the house.2. Look at the pictures and talk about what’s happening.Step 3 Group work1. Listen to the passage and answer the questions.2. Read the passage and match the paragraphs with the pictures in Activity 1. Step 4 Reading.1. Play the recording.2. Ask the students to read through the passage.Read the passage and complete the sentences.3. Complete the passage with the correct words and expression from the box in Activity 3.4. Check with a partner.5. Call back the answers from the whole class.6. Read the passage together.Step 5 Language points1. My mother’s cleaning our house and sweeping away bad luck.sweep away是动词短语，意为“扫去”。

Unit 2Merry Christmas！本课时是第十模块的第二单元内容(教材第59～61页)。

本单元主要是介绍西方人过圣诞节的风俗习惯以及祝福语的表达方式。

知识目标1．听、说单词：Christmas；2．运用“Merry Christmas！”向他人表达圣诞节的祝福；3．运用句型“What do you do at＋节日名称？”询问对方在某个节日做什么并用“At ＋节日名称,we＋动词(短语)原形＋其他”介绍过某个节日时的主要活动。

能力目标1．能够听懂录音内容,模仿录音的语音、语调；2．能够流利地朗读课文并复述课文内容；3．能够运用所学句型询问对方在某个节日做什么并作答；4．能够准确地向他人表达节日祝福。

情感目标1．进一步了解使用英语的国家的一些重要节日；2．乐于接触外国文化,增强爱国意识。

教学重点1．熟练掌握圣诞节祝福语“Merry Christmas！”的表达；2．熟练运用句型“What do you do at＋节日名称？”询问对方在某个节日做什么,并用“At＋节日名称,we＋动词(短语)原形＋其他”介绍过某个节日时的主要活动；3．理解“Christmas is coming”的句子结构及使用语境。

通过反复跟读、自由朗读并结合创设情景的方式,反复操练本课时的重要句型。

教学难点在真实的语言环境中运用“Merry Christmas！”表达节日的祝福。

教师可以创设真实的语言环境,让学生在有趣的课堂活动中灵活运用所学祝福语。

教师准备：单词卡片、多媒体课件、A4纸、双面胶、小礼品。

学生准备：收集到的和节日相关的图片。

Step 1：Warm-up1．Greeting2．Activity教师邀请部分学生到教室前面,向同学们展示并分享收集到的与“春节”或其他中国传统佳节有关的风俗习惯。

3．Free talkT：You all do a good job.What festival do you know in Western countries？(允许学生用中文回答)Ss：万圣节、圣诞节……T：Yes,Christmas is an important festival to the westerners.Do you know what the westerners do at Christmas？(鼓励学生用中文互相交流)Ss：(学生积极地展开交流)T：OK.Let’s have a look.通过分享中国的传统佳节,引出西方国家的节日,然后让学生讨论熟悉的“圣诞节”,以此调动学生的积极性,活跃课堂气氛,为接下来的学习做铺垫。

四年级上册英语教案Module10 Unit2 | 外研社（三起）教学内容本单元选自《外研社新标准英语》四年级上册第十模块第二单元。

教学内容围绕“颜色”这一主题展开，包括词汇如“red, yellow, blue, green”等基本颜色的英语表达，以及相关的句型如“What colour is it? It's ”通过本单元的学习，学生能够掌握基本颜色的英语表达，并能在实际情景中运用所学句型进行颜色问答。

教学目标1. 知识与技能：学生能够听懂、会说、会读本单元的单词和句型，能够在实际情景中运用所学知识进行颜色问答。

2. 过程与方法：通过图片展示、游戏互动等方式，培养学生观察、记忆和运用英语进行简单交际的能力。

3. 情感态度与价值观：激发学生学习英语的兴趣，培养学生合作学习的意识，增强学生的自信心。

教学难点1. 颜色单词的发音和拼写。

2. 句型“What colour is it? It's ”在实际情景中的运用。

教具学具准备1. 彩色图片或实物：用于展示和教授颜色单词。

2. PPT课件：包含本节课的重点单词和句型。

3. 彩色卡片：用于游戏和练习环节。

4. 黑板和彩色粉笔：用于板书设计。

教学过程1. 导入：通过展示一张五彩斑斓的图片，引导学生说出图片中出现的颜色，激发学生学习兴趣。

2. 新课呈现：利用PPT课件展示本节课的重点单词和句型，通过图片、声音等多种形式帮助学生理解和记忆。

3. 练习：通过游戏、角色扮演等方式，让学生在实际情景中运用所学知识进行颜色问答。

4. 巩固：通过听录音、跟读等方式，巩固本节课所学内容。

板书设计1. Module 10 Unit 2 Colours2. 重点单词：red, yellow, blue, green3. 句型：What colour is it? It's作业设计1. 抄写本节课所学的单词和句型。

2. 用所学句型编写一段关于颜色的对话。

外研版（三年级起点）五年级下册Module 10 Unit2 I’m in New York now.教学设计一、语篇研读What：本课语篇为一封书信。

该语篇是大明写给父母的一封信。

大明在信上说，他已于昨日安全抵达纽约，奶奶和西蒙去机场接他，他们随后乘坐一辆黄色的出租车去了西蒙家。

大明还说，纽约非常漂亮，高楼林立，车水马龙。

奶奶为大明做了中国菜，不过大明更想尝尝美国菜，他想更多的了解美国。

该语篇通过大明在纽约的见闻，鼓励学生积极发现中外文化差异。

Why：该篇书信通过大明写给父母的书信，了解到大明初到纽约，向父母报平安、在纽约的见闻以及想更多的了解美国。

该语篇鼓励学生要善于发现中外文化的异同。

How：该篇是比较典型的一封书信，符合学生生活实际，涉及旅行见闻的词汇，如arrived here，met me，took a yellow，taxi, building, find out.描述旅行见闻的句型，如I arrived there yesterday. Grandma and Cousin Simon met me at the airport. We took a yellow taxi to their home. New York is very beautiful。

There are lots of tall buildings, cars and people。

文本使用了一般现在时描述纽约，用一般过去时写了在纽约第一天的经历，学生在前面的课程中已经接触并学习过该时态，易于理解，具有现实意义。

二、教学目标通过本课时学习，学生能够：1.在看、听、说的活动中，获取和梳理大明抵达纽约的见闻。

（学习理解）2.在教师的帮助下，能借助思维导图复述故事；能够运用核心句型对语篇进行描述。

（应用实践）3.在教师的帮助下，小组合作续写大明在纽约的旅行计划，完成绘本制作。

（迁移创新）4.介绍自己的旅行计划，在小组内交流，并向全班汇报交流结果。

Module 10AustraliaUnit 2 The game that they like most is Australia football.课型：读写课I．学习目标：1. 会用本课所学四会单词和短语2. 阅读理解短文，能用所学词汇，句型进行情景口头表达和书面表达。

Before-classRead words in class.Daily report.While-class一.交流检查课前预习情况：二．自主学习：1. Read fast and answer(A2)2.Read carefully and answer(A4,5).3. Listen and repeat in a low voice with the tape..4.Read aloud alone.5.Read and fill in the blanks:(1)Tony is w______ a letter to his parents.(2.) We took a h______ tour over the rock.(3.) The colours of the rock are f______ , they change from purple to red.(4.)These stories d______ the spirits that created the world.(5.) The Australians have many British r______.(6.) Their family life is s______ to ours, and they enjoy the same food and hobbies.(7.) The outback is more like a desert, f______ of rocks and sand.(8.) The next day we a______ at Uluru, we went on a camel r______.(9.) The camel that I rode had a bad t______.(10.) It’s been a f_______ trip.6.Retell or recite the text.三．交流展示：Discuss language difficulties in groups to help each other .四．训练巩固：（一）根据中英文提示完成句子。

五年级上册英语教案-Module 10 Unit 2 Don’t shout, please.一、教学目标1.能听、说、读、写和运用本单元的新单词：shout、please、don’t、speak、quietly、keep、door、open、closed。

2.能听、说、读、写句型：“Don’t shout, please.”、“Speak quietly, please.”、“Keep the door open/closed, please.”3.能够在实际情境中运用所学词汇和句型。

4.培养学生良好的语言文化意识和礼貌习惯。

二、教学重难点1.重点：能听、说、读、写本单元的新单词、句型并能运用它们表达自己的意思，以及培养良好的语言文化意识和礼貌习惯。

2.难点：能在实际情境中灵活运用所学词汇和句型，特别是运用“Keep the door open/closed, please.”这一句型。

三、教学方法1.情境教学法：通过模拟不同情境，使学生更好地理解和掌握所学单词和句型。

2.交际教学法：通过教师和学生之间的对话交流，培养学生的语言交际能力和表达能力。

3.合作学习法：通过学生之间的合作和交流，促进学生之间的相互理解和合作，提高课堂效率。

四、教学过程Step 1. Warming up1.Greetings and introduction.2.Review the vocabulary words learned in Unit 1.Step 2. Presentation1.Introduce the new vocabulary words: shout、please、don’t、speak、quietly、keep、door、open、closed.2.Practice the pronunciation and meaning of new words with the students.Step 3. Practice1.Practice saying the new vocabulary words in different ways.2.Drill the sentences “Don’t shout, please.”、“Speak quietly, please.”、“Keep the door open/closed, please.” and practice the m in different situations.Step 4. Role play1.Divide the students into groups and assign different roles.2.Set up different situations and ask the students to act out the roles.Step 5. Conclusion1.Sum up what has been learned in this lesson.2.Encourage studen ts to use what they’ve learned in their daily lives.Step 6. Homework1.Review the new words and sentences learned in class.2.Write a short paragraph about how to be polite and use the language learned in class.五、教学评估1.通过学生的口头表达和角色扮演等形式，检测学生实际掌握程度。

外研版三起六年级英语上册Module10第二课时Unit 2教学设计一、教学目标•了解数字0-100的读法和书写形式。

•学会用英语说出自己的年龄。

•能够用英语描述自己和他人的年龄，如“Li Lei is eleven years old.”二、教学重难点重点•能够准确说出数字20、30、40、50、60、70、80、90、100的英文读音。

•学生能够用英语说出自己的年龄。

难点•能够用英语描述自己和他人的年龄。

三、教学方法•观察法•演示法•对话练习•小组合作学习四、教学过程设计1. Warming-up通过引入学生们喜欢的数字歌曲“Counting to 100”启发学生对数字感兴趣。

2. Presentation在黑板上展示数字0-100的书写与读法，学生一起跟读，注意纠正发音。

3. Practice1.指出第一个学生并询问他的年龄，然后让其他学生跟读描述：“Li Lei is eleven years old.”2.让学生自己写下自己的年龄并进行小组分享，分享时同伴们可以用英语描述该同学的年龄。

4. Production1.让学生们自己编写句子来描述他们自己或课堂上的其他学生的年龄，并在小组内互相交流。

2.选几个学生进行问答练习：“How old are you?”，“I am eleven years old.”等等。

5. Summary•依次指出几个学生并说出他们的年龄。

6. Homework•让学生回家尝试用英文写下数字0-100，并用英文描述自己的年龄。

五、板书设计单词读音Zero/’zɪərəʊ/one/wʌn/two/tuː/three/θriː/four/fɔːr/five/faɪv/six/sɪks/seven/’sevn/eight/eɪt/nine/naɪn/ten/ten/……twenty/’twenti/thirty/’θɜːti/forty/’fɔːti/fifty/’fɪfti/sixty/’sɪksti/seventy/’sevnti/eighty/’eɪti/ninety/’naɪnti/one hundred/wʌn ’hʌndrəd/六、教学评价与反思通过引入数字歌曲等生动有趣的教学资源，培养学生们对数字的兴趣并帮助他们快速掌握了数字0-100的英文读音和书写形式。

Module10Unit2 What are you going to study? Teaching Aims:1. Continue to talking about going on to middle school2. Use the new words: middle school, study, practice, worries to talk about going on to middle school.3. Learn and say: What are you going to study?I’m going to study…Teaching focus and difficulty:Aims 2 and 3Teaching Aids:words card, recorderTeaching Steps:1. Review Unit 1.2 Ask and answer between the teacher and the children at random.Step 2 Introduction1. What are you going to do in the summer holidays?2. Well, we are going to go to middle school soon. You’re going to do a lot of interesting things in the summer holidays. And what are you going to do for our school? Please discuss in groups and tell us about it after we finish the new text. All right?Step 3 Presentation1. Put the chart on the blackboard and ask the children look at the picturescarefully.2. Play the cassette and ask the children several questions.3. Write down four skill words and teach.4. Play the cassette and repeat.Step 4 Poem1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the poem one by one.4. Play the cassette several times and ask the children to song together. Step 5 HomeworkWriting on the blackboard。

Unit 2 Go straight on!第二课时课时内容4.Listen and learn to say.,5.Listen and say. Then sing.6.Say “please”.&7.Write and talk.课时分析本课学习对象是本校六年级学生，他们活泼上进，有一定的英语基础，喜欢合作学习，有良好的课堂合作学习习惯，能静能动，集体观念较强。

Module 10的主题是Directions。

语言功能是用英语问路、指路。

学习任务为Go straight on! Turn left! Turn right!本单元重点学习祈使句指示方向和路线，教育学生在日常生活中要严格遵守交通规则等。

本课时包括四个部分，Listen and learn to say.为大家呈现了祈使句的语调问题，祈使句我们要读降调；Listen and say. Then sing.我们是结合交通信号灯和交通规则以及祈使句来边读边唱该歌曲。

听说唱结合使歌曲更加完美。

Say “please”.和Write and talk.该课时Say “please”.为大家讲述了我们在日常生活中要多说Please，以示礼貌；Write and talk.是根据我们大家的实际生活为大家制定一些行为规则等。

课时目标（1）能听说、认读活动6和活动7的句子。

（2）能理解并掌握运用新语句：Please stand up！Sit down!（3）能完成活动6和活动7的操练，继续加深对祈使句的掌握和运用。

（4）会使用祈使句“Please do sth.”及“Don’t do sth.”发出指令或要求。

课时重难点1.重点培养学生自觉遵守交通规则的习惯。

2.难点会使用祈使句“Please do sth.”及“Don’t do sth.”发出指令或要求。

教学准备多媒体课件，PPT课件、单词卡片、课文教学挂图教学过程Step 1 Warm upGreetings: How are you ?师：以小组接龙的形式进行《图书馆守则》的复述比赛。

外研社四年级上册Module10 Unit2教案教学目标本节课的教学目标是： 1. 让学生了解并掌握如何用英语表达说话时间； 2. 帮助学生掌握一些与时间相关的英语单词； 3. 通过课堂练习和游戏活动，提高学生的听、说、读、写能力； 4. 增强学生的英语学习兴趣和自信心。

教学重点教学重点： 1. 掌握准确的时间表达方式； 2. 熟记与时间相关的英语单词。

教学难点教学难点： 1. 辨别和掌握英语中常用的时间表达方式； 2. 让学生学会在日常生活中正确使用这些表达方式。

教学准备为了准备好这节课的教学，老师需要准备以下的教学资源： 1. 单词卡片，包括有关时间的英语单词； 2. 图形卡片，用于呈现与时间相关的场景； 3. 教学PPT，用于课件演示。

教学过程以下是本课的教学过程：导入时间概念首先，老师可以用一个钟表或手表来向学生展示不同的时间，要求学生说出每个时间的英文表达方式。

并在黑板上记录下每个时间的英语表达方式。

这样有利于帮助学生熟悉和掌握基本的英语时间词汇。

学习英语单词接下来，老师可以分发单词卡片，让学生认真阅读卡片上的单词，并用正确的语调和发音读出来。

同时，老师可利用卡片上的图片让学生更容易地记忆单词。

之后，老师可在教学PPT上显示三到四个图片卡片，让学生说出与时间相关的单词。

学生交流接着，老师可以开始探究学生们在日常生活中如何表达时间。

老师可以采用让学生小组内讨论的方式，让学生彼此之间交流有关时间的经验和观念。

同时，老师可让学生在小组内模拟日常生活场景，在购物、上学、旅游等场合下，用英语交流彼此的时间安排。

游戏活动到了这个环节，老师可以组织学生们一起玩一个叫“时间接龙”的游戏，这个游戏旨在让学生复习和巩固所学的时间单词及其表达方式。

游戏的规则是，老师先说出一个时间词汇，比如“three o’clock”，第一个学生回答是说出一个以“c”开头的时间单词，比如“clock”，然后说出一个新的时间单词，“twoo’clock”，接下来的学生就按照这个规则依次接龙。

外研版四年级下册英语教案module10教案本文是（）教案频道为大家整理的《外研版四年级下册英语教案module10教案》，供大家学习参考。

外研版四年级下册英语教案module10教案(一)(外研版)四年级英语下册教案Module10Module 10 AccidentsUnit 1 Sam fell off his bike.Teaching aims:Sam and I went for a bike ride yesterday.and then...?Teaching importance:Describing an accidentTeaching difficulities:Using the simple past tense of irregular and regular verbs to talk about past activities. Teaching Tools:RecorderTeaching Steps:Step one : Warm upsing a song.Step two:listen and point1 Ask questions about the pictures inChinese,e.g. What was Daming thinking about in Picture 1? What was he thinkingabout in picture2?What was Daming thinking about in picture3? How did Sam carry the watermelon in picture4?What happened to Daming in the last picture? What did the girls do in the last picture?2 Write thewords'then','and' and'so'on theboard.Explainthat these words link sentences or clauses together.Say that 'so'indicates result,e.g. I went to bed at 11p.m.,so I was late for school.Point out that 'and' means 'following this'Show the example in Pictures5and 6,i.e.Then Sam fell off his bike!And the watermelon bumped my head! Theadverb'then'means'after that'.We often use'then'when we are givinga sequence of instructions.Step three:Tell the story1)Write the following on the board:I ate ten nangoes,so...I didn't do my homework,so...I cleaned my teeth and then I...I fell over and...2)Have the students work in pairs and complete the sentences.Explain that there is no one correct answer forthis exercise,however,the sentences must be grammatically corret and they must make sense.Example Answers:I ate ten mangoes, so I wassick/went to bed/went to the doctor.I didn't do my homework, so my mother was angry/the teacher was angry.I cleaned my teeth and then I went to bed/watched TV/read a book.I fell over and hurt my knee/I cried.Step four: Homework【外研版四年级下册英语教案module10教案】Unit 2 Sam had lots of chocolate biscuits.Teaching aims:Sam had lots ofchocolate biscuits yesterday,【外研版四年级下册英语教案module10教案】so today he's got a stomachache.Teaching importance:Talking about illnessesTeaching difficulities:Using conjunctions 'so'and'and' to link ideasTeaching Tools:RecorderTeaching Steps:Step one : Warm upsing a song.Step two:Listen and pointExplain to the students that you are going to call out the names of the characters and they have to say what they did or had yesterday.Examples:T:Lingling.S:Lingling had a headache.T:Sam.S:Sam had lots of chocolate biscuits.Follow the same procedure but ask about today.Examples:T:Lingling.S:Lingling has got a fever.T:Sam.S:Sam has got a stomachache.Step three:Let's chant.1)Free talk:Have the students look at the pictures and say what the chant is about.Ask the students what they do when they are sickbut not seriouslyill,e.g.go to bed, take medicine,go to the doctor.2)Play the spoken version of the chant and get the students to repeat the words.3)Play the second version and let the students listen or they can say the chant along with the music.4)Divide the class into three groups.Each group has to say one verse of the chant.5)Have each student get a large piece of paper.The studnets in each group should look at their verse and write thelast word in the verse on their piece of paper,e.g. Group A shouldwrite'cold'.6)Tell the studetns that when they say their verse,they haveto hold up their word when it is repeated in the last line.7)Get the class to say the chant with each group saying theirverse and holding up their word at the appropritate time.8)Have the students change the names in the chant.As'Tommy'and'Lingling 'each have two syllables,you must use two-syllable names as substitutes,e.g.Amy,Daming.Thename&#3 9;Ben'has one syllable so you can use 'Tom'or'Sam'as a substitute.Then have the students say the chant again with the new names.Step four: HomeworkModule 9 教材分析：在之前学习的基础上，开始对一般过去时的问句进行学习。

Module 10Unit 2 What are you going to see？本课是新标准英语（一起点）第五册第十模块第二单元。

本模块主要学习用be going to do 询问和谈论对方及其他人计划。

其中第二单元除了进一步学习第一、二人称的表达，还涉及了第三人称的复数表达。

（1）学习单词：Saturday , cinema, see.（2）学习歌曲：What are you going to do today?【能力目标】（1）继续学习谈论未来计划。

（2）用What are you going to do on + 时间?来询问并回答近期计划、打算。

【情感目标】培养学生合理安排自己的学习与生活的能力。

【教学重点】能够用What are you going to do on + 时间?询问并回答近期计划、打算。

【教学难点】（1）Saturday, cinema, visit grandfather的认读。

（2）能用英语交流各自的计划。

1.free talk2、全班一起做“Listen and do ”的活动。

Step 2. Preview1、请同学介绍上节课作业的调查结果。

用He’s/She’s going to …老师对学生的发言进行总结并提问What are you going to do today?2、导入本课活动3中的歌曲。

先请学生听歌曲，再仔细看书回答：What are the children going to do today? 最后请学生跟录音学唱。

Step 3. Presentation1、课文导入：出示日历，翻至周五，询问学生What are you going to do on Friday? 请两名学生回答。

然后将日历翻至周六，教授Saturday 。

2、老师呈现挂图，引导学生尽可能多地说出看到的信息。

然后老师根据学生的回答总结：A reporter is interviewing a girl. 他的问题是什么，一起听录音。

Module 10 The weatherUnit 2 The weather is fine all year round.教课目【知目】1、能正确使用以下和： mile, round, northwest, southeast, the best time to do sth., from time to time, compared to, had better (not) do等.。

2、能懂介美国各州天气的短文，扑捉主旨马虎；能找出相关的信息。

【能力目】1、能理解本元出的不定式的用法。

2、能正确使用because, so和 but 写一篇去你家的最好并出原由.【感情度目】认识世界各地的天气状况，培育学地理知的梦想和趣。

教课重点【教课要点】能懂介美国各州天气的短文。

【教课点】能运用情may, might 以及副 probably 表达”可能”。

教课程Step 1 RevisionTalk about the weather.1)Show a China weather map.2)Ask and answer:What will the weather be like in⋯?Step 2 Warming upWork in pairs.When’s the best time to visit your town or country? Why?Step 3 Reading1.Show some pictures about the weather of the cities and states in America.2.Talk about what you can see in the pictures.3.Talk something about the weather of the cities and states.4.Introduce the new words.5.Read the new words.6.Play the recording and listen to the tape carefully.7.Ask the students to read through the passage.Step 4 Complete the table.1.Read the passage again.plete the table in Activity3.Places Weather Best time to visitNew York Winter: 1. __________ 2.______________New England 3. ________________ 4. ______________ California 5._________________ 6. ______________ Alaska Summer: 7. _________8. ______________Winter: 9.___________3.Check with a partner.4.Call back the answers from the whole class.Keys:1.Snowy2. In May or October3. Cool4. In September5. Fine6.Any time you like7. Warm and cool8. Cold9. In summerStep 5 Complete the sentences.1.Ask the students to read the words in the box in Activity 4.brown mile storm sweater umbrella2.Ask the students to read through the sentences in Activity 4.plete the sentences with the correct form of the words from the box.4.Check with a partner.5.Call back the answers from the whole class.Keys:1. brown2. miles3. sweater4. storm5. umbrellaStep 6 Language points1.The best time to visit New England is in September.九月是去新英格游的最正确。

六年级上册英语教案Module 10 Unit 2 Go straight on｜外研社（一起）教学目标本节课旨在让学生能够理解和运用关于问路和指路的英语表达方式，同时掌握相关的地理知识和技能。

通过本节课的学习，学生应能够：1. 听懂并准确使用问路和指路的英语表达方式。

2. 理解并运用相关的地理知识和技能。

3. 提高学生的英语听说能力和实际运用能力。

教学内容1. 词汇：street, left, right, straight on, turn, crossing, traffic lights, post office, library等。

2. 句型： Excuse me, could you tell me the way to thepost office? Sure, go straight on, and then turn left at the traffic lights.等。

3. 功能：问路和指路。

4. 地理知识：地图的阅读和方位的辨别。

教学重点与难点1. 教学重点：学生能够熟练运用问路和指路的英语表达方式，并能够正确理解和运用相关的地理知识和技能。

2. 教学难点：学生能够准确理解和运用问路和指路的英语表达方式，并能够熟练运用地图进行方位的辨别。

教具与学具准备1. 教具：PPT，录音机，教学地图，教学卡片等。

2. 学具：学生用书，练习册，笔记本，彩笔等。

教学过程第一环节：导入1. 老师通过PPT展示一张地图，引导学生观察并说出地图上的标志性建筑和道路。

2. 老师提出问题，引导学生回答，如：“How do you go to the library from the school?”等。

第二环节：新授1. 老师通过PPT展示本节课的重点词汇和句型，并进行讲解和示范。

2. 学生跟读并模仿，老师纠正发音和语调。

第三环节：练习1. 老师设计一些练习题，让学生进行练习，如填空题，选择题等。

Objectives:By the end of this lesson, students will be able to:➢Describe different weather conditions in different seasons.➢Use adjectives to describe weather.➢Use the present simple tense to talk about repeated actions.➢Compare and contrast weather conditions in different regions. Materials:✓Pictures or flashcards of different seasons and weather conditions✓Chart paper or whiteboard for brainstorming✓Handouts for practice activitiesWarm-up:1.Start the lesson by asking students about their favorite season andwhy they like it. Allow a few students to share their answers with the class.2.Show pictures or flashcards of different seasons (e.g., spring, summer,autumn, winter) and elicit the names of each season from the students.Introduction:1)Write the names of the four seasons on the board: spring, summer,autumn, winter. Ask students to brainstorm words or adjectives that describe each season. Write their responses on the board.2)Introduce the concept of weather patterns in different seasons.Explain that different seasons have different weather conditions. Vocabulary:1.Review and reinforce the vocabulary words for weather conditionsfrom the previous unit.2.Introduce additional seasonal vocabulary words, such as blossom,humid, harvest, frost, etc. Show pictures or flashcards of each word and have students repeat the words after you.3.Practice the pronunciation and spelling of each word with thestudents.Modeling and Guided Practice:1)Model a conversation with a student, comparing and contrasting theweather in different seasons. For example:◆Student A: What’s the weather like in spring?◆Student B: In spring, the weather is mild and it often rains. Theflowers blossom, and it’s a great time for outdoor activities.2)Have students work in pairs or small groups. Give them a list ofseasons and weather conditions, and have them take turns asking and answering questions about the weather in each season.3)Monitor the groups and provide assistance as needed. Encouragestudents to use the vocabulary words and adjectives they have learned.Group Activity:1)Divide the class into small groups and give each group a piece ofchart paper or a whiteboard marker.2)In their groups, ask students to brainstorm different weatherconditions they know for each season and write them on the chart paper or whiteboard.3)Have each group present their list of weather conditions for eachseason to the class. Encourage students to use adjectives to describe the weather, such as “In summer, the weather is hot and sunny,”or “In winter, it’s cold and snowy.”Independent Practice:1.Distribute handouts with sentences describing weather conditions indifferent seasons. Ask students to complete the sentences using theappropriate vocabulary words and adjectives. For example, “In autumn, the leaves __________.”2.Collect and review the completed handouts to assess students’understanding of describing weather conditions in different seasons. Closing:✧Review the key points of the lesson, including describing weather indifferent seasons, using adjectives, and the seasonal vocabulary words.✧Ask students to share one thing they learned about weather indifferent seasons today.✧Assign any additional homework or extension activities related toweather or describing seasons, if desired.。