Unit11 教学设计【内容来源】教育科学出版社（三起点）五年级上册Module6 Weather【主题】What’s the weather like today?(一) Let’s talkLearning objectivePupils learn the following language items through a dialogue:Language focus—Asking about the weather in a place:What is the weather like (today/ in England)?How is the weather (in October)?—Describing the weather:It is (cloudy)(in October).In (October), it is (very windy).The weather is ( very wet)in( April).It is usually (very sunny/ dry) in (May).—Making predictions about the weather: I think it will (rain soon).—Nouns: weather, rain, England—Adjectives: cloudy, wet, sunny, warm, dry, windy, cool, snowy—Expressions about activities: play outdoors, wear coat and hat, go swimming, eat lots of fruit, fly kite, make a snowman—Time expressions: soon, some daySuggestionsPresenting the dialogue• Have pupils look at the pictures on Pages 62-63. If you use the E-Resource, show the two pages on the screen.• Talk about the pictures on Pages 62-63 with pupils. Draw pupils’ attent ion to the fact that Peter is from another country. Use the pictures in the 2 speech bubbles to guide pupils to understand that Peter is talking about the weather in his home country, England. Present, or elicit, the words England and weather.• Set a purp ose for listening to the dialogue: Peter is from England. He is tellingXiaoling what the weather is like in England. What will Peter do in different months? Let’s listen and find out.• Play the recording all the way through; pupils follow by looking at t he text in their book. If you use the E-Resource, play the dialogue video. The video will make the meaning of the dialogue clear to the pupils.• Play the recording again, pausing after each line for pupils to repeat and for you to clarify meaning. If you use the E-Resource, click on each line. While doing this, highlight the target language items. Use the pictures and the context in the dialogue to convey the meaning, and provide further examples to illustrate each target language structure if necessary.• Conduct reading aloud practice on the dialogue. Divide the class into 2 groups; pupils will read the dialogue in the roles of Xiaoling and Peter.• If you use the E-Resource, you may use the Listen and repeat function first for pupils to repeat. Later, use the Role play function for pupils to join the conversation in the roles of Xiaoling and Peter.Presenting the vocabulary items• You may provide this lead-in to the further vocabulary items: In England, it is usually very sunny and warm in April. People like to play outdoors. So in different months, we have dif ferent weather. People will do different things. Let’s find out more about that.• Have pupils look at the pictures on Page 63. Use the pictur es to present the further vocabulary items. Go through the names of the months first. Then go over the words related to weather, and then the activity expressions.• Say each word and phrase for pupils to repeat after you. If you use the E-Resource, click on each picture/ word/ phrase for pupils to listen and repeat.• Guide pupils to produce the following sentences from the pictures:In May, it is warm. People wear T-shirts and go swimming.(and so on)• For further practice, point to, or click on, the pictures ran domly for pupils to say the sentences aloud.Substitution• Have pupils produce a dialogue similar to the one between Peter and Xiaoling, substituting the months, weather, and activities in the original dialogue with details from the pictures on Page 63. You may give pupils time to think of the new dialogue with substitutions that make sense.• Guide pupils to produce a dialogue like the following:Pupil A: What is the weather like today?Pupil B: It is so cloudy. I think it will rain soon.Pupil A: Again! The weather here is always very wet in April. What is the weather like in England in May?Pupil B: In England, it is usually warm in May. So we like to go swimming.Pupil A: And what about December?Pupil B: In December, it is very cold and snowy. We like to make a snowman.Pupil A: I hope I can visit England some day.(二) Fun with language1. Listen and write. (Page 64)Learning objectiveTo listen for the weather situation at different cities. Language focus—What’s the weather like in (Shenyang)now?—It’s ( cold and cloudy).—cold, cloudy, wet, cool, windy, warm, dry, hot, sunnySuggestions• Have pupils look at Task 1 on Page 64. If you use the E-Resource, how the task on the screen.• Ask pupils what the weather is like today: What is the weather like today?• Set a purpose for the listening: What is the weather like now in other cities in China?• If necessary, revise the weather words with pupils. The weather words that pupils will need are cold, cloudy, wet, cool, windy, warm, dry, hot, and sunny.• Explain the listening task. Pupils are to listen to 5 mini dialogu es, and writedown the weather at each city.• Play the example dialogue to show pupils how to do that.• With a less able class, you may put the weather words on the board for pupils to refer to while listening.• Play the recording, pausing after each mi ni dialogue if necessary for pupils to do write down the answer.• After the last question, play the recording again for pupils to check their answers.• Extension:When you have checked the answers with pupils, have them produce similar mini dialogues from their answers. For example:Pupils A: What’s the weather like in Beijing now?Pupil B: It’s cold and wet.Tapescript s(1) A: What’s the weather like in Shenyang now?B: It’s cold and cloudy.(2) A: What’s the weather like in Beijing now?B: It’s cold an d snowy.(3) A: What’s the weather like in Nanjing now?B: It’s cool and dry.(4) A: What’s the weather like in Guangzhou now?B: It’s warm and wet.(5) A: What’s the weather like in Haikou now?B: It’s hot and sunny.(6) A: What’s the weather like in Hong Kong now?B: It’s cloudy and windy.Answer keyCity WeatherBeijing cold and snowyNanjing cool and dryGuangzhou warm and wetHaikou hot and sunnyHong Kong cloudy and windy2. Learn and compare. (Page 64)n. sun rain wind cloud snow adj. sunny rainy windy cloudy snowy3. Look and say. (Page 64)Learning objectiveTo practise the following language items through talking about various weather situations.Language focus—What is the weather like today?—It’s sunny/ warm/ cold.Suggestions• Have pupils look at Task 2 on Page 64. If you use the E-Resource, show the task on the screen.• In this task, pupils are provided with 6 pictures that depict 6 different weather situations. Pupils work in pairs. Pupil A points to a picture and asks Pupil B the weather depicted by that picture.• If necessary, revise the weather words with pupils. For this task, pupils will need sunny, warm, cold, snowy, cloudy, dry and rainy.• Explain the task, using the example dialogue in Task 2.• Conduct the activity. In itially, pupils may work through the pictures in sequence. Later, Pupil A may ask about the 6 pictures in random order.4. Play a game. (Page 65)Learning objectiveTo use the following language items on a miming game.Language focus—Look at me. What’s the weather like?—It’s very ( hot/ cold/ etc.).Suggestions• Have pupils look at Task 3 on Page 65. If you use the E-Resource, show the task on the board.• This task is a mime-and-guess game. One pupil mimes an action that is typical of a certain weather situation. The other pupils will guess what the weather is.• Give pupils a minute or two to study the 2 pictures to find out how the game is played. Provide additional explanation if necessary.• Revise the weather words with pupils: cloudy, wet, sunny, warm, dry, windy, cool, and snowy. It is possible to mime all these weather situations.• With a less able class, you may leave the weather words on the board for pupils to refer to during the activity.• Conduct the activity. Initially, you may have indi vidual pupils to mime a weather situation for the whole class to guess. Later, pupils may play the game in groups.5. Read and say. (Page 65)Learning objectiveTo ask and state the weather situation in a city based on information given in a table.Language focus—What’s the weather like in (Beijing)?—It’s (sunny).Suggestions• Have pupils look at Task 4 on Page 65. screen.If you use the E-Resource, show the task on the screen.• In this task, pupils work in pairs. They refer to the weather information given in a table. Pupil A chooses a city and asks about its weather situation. Pupil B listens and answers the question using information from the table.• Explain the task to pupils, using the example dialogue in Task 4.• Go through the names of the cit ies orally with pupils. Have pupils repeat afteryou.• Conduct the task. Initially, pupils may work through the cities in sequence. Later, Pupil A may ask about the cities in random order.(三) Sing alongListen and sing. (Page 66)Learning objectiveTo appreciate language for describing winter through singing a song.Suggestions• Have pupils look at the picture on Page 66. If you use the E-Resource, show the page on the screen.• Give pupil s one or two minutes to study the picture.• Ask pupils what season is depicted by the picture.• Stimulate thinking by asking: Is winter a good season? Do you like winter?• Set a purpose for learning about the song: Some people like winter. Some people d on’t. What about the person who wrote this song? Let’s find out.• Invite pupils to read aloud the lyrics, correcting their pron unciation if necessary. Alternatively, demonstrate how to read the lyrics for pupils to listen. Explain briefly any words that may be unfamiliar to pupils.• Play the recording for pupils to listen. If you use the E-Resource, play the song video.• Play the recording again for pupils to Sing along.(四) Sound family1. Read the words. (Page 67)Learning objectiveTo learn the sound-spelling relationships represented by the graphemes “ing” and “y”.Suggestions• Have pupils look at the table on Page 67, or show the table from the E-Resource on the screen.• Ask pupils to look at the words in the column Words you know.• Start with th e first row. Read the words slowly to guide pupils to deduce the sound repre sented by “ing”.• Repeat the above procedures for the remaining group of words.• Play the recording for pupils to listen.• Play the recording again, pausing after each group of words for pupils to repeat.• Now, invite pupils to look at the Try more column. Ask pupils to apply the sound-spelling relationships they have learnt in sounding out the new words. Give help if necessary.2. Read aloud. (Page 67)Learning objectiveTo apply the sound-spelling relationships practised in the previous task in reading aloud a passage.Suggestions• All the target words in the reading passage have either been practised in the previous task or are familiar to pupils, except the word Browny.• The passage is primarily for pupils to apply the phonics rules they have learnt in the previous task in reading aloud a passage. However, it can also be used for reading comprehension practice.• Begin by talking about the pictures with pupils. Ask pupil s to say the season in each picture, and what the animal in each picture is doing. When you come to Picture 2, guide pupils to sound out Browny from the phonics rules they practised in the previous task.• Give pupils time to read the passage silently once f or comprehension.• You may invite pupils to try reading aloud the passage. Ask them to try sounding out the target words (words in blue)applying the phonics rules they have practised in the previous task.• Alternatively, play the recording or the E-Resource for pupils to listen to the correct pronunciation of the target words.• Invite pupils to read aloud the passage. Work on proper pronunciation, stress and rhythm.【教学反思】。
