Windyweather教案
weather 教学教案设计
Weather 教学教案设计第一章:天气简介1.1 教学目标让学生了解天气的定义和分类让学生掌握天气的常用词汇1.2 教学内容天气的定义和分类晴天、阴天、雨天、雪天等不同天气的词汇1.3 教学活动引入话题:询问学生对天气的了解,引导学生思考天气的重要性讲解天气的定义和分类,展示相关图片,帮助学生理解教授晴天、阴天、雨天、雪天等不同天气的词汇,让学生进行听力练习1.4 作业让学生用英语描述一种天气,并写一篇简短的文章第二章:天气预报2.1 教学目标让学生了解天气预报的基本内容和方法让学生掌握天气预报的常用词汇和句型2.2 教学内容天气预报的基本内容和方法晴天、阴天、雨天、雪天等不同天气的预报词汇和句型2.3 教学活动引入话题:询问学生对天气预报的了解,引导学生思考天气预报的作用讲解天气预报的基本内容和方法,展示相关图片,帮助学生理解教授晴天、阴天、雨天、雪天等不同天气的预报词汇和句型,让学生进行听力练习和口语表达2.4 作业让学生观看天气预报视频,并记录下其中提到的天气情况和词汇第三章:天气对生活的影响3.1 教学目标让学生了解天气对生活的影响让学生掌握与天气相关的日常用语3.2 教学内容天气对生活的影响与天气相关的日常用语3.3 教学活动引入话题:讨论天气对生活的影响,引导学生思考天气与日常生活的关系讲解天气对生活的影响,展示相关例子,帮助学生理解教授与天气相关的日常用语,让学生进行听力练习和口语表达3.4 作业让学生写一篇短文,描述天气对自己生活的影响第四章:气候变化4.1 教学目标让学生了解气候变化的原因和影响让学生掌握与气候变化相关的词汇和句型4.2 教学内容气候变化的原因和影响与气候变化相关的词汇和句型4.3 教学活动引入话题:讨论气候变化的现象,引导学生思考气候变化的原因和影响讲解气候变化的原因和影响,展示相关资料,帮助学生理解教授与气候变化相关的词汇和句型,让学生进行听力练习和口语表达4.4 作业让学生调查一种气候变化的现象,并写一篇简短的文章进行分享第六章:天气预报解读6.1 教学目标让学生能够理解并解读天气预报让学生掌握天气预报中的常用专业术语6.2 教学内容天气预报的结构和内容温度、湿度、风速、气压等专业术语6.3 教学活动引入话题:讨论天气预报中的各种信息,引导学生关注天气预报的结构和内容讲解天气预报的结构和内容,展示相关图片,帮助学生理解教授温度、湿度、风速、气压等专业术语,让学生进行听力练习和口语表达6.4 作业让学生观看天气预报视频,并记录下其中提到的专业术语第七章:气候类型7.1 教学目标让学生了解世界主要的气候类型让学生掌握描述气候类型的词汇和句型7.2 教学内容世界主要的气候类型及其特征描述气候类型的词汇和句型7.3 教学活动引入话题:讨论世界主要的气候类型,引导学生了解气候类型的多样性讲解气候类型的特征,展示相关图片,帮助学生理解教授描述气候类型的词汇和句型,让学生进行听力练习和口语表达7.4 作业让学生调查一种自己感兴趣的气候类型,并写一篇简短的文章进行分享第八章:天气与活动安排8.1 教学目标让学生能够根据天气情况合理安排活动让学生掌握与活动安排相关的词汇和句型8.2 教学内容天气与活动安排的关系与活动安排相关的词汇和句型8.3 教学活动引入话题:讨论天气对活动安排的影响,引导学生思考如何根据天气合理安排活动讲解天气与活动安排的关系,展示相关例子,帮助学生理解教授与活动安排相关的词汇和句型,让学生进行听力练习和口语表达8.4 作业让学生根据天气预报,为一天的活动做出安排,并写一篇计划进行分享第九章:天气与健康9.1 教学目标让学生了解天气对健康的影响让学生掌握与健康相关的词汇和句型9.2 教学内容天气对健康的影响与健康相关的词汇和句型9.3 教学活动引入话题:讨论天气对健康的影响,引导学生思考天气与健康的关系讲解天气对健康的影响,展示相关例子,帮助学生理解教授与健康相关的词汇和句型,让学生进行听力练习和口语表达9.4 作业让学生写一篇短文,描述天气如何影响自己的健康第十章:天气话题讨论10.1 教学目标让学生能够运用所学知识进行天气话题的讨论让学生掌握天气话题讨论的技巧和方法10.2 教学内容天气话题讨论的技巧和方法小组讨论和分享10.3 教学活动引入话题:提供一些天气话题,引导学生进行讨论和思考讲解天气话题讨论的技巧和方法,展示相关例子,帮助学生理解分组讨论,让学生运用所学知识进行天气话题的讨论,并进行分享10.4 作业让学生选择一个天气话题,进行深入研究和讨论,并写一篇总结进行分享重点和难点解析:1. 第一章中的“天气的定义和分类”以及第二章中的“天气预报的基本内容和方法”是学生理解天气概念的基础,对于后续学习天气相关知识至关重要。
牛津上海版英语六年级下册《Unit 8 Windy weather》教学设计4
牛津上海版英语六年级下册《Unit 8 Windy weather》教学设计4一. 教材分析《Unit 8 Windy weather》是牛津上海版英语六年级下册的一单元,主要围绕风和天气展开。
通过本单元的学习,学生能够掌握关于天气和风的基本词汇和表达方式,如:sunny, cloudy, windy, rny等。
同时,学生还能通过本单元的学习,提高听说读写的能力,培养对天气现象的观察和描述能力。
二. 学情分析六年级的学生已经具备了一定的英语基础,能够听懂并运用简单的英语进行日常交流。
但是,对于一些关于天气和风的特殊词汇和表达方式,学生可能还比较陌生。
因此,在教学过程中,需要引导学生通过观察、体验、实践等方式,来理解和掌握这些词汇和表达方式。
三. 教学目标1.知识目标:学生能够掌握关于天气和风的基本词汇和表达方式,如:sunny, cloudy, windy, rny等。
2.能力目标:学生能够通过听、说、读、写的方式,运用所学的词汇和表达方式进行交流和描述。
3.情感目标:学生能够培养对天气现象的观察和描述能力,增强对自然环境的关注和保护意识。
四. 教学重难点1.重点:学生能够掌握关于天气和风的基本词汇和表达方式。
2.难点:学生能够正确运用所学的词汇和表达方式进行交流和描述。
五. 教学方法1.情境教学法:通过创设各种与天气和风相关的情境,引导学生理解和掌握所学的词汇和表达方式。
2.交际教学法:通过小组讨论、角色扮演等方式,培养学生的听说能力和交流技巧。
3.任务型教学法:通过完成各种与天气和风相关的任务,提高学生的实践能力和综合运用能力。
六. 教学准备1.教学PPT:制作与本单元相关的PPT,包括图片、视频、音频等素材,以及各种练习题。
2.教学卡片:制作与本单元相关的词汇和表达方式的卡片。
3.教学材料:准备与天气和风相关的实物或图片,如:雨伞、风车等。
七. 教学过程1.导入(5分钟)a.利用音乐、歌曲或故事等方式,引起学生对天气和风的兴趣。
天气weather专题英语详细教学设计教案
天气weather专题英语详细教学设计教案一、教学内容本节课我们将学习《新概念英语》第二册第6单元中的“天气weather”专题。
详细内容包括:1. 天气词汇:sunny, cloudy, rainy, windy, snowy, foggy, etc.2. 描述天气的句型:It is ; The weather is ; It's going to ; We have today.3. 天气预报的表达方式。
二、教学目标1. 学生能够熟练掌握并运用基本的天气词汇。
2. 学生能够运用所学句型描述和谈论天气情况。
3. 学生能够听懂并理解天气预报。
三、教学难点与重点难点:天气预报的表达方式。
重点:天气词汇和描述天气的句型。
四、教具与学具准备1. 教具:PPT,天气预报视频,词汇卡片。
2. 学具:笔记本,练习本。
五、教学过程1. 实践情景引入(5分钟)利用PPT展示不同天气的图片,引导学生用英语说出对应的天气词汇。
2. 例题讲解(10分钟)讲解描述天气的句型,并通过例句展示如何运用。
3. 随堂练习(15分钟)分组活动,学生互相描述天气情况,教师巡回指导。
4. 天气预报表达方式学习(10分钟)播放天气预报视频,引导学生学习并模仿表达方式。
5. 小组讨论(10分钟)学生分小组讨论,用所学知识描述各自所在城市的天气。
六、板书设计1. 天气词汇2. 描述天气的句型3. 天气预报表达方式七、作业设计1. 作业题目:描述你所在城市的天气情况,不少于50词。
答案示例:Today is sunny in Beijing. The weather is warm and pleasant. It's a good day for outdoor activities.2. 作业题目:观看天气预报,用英语记录下来,不少于30词。
答案示例:The weather forecast says it will be cloudy with a chance of rain tomorrow.八、课后反思及拓展延伸1. 反思:关注学生在课堂上的参与程度,及时调整教学方法和节奏。
六年级英语下册Unit8《Windyweather》教案牛津
六年级英语下册Unit8《Windyweather》教案牛津Unit8 Windy weatherThe knowledge objective:Learning the following words, phrases and patterns:windy, gentle, breeze, column, typhoon, display board ,in the new order, on a windy day, a strong wind, fly kites, in the countryside, see sb. doing sth., what can you see when there is a…?The ability objective:a.Learn to express the different kinds of windy weather with words, phrases and patterns above.b.De velop the students’ speaking English skills and using English skills.The moral objective:a.Learn to enable the Ss to cooperate with others.b.Get to know the importance of the safety precautions for typhoons.Teaching key and difficult pointsKey points: How to use patterns freely;Express what Ss can see in the different kinds of windy weather.Difficult points: How to talk about the different kinds of windy weather according to the pictures.Teaching proceduresStep1: Warming-upHave greetings and daily report as usual.Step 2: leading-in.1. Ask a student to make a weather report for us.2. Task: Ask Ss to talk about the weather of Shenyang.‘How is the weather in Shenyang in spring?’‘Which weather do you like best?’Step3 PresentationT: Look at the pictures on the computer screen. There are three kinds of wind : a gentle breeze, a strong wind and a typhoon.T: What are they doing in the pictures?Task: Ask the Ss to look at the pictures to learn the new expressions.Step4 Practise1. Fill in the blanks with proper letters according to the pictures.2. Ask Ss to talk about what they can see in different kinds of weather and write their answers on the books.Step5:Production1. Show the students six pictures and ask them to think about what else on a windy day.2. T: What can you see when there is a gentle breeze/When there is a strong winds/when there is a typhoon?3. Ask Ss to talk with their classmates.( Group activities.)Step6:Consolidation1.The teachers summerizes the main and difficult points after the students ask each other questions.2.Do some exercises in order to see whether the students really master the points and how much they master them.( Using ‘Our target paper’)Step7:Homework1.Remember the new words and expressions.2.Finish the exer cises on‘ Our target paper’.3.Finish the exercise on workbook.板书设计(Blackboard Design)Until 2 Windy WeatherWhat can you see on a windy day? display board , a gentle breezein the new order, a strong windon a windy day, a typhoonfly kites, see sb. doing sth.,in the countryside,what can you see when there is a…?。
weather 教学教案设计
Weather 教学教案设计一、教学目标:1. 知识目标:(1)学生能够理解并运用天气相关的词汇,如:sunny, cloudy, rny, windy, snowy等。
(2)学生能够描述天气状况,如:It’s sunny today. It’s cloudy with a chance of rn.(3)学生能够询问并回答关于天气的问题,如:What’s the weather like today? How’s the weather today?2. 能力目标:(1)学生能够听懂并能够运用天气相关的词汇进行简单的交流。
(2)学生能够通过观察天气现象,运用所学知识进行描述和表达。
3. 情感目标:培养学生对天气现象的兴趣和好奇心,提高学生对英语的学习兴趣。
二、教学重难点:1. 教学重点:(1)天气相关词汇的掌握。
(2)描述天气状况的句型运用。
2. 教学难点:(1)天气词汇的准确理解和运用。
(2)询问和回答天气问题的语言表达。
三、教学准备:1. 教学材料:天气图标卡片、天气预报视频、天气词汇卡片等。
2. 教学设备:投影仪、计算机、音响设备等。
四、教学过程:Step 1:导入(5分钟)1. 教师出示天气图标卡片,引导学生说出相应的天气词汇。
2. 学生两人一组,互相练习描述天气状况。
Step 2:新课内容展示(15分钟)1. 教师播放天气预报视频,引导学生关注天气词汇和描述天气的句型。
2. 学生跟随教师一起学习天气词汇和描述天气的句型。
Step 3:小组活动(10分钟)1. 学生分成小组,每组选择一种天气,用所学句型描述天气状况。
2. 各小组展示自己的描述,其他小组进行评价和反馈。
Step 4:巩固练习(5分钟)1. 教师出示天气词汇卡片,学生抢答说出相应的天气词汇。
2. 教师提问学生关于天气的问题,学生用英语回答。
Step 5:总结与作业(5分钟)1. 教师引导学生总结本节课所学内容,检查学生对天气词汇和句型的掌握情况。
牛津版上海版六年级下册 Unit 8 Windy weather 教学设计
牛津版上海版六年级下册 Unit 8 Windy weather 教学设计一. 教材分析本单元的主题是“Windy weather”,主要围绕天气现象展开。
学生将通过本单元的学习,了解关于风的不同类型以及风对人们生活的影响。
教材内容包括词汇学习、听力理解、口语表达、阅读理解和写作练习。
通过对本单元的学习,学生能够提高听说读写的能力,并能够运用所学知识进行实际应用。
二. 学情分析六年级的学生已经具备了一定的英语基础,对于日常生活中的基本词汇和句型已经有了一定的了解。
然而,对于一些关于天气的专业词汇和复杂的句型可能还比较陌生。
因此,在教学过程中,需要注重词汇的引入和句型的操练,帮助学生建立起对应的语言框架。
三. 教学目标1.能够听懂、会说、会读关于风的不同类型以及风对人们生活的影响的词汇和句型。
2.能够通过阅读理解,了解风对人们生活的影响,并能够进行相关的讨论。
3.能够运用所学知识,写一篇关于风的小作文。
四. 教学重难点1.重点:词汇的学习和句型的掌握。
2.难点:对于风的不同类型以及风对人们生活的影响的理解和运用。
五. 教学方法1.任务型教学法:通过设定不同的任务,让学生在实际情境中运用所学知识,提高学生的实际应用能力。
2.情境教学法:通过创设不同的情境,让学生在情境中学习词汇和句型,提高学生的学习兴趣和积极性。
3.合作学习法:通过小组合作的形式,让学生进行讨论和交流,提高学生的合作能力和口语表达能力。
六. 教学准备1.PPT课件:制作相关的PPT课件,展示词汇和句型的图片和例句。
2.阅读材料:准备相关的阅读材料,让学生进行阅读理解练习。
3.小作文模板:准备相应的小作文模板,帮助学生进行写作练习。
七. 教学过程1.导入(5分钟)通过播放一首关于天气的歌曲,引起学生对天气的兴趣,并引导学生思考风的不同类型以及风对人们生活的影响。
2.呈现(10分钟)通过PPT课件,呈现关于风的不同类型以及风对人们生活的影响的词汇和句型。
七上《unit2windyweather》word教学设计教案
Module 3 The natural elementsUnit 2 Windy weather华师大实验中学钱平Pre-task preparation1. Review the content of page 42.Teacher may ask:What can you see when there is a gentle breezeWhat can you see when there is a strong windWhat can you see when there is a typhoon2. Introduce new words.Teacher may ask:What can you see when there is a typhoon in the p ark/in the seaTo elicit: fall, sink, clean-upWhile-task procedure1. Review the past forms of verbs. Write the verbs on the board an d divided them into two columnsmove-moved be-was/werestay-stayed blow-blewpass-passed fly-flewwatch-watched become-becamefall-fellbreak-brokego-wentsink-sankbegin-began2. Introduce the adverbs. Show four pictures on page44 to students and ask:How did the wind blow — The wind blew _______. (fierce)How did the clouds in the sky move — The clouds in the sky moved _______. (quick) How did Kitty and Ben go home — Kitty and Ben went home ________. (immediate) How did the wind become stronger — _______, (sudden) the wind became stronger. How did the wind blow — The wind blew _______. (light)How did the leaves blow in the wind — The wind blew _______. (slight)How did they flow their k ite in the gentle breeze — They flew their kite _______ (happy) in the gentle breeze.How did the typhoon pass — The typhoon passed _______. (quick)How did the big clean-up begin — The big clean-up began __________. (immediate)3. Show four pictures again and ask students to put them in the correct order.4. Learn the first passage. Students answer the following questions:Where were Kitty and Ben — In the countrysideHow did the wind blow — LightlyHow did the leaves blow in the wind — SlightlyHow did they flow their kite in the gentle breeze — Happily5. Learn the second passage. Students read the passage and answer “T” or “F”The wind became stronger slowly. — F (suddenly)The clouds in the sky moved fast. — TThe wind blew the sting away. — F (kite)Kitty and Ben went home immediately because it became dark. — T6. Learn the third passage. Students listen and fill in the blanks.Kitty and Ben stayed ___________. They watched TV. The wind became much ________. It blew _________. It became a __________. ________ fell down. Ships and boats sank in the big _______.7. Learn the fourth passage. Show the picture and ask studen ts to describe it. typhoon/ pass/ quicklywind/ become/ gentlerclean-up/ begin/ immediatelygo outPost-task activity1. Ask students to read the story a fter the teacher. Then ask eac h group to read on e passage of the story.2. Do pair work. Students may choose one picture and ask qu estions and answer in pairs a ccording to the content of each picture.S1: How did Kitty and Ben fly kite in the countrysideS2: They flew kite happily.S1: How did the clouds in the sky moveS2: It moved quickly.。
大班英语weather教案
大班英语weather教案大班英语《Weather》教案一、教学目标1、让幼儿能够听懂、认读并说出单词“sunny”“rainy”“cloudy”“windy”“snowy”。
2、幼儿能够运用句型“It’s sunny/rainy/cloudy/windy/snowy today”来描述天气状况。
3、培养幼儿对英语学习的兴趣,提高幼儿的语言表达能力和观察力。
二、教学重难点1、重点(1)掌握五个表示天气的单词的发音和认读。
(2)能够正确运用句型描述天气。
2、难点(1)单词“cloudy”“windy”的发音。
(2)让幼儿理解不同天气的特点,并能在实际情境中灵活运用所学知识。
三、教学方法1、直观教学法:通过图片、视频等直观教具,让幼儿直接感知天气的特点和相关单词。
2、游戏教学法:设计有趣的游戏,让幼儿在游戏中学习和巩固知识,增强学习的趣味性。
3、情景教学法:创设真实的天气情景,让幼儿在情境中运用所学语言进行交流。
四、教学准备1、单词卡片:“sunny”“rainy”“cloudy”“windy”“snowy”。
2、天气图片:晴天、雨天、多云、刮风、下雪的图片。
3、教学视频:关于不同天气的动画视频。
4、游戏道具:小骰子、头饰等。
五、教学过程1、导入(Warming up)(1)与幼儿进行简单的问候,如“Hello, boys and girls! How are you today?”(2)播放一首欢快的英语歌曲《How’s the Weather?》,让幼儿跟着歌曲一起唱,营造轻松愉快的学习氛围。
2、呈现(Presentation)(1)展示晴天的图片,问幼儿:“What can you see in the picture?”引导幼儿回答:“It’s sunny”然后出示单词卡片“sunny”,教幼儿认读,强调发音。
(2)用同样的方法依次呈现雨天、多云、刮风、下雪的图片,学习单词“rainy”“cloudy”“windy”“snowy”。
weather讲天气的英语学习优质教案
weather讲天气的英语学习优质教案一、教学内容本节课的教学内容选自英语教材第四章“天气”部分,详细内容包括天气的基本词汇,如:sunny、cloudy、rainy、windy等;天气情况的描述,例如:It's sunny today. It’s raining cats and dogs. 等;以及日常交流中关于天气的简单对话。
二、教学目标1. 掌握基本的天气词汇,并能熟练运用。
2. 学会描述天气情况,能就天气进行简单的英语对话。
3. 提高学生听说读写的能力,培养其观察自然、关注日常生活的习惯。
三、教学难点与重点重点:天气词汇的掌握和运用,天气情况的描述。
难点:正确运用天气词汇进行日常对话,以及语音、语调的准确性。
四、教具与学具准备1. 教具:多媒体设备、PPT、黑板、磁铁单词卡片等。
2. 学具:单词卡片、练习册、笔记本等。
五、教学过程1. 实践情景引入(5分钟)利用天气预报视频引入话题,让学生关注不同城市的天气情况。
邀请学生分享自己所在城市的天气。
2. 例题讲解(10分钟)讲解天气词汇,如:sunny、cloudy、rainy等,并展示相应的图片,帮助学生理解和记忆。
教授描述天气的句子,如:It's sunny today. 等。
3. 随堂练习(10分钟)学生两人一组,运用所学词汇和句子进行对话练习。
教师巡回指导,纠正发音和语法错误。
4. 互动环节(10分钟)开展“天气预报员”游戏,学生模拟天气预报员,介绍不同城市的天气情况。
教师点评,给予鼓励和指导。
教师带领学生回顾本节课所学内容,巩固记忆。
学生进行单词卡片拼写比赛,检验学习效果。
六、板书设计1. 天气词汇:sunny、cloudy、rainy、windy等。
2. 描述天气的句子:It's sunny today. It’s raining cats and dogs. 等。
3. 天气对话示例。
七、作业设计1. 作业题目:完成练习册上关于天气的练习题。
牛津上海版六年级下册英语Unit8 Windy weather教案(英语教案)
Unit 8 Windy weather一、单元分析(Unit Analysis)(一)单元地位(Unit Position)1本单元中出现了when 的时间状语从句。
如what can you see when there is a gentle breeze?由When 引导的句型已在6A 中出现过,但学生对复合句运用不够熟练,教师应组织学生对此句型在模仿的基础上加以操练和巩固运用。
2副词在句中作状语表方式如:The clouds in the sky moved quickly. 副词的用法在前两册教材中都已反复出现,但学生对用法还是不能熟练掌握,教师应结合课文,设计语境,对进行有意义的操练。
3May, should 情态动词的用法。
May表示可能性,should表示应该做某事。
在本课中用来表达台风的预警措施。
4Let’s fly a kite. Good idea 属于本单元的语言功能部分;Let’s 表示建议,在6A中已出现过,在本单元做适当复习。
5本单元出现动词一般进行时。
这种时态用法出现过,属于复习,不作新知识处理。
(二)单元目标(Unit Target)1用when引导的时间状语从句表示两个动作之间的时间关系。
2用副词作状语表示方式,如:They flew their kites happily in the gentle breeze.3会用情态动词may 去推测事物的变化。
用should 表示应该做某事。
4 对Let’s表示建议做适当复习。
(三)单元重点(Unit Points)1 关键词:⑴不同的风: gentle bre eze, strong wind, typhoon⑵用副词描述动作的方式:tightly, lightly, fiercely, slightly, suddenly,去quickly, immediately 等。
⑶其他:fall(fell), sink(sank), clean-up, go windsurfing, put tape on large windows2 功能:⑴用what 来询问对方的信息如:What can you see on a windy day?⑵用let’s 表示建议-- Let’s fly a kite.-- Go od idea.-- Let’s go to the concert.-- Good idea. Let’s.3 语法点:⑴副词的构成: 形容词+ly⑵情态动词+动词原形(3) 复习动词一般现在时的用法二、教学设计(Teaching Designs)说明:1这两页作为一个完整的任务,教师在训练过程中要对于学困生进行个别指导,这部分内容贴近学生生活,但如何用英语表达出来又一定的难度,教师可以准备多幅图片和提示语,鼓励学生用英语表达。
6BUnit8Windyweather教学设计及反思
6B Unit 8 Windy weather(教学设计)(the first period)一、学情分析:这个班级的学生大多数从小学就接触牛津英语,积累了不少的词汇,口语表达比较流利,大部分同学对与英语有比较浓厚的兴趣,敢于表达自己的见解。
教材分析《牛津初中英语》6B按照二期课改精神编写,积极提倡任务型教学原则,每个单元都围绕一个话题,让学生通过参与、思考、讨论、交流与合作等方式学习和使用英语,实现目标任务。
本单元的话题是“Windy weather”,贴近学生生活实际,富有时代气息,易于激发学生的学习积极性;语言情景真实,符合语言学习的认知规律。
二、教学目标1、Language focus& ability aims(知识与技能):1) to know the meanings of some new words, e.g., tightly, slightly…2) asking Wh- questions to find out specific informationE.g., What can you see when there is a gentle wind?3)using connectives to show the time relationship between two actionsE.g., What can you see when there is a gentle wind?4)using modal verbs to express abilityE.g., I can see people flying kites in the park.5)to talk about different wind strengths and the results of windy weather.2.Ability aims(过程与方法):1)知识点呈现方式:由浅入深,由易到难。
牛津上海版英语七年级上册《unit 2 windy weather》优秀教案(重点资料).doc
Module 3 The natural elementsUnit 2 Windy weather华师大实验中学钱平Pre-task preparation1. Review the content of page 42.Teacher may ask:What can you see when there is a gentle breeze?What can you see when there is a strong wind?What can you see when there is a typhoon?2. Introduce new words.Teacher may ask:What can you see when there is a typhoon in the park/in the sea? To elicit: fall, sink, clean-upWhile-task procedure1. Review the past forms of verbs. Write the verbs on the board and divided them into two columns[move-moved be-was/werestay-stayed blow-blewpass-passed fly-flewwatch-watched become-becamefall-fell[]break-broke]go-wentsink-sankbegin-began2. Introduce the adverbs. Show four pictures on page44 to students and ask:[How did the wind blow? — The wind blew _______. (fierce)How did the clouds in the sky move? — The clouds in the sky moved _______. (quick)How did Kitty and Ben go home? — Kitty and Ben went home ________. (immediate)How did the wind become stronger? — _______, (sudden) the wind became stronger.How did the wind blow? — The wind blew _______. (light)How did the leaves blow in the wind? — The wind blew _______. (slight)[]How did they flow their k ite in the gentle breeze? — They flew their kite _______ (happy) in the gentle breeze.How did the typhoon pass? — The typhoon passed _______. (quick) How did the big clean-up begin? — The big clean-up began __________.(immediate)3. Show four pictures again and ask students to put them in the correct order.4. Learn the first passage. Students answer the following questions: Where were Kitty and Ben? — In the countrysideHow did the wind blow? — LightlyHow did the leaves blow in the wind? — SlightlyHow did they flow their kite in the gentle breeze? — Happily5. Learn the second passage. Students read the passage and answer “T” or “F”The wind became stronger slowly. — F (suddenly)The clouds in the sky moved fast. — T[The wind blew the sting away. — F (kite)Kitty and Ben went home immediately because it became dark. — T 6. Learn the third passage. Students listen and fill in the blanks. Kitty and Ben stayed ___________. They watched TV. The wind became much ________. It blew _________. It became a __________. ________ fell down. Ships and boats sank in the big _______.7. Learn the fourth passage. Show the picture and ask students to describe it.typhoon/ pass/ quicklywind/ become/ gentlerclean-up/ begin/ immediatelygo outPost-task activity1. Ask students to read the story after the teacher. Then ask each group to read one passage of the story.[2. Do pair work. Students may choose one picture and ask questions and answer in pairs according to the content of each picture.S1: How did Kitty and Ben fly kite in the countryside?S2: They flew kite happily.S1: How did the clouds in the sky move?S2: It moved quickly.*************************************。
七年级英语Windy weather教案2
Module 3 The Natural ElementsUnit 2 Windy weather浦东区初一英语教研员真是的,本学期是长学期,应该期中考到Module2结束比较好,把后三个单元放到期末考,因为后面有近三个月的时间呢。
他也太不动脑筋了。
没办法,只好紧赶慢赶,赶进度!还要做很多的习题!做出来就要帮他们改,忙死了。
所以新课也不能花太多时间去琢磨了。
第一课时,用的是我的老技术,简笔画,呵呵,把微风、大风和台风画出来,操练了…when there is a gentle wind/ a strong wind/ a typhoon.第二课时,先在黑板上画三幅简笔画,请同学用when造说句子,然后写上9个形容词,fierce/ quickly/ immediate/ gentle/ light/ slight/ tight/ happy/ sudden,1st 请同学把它们改成副词,2nd 接下来温习:verb+adv.结构,让学生说“凶猛地叫”“快乐地玩”等verb phrases,3rd 变成过去时,4th 接龙讲故事,我先开了个头:Yesterday, a dog barked fiercely.然后大家就会意地接下去了,如the man smiled gently. Finally we played happily…第三课时,总算到第三课时了,新课也总算要结束了!p46和P47内容分别是What may happen when there is a typhoon?和Safety precautions for typhoons.语法上操练may和should,语用上则是猜测和建议。
问:what can we visit in Sheshan?说出了Space Observatory和Bird Aviary等,够了,然后就是课文,学习may的表达;随后我写了一个单词:Lilliput,同学们面面相觑,不知道是什么意思,有个快手查了文曲星,说查不到!我就告诉他们,这是百年前英国作家Swifter 小说里的“小人国”!出示问题:What may happen when there is a strong wind? Of course there is no typhoons in Lilliput, or the country will fly out of the earth!呵呵。
六年级下册英语教案 Unit 8 Windy weather
第X讲Unit8windy weather教学过程一、课堂导入教师讲述一个与本节课题目有关的英文小故事,引出今日所要讲解的知识点,然后让学生简单梳理一下所涉及的问题,带着问题学习本节课的内容。
二、复习预习教师引导学生复习上节课学的重点内容,检测单词的用法,(以提问、回顾的形式进行),针对上节课的作业进行讲评、订正、答疑,并通过英文小故事导入本节课所要学习的新知识。
三、知识讲解1。
知识点一:重点单词1)display [dɪ'spleɪ]【词性】n。
【词义】展示【经典例句】Kitty isgoing tohelpher make adisplayboard、Kitty打算帮助她制作一个展示板。
2)gentle[’dʒentl]【词性】adj。
【词义】温柔的【易混淆点】gently adv、温柔地【经典例句】What can you see when there is a gentle wind。
当有微风时,您会看见什么?3)hold[həʊld]【词性】v、【词义】抓住【易混淆点】hold:举行【经典例句】Theyheld raincoats tightly、他们紧紧地抓住雨衣。
4)tightly[ ’taitli ]【词性】adv、【词义】紧紧地【经典例句】Theyhold raincoats tightly。
他们紧紧抓住雨衣。
5)slightly[ 'slaitli ]【词性】adv、【词义】略微,轻微地【经典例句】The leaves moved slightly、树叶轻微地晃动、6)move [mu:v ]【词性】v。
【词义】移动【经典例句】The clouds moved quickly、云朵快速移动。
7)quickly[’kwikli]【词性】v、【词义】旅游【易混淆点】tour : 短途旅行journey: 长途旅行trip: 旅行总称【经典例句】The cloudsmoved quickly。
Windy Weather
Windy Weather教学案例任教年级:初一教材:Oxford English 7A Module 3 Unit2 第 2 课时单元主题: Windy Weather一、学情分析:这个班级共有学生43人,每周6节英语课。
使用的教材是Oxford English英语教材。
通过几年的学习,学生有了一定的语言知识和语言技能的积累,他们已拥有一定的词汇量、一些简单句,课堂上,他们思维活跃,能与同伴们合作学习,进行问答,主题对话,故事内容的演绎,还能就一些场景编对话。
本课内容关于多风的天气,这是学生们有生活经验的话题。
本课涉及到了副词的运用,同时给学生机会练习所学的语言及词汇,这些内容只要学生过了单词关,简单的句型对于学生来说并不难。
因此我在教学时利用教学的各个环节,调动学生的主动参与性,达到语言运用能力的要求。
二.教学目标:1.知识目标:1)用副词表示方式。
e.g. The clouds in the sky moved quickly.2)用一般过去时表达过去发生的情景和事件。
e.g. Kitty and Ben stayed at home.3)用祈使句表示建议及谈论事件。
e.g. Let’s fly a kite.3)用现在进行时描述现在正在发生的事件。
e.g. They are playing happily.2.能力目标:1).听:训练学生在听力的时候学会抓住要点。
2).说:学生能够用学过的句子与他人成功地进行交流。
3).写:学习记笔记及根据上下文的情景填空。
3.情感目标:1).激发学生学习英语的兴趣。
2).通过学生间的活动培养学生的合作精神。
三.教学设计思想:本部分教材是一个任务型教学的阅读教材加上改编对话表演,很好的复习和巩固了课文的内容,七年级的学生有很强的表演欲,角色表演是一种很好的形式,教师提供机会让学生积极运用所学英语进行表达和交流。
角色表演时教师注意指导学生的表演:除了选词和句型上的指导外,还要对表演时的姿势,表情,合适的语调,重音,语速进行指导。
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Windyweather教案Windyweather lesson planWindyweather教案前言:小泰温馨提醒,英语作为在许多国际组织或者会议上都是必需语言,几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识,包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点,将教学诸要素有序安排,确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用,本文下载后内容可随意修改调整及打印。
module 3 the natural worldunit 8 windy weather词汇:cloud, cloudy 云,多云 wind, windy 风,多风shower, showery 阵雨,有阵雨 snow, snowy 雪,下雪的storm, stormy 暴风雨,有暴风雨的 ice, icy 冰,结冰的fog, foggy 雾,有雾的 frost, frosty 霜,霜冻的sun, sunny 太阳,阳光充足的 warm, cool 暖和的,凉爽的hot, cold 炎热的,寒冷的1.when 引导的时间壮语从句what can you see when there is a gentle wind ?当有微风的时候,你能看见什么?he enjoyed drawing when he was a child.在孩提时代他就喜欢画画。
2.感官动词see…..doingi can see children flying kites in the countryside.我能看见孩子们在乡村放风筝。
注意:see sb. do sth. 强调1)习惯 2)看到他人动作的全过程。
i often see granny li do morning exercises in the garden.i saw him run away.3.what can you see on a windy day ?在有风的天气里,你能看见什么?4.the wind became stronger. 风刮得更大了。
become 是系动词,,后面常常加形容词作表语,构成系表结构。
become后还可以跟名词,表示“变成了”the wind became a typhoon.5.they flew their kites happily in the park.他们高兴地在公园里放风筝。
happily 是副词,在句中修饰动词的过去式 flew 。
在单元中还有许多副词,注意他们的构成:1)大部分形容词后直加-ly,如,quickly, slightly,suddenly。
2)以辅音字母加y结尾的形容词去y变i,再加ly,如,happy—happily3)以辅音字母加le结尾的形容词去e直接加y,如,gentle --- gently6.heavy objects may fall on cars in the street.情态动词 may表猜测或可能,喉结动词原形。
she may be a nurse.7.we should stay at home.情态动词should用于表示“责任”或“建议”可以解释为“应当”,肯定形式:should do sth否定形式:should not do sth1.on a display board 在展示板上2.on a windy day 在有风的天3.in windy weather 在有风的天气下4.go home quickly 立刻回家5.different kinds of windy weather 不同有风的天气5.see sb. doing sth 看…做某事6.should do sth 应当做某事7.fly kites happily 愉快地放风筝8.go windsurfing 去划帆板9.a gentle wind 一阵微风10.a strong wind 一阵大风i. complete the sentences with the given words in their proper forms.1.what’s the weather like ? it is __________ . (wind )2.please hold your raincoat_______(tight).3.where are the ______(clean)? i can’t find them .4.james is taking these flower_______(pot) inside.5.let’s go________(windsurf).6.i heard tom_______(sing) in his room.7.it’s very ______ (cloud)today . maybe it will rain .e to my office_______(quick).9.mike is _____ (strong)than sam .10.there are very few _______ (leaf)in the tree.ii .fill in the blanks with the verbs in theirproper forms.1.an apple________(fall) on the newton’s head many years ago.2.many windows ________ in the wind yesterday.( break )3.he _______ a singing star when he was 21 years old. ( become )4.titanic__________ here many years ago. ( sink )5.the wind __________ fiercely last night . ( blow )6.jim and i __________ in the countryside last week. ( be )7.he has just ________ it on the wall. ( put )8.i could see the children _________ with the pinwheel at that time. ( play )9.tom enjoys __________ a model plane. ( make )10.they like __________ shopping very much . ( go )11.why _________ lucy often __________ a cold and a fever ? ( have )12._________ li lei __________ football after class ? yes, he does. ( play )13.lily _________ ( practise ) ___________( swim ) twice a year.iii. choose the best answer() 1.tom can run very _______, but hissister can’t run so ______.a. fast, quickb. fastly , quickc. fast, quicklyd. fastly, quickly() 2.what a _______ day today ! it will not rain , i’m sure.a. sunyb. sunnyc. rainyd. rainny() 3.the strings on ben’s kite ______ just now .a. breakb. brokec. has brokend. breaks() 4.the wind became _____ and the clouds moved _______.a. stronger…slightlyb. strong… heavilyc. stron ger …quicklyd. strong…immediately() 5.jane and alice _____ their kitehappily in the gentle wind last sunday.a .fly b. are flying c. flies d. flew() 6.people should stay at home_______there is a typhoon.a. butb. andc. whend. so() 7.ben saw kitty and many children ______ in the swimming pool.a. swimb. swimming .c. to swimd. swam()8.we can see windmills(风车) moving quickly in toy shops when there is a_______.a. typhoonb. strong windc. gentle windd. snow() 9.when the is a typhoon, people holdtheir hats and rain coats _________.a. tightlyb. slightlyc.quickly d. slowly()10 .flags fly ______ in the sky whenthere is a gentle wind.a. tightlyb. slightlyc.quickly d. immediately()11 ._______ their pictures in the neworder , please.a. putb. toc.putting d. puts()12 .we can _______ bees flying around in spring.a. lookb. hearc.see d. listen() 13 .many boys like going _______ in the sea.a. windsurfb. windsurfsc.windsurfed d. windsurfing()14 . when there is ______ , i can see people going windsurfing on the sea.a. a strong windb. a gentle windc. a typhoond. no wind() 15 . he ________ a kite with his friends yesterday.a. flyb.flies c. flew d. is flying() 16.at first , the wind blew lightly and the leaves blew _______.a. stronglyb.lightly c. slightly d.fiercely() 17.what a __________ wind !a. strongb. stronglyc. gentlyd. heavy()18 . it will ________ tomorrow.a. sunnyb.rainy c. windy d. rain () 19 . _____ a cold morning, he left for his hometown.a. inb.at c. on d. during() 20.he _________ me to do it again .a. letb.ask c. made d. would like() 21.when a typhoon is coming, we _____ park our cars on the road.a. shouldb. shouldn’tc. mayd. needn’t() 22.mr chen has made a slide show ____ the children.a. tob. ofc. withd. for() 23.we should close the window _____ there is a typhoon.a. butb. whenc. andd. so() 24.when a typhoon is coming, people usually go back home ______.a. happilyb. slightlyc.tightly d. immediately()25.a strong wind may _____ the windows of flats and shops.a. breakb. brokec.breaks d. will break1.after work, he went home __________. ( suddenly, immediately )2.the trees ________ down in the typhoon last night. ( fall, fell )3.the wind became much _________. ( stronger, gentle )4.the string _______ my kite broke. ( of, on )5.they are swimming __________ in the water.( happy, happily)6.we can see people flying kites in the __________( countryside, city ) .7.you should hold your hat _____ (tightly,slightly ) when there is a strong wind.8.he likes ______ ( go, going ) swimming in the swimming pool .9.we can go to the countryside when there is a gentle_______ ( breeze, typhoon ).10.many ships should stay in shelters ______ ( in, on ) the typhoon .teacher write a list of _______( safe, safety )precautions for fire in our classroom.go more _______ ( quickly, slowly ) than horses.13.what can you see on a _______ (snow, snowy )day.14.what ________ ( other, else ) do you want to say ?15.what can you see when there is a _______( typhoon, a typhoon )?1.the clouds are moving quickly._____ are the clouds moving?2.the children are swimming in the a swimming pool._____ are the children ____ in the swimming pool?3.you should close the window when there is a typhoon._____ should you _____ when there is a typhoon?4.a typhoon may hurt people.(否定句)a typhoon _____ _____ hurt people.5.both of my parents are doctors.(否定句)_____ of my parents _____ a doctor.6.it is fine weather. (感叹句)_____ _____ ______ it is!______ ______ the weather!7.they flew their kite happily. (一般疑问句)____ they ____ their kite happily?8.they have lived in shanghai for 6 years._____ _____ have they lived in shanghai?9.she has to stay at home. (否定句)she _____ _____ to stay at home.-------- Designed By JinTai College ---------。