1、Teaching plan for Unit 4 Whats the weather like ? Period 1 一、教学目标： 1、能听、说、读、写天气类单词 sun, sunny, cloud, cloudy, rain, rainy, snow, snowy, wind, windy、fog、fogy、hot、cold、cool、warm。 2、能区分天气类单词的词性：sun (n.), sunny (adj.), cloud(n.), cloudy(adj.), rain(n.), rainy(adj.) ， snow(n.), snowy(adj.), wind(n.), win
2、dy(adj.) 3、掌握日常交际用语：Whats the weather like today?Its. 4能初步运用所学知识，完成“天气预报”和表格的任务。 5了解大自然关于气象学方面的一些常识，培养学生爱科学的思想 感情。 二、教学内容重难点分析： 本课的教学重点是通过各种形式（听，说，读，写，画等等） ，让学 生掌握并运用；有关天气的词汇及日常交际用语。 三， 课前准备： 1教具准备：图片、单词卡、PPT 2教学准备：分好小组，开好课件 3板书准备：课前在黑板上写好 Whats the weather like ? 四、教学过程： Step 1. Warm-up: T/S: Good
3、morning, boys and girls./Miss Deng . .T: What day is it today? Ss: Its. T: Whats your favourite season? Ss: My favourite season is T: But do you know “Whats the weather like ?”(point to the sky outside,and repeat the sentence several times) T:(click on the screen) Look, what can you see? (Picture 1)
4、 Step2.Presentation: 1). Ss: I can see a sun. T: Yes, when theres a sun in the sky, then we say it is sunny today. ( Picture 2) Ss read the word after the T several times T: So whats the weather like in the picture? Ss: Its sunny. ( write the word on the blackboard ) T: Can you draw a picture about
5、sunny? ( let a S to draw a picture on the blackboard ) T: How about this picture? What can you see? (Picture 3) Ss: I can see Teach the rest words just as above. 2).T: (review the words) Whats the weather like ? (point to the picture on the screen.) Step3. Practice: 1.Practice these words by playing
6、 a game : Loud and low voice . 2.T: (show the map of China) Now youre the weather reporters, ask and answer with your partners. 2. Choose several pairs to act it out. Step4. Consolidation: 1. T: Look at the pictures ,then fill in the blanks . 2.Work in pairs to ask and answer, then act it out. 3.Listen to the song of How is the weather . Step5. Homework: 1. Copy the new words. 2. Make dialogues with your partners. 五、板书设计： Whats the weather like today? Its sunsunny cloudcloudy windwindy snowsnowy rainrainy fogfoggy hotcoldcoolwarm
