李薇研讨课教学设计

教学目标

教学活动

效果评价

听课意见

Ss will be able to listen, say and read the following sentences

1）Warm up

1. Let Ss enjoy and sing a weather song & The sun comes up.

2. Free talk.

2）Lead in

T: The weather is different in different places. In our life, the weather is very important. Today, we are talking about the weather.

通过导入和复习，让学生自然对旧知进行巩固。

【设计意图】优美的英文歌营造良好的英语氛围，使学生自然的进入到学习状态中，师生之间的自由对话，也在复习旧知的基础上，为新课的学习埋下伏笔，起到了承上启下的作用。

Ss will be able to listen, say and read the following words: degree, rainy, sunny, New York, London, Sydney, Toronto.

1. 呈现新知（Presentation）

1. Teach ‘It’s …degrees.’

 T: Guess! What’s the weather like in Shanghai?

 Ss: Maybe it’s... in Shanghai.

 T: Look at the temperature, so ‘ It’s ___ in Shanghai. It’s ___ degrees.’

 Ss: It’s hot in Shanghai. It’s 32 degrees.

 T: What’s the weather like in Kunming? Can you guess?

 Ss: Maybe it’s... in Kunming.

 T: Look at the temperature gauge. It’s 24 degrees.

 T: So it’s ____in Kunming. It’s __degrees.

 Ss: It’s warm in Kunming. It’s 24 degrees.

 2. Be a weather reporter.

 T: How about other cities in China? Can you be a weather reporter?

 Ss try to give the weather report.

 3. Teach ‘What’s the weather like in…? It’s … It’s … degrees.’

 ①T: This is a map of China. Is this a map of China?

 T: It’s World Map. Here are some famous cities, such as Beijing, Sydney, Toronto, New York and London.

 Ss try to learn the word “world” and the name of the cities.

 ②PPT shows some pictures of London.

 T: What’s the weather like in London? Can you guess? You can ask like this: ‘Is it ______?’

Ss: Is it hot/.…?

 T: Maybe. If you want to know about the weather, you can ask me: ‘What’s the weather like in London?

 Ss: ‘What’s the weather like in London?

 T: It’s cold. It’s 5 degrees.

 4. Teach ‘It’s cool and sunny.’ and ‘Toronto’. Review ‘Is it ____? Yes, it is. / No, it isn’t.’

 T: What’s the weather like in Toronto?

 Ss: Is it warm/…?

 T: Yes, it is. / No, it isn’t.

 T: The sun comes out. What’s the weather like in Toronto now?

 Ss: It’s cool and sunny.

 5. Teach ‘How about Sydney?’and “rainy” .

 T: Where is it?

 Ss: It’s Sydney.

 T: What’s the weather like in Sydney? We can also say: ‘How about Sydney?’

 T: Look! It’s rainy. What’s the weather in Sydney now?

 Ss: It’s hot and rainy now.

 Ss work in pairs.

 6. Let’s play.

 T: Now, can you ask and answer about the world weather?

 Ss ask and answer in 4.

 7. Listen and answer.

T: Chen Jie lives in Beijing. She wants to know the world weather, too. So she calls her friend Mark. He lives in New York.

 Listen and answer

 Q1: What’s the weather like in New York?

 Q2: Is it cold in China?

 Ss listen and answer the questions.

 8. Teach the differences between ℉ and ℃.

 In Chen Jie’s mind, it’s 26℃. But in Mark’s mind, it’s 26℉.

 26℉=—3.33℃. So Mark thinks it's cold.

 9. Listen and imitate.

 Ss listen and imitate the dialogue.

通过问答游戏进行对新句型的巩固，练习。

教师要指导学生模仿语音，语调及表情动作，及时鼓励并做出评价。

【设计意图】从单词到句子，从师生对话到生生对话，循序渐进的活动设置，符合学生的认知规律。学生扮演天气预报主持人，即激发了学生参与学习活动的兴趣，又让学生在真实的语境中操练所学，培养了学生的应用能力。利用小组合作进行对话，培养了学生的合作意识和交际能力。

 Ss will be able to use the main sentences in real situations

2. 巩固提高 (Practice)

1. Memory challenge.

Some words and sentences are missing. Ss try to recall the dialogue.

教师引导学生参与，听、思考、提取关键信息。

【设计意图】“少了什么？”游戏环节的设置，让学生在轻松愉悦的氛围中，巩固所学知识，更能激发学生学习英语的浓厚兴趣。

 Ss will be able to know that in different place, the weather is different.

3. 拓展提升 (Application) 

1. Make a call.

 ① Chen Jie’s friend Mike lives in Toronto. Toronto is in Canada.

 T: Now they are talking on the phone.

 T helps Ss to know how to make a call. So T shows the dialogue sentence by sentence.

 Ss try to guess what did Chen Jie and Mike say while calling.

 ② Amy is in London, and John is in Sydney. You are in Suihua. Now, you can try to make a call. Ask Amy or John about the weather.

 Ss work in pairs to make a call.

教师听取学生交际的情况，并给予学生必要的指导。

【设计意图】真实情景设置，培养学生的创新思维能力。实际运用，使学生体会学以致用的乐趣。

4. 作业（Homework）

1. Listen and read Page 27until fluently.

2. Try to call your friend and ask about the weather.

学生根据评价的层次来进行自主选择作业。

设计意图：教师设计分层作业，为不同层次的学生提供不同的复习巩固内容和方式，学生可以根据自己的实际情况进行选择或组合选择。