Unit 3 What is the weather like?
unit 3 what is the weather like?
look and read
教學目標 知識與技能：using the simple past tense to talk about past states
using the simple past tense to talk about past activities
using adjectives to describe conditions
asking ‘wh-’ questions to find out place.
過程與方法：identify key words in an utterance by recognizing the stress.
produce simple phrases and sentences involving repetition or lists.
locate specific information in a short text in response to questions.
情感、態度與價值觀：
教學重點和難點 using the simple past tense to talk about past states
using the simple past tense to talk about past activities
using adjectives to describe conditions
asking ‘wh-’ questions to find out place.
教學媒體 word and picture cards, etc
課前學生準備 english book, listening to the tape.
教學流程 pre-task preparation
1. recite some words.
2. have a dictation.
3. talk to the students about the weather. ask: what’s the weather like today? what was it like yesterday?
4. talk about spring, summer, autumn, winter with the students.
while-task procedure
1. play the cassette: look and read. the students listen and follow in their books.
2. the students silently read the narrative for a few minutes.
3. each group read a paragraph.
4. read: look and tick. working gin pairs, the students complete the table.
5. read: ask and answer. the students ask and answer the questions in pairs.
post-task activity
1. the students act out the story.
2. workbook page 27
3. workbook page 28
consolidation
grammar practice book page 43
板書設計 what’s the weather like?
in spring, hong planted ….
in summer, hong built ….
in autumn, hong cut ….
in winter, hong was ….
what did hong do in …？he ….
教學效果的反饋 1.課堂中，對季節氣候的復習，讓學生快速進入學習狀態，學習的積極性很高，知識掌握較好。
2.通過利用圖片進行故事教學，讓學生對課文進行熟悉；再通過問答訓練，讓學生對知識點進行梳理。
3.作業中，學生完成情況較好，部分學生對天氣的問法，還有遺漏the或is的現象，需加強練習。
課題 module 3 things around us
unit 3 what is the weather like?
the weather report
教學目標 知識與技能：using the simple past tense to talk about past states
using adjectives to describe weather.
過程與方法：identify key words in an utterance by recognizing the stress.
maintain an interaction by providing information in response to factual or yes/no-questions.
locate specific information in a short text in response to questions.