資源簡介

第三課時　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知與注意)
(Show several pictures about the weather and people doing different activities on the screen.Then get students to ask and answer questions like this：
—What's the weather like？　—It's…
—What's the boy doing？　—He's…
After that，get the whole class to have a chant.)
What's the weather like？　It's sunny.
What are you doing？　I'm running.
What's the weather like？　It's rainy.
What's he doing？　He's reading.
設計意圖：通過復習舊知識，為新課內容做鋪墊，自編的chant能激發學生學習興趣，chant的內容能為后續深入學習語法規則做好鋪墊，同時培養學生的觀察和表達能力。
Activity 2 Presentation(概括與整合)
T：Let's work on 3a.Read the sentences in the chart carefully.While reading，please think what tenses they use and when you use each tense.
T：In the sentence “It's raining heavily.”，what tense is used
S1：It's the present continuous tense.
T：Correct.And why do we use this tense here
S2：Because it's describing an action that is happening now.The rain is falling at the moment.
T：Very good.Now let's analyze the other sentences.
(The teacher guides students to recognize the tenses and know how to use them.Encourage them to express themselves bravely and give them positive assessment.)
設計意圖：幫助學生辨認一般現在時和現在進行時，培養學生歸納總結語法規則的能力，提高學生對語法知識的理解和運用意識。通過討論如何使用該語法來培養學生的分析能力。
Activity 3 Practice(分析與判斷)
T：Let's work on 3b.Now，complete the conversations with the correct forms of the verbs in brackets.Pay attention to the tenses.
T：In the first conversation，for the blank “Look，it ______(snow)！”，what did you write
S1：I wrote “is snowing” because it's talking about an action that is in progress now.
T：Good.And for the second blank “It ______(not snow) here in winter usually.”，what did you put
S2：I put “doesn't snow” because it's a general truth about the weather here in winter，so we use the simple present tense.
T：Very good.Let's check the other answers together.
(The teacher guides students to finish the exercises.Then ask students to practice in pairs.Especially，get them to pay attention to the tenses and how to use them.)
設計意圖：通過完成句子填空練習，讓學生在具體語境中運用所學時態知識，加深對時態構成和用法的理解，提高學生的語法運用能力，同時培養學生分析句子結構和邏輯的能力。
Activity 4 Practice(內化與運用)
T：Let's work on 3c.Complete the passage with the correct forms of the verbs in brackets.Try to use the tenses we just learned correctly.
T：In the sentence “It is 2 January.It is freezing.The temperature______(be)－20℃.”，what verb form did you use
S1：I used “is” because it's stating the current temperature.
T：Good.And for the second one
S2：I wrote “are visiting” because it's an action happening now.
T：Very good.Let's continue checking the passage.
(The teacher guides students to use the proper tenses to fill in the blanks and get the main ideas of the passage.)
設計意圖：提供語篇讓學生綜合運用所學時態進行填空，幫助學生理解兩種時態的意義。學生在語篇提供的情境中正確運用時態有利于提高學生的語言綜合運用能力。
Activity 5 Pair work(內化與運用)
T：Let's work on 3d.In pairs，imagine that you are at a beautiful place outdoors.Tell your partner what the weather is like and what activities people are doing.Let your partner guess where you are.
(Show a model on the screen.)
S1：What's the weather like
S2：It is sunny and warm.
S1：What are people doing
S2：People are swimming in the sea and playing beach volleyball.
S2：I guess you are at a beach.
S1：Yes，you are right.Now it's your turn.
S2：It's windy.Some people are flying kites and others are having a picnic on the grass.
(The teacher monitors and ensures that students use correct grammatical structures in their conversations.Then get several pairs to show in class.)
設計意圖：通過相互合作編寫談論天氣和人們活動的對話，能有利于鞏固目標語言，提高語言運用能力。不同的小組想象不同的天氣和活動，可使對話內容多樣，能培養學生的發散思維，有利于發展他們的思維品質。
Activity 6 Homework(分層作業)
必做題：Talk about today's weather and what your classmates are doing on the playground during the break.Then write several sentences about what you are talking about.
選做題：Write a short passage about the weather and the activities that people are doing in a beautiful place outdoors.
第三課時　Section A(Grammar Focus 3a—3d) Key sentence patterns： 1．—What's the weather like？/How's the weather —It's raining heavily./It's cold and snowy./… 2．—What are you doing？　—I am sunbathing. 3．—What's your brother doing？　—He is playing beach volleyball. 4．—Is he playing football？　—Yes，he is./No，he isn't.
During this lesson，students actively participated in various activities but still had difficulties using sentence patterns about weather and grammatical structures in real conversations.In future teaching，the teacher should increase more practical dialogue practice to help students better master and apply these structures.Also，the teacher should pay attention to individual differences among students and provide more personalized guidance.第四課時　Section B(1a—1d)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，class！Before we begin，let's go over what we've learned about the weather in previous lessons.Can you tell the different weather and the activities in different weather
S1：In winter，it is cold outside，so playing basketball indoor is wonderful.
T：That's a great point，S1！Playing basketball indoor is excellent.How about you，S2
S2：In summer，it is very hot，so many of us like swimming.Swimming can make us feel cool.
T：Cool，S2！Now，let's see Section B.
設計意圖：這項活動旨在激活學生已有的知識，并讓他們思考在不同的天氣下學生從事的活動。師生之間談論既能自然引入新課，又能為學生提供語言表達的機會，有利于培養語言運用能力。
Activity 2 Presentation(獲取與梳理)
T：Let's work on 1a.Look at the pictures on this page.What do you think you can see，hear or feel when you climb a mountain？Please share your ideas.
T：Look at the first picture.What can you see
S1：I can see a lot of green trees and a steep mountain path.
T：Good.And what can you hear
S2：Maybe you can hear the wind blowing and birds singing.
T：Very good.How about the feeling？What would you feel
S3：I would feel excited and a little scared because it's high.
T：Great.
(Then the teacher discusses the other pictures with the students.)
設計意圖：本活動旨在培養學生的觀看“viewing”的能力。不同的學生對同一幅圖片可能有不同的感受，能有效激活學生的發散思維。師生之間的討論可以培養學生口語表達能力。
Activity 3 Be a fast finder(獲取與梳理)
Work on 1b.
(Ask students to read Helen's and Peter's posts carefully and tell whether they are visiting the same place and they feel the same about it.Tell students to underline key information that supports their opinions.)
T：So，are they visiting the same place
S1：Yes，they are both at Mount Huangshan.
T：Good.And do they feel the same about it
S2：No，they don't.
T：Excellent.Let's read some parts of the posts to support your answers.
設計意圖：讓學生閱讀帖子并回答問題，培養他們快速提取信息的能力，引導學生關注不同人對同一地方的不同感受，培養學生的批判性思維和比較分析能力。
Activity 4 Be a smart reader(分析與判斷)
T：Now，let's move on to 1c.I want you to read the posts again and complete Helen's and Peter's descriptions about the trip.Then use happy face or unhappy face to show how they feel.Use the information you underlined earlier to help you.
(Students read the posts and complete the table.)
T：For Helen's description at 6：35—7：22，what did you write
S1：I wrote “a magical place”，and “a painting”．
(Then，get students to check the answers each other.The teacher moves around and offers help if necessary.)
設計意圖：通過完成描述和標記感受的任務，幫助學生進一步梳理文章內容，深入理解 Helen 和 Peter 在登山過程中的不同體驗和感受，同時鍛煉學生的口語表達能力和對情感態度的理解判斷能力。
Activity 5 Be a deep thinker(內化與運用)
Work on 1d.
First，ask students to read the posts again and complete the questions with the question words in the box.Check the answers together.
Then，get students to ask and answer in pairs.The teacher walks around and sees if they can get the right information from the posts.Finally，invite some pairs to show their conversations.
設計意圖：本活動旨在訓練學生正確使用疑問詞，學生之間的問答活動能幫助學生進一步理解文本內容，掌握和運用目標語言，同時能培養學生合作意識。
Activity 6 Homework(分層作業)
必做題：Make up four short conversations in 1d.
選做題：Write a short passage about one of your trips in certain weather.You can write the activities in the weather and how you feel about the weather and the activities.
第四課時　Section B(1a—1d) Key words：Mount Huangshan，cloud，magical place，Bright Peak，rock，rest area，fog，experience，at the top，disappointed，tired，excited，satisfied Key sentence patterns： What do you think you can see/hear/feel…？ How do you feel about…？ Why do you think…？
In this lesson，the teacher aimed to engage students in a meaningful experience of how they feel about the weather or the trip.Through a variety of activities，including partner discussion，reading comprehension，and mind mapping，students were able to deepen their understanding of the weather，the activities in the weather and their feeling experience.Overall，the lesson was well received and students were actively engaged.However，in future lessons，the teacher could incorporate more diverse perspectives on the weather and people's actions in different countries to broaden students' horizons.Additionally，the teacher could provide more guidance on how to effectively use mind maps as a tool for organizing information.第五課時　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知與注意)
T：Good morning，class！Today we are going to continue learning Section B 2a.Let's first review what we talked about in the last class.How did Helen and Peter feel about the weather during their trip to Mount Huangshan
S1：Helen likes the amazing clouds.She thinks the trees and rocks look like a part of a painting.Peter doesn't like the heavy fog.He thinks everything looks grey.
T：Very good.And what words can we use to describe the weather and their feelings
S2：We can use words like “clouds”“sunlight” and “heavy fog” to describe the weather，and for feelings，“in high spirits”，“glad”．
T：Great.Now，let's move on to today's lesson and explore more about how we feel about different weather conditions.
設計意圖：通過復習上節課的內容，鞏固學生對天氣與感受進行描述的相關知識，激活學生已有的知識儲備，為新課學習做好鋪墊，同時自然地導入新課。
Activity 2 Presentation(獲取與梳理)
T：Now，let's work on 2a.You'll need to complete a passage with the correct forms of the words in brackets.The passage is about actions in a huge storm.Let's complete the passage individually first.
(After completing the exercises，the teacher checks the answers by asking questions.)
T：For the first blank，what word did you write and why
S1：I wrote “looking” because it says “I am sitting in the room and…”．It means “I am looking out of the window at the moment”．
T：Good.And for the second blank
…
(Then ask students to discuss the answers like this in pairs.The teacher moves around to give proper help if necessary.Next，let students read it one by one and the teacher moves around to correct their pronunciation and intonation.After that，get the students to read the passage together.Finally，ask them to discuss what we should do in such terrible weather.Guide them to pay attention to their safety in bad weather.)
設計意圖：通過填空練習，幫助學生掌握和鞏固現在進行時，提高學生的語言運用能力。談論如何應對惡劣天氣有利于引導學生理解人與自然之間應該和諧共存。
Activity 3 Practice(描述與闡釋)
T：Now，let's move on to 2b.You'll need to draw a picture of some people experiencing a heavy storm or another type of weather.Write a description of their actions.Before writing，these questions may help you：What's the weather like？What are the people doing in the picture？How do they feel about the weather
(The teacher walks around and observes students' work.)
T：What are you drawing here
S1：I'm drawing people running in the rain.They are holding umbrellas，but the wind is blowing very hard，so the umbrellas are almost turning upside down.
T：That's a great idea.And what will you write in the description
S1：I will write “The people are running in a hurry in the heavy rain.The strong wind is making it difficult for them to hold their umbrellas.Their clothes are getting wet and they look a bit panicky.”
T：Very good.Let's see what other interesting pictures and descriptions you have.
(Then get the students to discuss in pairs and invite several to share their works and description in class.)
設計意圖：通過繪畫這種跨學科活動，培養學生的動手能力。對所畫內容進行描述的練習，能進一步鞏固目標語言，有利于提高他們的寫作能力和語言表達能力。
Activity 4 Project(描述與闡釋)
T：Let's work on 3a.Now let's dive into our project—Give a live weather report.
(Get the students to do the task in 3a.After reading，check with students.)
T：What season is it in Chengdu according to the report
S1：It's spring.
T：Good.And what's the weather like
S2：It's rainy.
T：Very well.What about the temperature
S3：It's 20℃.
…
(Guide the students to discuss the activities and advice using some questions.)
設計意圖：通過閱讀文本并畫出關鍵信息，學生能進一步鞏固描述天氣以及相應活動的能力，也為制作相似表格奠定基礎。師生依據表格信息開展對話，為學生提供了目標語言輸出的機會，能提升學生獲取信息和語言表達的能力。
Activity 5 Make your own table of the weather information(內化與運用)
T：Now，let's move on to the next part of our project.Please work in groups.You'll choose a city and find information about its weather conditions on a certain day through the Internet.Make a similar table to the one in 3a，including season，month，weather，temperature，activities and advice.
(Get the students to work in groups of four.Then invite some groups to share their tables in class.)
T：Now let's see the table of Group One.
Harbin
Season winter
Month November
Weather snowy
Temperature －5℃
Activity skate，make snowmen
Advice pack warm clothes
設計意圖：這個活動鼓勵學生通過他們自己的思考來選擇不同季節的城市，能幫助他們對城市特征的理解，培養他們跨學科的學習能力。展示表格能提升他們的目標語言運用能力。
Activity 6 Give a live weather report(內化與應用)
T：Let's work on 3c.Write a weather report with the information from your table in 3b，and then choose one from the group to speak out the weather report to the whole class，and we'll vote for the best group.
(After writing，get some to share their writing in class.)
S(Group 1)：Good morning from Harbin.It's a very cold winter morning in November.It's snowing today and the temperature is －5℃.Everything is frozen，but many people are playing outside.Look，some people are skating.Many children are making snowmen.Lots of tourists are enjoying the wonderful ice sculptures.Here I want to tell you an important thing—don't forget to bring your thick clothes and gloves.
T：Wow，your presentation is excellent，Group 1！Harbin is a beautiful city.You've done a great job.Now next group.
…
(Voting process)
T：Alright，it's time to vote for your favourite report.Please raise your hand for the best group.
(Class vote.)
T：Congratulations to Group 1！You've received the most votes，and your report about Harbin is truly impressive.Great job to all the groups for their creative and thoughtful expression.
設計意圖：本次活動旨在鞏固學生對天氣表達和現在進行時等知識的實際運用，以及拓展學生的地方特色相關知識。通過小組合作和互動，培養了學生的合作意識，提升了他們的寫作能力。
Activity 7 Reflecting(分析與評價)
After group work，encourage the students to evaluate their performances in the group.They can describe how well they did just now according to the evaluation scale.
For example，I can talk about different types of weather very well.I can use the present continuous tense and the simple present tense to describe weather related activities…
設計意圖：通過量表，學生可以清楚地知道自己在哪些方面做得好，哪些方面存在不足。這樣能幫助學生養成反思的習慣，提升思維品質，培養學習能力。
Activity 8 Homework(分層作業)
必做題：Write another short weather report based on the report you wrote in today's class.
選做題：Look through the Internet and get more information about the weather and activities in summer in your city.Then write a report with the information.
第五課時　Section B(2a—Reflecting) Key vocabulary： Words：end，storm，pour，wind，shout Phrases：look out of，run after Key sentence patterns： There is a huge storm today. It is difficult for people to…
Grammar focus： the present continuous tense：be＋v. ing Give a live weather report： season，month，weather，temperature，activity，advice
The students actively participated in the discussion in class and showed strong interests in the topic of weather.Through the activity of giving a live weather report，the students not only consolidated the vocabulary and sentence patterns learned in class but also exercised their creativity.In terms of blackboard design，it can be further simplified to highlight key information and teaching steps for better understanding and memorization by students.We will continue to explore more topics and activities related to weather to stimulate students' interests in learning and creativity.Unit 6　Rain or Shine
The theme of this unit is “the weather”．Through a series of activities and tasks，it aims to guide students to recognize and understand different kinds of weather，cultivate their observation and description skills，and at the same time stimulate their love and participation awareness for activities in different weather.By exploring the weather，activities，and feelings，this unit aims to help students establish emotional connections with the weather and the activities，at the same time to recognize the importance of the weather in the ecosystem.
Unit Content Analysis(單元內容分析）
◆ Vocabulary and Sentence Patterns
Vocabulary：It involves the words of various weather(such as lightning，storm，fog，etc.)，as well as adjectives describing the weather and the activities in different weather(such as rainy，snowy，cloudy，etc.).
Sentence Patterns：Use “What's the weather like in…？” to ask others about the weather in different places and “It's sunny/rainy/…” to answer the questions；use “What are you doing？” to ask about the activities people are doing in different places，and “Guess where it is？” to ask about the places according to the activities.
◆ Listening and Speaking
Listening activities include listening to a weather report to match the places with the weather conditions，answering questions after listening to dialogues，filling in the blanks while listening to dialogues，etc.，aiming to improve students' listening comprehension and information extraction abilities.
Speaking activities include talking about different weather，expressing the activities in different weather，role playing，etc.，aiming to cultivate students' speaking expression ability and language organization ability.
◆ Reading and Writing
Reading materials include conversations about the weather and the activities，and the posts by Helen and Peter about visiting Mount Huangshan，aiming to improve students' reading comprehension and information acquisition abilities.
Writing activities include completing short passages about the weather and the activities in the weather，writing weather reports with the information from the table given，etc.，aiming to cultivate students' writing ability and creativity.
◆ Grammar and Pronunciation
Grammar Focus includes how to ask about the weather(“What's the weather like？” or “How's the weather？”)，simple answers(“It's rainy/sunny…”)，and the present continuous tense(describing the activities that are happening).
Pronunciation exercises include vowel letter combination pronunciation(ar，er，ir，or，ur)，stressed words in the sentence pronunciation and training.
Key Points 1.Master the words about the weather and activity words involved in this unit. 2．Be able to talk about different activities in different weather around the world in English，and describe a trip in different places. 3．Cultivate students' speaking expression ability and language organization ability.
Key Difficulties 1.Accurately express the activities that are happening in English. 2．Cultivate students' writing ability and creativity by writing a description of the actions in different weather conditions in English.
1．Master the different words about weather and activities and sentence patterns involved in this unit.
2．Be able to listen to and understand conversations and articles about weather and activities in English.
3．Be able to talk about the weather，and describe activities in different weather in English.
4．Be able to write a short passage about the weather and activities in English.
1．Encourage students to learn about various activities in different weather around the world and stimulate students' thinking awareness towards weather.
2．Guide students to learn to choose appropriate activities based on the weather characteristics to make the lives colourful.
Learn to discuss and communicate with others about the weather and talk about the activities in different weather.Make reasonable hypothesis，and express the comments logically，dialectically and innovatively.Realize the transfer of knowledge and thinking ability.
1．Stimulate students' interests in English learning by talking about weather.
2．Learn to express the activities in various weather.
3．Master learning strategies and improve learning ability by searching the weather characteristics of different countries and regions on the Internet.
Learning Situation Analysis(學情分析）
1．Students may have certain understanding and interest in weather，but their ability to express the weather and various actions in English is limited.
2．Students may have difficulties in pronunciation and grammar，requiring targeted guidance and training from teachers.
3．Students may lack writing experience，requiring guidance on writing techniques and methods from teachers.
1．Utilize multimedia resources(such as pictures about different cities' weather，videos about weather and people's activities，etc.) to assist in teaching，stimulating students' interest in learning.
2．Adopt the situational teaching method and task driven method，encouraging students to describe different weather and people's actions in real contexts.
3．Focus on the pronunciation of vowel letter combinations and grammar(the present continuous tense) training，improving students' language accuracy through different kinds of practice.
4．Encourage students to write a passage about experiencing different weather conditions and people's actions，providing writing templates，guiding students to imitate and create.
第一課時　Section A【(1a—1d)& Pronunciation 1—2】
第二課時　Section A(2a—2e)
第三課時　Section A(Grammar Focus 3a—3d)
第四課時　Section B(1a—1d)
第五課時　Section B(2a—Reflecting)第一課時　Section A【(1a—1d)& Pronunciation 1—2】
Activity 1 Warming up and revision(感知與注意)
T：Today we are going to learn Unit 6.First，let's look at the title and the picture.What are we going to learn in this unit
Ss：We are going to learn something about the weather.
T：Yes，you're right.We are going to learn about different weather and the activities.Look at the picture and share the three questions with me.
S1：I think the kids in the photo may feel excited because it looks like a rainy day but they can play outside.
T：Good answer.What about you，S2
S2：I don't like rainy weather.I like sunny and warm weather best.I usually go for a walk or play basketball in sunny weather…
設計意圖：通過觀察標題、圖片并回答問題，激發學生對本單元主題 “天氣” 的興趣，激活學生已有的關于天氣和相關活動的背景知識，為后續學習做好鋪墊，同時培養學生觀察、思考和表達的能力。
Activity 2 Presentation(獲取與梳理)
T：Now，let's work on 1a.There are some pictures of weather descriptions here.Please write the words in the box under the pictures.
(The teacher shows pictures，and students write down the weather descriptions：cloudy，dry，lightning，stormy，windy.Then，play a guessing game.The teacher makes a model first.)
T：It is sunny.The temperature is very high and there is no water here.What adjective can you think to describe it
S：Dry
T：Yes.
(Ask students to practise in pairs.)
設計意圖：通過識別圖片，幫助學生鞏固關于天氣的詞匯。猜測活動能為學生提供目標語言輸出的機會，有利于鞏固所學描述天氣的形容詞，能培養學生的口語表達能力，發展他們的思維。
Activity 3 Listening(獲取與梳理)
T：Listen to the weather report in 1b.Match the different parts of Australia with the weather conditions.
(Then the teacher checks the answers by asking questions and students answer questions based on the listening content.For example，
T：What's the weather like in the north of Australia
S：It's stormy.The temperature is around 20℃
The teacher can play several times to help students get exact answers and practise their listening.)
設計意圖：該環節能培養學生從聽力材料中獲取關鍵信息的能力，學生將地區與相應的天氣狀況進行匹配，能加深對天氣詞匯的理解。教師通過問答來檢測聽的效果，將輸入變為輸出，有利于提升聽力理解能力和語言表達能力。
Activity 4 Be a sharp listener(獲取與梳理)
T：Let's work on 1c.Now，let's listen to the conversation and circle the correct answers.
(Help students get a general understanding of the listening，and play the listening twice to help to get the right answers.)
T：Where is Grandpa now
S1：I circled “A.In Australia.”
T：Why do you think so
S1：Because in the conversation，it mentioned “How are you？How is the weather in Australia？”．
T：Good reasoning.
(The teacher checks other answers like this.)
設計意圖：通過聽力練習，培養學生捕捉細節信息的能力，同時復習和鞏固關于地點、天氣和活動的表達方式，提高學生的聽力理解和語言綜合運用能力。
Activity 5 Practice(概括與整合)
T：Let's move on to 1d.OK，let's act out a phone conversation about the weather.Please use the sentence pattern：“—What's the weather like？　—It's warm and sunny…　—What are you doing？　—I'm playing football/…”
(Students practise a phone conversation in pairs，and then share with the whole class.)
S1：Hello，this is S1.How's the weather
S2：Hi，S1.It's cloudy here.What about the weather there
S1：It's sunny and warm.I'm outside playing football.What are people doing there
S2：Some people are walking in the park.And I'm just reading a book at home.
T：Very good.You two did a great job.Let's listen to another pair.
設計意圖：通過對話練習，幫助學生掌握介紹天氣的句型，提高口語表達能力，同時培養學生的合作學習能力。
Activity 6 Pronunciation(歸納與應用)
◎Vowel pronunciation practice
T：Now，let's move on to Pronunciation.First，let's practise the pronunciation of vowel letter combinations.Listen and repeat after me.
(The teacher demonstrates the pronunciation of vowel letter combinations.The students follow along and the teacher corrects their pronunciation.)
T：Good！Now，let's add one more word to each group and practise again.
T：Next，let's practise the words with “ar”“er”“ir”“or” and “ur”．Listen and repeat.
(The teacher demonstrates the pronunciation of the words，and the students repeat.)
◎Practise the pronunciation of stressed words
T：Finally，listen to the chant and pay attention to the bold syllables.
(Ask students to read the chant together.The students clap when reading the bold syllables.)
設計意圖：通過發音練習，幫助學生掌握元音、元音字母組合以及重讀單詞的正確發音，提高學生的口語表達能力。
Activity 7 Homework(分層作業)
必做題：Search the Internet to find out what the weather is like in four cities and write them down.
選做題：Write a short passage using the learned weather vocabulary and sentence patterns to describe the weather of your favourite day.
第一課時　Section A【(1a—1d)& Pronunciation 1—2】 Key words：dry，shine，affect，lightning，stormy，north，west，south，east Key sentence patterns： 1．—What's the weather like？　—It's warm and sunny/… 2．—What are you doing？　—I'm watering the flowers/… Sounds：/ɑ /(e.g.hard，start)，/ /(e.g.verb，first，word，hurt)，/ /(e.g.short，horse)
During the teaching process，it is necessary to observe students' reactions and participation degree，and adjust teaching strategies and methods in time.Through the study of this lesson，students should be able to master the words about the weather，use adjectives to describe the weather，and ask and answer the weather with the sentence patterns.At the same time，it is also important to cultivate students' cultural awareness and consciousness of caring for weather.第二課時　Section A(2a—2e)
Activity 1 Warming up and revision(感知與注意)
(The teacher plays the vowel sounds audio from the previous lesson，and students repeat after it.)
T：Good morning，everyone！Let's review the vowel sounds we learned in the last class.Can you tell me some words with the vowel sound /ɑ /，/з /，/ /
Ss：Mark，car，girl，shirt，small，wall，etc.
T：Good.Now，let's start our new lesson.Today we will continue to explore more about the weather and people's activities in different weather.
設計意圖：通過復習元音的發音，激活學生的語音記憶，為接下來的聽力訓練做好準備。
Activity 2 Listening(獲取與梳理)
T：Let's work on 2a.Listen to the conversation and fill in the blanks.
(After listening，the teacher checks if the students get the right information.)
T：What did Anna say about the weather in Sanya
S：She said it was hot and sunny.It's about 28℃.
T：Very good.Let's check the other blanks together.
(The teacher checks the answers and guides students to discuss the information in the listening material.)
設計意圖：通過聽力訓練，培養學生的聽力理解能力，同時加深他們對天氣詞匯的記憶。基于對話文本的討論幫助學生初步了解對話內容，提高學生獲取關鍵信息的能力。
Activity 3 Reading(獲取與梳理)
T：Let's work on 2b.Read the conversation and take plete the table about the information of two different families in 2b.
(After students complete the table，the teacher checks the answer by asking questions.)
T：Where is Anna
S1：She is at a beach in Sanya.
T：What's the temperature in Sanya
S2：It's 28℃.
T：What are Anna and her brother doing
S3：Anna is sunbathing.And her brother is playing beach volleyball.
T：Good.Now let's talk about Bill's family…
(Students answer the questions based on the table.Then ask some students to share the information in the listening material.Begin like this：Anna's family are in Sanya.The temperature is 28℃.The weather is hot and sunny.Anna is sunbathing and her brother is playing beach volleyball…)
設計意圖：通過閱讀填表活動，能培養學生的信息提取和梳理能力，師生關于天氣和活動的對話為學生提供了目標語言輸出的機會，最后的信息分享活動能培養學生的語言綜合運用能力。
Activity 4 Language practice(概括與整合)
T：Let's work on 2c.Listen again and try to repeat after the recording.Pay attention to the rhythm of the sentences.
(Students repeat the recording and try to imitate the pronunciation and intonation heard in the recording.The teacher guides students to pay attention to the rhythm of the sentences in the recording.Then let students role play the conversation with their partners to improve their speaking and listening.)
設計意圖：通過跟讀、模仿和角色扮演，提高學生語音、語調的準確性和流利性。
Activity 5 Be a deep thinker(概括與整合)
Work on 2d.(Ask students to list the activities they can do in different weather in the chart.Tick the activities they enjoy doing the most.)
Weather Activities
Sunny play football，have a picnic…
Rainy
Snowy
(Then check the information by asking questions.)
T：On sunny days，what can you do
S1：We can go for a picnic and play outdoor games.
T：Good.And on rainy days
S2：We can read books at home，watch movies online or listen to soft music.
T：Very creative.Now，tick the activities you like best in each weather condition.
設計意圖：引導學生整合所學知識，梳理不同天氣下可以進行的活動，培養學生的歸納總結能力。通過讓學生選擇自己最喜歡的活動，激發學生的個人思考和表達，同時提升學生的語言表達能力。
Activity 6 Be a creative talker(內化與運用)
T：Let's work on 2e.Imagine you are calling a friend.Your friend is having a holiday in a place with different weather.Ask and answer questions using the ideas from 2d and the expressions in 2e.
(Let students practise in pairs.Provide the model on the screen to help students.)
S1：Hello？Is that Fu Xing
S2：Yes，it's me.How are you
S1：I'm fine.I heard you are on holiday.Where are you
S2：I'm in a mountain area.The weather is really nice.It's sunny and warm.
S1：That sounds great.What are you doing there
S2：I'm hiking.The scenery is beautiful.What about you？What's the weather like there
S1：It's rainy here.I'm just staying at home reading.
(The teacher moves around to give necessary help and encourage students to speak out.Finally，let some students present the conversations in class.Other students listen carefully and give them positive assessment on their pronunciation，intonation and behaviours.)
設計意圖：通過對話活動，引導學生運用所學詞匯和句型描述天氣和自己正在進行的活動，進一步理解現在進行時的含義，提高語言組織能力和運用能力。通過評價活動，讓學生了解自己的優缺點，提升他們的反思能力。
Activity 7 Homework(分層作業)
必做題：Write down the conversation you practise with your partner in class.
選做題：Make up a conversation about the activities in different weather，and tell us what is your favourite and the reasons.
第二課時　Section A(2a—2e) Key words：sunbathe，temperature，heavily，lucky you，water，hiking Key sentence patterns： 1．—What's the weather like in…？/How's the weather in…？　—It's really warm/… 2．—What are you doing now？　—I'm shopping/…right now. 3．Are you having dinner/…now？
　　In this lesson，students actively participated in various teaching activities，showing high learning interest and enthusiasm.Through role playing and group discussions，students' oral expression and language application skills were effectively enhanced.During the process of listing the activities and expressing the activities in different weather，students' creativity and speaking skills were exercised.In future teaching，further diversity and fun can be added to interactive activities to better stimulate students' interest and enthusiasm.

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