Unit 6 Rain or Shine 公开课一等奖创新教学设计（5份打包）-人教版英语七年级下册

Unit6RainorShine公开课一等奖创新教学设计（5份打包）-人教版英语七年级下册第三课时GrammarFocus(3a～3d)

1．Knowthestructureofthepresentcontinuoustense.

2．Talkaboutthedifferencesbetweenthepresentcontinuoustenseandthesimplepresenttense.

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：rainheavily，snowy，sunbathe，stayin，buildasnowman，playbeachvolleyballKeysentences：①—What'stheweatherlike？/How'stheweather？—It'sreallycold！/It'scoldandsnowy./It'srainingheavily.②—Whatareyoudoingatthebeach？—I'msunbathing.③—What'syourbrotherdoing？—He'splayingbeachvolleyballrightnow.④—What'syourfamilydoing？—Weusuallystayinwhenitsnows.Butnowwe'rebuildingasnowmanoutside.

LearningAbilities●Learntounderstandthebasicstructureofthepresentcontinuoustenseandmastertheformsofthe“be"verbcorrespondingtodifferentpersonalpronouns.●Learntoidentifyinwhichcontextsitisappropriatetousethepresentcontinuoustense.●Learntocarefullyanalyzethedifferencesbetweenthepresentcontinuoustenseandthesimplepresenttenseinmultipledimensions.

ThinkingQualities●Beabletoformasystematicunderstandingoftheusageofthepresentcontinuoustense.●Beabletocomparethepresentcontinuoustensewithothertensesthathavealreadybeenmasteredandthinkaboutthedifferencesamongthemintermsofstructure，meaning，andusage.●Organizeandexpoundthedifferencesbetweenthepresentcontinuoustenseandthesimplepresenttenseinacertainlogicalorder.

CulturalAwareness●AppreciatetheculturalcharacteristicsbehindthelanguagehabittobetterintegrateintotheEnglishlanguagecommunicationcontext.●Betterunderstandtheculturalconnotationsreflectedbytheuseoftensesandimprovethequalityandeffectofcross－culturalcommunication.

重点：

1．Studentsareabletokeepinmindthebasicstructureofthepresentcontinuoustense(be＋v．－ing)．

2．Studentsareabletoclearlyunderstandthecorrectformsofthe“be”verbcorrespondingtodifferentpersonalpronouns.

3．Studentsareabletoclearlycomparethedifferencesbetweenthepresentcontinuoustenseandthesimplepresenttenseintermsofgrammaticalstructure.

难点：

1．Studentsareabletomastertheverbsthathavespecialchangerulesorirregularsituationswhenchangingintopresentparticiples.

2．Studentsareabletoaccuratelyjudgewhethersuchverbscanusethepresentcontinuoustenseinspecificcontexts.

3．Studentsareabletocomparethecontextswherethetwoareapplicable.

Step1Review&Lead－in

Askstudentstolookatthepictureanddescribewhatpeoplearedoingindifferentweatherconditions.

T：Lookatthepicture，boysandgirls.What'stheweatherlikeinHarbin？Whatarepeopledoingthere

Ss：It's…Theyare…

T：Todaylet'scometoknowmoreaboutthepresentcontinuoustenseandthesimplepresenttense.

【设计意图】通过看不同地区的天气图片并描述人们正在从事的活动，学生能够复习已学的知识，同时为接下来的新课学习作铺垫。

Step2Grammar(3a)

Workon3a

1．Askstudentstoreadthesentencesinthegrammarboxbythemselvesandunderlinethestructuresforthepresentcontinuoustenseandthesimplepresenttense.

2．Askstudentstodiscussingroupsandtellwhattensesareintheboxandwhentheyuseeachtense.

(1)UsageofthePresentContinuousTense：be(am/is/are)＋v．－ing

Toexpressanactionthatishappeningatthemomentofspeaking.

(2)UsageoftheSimplePresentTense：do/does/be(am/is/are)

a．Toexpresshabitualorregularactions.

b．Toexpressobjectivefacts，universaltruthsornaturalphenomena.

c．Toexpressthepresentstate.

【设计意图】通过观察、讨论及总结，学生能够加深对现在进行时和一般现在时的区别和具体使用场景的理解。

Step3Grammar(3b～3c)

Workon3b

Askstudentstocompletetheconversationswiththecorrectformsoftheverbsinbrackets.

(Studentsmustreadthecompletesentences.)

Workon3c

1．Askstudentstocompletethepassagewiththecorrectformsoftheverbsinbrackets.

T：Look！HereisapictureofHarbin.Theiceworksaresobeautiful.ManypeoplearevisitingHarbin.Nowreadthetextin3candcompletethepassagewiththecorrectformsoftheverbsinbrackets.

2．Askstudentstosharetheiranswersinclassandtheteacherhelpstocorrecttheirmistakesifnecessary.

【设计意图】通过练习，学生能够充分理解并熟练掌握目标语法。

Step4Speaking(3d)

Workon3d

Askstudentstoworkinpairsanddescribeaplaceabouttheweatherandactivitiespeopleusuallydothere.Thenthepartnersguesswhatplaceitis.

T：Imaginethatyouareatabeautifulplaceoutdoors.Tellyourpartnerwhattheweatherislikeandwhatactivitiespeoplearedoing.Canheorsheguesswhereyouare？Makeaconversationinpairs.Threeminutesforyou！Go!

【设计意图】通过组内成员编对话描述并猜测地点的活动，学生能够对目标语言进行口头训练，培养并提升语言运用能力。

Step5Summary

Askstudentstomakeasummaryofthesentencepatternsrelatedtothepresentcontinuoustenseandthesimplepresenttense.

【设计意图】通过总结本单元所学的目标语言，学生能够明确本节课的重难点知识。

Step6Homework

1．Dotheexercisesinstudents'workbooks.

2．Extended：Writethreemoresentenceswiththepresentcontinuoustenseandthesimplepresenttense.

Unit6RainorShine第三课时GrammarFocus(3a～3d)(1)UsageofthePresentContinuousTense：be(am/is/are)＋v.-ingToexpressanactionthatishappeningatthemomentofspeaking.(2)UsageoftheSimplePresentTense：do/does/be(am/is/are)a．Toexpresshabitualorregularactions.b．Toexpressobjectivefacts，universaltruthsornaturalphenomena.c．Toexpressthepresentstate.第五课时SectionB(2a～3c)

1．Chooseaplaceandwriteaweatherreport.

2．ReadtheweatherinformationaboutChengdu.

3．Talkaboutwhatpeoplearedoingindifferentweatherconditions.

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：season，month，spring，temperature，activity，advice，stayin，doindooractivitiesKeysentences：①It'srainingheavilytoday，andthetemperatureisaround20℃.②They'rehurryingtowardsthenearbybuildingstohidefromtherain.③It'simportanttocarryanumbrellaorpackaraincoattoday.

LearningAbilities●LearntoaccuratelyextractkeyinformationabouttheweatherinChengdu.●Learntoselectrepresentativecontentsforwritingtheweatherreport.●Learntoskillfullyuseprofessionalvocabularyrelatedtoweatherandvocabularyfordescribingthetrendofweatherchanges.

ThinkingQualities●Beabletoorganizethecontentinacertainlogicalorderwhenwritingtheweatherreport.●BeabletoanalyzethereasonswhytheweatherinChengdupresentsaspecificsituation.●BeabletosummarizetheoverallcharacteristicsoftheweatherinChengdu.

CulturalAwareness●Understandtheuniqueweatherandculturalcharmoftheregion.●Understandtheweathercharacteristicsoftheplacefromaculturalperspective.

重点：

1．Studentsareabletouseaccurateandprofessionalvocabularytoclearlydescribeweatherconditions.

2．StudentsareabletoextractaccuratelythecoreinformationabouttheweatherinChengdu.

难点：

1．Studentsareabletodescribereasonableactivitiesaccordingtodifferentweatherinformation.

2．Studentsmayhavedifficultiesinaccuratelydescribingtheweatherinacertainplaceduetolackofgeographyknowledge.

Step1Review

1．Askstudentstodotheexercisesofthisunit.

2．Theteachercheckstheanswersandshowsthefalliblewordsorsentencepatternsontheblackboard.

(Theexercisesmustincludethekeyanddifficultpointsandfalliblepoints.)

【设计意图】通过练习的形式，学生能够对所学知识进行复习，对易错知识进行总结并强化对易错知识的理解。

Step2Presentation(2a～2b)

Workon2a

Askstudentstocompletethepassagewiththecorrectformsofthewordsinbrackets.

T：Lookatthepicture.Whatistheweatherlike

Ss：It'srainy.

T：Whatisthemandoing

Ss：Heisrunningafterahat.

T：Nowlet'sreadthepassageandknowmoreabouttheman'sstory.

Workon2b

1．Askstudentstodrawapictureofsomepeopleexperiencingaheavystormoranotherweathercondition.Thenwriteadescriptionoftheiractions.

T：Doyouhavesuchexperience？Didanythingbadorexcitinghappenonarainyorsunnyday？Nowthinkofoneexperience，drawitandthenwritewhatyouaredoingaccordingtothepicturesyoudraw.

2．Choosethreeorfourstudentstosharetheirwriting.

【设计意图】通过分享自己的小文章，学生能够对目标语言进行充分练习并巩固所学知识，为写作作铺垫。

Step3Guidanceonwritingmethods

【典型例题】某英文日报正在征集生活故事。假如你是ZhangLu，此刻你正和同学LinTao及家人一起在庐山游玩，请根据图片内容写一篇短文，记录你们此刻的活动和心情并向该日报投稿。

要求：

(1)文章应包含所给提示中的所有信息；

(2)字迹工整，语法正确，意思连贯；

(3)文中不得出现真实姓名和所在学校名称；

(4)可适当发挥，不少于70词。

PlaceandweatherActivitiesFeelings

ZhangLuandhisfamilyLinTaoTwotourists

◆◆思路点拨

写作注意事项：

(1)本文应以第一和第三人称进行叙述；

(2)正确使用现在进行时，用恰当的短语描述人物的活动；

(3)描述人物的活动时，要加上不同的修饰词或地点状语等使描述更细致。

◆◆范文欣赏

I'm__Zhang__Lu.Rightnow，I'mvisitingMountLushanwithmyclassmateLinTaoandmyfamily.

Theweatherissunny.MountLushanlookssobeautifulinthesunlight.MyfamilyandIarehavingapicniconthetopofthemountain.LinTaoisflyingakite.ThewindissocoolandI'minhighspirits.Therearemanygreentreesanddifferentflowers.Twotouristsarehikingnow.Theyseemveryhappy.Wearereallyenjoyingthetrip.Ihopetocomehereagainoneday.

【设计意图】通过对一篇典型例题的讲解，学生能够了解如何谋篇布局，进而完成一篇写作。

Step4Writing&Speaking(3a～3c)

Workon3a

AskstudentstoreadtheweatherinformationaboutChengdu.Underlinetheinformationfromthetableinthereport.

T：HereisaweatherreportofChengdu.Whatistheweatherlikethere？Whatarepeopledoingnow？Lookatthechartin3aandunderlinetheinformationinthepassageaccordingtothechart.

Workon3b

1．Askstudentstoworkingroups，chooseacityandfindinformationaboutitsweatherconditionsonacertainday.

2．Askstudentstomakeasimilartabletotheonein3a.

T：Nowyouwillbeaweatherreporter.Youwanttoreporttoday'sweather.Useyourimaginationandchooseonecitytomakeaweatherreport.Youcanmakeatablelike3afirst.Thatwillhelpyougiveareport.

Workon3c

1．Askstudentstowriteaweatherreportwiththeinformationfromtheirtablein3b.

2．Askstudentstogiveareportgroupbygroupandvoteforthemostfavouritereporter.

T：It'stimeforyoutogiveusaweatherreport.Theexamplein3awillhelpyoualot.Whowillbethebestreporter？Voteforyourfavouriteone.

【设计意图】通过各小组播报天气预报，学生能够充分掌握本单元的目标语言。

Step5Summary

Askstudentstosummarizethekeysentencepatternsofdescribingactivitiesandthepresentcontinuoustense.

【设计意图】通过归纳总结，学生能够更好地掌握关键句型与目标语法。

Step6Homework

1．Polishyourdrawingandwritedownyourweatherreport.

2．Dotheexercisesinstudents'workbooks.

Unit6RainorShine第五课时SectionB(2a～3c)Goodmorningfrom…in…Province.Itis…andthetemperatureis….Manypeopleare….Butlookbehindme！Afewpeopleare…It'simportantto…第四课时SectionB(1a～1d)

1．Talkaboutpeople'sfeelingsaboutthesametrip.

2．DescribethetriptoMountHuangshaninHelen'saspectandPeter'saspect.

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：wet，atarestarea，inhighspirits，makegoodprogress，enjoytheexperience，looklike，apartof，becauseof，theheavyfog，atthetop，inthesunlightKeysentences：①Itfeelslikeamagicalplace.②Thesunisshiningthroughtheclouds.③Theydon'tseemtiredatall.

LearningAbilities●Learntounderstandothers'experiencesduringthetripfromdifferentpeople'sperspectives.●LearntodescribeHelen'sandPeter'sfeelingsaboutthesametrip.●Learntoaccuratelyusevocabularyrelatedtotravel，naturallandscapes，andpeople'sfeelings.

ThinkingQualities●Beabletoanalyzevariousfactorsthatinfluencepeople'sfeelingsduringthesametrip.●BeabletodescribeHelen'sandPeter'striptoMountHuangshaninacertainlogicalorder.●BeabletoanalyzethereasonsforHelen'sandPeter'scertainbehavioursandfeelingsduringthetrip.

CulturalAwareness●Respectandacceptthediversityofpeople'sfeelingsunderdifferentculturalbackgrounds.●Enrichtheconnotationofthetraveldescription.●DisseminateandpromotethelocalcultureofMountHuangshanandenhanceculturalidentity.

重点：

1．StudentsareabletoretellthetriptoMountHuangshaninHelen'saspectandPeter'saspect.

2．StudentsareabletouserichandaccuratevocabularytodescribethetriptoMountHuangshan.

3．Studentsareabletodescribetheirtravelexperiences.

4．Studentsareabletoanalyzethefactorsinfluencingpeople'sfeelingsaboutthesametripfrommultipleperspectives.

难点：

1．StudentsareabletouseaccuratelanguagetodescribethetriptoMountHuangshanfromHelen'sandPeter'sperspectives.

2．Studentsareabletoflexiblyselectappropriatevocabularyandsentencepatternsaccordingtospecificsituationstoclearlyandvividlyelaborateonpeople'sfeelings.

Step1Lead－in

ShowstudentsavideoofatriptoQinghaiandaskthemtodescribetheactivitiesandtheweatherinthevideo.

T：MyfamilywenttoQinghaithissummer.Watchavideoandfindouttwothings：WhatwastheweatherlikeinQinghai？Whatdidwedothere

【设计意图】通过观看一段青海之旅的视频并回答问题，学生能够回顾已学知识，同时帮助老师引入主题。

Workon1a

AskstudentstolookatthepicturesonPage46andsharetheirclimbingexperiences.

T：Lookatthepictureshere.It'sMountHuangshan.Doyouclimbamountainlikethis？Whatcanyouseeorhearwhenyouareclimbing？Howdoyoufeelaboutthetrip

Step2Reading(1b～1c)

Workon1b

1．Askstudentstoreadthearticleandanswerthequestions.

T：HelenandPeterarevisitingMountHuangshannow.Dotheyhavethesametrip？Howdotheyfeelaboutthetrip？Readthepostsbythemandfindouttheanswers.

2．Askstudentstosharetheiranswersandthereasonsinclassandtheteacherhelpstocorrecttheirmistakesifnecessary.

Workon1c

Askstudentstoreadthearticleagainandcompletethechartin1c.

T：HelenandPeterhavealottosayabouttheirtrip.Let'sreadtheirpostsagainandcompletetheirdescriptionsaboutthesametrip.Thenuseasmilingfaceorasadfacetoshowtheirfeelings.

(Studentsmustsharewithcompletesentences.TheteachershowsthekeysentencepatternsonthePPT.)

【设计意图】通过完成阅读任务，学生能够充分理解文本并提高抓取关键信息的能力。

Step3Consolidation(1d)

Workon1d

Askstudentstoreadthepostagainandcompletethequestionswiththequestionwordsintheboxandthenanswerthem.

【设计意图】通过阅读文本回答问题，学生能够充分理解文本内容。

Step4Summary

1．AskstudentstofindthecorrespondingEnglishphrasesinthetextaccordingtotheChinesemeaningsonthePPT.

2．Askstudentstosharetheanswersandtheteacherhelpstocorrecttheirmistakesifnecessary.

【设计意图】通过查找短语总结本单元所学的目标语言，学生能够明确本节课的重难点知识。

Step5Homework

1．Finishtheexercisesinstudents'workbooks.

2．Extended：Sharethetravelexperiencesincludingtheweather，activities，feelings，etc.

Unit6RainorShine第四课时SectionB(1a～1d)

TimeActivitiesHelen'sfeelingPeter'sfeeling6：35－7：229：15－9：1810：36－10：40第一课时SectionA(1a～1d)&Pronunciation

1．TalkabouttheweatherindifferentpartsofChina.

2．Describewhatpeoplearoundusaredoingindifferentweather.

3．Talkaboutthepronunciationofthelettercombinations“ar，er，ir，or，ur"．

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：north，west，southandeast，warmanddry，sunnyandhot，stormy，cloudy，lightning，windyKeysentences：①—What'stheweatherlike？—It'swarmandsunny.②—Whatishe/shedoingrightnow？—He's/She'sdoing…③—Whatareyou/theydoingatthemoment？—Theyare/Wearedoing…

LearningAbilities●Learntomasterrelevantvocabularyfordescribingtheweatherandpeople'sactionstoaccuratelyandclearlyexpressdifferentweatherconditionsinEnglish.●Learntonoticethedifferencesinnaturalenvironmentandpeople'sbehavioursunderdifferentweatherconditions.●Learntoaccuratelydistinguishthepronunciationdifferencesofthelettercombinations“ar，er，ir，or，ur”indifferentwordsandpronounceaccuratelyespeciallythestressedwordsinasentence.

ThinkingQualities●Beabletocomparethedifferencesbetweendifferentweatherconditions.●Beabletoimaginespecificscenesunderthecorrespondingweatherintheirminds.●Beabletodescribepeople'sbehavioursinanorderlymanneraccordingtodifferentkindsofweather.●Beabletotransfertheknowledgeofthepronunciationrulesoftheselettercombinationsandstressedwordstheyhavelearnedtothelearningofnewwordsandsentences.

CulturalAwareness●Communicatewithpeoplefromdifferentculturalbackgroundsininternationalexchanges.●Enhancemutualunderstandingandavoidobstaclesincommunicationduetoculturaldifferences.●Understandtheserichdifferencesinculturalcustomsonpeople'sbehavioursandtraditionalactivitiesinthesameweather.

重点：

1．Studentsareabletotelldifferentweatherindifferentplaceswiththewordsandphrases：north，west，southandeast，warmanddry，sunnyandhot，stormy，cloudy，lightning，windy.

2．Studentsareabletodescribewhatpeoplearedoingwiththesentencepatterns：①—Whatareyoudoingatthemoment？—I'mdoing…②Whatishe/shedoingrightnow？—He's/She'sdoing…③—Whatareyou/theydoingatthemoment？—Theyare/Wearedoing…

3．Studentsareabletosummarizethepronunciationrulesofthelettercombinations“ar，er，ir，or，ur"indifferentwordsandcorrectlyreadthestressedwordsinasentence.

难点：

1．Studentsareabletoaccuratelydescribetheweatherwithrelatedwordsandphrases.

2．Studentsareabletoskillfullyusethepresentcontinuoustense(be＋v．－ing)todescribewhatpeoplearedoing.

3．Studentsareabletocorrectlyreadnewwordsbyapplyingtheserulesofthelettercombinations“ar，er，ir，or，ur”．

Step1Lead－in

1．Showpicturesofdifferentweatherandaskstudentsabouttheweather.

T：Lookatthepicture.WhatistheweatherlikeinChongqing

S1：It'ssunny.

T：Whatistheweatherhere

S2：…

2．LeadstudentstoreadthephrasesonPPT.

(Showverbphrasesrelatedtoactivitiesontheblackboard：blowhard，raincatsanddogs，stayin，waterflowers)

T：Todaywearegoingtotalkabouttheweatherindifferentplaces.

Workon1a

1．Askstudentstolookatthepicturesin1aandwritetheweatherdescriptionsunderthepictures.

2．Askstudentstoreadthewordsandhelptocorrecttheirpronunciationsifnecessary.

【设计意图】老师通过展示不同地区的天气导入新课，激发学生的学习兴趣，同时启发已学习的知识。

Step2Listening&Speaking(1b～1d)

Workon1b

Askstudentstolistentotheweatherreportin1bandmatchthedifferentpartsofAustraliawiththeweatherconditions.

T：HereisaweatherreportofAustralia.Whatistheweatherlikeinthenorth？Whatabouttheweatherinthesouthandeast，thewest，orthecentre？Nowlistentoitandfindouttheweatherintheseparts.

Workon1c

1．Askstudentstolistentotheconversationandcirclethecorrectanswers.

T：LucyistalkingtohergrandpainAustraliaonthephonenow.Whataretheydoingnow？Whatistheweatherlikeintheirplaces？Listentotheconversationbetweenthemandcirclethecorrectanswers.

2．Askstudentstomakeasummaryofthewordsandsentencepatternsaboutdescribingwhatpeoplearedoingandtheweatheraccordingtothelisteningscriptsof1c.

(Theteacherwritesontheblackboard：①—What'stheweatherlike？—It's…②—Whatishe/shedoingrightnow？—He's/She'sdoing…③—Whatareyou/theydoingatthemoment？—We/Theyaredoing…)

Workon1d

1．Askstudentstoactoutaphoneconversationwiththeirdeskmatesandtalkabouttheweathernearthemandwhatpeoplearedoing.

2．Choosethreeorfourpairsofstudentstosharetheirconversations.

【设计意图】通过听录音连线、回答问题以及两人问答的形式，学生能在对话中熟练运用目标句型。

Step3Pronunciation&Speaking(1～2)

1．Showstudentsthephoneticsymbolsofthelettercombinations“ar，er，ir，or，ur"withdifferentwords.

2．Askstudentstoreadthemingroupsandfindouthowthelettercombination“ar”ispronouncedineachword.

(Theteachershowsthephoneticsymbolsonebyone.)

T：Lookatthesewords.Howdoes“er"pronounceinthesewords

Ss：//.

T：Whatabout“ir”…

Workon1

1．Askstudentstolistentotherecordingandrepeataftertherecording.

2．Askstudentstoaddonemorewordtoeachgroup.

T：Doyouknowotherwordswith“ar"“er”“ir"“or”and“ur"thathavethesepronunciations？Pleaselistoneineachgroup.

Workon2

1．Askstudentstoreadthechantandclapwhenreadingtheboldsyllables.

2．Askstudentstoreadaftertherecordingandpayattentiontotheboldsyllables.

【设计意图】通过跟读音标及句子中的重读单词，学生能有效地练习发音及语调。

Step4Summary

1．Askstudentstodotheexercisesaboutwhattheyhavelearnedtoday.

2．Askstudentstomakeasummaryaboutwhattheyhavelearnedtoday.

【设计意图】通过练习和总结，学生能够明确本节课所学的重难点知识。

Step5Homework

1．Finishthetaskpaper.

2．Extended：Describetheweathertodayandwhatyourfamilyaredoingat7：00p．m.

Unit6RainorShine第一课时SectionA(1a～1d)&PronunciationKeywords：north，west，southandeast，warmanddry，sunnyandhot，stormy，cloudy，lightning，windyKeysentences：①—What'stheweatherlike？—It's…②—Whatishe/shedoingrightnow？—He's/She'sdoing…③—Whatareyou/theydoingatthemoment？—Theyare/Wearedoing…Pronunciation

arerirorur////////////hardverbfirstshortwordhurtstartpersonbirdhorseworldnurse第二课时SectionA(2a～2e)

1．TalkaboutBill'sandAnna'sholidayactivities.

2．Makeaconversationtotalkabouthavingaholidayinaplacewithdifferentweather.

LanguageAbilitiesGraspthefollowingimportantpointsaswellasbeabletoreadandwritecorrectly.Keywordsandphrases：place，temperature，weather，activity，sunbathe，cold，buildasnowman，turnswarm，atthebeach，swimoutsideKeysentences：①Howisyourholidaygoing？②—Whatareyoudoingatthebeach？—I'msunbathingatthemoment！③—Howistheweatherin…？/What'stheweatherlikein…？—It'sreallywarm./It's…°C.④Weusuallystayinwhenitsnows.

LearningAbilities●Learntomasterrichvocabularyrelatedtoholidayactivities，andaccuratelydescribethespecificbehavioursofBillandAnnaduringtheirholiday.●Learntouserichandprecisevocabularytodescribedifferentweatherconditionsandthecorrespondingholidayactivities.●Learntounderstandthestructureofthepresentcontinuoustense(be＋v．－ing)，andcorrectlychoosethe“be”verb(am/is/are)accordingtothesingularorpluralofthesubject.

ThinkingQualities●Beabletoappropriatelyexpandonthebasisofdescribingthebasicactivitiesandaddsomedetailedcontent.●Beabletoquicklyconstructcorrespondingspecificscenesintheirmindsaccordingtothedifferentweatherandholidaylocationsmentioned.●Beabletoanalyzethedifferentimpactsofdifferentweatheronholidayexperiences.

CulturalAwareness●Realizethattourismisnotonlyaboutparticipatinginvariousactivitiesbutalsoawaytoexperiencedifferentcultures.●Understandtheregionalassociationbetweentheweatherandculture.

重点：

1．Studentsareabletouserichvocabularyrelatedtovacations，aswellasvariousverbphrasesforspecificactivitiesandwordsfordescribingtheweatherandfeelingstoaccuratelydescribetheirholiday.

2．Studentsareabletoaccuratelyusethep