Unit 4 Weather and our lives-E Weather in life (Project)教学设计 2024-2025学年沪教版（五四学制）英语六年级下册

该初中英语教学设计聚焦天气相关词汇与句型，通过天气图片导入激活学生已知，衔接新词汇（如sunny, rainy）和描述句型（如When it's..., we...），搭建项目探究支架，引导学生深入学习天气对生活的影响。 以项目式学习为特色，小组合作探究天气对服装、交通等生活方面的影响，结合真实情境收集分析信息，提升语言表达、批判性思维与合作学习能力，助力学生综合运用语言，教师易操作且教学目标明确。

Unit 4 Weather and our lives-E Weather in life (Project) This unit focuses on the topic of weather and its influence on our daily lives. In the "Weather in life (Project)" part, students will conduct in - depth exploration and research on how weather affects various aspects of life. They will learn to collect information, analyze data, and present their findings. The content includes different types of weather conditions, how people adapt to different weathers in daily activities, such as clothing, food, transportation, and entertainment. Also, it may involve some cultural and traditional aspects related to weather in different regions. 教学目标 Students will be able to master the vocabulary related to weather, such as "sunny", "cloudy", "rainy", "windy", "snowy", "foggy", "stormy", etc., as well as words about daily life affected by weather, like "umbrella", "raincoat", "scarf", "sunglasses", "picnic", "skiing", etc. Students can understand and use key sentence patterns to describe the impact of weather on life, for example, "When it's sunny, we often go for a picnic.", "In rainy days, people usually take umbrellas with them.", "Cold weather makes us wear thick clothes." 教学重难点 A. Key Points Mastery of weather - related vocabulary and sentence patterns for describing the impact of weather on life. Learning how to effectively collect, analyze, and present information about the topic. Completing the project tasks, including group discussions, data collection, report writing, and presentations. B. Difficult Points Helping students to think critically about the complex relationship between weather and different aspects of life, and to analyze the data comprehensively. Guiding students to use English accurately and vividly in presenting their project results, especially when expressing their own opinions and findings. Ensuring the smooth progress of group work, dealing with possible conflicts or inefficiencies in group cooperation. Weather Vocabulary Sunny, cloudy, rainy, windy, snowy, foggy, stormy, hot, cold, warm, cool Thunderstorm, hurricane, typhoon, blizzard Vocabulary about Daily Life Affected by Weather Clothing: T - shirt, shorts, skirt, dress, sweater, coat, jacket, gloves, hat, scarf, boots, sandals Accessories: Umbrella, raincoat, sunglasses, sunscreen Activities: Picnic, barbecue, swimming, hiking, skiing, skating, flying a kite, staying indoors Transportation: Bus, car, subway, bicycle, ship, airplane (affected by weather conditions like strong winds, heavy rain, snow) Sentence Patterns When + weather condition, subject + usually/often + verb + object. (e.g., When it's sunny, we usually go to the park.) In + weather - related situation, people + action. (e.g., In cold weather, people wear thick clothes.) Weather condition + makes + object + do sth. (e.g., Hot weather makes us feel thirsty.) Because of + weather, subject + has/have to + verb. (e.g., Because of the heavy rain, we have to cancel the outdoor activity.) 教学过程 A. Lead - in (5 minutes) Greet the students and show them some pictures of different weather scenes on the PPT, such as a sunny beach, a rainy street, a snowy mountain, and a windy field. T: "Good morning/afternoon, class! Look at these pictures. Can you tell me what kind of weather is shown in each picture?" Encourage students to answer with the weather vocabulary they know, like "It's sunny.", "It's rainy." etc. Then ask students some simple questions about their daily life in different weathers. T: "When it's sunny, what do you usually do? When it's rainy, how do you go to school?" Let several students share their answers. B. Knowledge Presentation (10 minutes) Present new vocabulary related to weather and daily life affected by weather on the PPT. Teach the pronunciation, spelling, and meaning of each word. For example, when teaching "umbrella", show the picture of an umbrella, say the word slowly, and ask students to repeat after you several times. Then explain its usage in different weather conditions, like "We use an umbrella when it's rainy." Write some key sentence patterns on the blackboard or show them on the PPT. Explain the structure and usage of each pattern with examples. For instance, for the pattern "When + weather condition, subject + usually/often + verb + object.", give more examples like "When it's windy, we often fly a kite." and ask students to make sentences with other weather conditions. C. Group Work Assignment (10 minutes) Divide the students into groups of 4 - 5. T: "Now, class, we are going to work in groups. Each group will research on how weather affects one aspect of our lives, such as clothing, food, transportation, or entertainment." Distribute a project task sheet to each group. The task sheet includes the following information: The topic of the research (e.g., How does weather affect our clothing?) The requirements of data collection (at least 3 examples for different weather conditions) The format of the report (including an introduction, main body with examples, and a conclusion) The time limit for the group work (15 - 20 minutes) Instruct the groups to start their work. They can use their textbooks, mobile phones (with Internet access if allowed), or other resources to collect information. Walk around the classroom, offer help and guidance when necessary. For example, if a group has trouble finding information about how weather affects food, you can suggest they think about seasonal fruits and vegetables, or how people's food choices change in different weathers. D. Group Report and Presentation (15 minutes) Invite each group to come to the front of the classroom and present their research results. One group member can be the main presenter, and others can help to show relevant pictures or data. T: "Now, let's start with Group 1. Please come to the front and share your findings with us." While the group is presenting, the rest of the students should listen carefully and take notes. After each presentation, give the presenting group some time for Q&A. The other students can ask questions about the group's research, such as "Why do people in cold weather like to eat hot pot?" After all the groups have presented, give a brief summary of the main points of each group's report, and praise the students for their hard work and good performance. E. Summary and Homework (5 minutes) Summarize the key points of this class, including the new vocabulary, sentence patterns, and the main findings about how weather affects our lives. T: "Today, we have learned a lot of new words about weather and daily life. We also know how different weathers influence our clothing, food, transportation, and entertainment. Let's review some of the important words and sentences." Assign homework: Ask students to write a short passage about how their favorite weather affects their daily life, using at least 5 sentences they learned in this class. Suggest students to continue to observe the weather and its impact on life in their daily life, and share their new discoveries in the next class. 教学反思 In the teaching process, the lead - in part was quite effective in attracting students' attention and arousing their interest in the topic. However, in the future, more real - life video materials can be used to make the lead - in more vivid. When presenting knowledge, most students could follow the teaching rhythm. But for some students with weaker English foundation, they might need more time to practice the new vocabulary and sentence patterns. In the next class, some extra practice activities can be designed for them. During group work, most groups cooperated well. But there were still a few groups where some students were less involved. In the future, more specific group - work rules and evaluation mechanisms can be established to ensure every student participates actively. The group report and presentation part was successful in improving students' oral communication and presentation skills. However, some students were a bit nervous when speaking in front of the class. More opportunities for public speaking training should be provided in subsequent classes. The overall teaching objectives were basically achieved. But in the future, more in - depth exploration of the relationship between weather and culture can be added to enrich the teaching content. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$