Unit 6 Nature and us Part B Let's learn 第五课 (教学设计）-2026-2027学年人教PEP版英语五年级上册

Unit 6 Nature and us Part B Let’s learn 第五课 (教学设计） I. Teaching Objectives 1. Knowledge: Ss can listen, say and read the weather words fog, flood, fire, heavy snow and heavy rain, and use them in the four seasons. 2. Ability: Ss can talk about the weather with There is / There are and There will be, and give a short world weather report from a chart. 3. Emotion: Ss learn to watch the weather forecast, keep safe in bad weather and care about people in flood and fire. II. Key Points and Difficult Points Key Points: The five weather words fog, flood, fire, heavy snow, heavy rain, and the sentences There is often fog on the sea. / There are floods. / There will be heavy rain. Difficult Points: Telling the plural floods and fires from the singular fog and heavy snow; using There is with one thing and There are with many; and spelling the long words carefully. III. Teaching Tools Weather word cards, a real umbrella, four season pictures, a blank weather chart for Read and report, the courseware and the textbook recording. IV. Teaching Procedures Step 1 Warm-up and lead-in (5 mins) 1. I open a window sound of wind and rain and ask: What is the weather like today? Take a handful of quick answers and give no correction at this stage. 2. I hold up a real umbrella and ask why people carry it, then say: Today we look at the weather all year round. [Purpose] The umbrella and the rain sound wake up the back row and pull the weather words out of their memory. Step 2 Present the new words (8 mins) 1. I show the four season pictures one by one and put a word card on each: fog for spring, heavy rain and floods for summer, fires for windy autumn, heavy snow for winter. 2. I clap the long words so the beat helps memory — flood is one clap, but floods gets a bigger clap for the s. I hum the hard sound in fog (short o, no r). [Purpose] A picture, a card and a clap per word tie sound, spelling and season together. Step 3 Read the four sentences (7 mins) 1. I read the four season sentences once slowly, once at normal speed, once in a windy voice; Ss echo. 2. Ss read in pairs, one points at the picture and one reads the line. Only fix the mistakes that change the meaning; fluency comes first. [Purpose] Reading the full sentences keeps the words inside a real message instead of a bare list. Step 4 Learn the dialogue and is/are (7 mins) 1. I play Mike and Mr Liu: Is there any bad weather here in summer? Yes. There is heavy rain. Sometimes there are floods. 2. I clap once on is and once on are so Ss hear the switch: is with one fog, are with many floods. Ss ask and answer in pairs with their own town. [Purpose] The clap turns the hard is/are rule into a body feeling, not a grammar rule to copy. Step 5 Read and report (8 mins) 1. Ss look at the Read and report chart (London / Moscow / your place, Today / Tomorrow) and fill the boxes with words like heavy rain, cloudy, fog. 2. Ss read the sample report aloud: This is the world weather report. In London, there will be heavy rain today. Tomorrow it will be cloudy. Then pairs report their own place. [Purpose] Filling the chart and speaking a real report moves the words from reading to using. Step 6 Summary and homework (5 mins) 1. I point at the board and we say the five words and the two sentence patterns together one more time. 2. Homework: tell your family the five weather words in English, and write one weather report for your own town tomorrow. [Purpose] The last read closes the loop, and the family task carries the language out of class. V. Board Design Centre: What is the weather like? Left (one): fog / heavy rain / heavy snow → There is ... Right (many): floods / fires → There are ... Bottom: There will be heavy rain tomorrow. 六、教学反思 这堂课靠真实雨伞和风雨声把后排叫醒了，四季配词的拍手读下来，flood、fog 的尾音跟读比平时齐得多；is 和 are 用拍手区分单复数这个动作见效明显，结对问答时多数孩子能自己换掉 town 造新句。 不足有三点：fog 里的短 o 还是有孩子拖成 fog-er，下次该提前单拎出来对比读；flood 与 fire 拼写易混，板书只点了一遍不够，应画一张"水=lood、火=ire"的小图；weather report 展示时间收得太紧，只报了两三个地方，改成贴到后墙让学生走过去接着播会更充分。 学科网（北京）股份有限公司 $