八年级英语上册《Module 10 The weather Unit 1 It might snow》教案 （新版）外研版-（新版）外研版初中八年级上册英语教案.doc

Module 10 The weather
I. Teaching objectives 教学目标
技
能
目
标
听
Listen for information in a weather forecast.
说
Talk about weather
Ask questions to show surprise
读
Read a passage about weather to match photos with description of the weather
写
Write advice and give reasons using because, so and but
语
言
目
标
功
能
句
式

Talk about weather
What will the weather be like?
And it’s cloudy too, so it might snow.
It’ll probably be hot and sunny.
Come on, better get going!
It probably sunny and hot there.
Bring a map because you may want to travel around.
词汇
1. 重点词汇
cloud, shower, storm, temperature, joke, might, probably, cloudy, fall, shine, terrible, mile, northwest, southeast, skate
短语
from time to time, come on, as well,
语法

Possibility: may, might, probably

Ⅱ. Teaching materials analyzing 教材分析
本单元以weather为话题，设计了三个部分的内容。旨在通过单元教学使学生学会谈论天气和气象信息；了解美国各地区的气候情况；学会表述惊讶；能用关联词because, so 和 but写一篇短文，表达建议，并给出理由；能准备关于到中国来旅游的最佳时间的建议。
Unit 1谈论天气及其标志和气象信息，谈论不同国家和地区的天气状况，重点学习和天气有关的词汇以及情态动词may, might和副词probably表示可能性的用法。
Unit 2 学习关于美国各地区差别很大的气候状况的课文，学习一些外国地名的读法；能用because, so, but写短文，提供建议并给出理由。
Unit 3 在练习中复现本单元重点词汇、句型和语法；读关于The wettest place的文章；准备关于到中国来旅游的最佳时间的建议。
Around the world介绍了世界上最潮湿的地方。
Module task要求准备关于到中国来旅游的最佳时间的建议。
III．Class types and periods 课型设计与课时分配
Period 1 Listening and speaking (Unit 1)
Period 2 Reading and writing (Unit 2)
Period 3 Language in use (Unit 3)

Ⅳ. Teaching plans for each period分课时教案
Period 1 Listening and speaking
Target language 目标语言
1. Words & phrases生词和短语
cloud, shower, storm, temperature, joke, might, probably, cloudy, fall, shine, terrible,
2. Key sentences重点句子
What will the weather be like?
And it’s cloudy too, so it might snow.
It’ll probably be hot and sunny.
Come on, better get going!

Ability goals 能力目标
Enable students to listen to and talk about weather.
Teaching important/difficult points 教学重难点
The usage of may, might and probably.
Teaching methods教学方法
Task-based learning.
Teaching aids教具准备
A projector, some pictures and a tape recorder
Teaching procedures and ways教学过程与方式

Step I Lead-in
Show some pictures to help students learn some new words about weather.

T: Weather has an important effect on our lives. If we are planning a trip or just getting dressed in the morning, we always have to know what the weather will be like. Weather changes with different seasons and times. Look at the picture above. What’s the weather like?
S: It’s sunny.
S: It’s cloudy.
S: It’s raining.
S: It’s windy.
Show the words about the weather.
cloud, rain, showers, snow, storm, sun, wind
Ask students to read the new words. Make sure they know the meaning of each word. Then ask them to do activity 1.
Help students match the words with the symbols.

Step II Listening
In this procedure, ask students to listen to the tape and check the correct information in the table. If the information is wrong, correct it.
T: If we want to know weather information, we may listen to weather forecast. Please listen to a forecast and check the correct information in the table.
Play the tape. Then check the answers with students.
Ask students to listen to the dialogue in activity 4.
T: Betty is going to the park to skate. What will be the weather like? Now listen and find out.
Ask students to listen to the tape and then check the true sentences in activity 4.
Check the answers.

Step III Reading
In this procedure, ask students to read the dialogue and do activity 5.
T: Read the dialogue again and do activity 5. Check the answers. Let’s have a competition between boys and girls.
…
Step IV Language points
1. joke
joke作动词, 意为"开玩笑"。常见用法如下:
(1) You’re joking! 意为“你一定是在开玩笑吧”, 表示对某人所说的话表示不相信或惊讶, 也可以说“You must be joking! ”。如:
Is it true? You must be joking!
是真的吗？你是在开玩笑吧！
(2)joke with sb. 意为“和某人开玩笑”。如：
He often jokes with me.
他经常和我开玩笑。
(3)joke about sth. 意为“就某事开玩笑”。如：
Peter often jokes about my mistakes.
彼得经常拿我的错误开玩笑。
joke还可作名词, 意为“笑话；玩笑”, 为可数名词。常见搭配: tell jokes意为“讲笑话”；make jokes about意为“取笑…”, 相当于laugh at。如：
The teacher often tells jokes in class.
老师经常在课上讲笑话。
The other children often make jokes about him.
其他的孩子经常取笑他。
2. probably
probably是副词, 意为“很可能地；大概”，它所表示的可能性比较大, 表示有充分的依据、合乎情理或有望实现。如：
It will probably clear up this afternoon.
今天下午天气大概将晴朗。
We're going on holiday soon, probably next month.
我们很快就要去度假了，可能是下个月。
3. What … like …?
What … like?表示“……怎么样?”， 相当于how。如：
— What’s the story like?
（= How’s the story?）
这个故事怎么样？
— It’s very interesting.
很有意思。
[注意]
询问天气用what和how来提问，how后面不能再接like。
What’s the weather like today?
= How is the weather today?
今天天气怎么样？
better get going! 好了，走吧。
better get going 相当于had better go, 意思是“最好现在去/ 走”。
We’d better get going (= go now), or we’ll be late.
我们最好现在就走吧，不然的话要迟到了。
5. 单词辨析
rain，shower与storm 作名词时，都有“雨”之意，具体含义却不相同。
rain意为“雨，雨水”，是一个总称，具体是什么样的雨，要有一定的修饰词。
After a heavy rain, the trees were getting greener.
一场大雨过后，树木更绿了。
I enjoy walking in light rains.
我喜欢在小雨中漫步。
There is often fine rain in spring here.
春天，这儿经常下细雨。
shower意为“阵雨”，也有“阵雪”之意，特指下雨的时间短暂。
I got caught in a shower on my way here.
到这儿的路上我被阵雨淋了。
storm意为“暴风雨”，特指天气环境的恶劣，经常带大风、冰雹、沙尘、雷电等修饰
The thunder storm caused a lot of trouble to the farmers.
这场暴风雨给农民带来许多麻烦。
Because of a sand storm, the highways were closed for a day.
由于一场沙暴，公路被迫关闭了一天。

Step V Pronunciation and speaking
In this procedure, ask students to listen to the tape and help students find out the different connotation of different of intonation.
After listening, ask students to read these sentences loudly and then decide if the speaker is asking a question or showing surprise.
Check the answers.
Speaking
Ask students to work in pairs and give a forecast for China according to activity 2.
T: In this lesson, we have learnt many different types of weather. We can use some words to describe the weather. Let’s report a weather forecast for China according to activity 2. Now work in pairs and make a weather forecast. We can use may, might, probably to describe something we are not very certain of.
Ask some pairs to show their report before the class.
One sample version
It’ll probably be cold tomorrow.

Step VI Homework
Ask the students to learn and remember the new words and expressions of this unit.
Recite the dialogue.

Period 2 Reading and writing
Target language 目标语言
1. Words & phrases生词和短语
camera, umbrella, from time to time, swimsuit, northwest, southeast
Key sentences重点句子
When is the best time to …
… so choose carefully the places to see and the time to go.
Bring a good map because you may want to travel around.
Bring your camera so you can take photos of the autumn trees.
In Alaska the day are long and warm in summer, but may be cool in the evening.
Do not forget to bring a warm sweater with you.
Any time you like!
Ability goals 能力目标
Enable students to talk about the weather in the USA.
Teaching important/difficult points 教学重难点
How to talk about the weather in the USA.
Teaching methods教学方法
Reading and writing.
Teaching aids教具准备
A projector or some pictures and some small pieces of paper, a tape recorder
Teaching procedures and ways教学过程与方式

Step I Revision
In this procedure, students will revise some new words and do pair work to practice the sentence: What will the weather be like tomorrow?
Show some pictures to the class and ask some students to write the following words on the blackboard.
sunny, cloudy, snow, freezing, temperature, cool, dry, shower, wet, snowy
Then ask them to work in pairs, and talk about the weather today and tomorrow.
Sample dialogue:
S1: What’s the weather like today?
S2: It’s cloudy.
S1: What will the weather be like tomorrow?
S2: It may be rainy./It will probably be rainy.
Ask some pairs to act in front of the class.
After this, present the Reading by practice When is the best time to… in pairs.
T: It’s sunny/cloudy/rainy…today. But when is the best time to visit our town/city? Why? (Write the question on the blackboard) Let’s have a discussion in pairs.
Sample dialogue:
S1: When is the best time to visit our town/city?
S2: I think September is the best time.
S1: Why?
S2: Because it’s not too hot or cold at that time.
Ask some pairs to act in front of the class.

Step II Reading
In this procedure, ask students to listen and read the passage. Make sure they can describe the photos according to the passage.
T: Like China, there are many beautiful places in the USA. The weather is different in these places. Now listen to a passage introducing the weather in the USA. Books closed! Listen to the tape and decide what you can see in the photos.
Ask the students to listen to the tape. After listening, ask the students to have a discussion about the photos in groups.
Ask some students to have a report.
Sample reports:
S: It might be autumn in Picture 1 because the trees start to change colour. A white house stands behind the trees. It may be pleasant to live in the house.
S: It might be hot summer in Picture 2 because there are many people swimming in the sea. And I can see a balloon.
S: It is winter now in Picture 3. There are a lot of snow in the street.
Then ask students to read the passage and check their answers.
T: You should choose time to visit some good places in the USA. Read the passage carefully and fill in the table below.
Places
Best time to visit
Reason (Why)
advice
New York & Washington DC

New England

California
all the year round

Seattle

Alaska
Summer

Texas

Ask students to work in pairs to complete the table and report their answers. Then go through the answers with the students.
Sample answers:
Places
Best time to visit
Reason (Why)

advice
New York & Washington DC
May or October

in winter there’s a lot of snow

New England
September

The weather gets cooler and the green leaves start to go gold, then brown.
bring camera and take photos
California
all the year round
The weather is fine all year.
Take swimming clothes
Seattle

It isn’t very cold but it rains a lot.
take umbrella
Alaska
Summer
The days are long and warm.
Bring a warm sweater. Don’t do in winter.
Texas
spring & winter
It’s usually very hot and sunny compared to other places. Many storms in summer and autumn.

Step III Careful reading
In this procedure, students will read the passage more carefully and slowly. Then they will do activities 4.
Check the answers with the class.
T: If you want to give your friends advice, you’d better give your reasons at the same time. Now read the passage again and find out the sentences of this type.
Sample sentences:
1. Bring an umbrella.
Bring an umbrella because it might rain.
2. Wear warm clothes.
Wear warm clothes because it might be cool in the evening.
Ask students to report their work.
Game
Ask students to do activity 5 by playing a game “Look for your friends”.
T: When we give our friends advice, we should use because or so to say our reasons. Let’s come to activity 5. Please read the sentences first, and then we’ll play a game.
Divide students into two groups and ask each group to write these sentences down on small pieces of paper. One group writes down the first part numbered 1, 2, 3 … and the other the part with a, b, c…. Then begin the game as follows: S1 group draws one piece from Sa group and read the sentence, the other group must respond quickly by matching the two parts of the sentence and read out loudly.
One sample:
S1: You can come any time you like, but…
Sa: But the best time to visit England is in spring.

Step IV Language points
1. take photos of
take photos of 为…拍摄/照像
Satellites are used more and more to take photos of the earth and to produce maps.
卫星越来越多地被用于给地球拍摄照片和绘制地图。
2. from time to time
from time to time为介词短语, 意为“有时”,相当于sometimes。 如：
You should check your health from time to time.
你应该时常去做健康检查。
I still think of her from time to time.
我偶尔会想起她。
[拓展]
类似的词组有:
from house to house = from door to door挨家挨户
from west to east 从西向东
from day to day 一天天地
from head to foot从头至脚,全身
from beginning to end 从头至尾
from morning to night 从早到晚

Step V Writing
In this procedure, students will try to write some advice and give the reasons using so, but, because.
T: We’ve learned the best time to visit the USA from the passage. What’s the best time to visit your home town? Write your advice and don’t forget to give your reasons.
Give students a few minutes to write and ask some students to read what they write before the class.
Sample version:
The best time to visit my home town is in summer because the famous cypresses all become green. The mountains and rivers are very clear and cool. And don’t forget to bring your umbrellas because there might be rains any time there. Guess where my home town is!

Step VI Homework
Ask students to
Read the passage again and again.
Find information about Sydney and New York.

Period 3 Language in use
Target language 目标语言
Key sentences重点句子
It might snow.

It’s probably sunny and hot there.
Bring a map because you may want to travel around.
Ability goals 能力目标
Enable students to use may, might and probably.
Teaching important/difficult points 教学重难点
Make sentences using It’s…to do sth and sentences with may, might, probably and because, but, so.
Teaching methods教学方法
Task-based learning.
Teaching aids教具准备
Some pictures and a tape recorder
Teaching procedures and ways教学过程与方式

Step I Revision
In this procedure, check the homework with students.
Ask students to talk about weather and give advice and reasons.
One sample:
S: What’s the weather like in your town?
S: In spring it’s very cool and there’s little rain.
S: What’s the best time to visit your town?
S: The best time to visit my town is in winter.
S: Why?
S: Because it’s not cold in winter and there’s a lot of snow in the mountains and people usually ski there.
S: It might of great fun.

Step II Listening
In this procedure, ask students to listen to a short passage and finish activities 5.
T: Do you know the city of Sydney? Where is it?
S: It’s in Australia.
T: What do you know about the city?
S: It is the oldest city in Australia.
T: What is the best time to visit the city?
S: The best time to visit Sydney is in autumn, especially around March and April, with clear, warm days and mild nights. In Spring (September to November) there's more chance of rain, but it usually clears quickly. Average temperatures are around 25°C (77°F), though it can get to over 40°C (104°F) in summer.
Talk about the New York city with students in the same way. Then ask students to listen to the passage and do the exercises.
Go through the answers with students.

Step III Revise, may, might or probably.
may /