【詳細(xì)版】七年級(jí)下冊(cè)Unit 6 I'm watching TVUnit 6(馮利)

2023年“一師一優(yōu)課、一課一名師”教學(xué)設(shè)計(jì)表(中英文結(jié)合版及全英語(yǔ)版)基本信息學(xué)校成都市大彎中學(xué)校課名GradeSevenUnit6It’sraining!(thefirstperiod)1a-1c教師姓名馮利學(xué)科（版本）英語(yǔ)（人民教育出版社2023課標(biāo)版）章節(jié)Unit6學(xué)時(shí)第一學(xué)時(shí)年級(jí)七年級(jí)下冊(cè)（2023年11月第4版）Part1Analysisofthestudents學(xué)習(xí)者分析StudentsofGradeSevenareactive,creativeandlively.TheylikespeakingEnglishandlearningEnglish.Theyaregoodatimitation.Theyareeagertoshowtheirabilities.So,studentsareencouragedtofulfillsomesmalltaskstoenhancetheabilityofsolvingproblemsthroughusingthetargetlanguage.Themoreadvancedstudentsarewishedtochallengeeachotherwithnewvocabularyandcreatenewdialoguesusingkeygrammarandvocabularyitems.Thelessadvancedstudentsmaybenefitfrompairworkandgroupwork,becausethemorefluentstudentscanhelpthem.七年級(jí)的學(xué)生們積極活躍，英語(yǔ)學(xué)習(xí)興趣濃厚，善于模仿，樂(lè)于表達(dá)，因此激勵(lì)他們通過(guò)目標(biāo)語(yǔ)言的使用來(lái)完成一個(gè)個(gè)的小任務(wù)，來(lái)解決問(wèn)題，從而讓學(xué)生活學(xué)活用知識(shí)。期待學(xué)習(xí)有優(yōu)勢(shì)的同學(xué)利用新的詞匯和新的語(yǔ)法來(lái)編寫(xiě)創(chuàng)新的對(duì)話，暫時(shí)落后的同學(xué)可以通過(guò)小組合作、集體討論等學(xué)習(xí)方式參與表達(dá)，消除焦慮。Part2AnalysisoftheTeachingMaterial教材分析Ⅰ.Teachingcontents（教學(xué)內(nèi)容）:SectionAActivity1a,1band1cⅡ.Analysisofthematerial（教材分析）:Inthisunitstudentswilllearntotalkaboutdifferentweatherandgivethedescriptionsofwhatpeoplearedoing.Itisusefulforstudentstousethetopictocommunicatewithothersintheirdailylife.Itisalsohelpfulforstudentstoimprovetheirlistening,speaking,readingandwritingskills.AllthestudentscanlearnsomespokenEnglishmoreorless.學(xué)生將會(huì)學(xué)習(xí)談?wù)摬煌奶鞖獠⒚枥L人們正在做什么。對(duì)學(xué)生們而言，運(yùn)用這個(gè)話題去和別人在日常生活中交流是非常有用的,這對(duì)學(xué)生們提高聽(tīng)說(shuō)讀寫(xiě)的能力也是很有幫助的。Studentswilllearnfivewordsdescribingtheweather,whichareraining,windy,cloudy,sunny,snowing,andtwocitynames,whichareMoscowandBoston.Thenstudentswilldomuchlisteningandoralpracticetalkingabouttheweatherusingthetargetlanguage“How’stheweatherinBeijing?It’ssunny.”學(xué)生將會(huì)學(xué)到五個(gè)描述天氣的單詞:raining,windy,cloudy,sunny,snowing,以及兩個(gè)城市名稱(chēng):MoscowandBoston。學(xué)生將用目標(biāo)語(yǔ)言“How’stheweatherinBeijing?It’ssunny.”進(jìn)行大量的聽(tīng)力和口語(yǔ)練習(xí).Alltheactivitiesinthisperiodaredesignedtogivestudentslisteningandoralpracticetalkingaboutwhatpeoplearedoing,usingthePresentProgressiveTense.這節(jié)課所有的練習(xí)都圍繞談?wù)撊藗冋谧鍪裁匆约艾F(xiàn)在進(jìn)行時(shí)態(tài)來(lái)設(shè)計(jì)聽(tīng)力和口語(yǔ)訓(xùn)練。Part3Teachingaimsanddemands教學(xué)目標(biāo)Ⅰ.KnowledgeObjects(知識(shí)目標(biāo))·descriptionsofdifferentweather（描述不同天氣的詞匯）:sunny,windy,rainy,cloudy,cold,hot,warm,cool·TargetLanguage（語(yǔ)言目標(biāo)）: Bytalkingabouttheweather,studentsaretolearnthepresentprogressivetense.（通過(guò)談?wù)撎鞖?，學(xué)生要學(xué)習(xí)掌握現(xiàn)在進(jìn)行時(shí)態(tài)）2.—Howistheweather?—It’sraining!3.—Howisitgoing?—It’sgreat!4.—IsAuntSarahthere?—Yes,sheis.5.—What’sshedoing?—She’scooking.II.AbilityObjects（能力目標(biāo)）Tolearntocommunicatewitheachotherbytalkingabouttheweather通過(guò)談?wù)撎鞖?，學(xué)會(huì)相互交流havetheabilitytomakeanEnglishweatherforecast能用英語(yǔ)做天氣預(yù)報(bào)analyzetherelationsbetweentheweatherandourenvironment能分析天氣和環(huán)境的關(guān)系III.EmotionObjects（情感目標(biāo)）thestudentsenjoytheclass,watchcarefullyandexpressthemselves.Stimulatethelearninginterestofthestudents.theactivitiesoftalkingabouttheweatherandthingsaroundus,studentsshowtheirconcernforothers,theenvironmentandoursociety.通過(guò)談?wù)撎鞖庖约拔覀冎車(chē)氖挛铮瑢W(xué)生表現(xiàn)出對(duì)他人的關(guān)心，對(duì)環(huán)境和社會(huì)的關(guān)心。Part4KeypointsandDifficultpoints教學(xué)重難點(diǎn)分析Keypoints（教學(xué)重點(diǎn)）：aretolearntotalkaboutdifferentweatherandgivethedescriptionsofwhatpeoplearedoing.學(xué)生將會(huì)學(xué)習(xí)談?wù)摬煌奶鞖獠⒚枥L人們正在做什么。PresentProgressiveTense現(xiàn)在進(jìn)行時(shí)態(tài)Difficultpoints（教學(xué)難點(diǎn)）：aretolearntomaketheirownweatherreport.學(xué)生將會(huì)學(xué)著做自己的天氣預(yù)報(bào)。aretolearntoexpressthepresentexperiencecorrectly.學(xué)生將會(huì)學(xué)著正確表達(dá)現(xiàn)在正在發(fā)生的事情。Part5LearningStrategies:學(xué)習(xí)策略及解決措施Usethetargetlanguageandsentencepatternsindifferentsituations.Designthereal-lifetaskstofosterasenseofcooperationintheclassroom.Helpthestudentsdothingswithlanguage.Helpthestudentslearnthetargetlanguage,getfamiliarwiththetargetlanguageandlearntousethemindoingthingsandcompletingthetasks.通過(guò)目標(biāo)語(yǔ)言的使用來(lái)完成一個(gè)個(gè)的小任務(wù)，來(lái)解決問(wèn)題，從而讓學(xué)生活學(xué)活用知識(shí)。通過(guò)真實(shí)生活任務(wù)的設(shè)置，幫助學(xué)生用現(xiàn)在進(jìn)行時(shí)態(tài)進(jìn)行表達(dá)。通過(guò)情景促問(wèn)題，運(yùn)用引導(dǎo)探究法、點(diǎn)撥評(píng)價(jià)法，引導(dǎo)學(xué)生自主探究、合作交流，展示質(zhì)疑，最終獲得知識(shí)、形成能力。Part6TeachingAids（教學(xué)助手）:ComputerandiPads電腦及平板Part7TeachingMethod（教學(xué)方法）:Task-basedLanguageTeachingMethod，MultimediaTeachingMethod,SituationalTeachingMethodandCommunicativeTeachingMethod任務(wù)性教學(xué)法、多媒體教學(xué)法、情景教學(xué)法及交際教學(xué)法Part8TeachingProcedures:教學(xué)步驟教學(xué)環(huán)節(jié)起止時(shí)間’”-’”環(huán)節(jié)目標(biāo)教學(xué)內(nèi)容學(xué)生活動(dòng)媒體作用及分析Step1.Greetings.問(wèn)候熱身0’04”—1’08”CreatethesituationtoleadinthenewlessonandstimulatethelearninginterestofthestudentsSayhellotoeachother：Goodmorning!Howareyou?Whatdayisittoday?What'sthedatetoday?How’stheweather?學(xué)生用英語(yǔ)與老師和同學(xué)相互問(wèn)好，交流日期、星期幾、天氣情況吸引學(xué)生的注意力Step2.Leadin.(Multimedia)多媒體引入新課1’09”—2’22”為學(xué)生下一步使用目標(biāo)語(yǔ)言的聽(tīng)說(shuō)訓(xùn)練做好準(zhǔn)備，并及時(shí)檢查學(xué)生對(duì)所學(xué)知識(shí)的掌握。What’sthisinEnglish?It’sasnowman.How’stheweather?It’ssnowy.What’sshedoing?Sheisreadingabook.Whataretheydoing?Theyareridingbikes.Aretheyplayingbasketball?No,theyaren't.Whynot?Becauseit'sraining.How’stheweather?It'sraining.學(xué)生根據(jù)平板和電腦上的圖片，運(yùn)用目標(biāo)語(yǔ)言回答老師的問(wèn)題：天氣怎么樣？圖片上的人們正在做什么？圖片鮮明生動(dòng)，激發(fā)學(xué)生參與英語(yǔ)口語(yǔ)表達(dá)的積極性Step3.Enjoyaweathersong.2’23”—4’26’”復(fù)習(xí)鞏固表達(dá)天氣的單詞和句型aweathersong學(xué)唱和天氣有關(guān)的英語(yǔ)歌使用了資源切換功能鍵，切換不同類(lèi)型的上課課件，比如兒歌的音頻視頻，不同資源隨意切換，保證上課的生動(dòng)性和多樣性Step4.Watchvideosandenjoydifferentstylesofweatherreportswiththehelpofthei-Pads.學(xué)生在平板的幫助下觀看不同的天氣預(yù)報(bào)錄像4’27”—8’13”讓學(xué)生觀看三段生動(dòng)的天氣預(yù)報(bào)錄像，激發(fā)學(xué)生自己做天氣預(yù)報(bào)的欲望，從而跟著老師從最基礎(chǔ)的與天氣有關(guān)的單詞和句型學(xué)起EnjoydifferentstylesofweatherreportswiththehelpoftheiPads學(xué)生用同步播放的平板觀看天氣預(yù)報(bào)精彩錄像讓平板與電腦屏幕實(shí)時(shí)同步，讓后排不能看清大屏幕的學(xué)生可以在平板上看清屏幕上的內(nèi)容；利用軟件播放電影來(lái)學(xué)英語(yǔ)，設(shè)計(jì)情景，以情激趣，同時(shí)潛移默化中引導(dǎo)學(xué)生注意表達(dá)天氣的生詞和句型Step5.Presentation呈現(xiàn)新課8’14’’—11’29”Showsomepicturesoftheweather呈現(xiàn)新課Studentslearnthenewwordsandexpressionswiththehelpofthepictures.利用多媒體給出的圖片設(shè)置情景，進(jìn)行問(wèn)答；讓平板與電腦屏幕實(shí)時(shí)同步，后排不能看清大屏幕的學(xué)生也可以用平板看清屏幕上的內(nèi)容Step6.Askandansweringroups:(Task1)任務(wù)一：小組活動(dòng)，互問(wèn)互答11’30”—13’08”幫助學(xué)習(xí)暫時(shí)落后的同學(xué)通過(guò)小組合作、集體討論等學(xué)習(xí)方式消除焦慮、參與表達(dá)，跟上全班的節(jié)奏?！狧owistheweather?—It’sraining!—What’sshedoing?—Sheis…ing.學(xué)生看著平板上的圖片，小組活動(dòng)，互問(wèn)互答；當(dāng)學(xué)生展示他們的問(wèn)答時(shí)，其余學(xué)生既可以看大屏幕，也可以看自己手里的平板,讓后排不能看清大屏幕的的學(xué)生可以在平板上看到屏幕上的內(nèi)容Step7.Playaguessinggame.做猜詞游戲13’09”—16’07”激發(fā)學(xué)生的學(xué)習(xí)興趣，把所學(xué)的目標(biāo)語(yǔ)言在游戲中運(yùn)用起來(lái),操練目標(biāo)語(yǔ)言—Howistheweather?—It’srainy/sunny/cloudy/windy…Studentsplayaguessinggameabouttheweather,practicethetargetlanguageabouttheweather.為學(xué)生的游戲呈現(xiàn)豐富多彩的天氣圖片，讓學(xué)生興致勃勃地參與活動(dòng)Step8.Askthestudentstoactaslittleteachers(Task2)任務(wù)二：學(xué)生當(dāng)小老師開(kāi)展問(wèn)答活動(dòng)16’08”—19’58”讓學(xué)生自己來(lái)當(dāng)老師，激發(fā)學(xué)生的成就感—Howistheweather?—It’srainy/sunny/cloudy/windy…What’shedoing?學(xué)生當(dāng)小老師開(kāi)展問(wèn)答活動(dòng)提供豐富多彩的天氣圖片幫助老師把完全控制的語(yǔ)言活動(dòng)逐步向半開(kāi)放的活動(dòng)轉(zhuǎn)化Step9.Differentcities,differentweather!不同城市，不同天氣19’59”—23’45’’通過(guò)不同情景的設(shè)置，幫助學(xué)生用現(xiàn)在進(jìn)行時(shí)態(tài)進(jìn)行表達(dá)。通過(guò)情景促問(wèn)題，運(yùn)用任務(wù)性教學(xué)法、多媒體教學(xué)法、情景教學(xué)法及交際教學(xué)法，引導(dǎo)學(xué)生自主探究、合作交流，展示質(zhì)疑，最終獲得知識(shí)、形成能力Presentpicturesofdifferentcities:Toronto,Boston,Moscow—How’stheweatherin…?—It’s....—Whataretheydoing?師生問(wèn)答，生生問(wèn)答利用多媒體向?qū)W生展示不同城市的風(fēng)貌，加深學(xué)生的印象，激發(fā)他們了解世界各地天氣的欲望Step10.Writethesecitynamesintheboxes.(Task3)任務(wù)三：填寫(xiě)城市名稱(chēng)23’46’’—25’18”把語(yǔ)言學(xué)習(xí)融入到真實(shí)的生活中去，學(xué)以致用。How’stheweatherinMoscow?Whataretheydoing?學(xué)生觀察平板或大屏幕的圖片，合作完成學(xué)習(xí)任務(wù)讓平板與電腦屏幕實(shí)時(shí)同步，讓后排不能看清大屏幕的學(xué)生可以在平板上看到屏幕上的內(nèi)容Step11.Guess&Listen.(Task4)任務(wù)四：先猜先預(yù)測(cè)某個(gè)城市的天氣情況，再聽(tīng)錄音25’19”—28’04”運(yùn)用聽(tīng)力中較真實(shí)的情節(jié)，檢測(cè)學(xué)生是否能初步利用目標(biāo)語(yǔ)言的重新整合，正確地進(jìn)行預(yù)期的語(yǔ)言輸出How’stheweatherinMoscow使用了資源切換功能鍵，切換不同類(lèi)型的上課課件，比如聽(tīng)力錄音音頻，不同資源隨意切換，保證上課的生動(dòng)性和多樣性Step12.Pairwork:Askandanswerabouttheweatherindifferentcitieswiththehelpofthei-Pads.(Task5)任務(wù)五：在平板的幫助下兩兩問(wèn)答不同城市的天氣狀況28’05”—31’58”把語(yǔ)言學(xué)習(xí)融入到真實(shí)的生活中去，學(xué)以致用A:How’stheweatherinChengdu/…?B:It’s….Askandanswerinpairs,withthehelpoftheiPads讓平板與電腦屏幕實(shí)時(shí)同步，讓后排不能看清大屏幕的學(xué)生可以在平板上看到屏幕上的內(nèi)容Step13.Whoisthebestweatherreporter?(Task6)任務(wù)六：誰(shuí)是最佳天氣預(yù)報(bào)員31’59”—42’03”把語(yǔ)言教學(xué)由完全控制、半控制逐步轉(zhuǎn)為交際性、真實(shí)性，使語(yǔ)言的學(xué)習(xí)更有意義Learntobeaweatherreporter.學(xué)生分小組比賽，通過(guò)小組合作，互幫互助，掌握今天課堂所學(xué)知識(shí)，并靈活運(yùn)用，轉(zhuǎn)化為能力，用不同的短語(yǔ)句型表達(dá)和迥異的風(fēng)格來(lái)完成具有自己小組特色的天氣預(yù)報(bào)，爭(zhēng)當(dāng)最佳天氣預(yù)報(bào)員利用多媒體展示成都、四川和世界各地的天氣狀況，引導(dǎo)學(xué)生走向世界，開(kāi)拓視野和遠(yuǎn)見(jiàn)，培養(yǎng)學(xué)生的國(guó)際化意識(shí)Step14.Sumup總結(jié)42’04”—42’42’’總結(jié)本堂課學(xué)到的重點(diǎn)單詞、短語(yǔ)和句型1.—Howistheweather?—It’sraining!—Howisitgoing?—It’sgreat!—IsAuntSarahthere?—Yes,sheis.—What’sshedoing?—She’scooking.學(xué)生和老師一起互動(dòng)總結(jié)歸納本堂課的重點(diǎn)使用睿易通軟件的鎖屏功能鍵，鎖定學(xué)生平板，讓學(xué)生在師生歸納總結(jié)時(shí)認(rèn)真聽(tīng)講Homework布置家庭作業(yè)布置學(xué)生下課后準(zhǔn)備自己更精彩更有自己風(fēng)格特色的天氣預(yù)報(bào)，下節(jié)課再來(lái)展示Part9Flowchart教學(xué)流程圖Step8.Askthestudentstoactaslittleteachers(Task2)小老師aguessinggame猜詞游戲問(wèn)候熱身in(Multimedia)Step8.Askthestudentstoactaslittleteachers(Task2)小老師aguessinggame猜詞游戲問(wèn)候熱身in(Multimedia)多媒體引入新課Step3.Enjoyaweathersong欣賞天氣兒歌videosandenjoydifferentstylesofweatherreportswiththehelpoftheiPads.觀看天氣預(yù)報(bào)錄像呈現(xiàn)新課andansweringroups(Task1)小組問(wèn)答cities,differentweather!cities,differentweather!thecitynames(Task3)thecitynames(Task3)填寫(xiě)城市名稱(chēng)Step11.Step11.Guess&Listen.(Task4)聽(tīng)力訓(xùn)練:AskandanswerabouttheweatherindifferentcitieswiththehelpoftheiPads.(Task5):AskandanswerabouttheweatherindifferentcitieswiththehelpoftheiPads.(Task5)利用平板兩兩問(wèn)答Step13.Whoisthebestweatherreporter?Step13.Whoisthebestweatherreporter?最佳天氣預(yù)報(bào)員Step14.SumupStep14.Sumup總結(jié)Homework家庭作業(yè)Homework家庭作業(yè)備注：備注：全英文版的教學(xué)設(shè)計(jì)在后面。TeachingPlanGoforit!GradeSevenUnit6It’sraining!DaWanHighSchoolMsFengLiPart1AnalysisofthestudentsStudentsofGradeSevenareactive,creativeandlively.TheylikespeakingEnglishandlearningEnglish.Theyaregoodatimitation.Theyareeagertoshowtheirabilities.So,studentsareencouragedtofulfillsomesmalltaskstoenhancetheabilityofsolvingproblemsthroughusingthetargetlanguage.Themoreadvancedstudentsarewishedtochallengeeachotherwithnewvocabularyandcreatenewdialoguesusingkeygrammarandvocabularyitems.Thelessadvancedstudentsmaybenefitfrompairworkandgroupwork,becausethemorefluentstudentscanhelpthem.Part2AnalysisoftheTeachingMaterialⅠ.Teachingcontents:SectionAActivity1a,1band1cⅡ.Analysisofthematerial:Inthisunitstudentswilllearntotalkaboutdifferentweatherandgivethedescriptionsofwhatpeoplearedoing.Itisusefulforstudentstousethetopictocommunicatewithothersintheirdailylife.Itisalsohelpfulforstudentstoimprovetheirlistening,speaking,readingandwritingskills.AllthestudentscanlearnsomespokenEnglishmoreorless.1.Studentswilllearnfivewordsdescribingtheweather,whichareraining,windy,cloudy,sunny,snowing,andtwocitynames,whichareMoscowandBoston.Thenstudentswilldomuchlisteningandoralpracticetalkingabouttheweatherusingthetargetlanguage“How’stheweatherinBeijing?It’ssunny.”2.Alltheactivitiesinthisperiodaredesignedtogivestudentslisteningandoralpracticetalkingaboutwhatpeoplearedoing,usingthePresentProgressiveTense.Part3TeachingaimsanddemandsⅠ.KnowledgeObjects·descriptionsofdifferentweather:sunny,windy,rainy,cloudy,cold,hot,warm,cool.·TargetLanguage: 1.Bytalkingabouttheweather,studentsaretolearnthepresentprogressivetense.2.—Howistheweather?—It’sraining!3.—Howisitgoing—It’sgreat!4.—IsAuntSarahthere?—Yes,sheis.5.—What’sshedoing?—She’scooking.II.AbilityObjects1.Tolearntocommunicatewitheachotherbytalkingabouttheweather2.Tohavetheabilitytomakeaweatherforecast3.ToanalyzetherelationsbetweentheweatherandourenvironmentIII.EmotionObjects:1.Letthestudentsenjoytheclasswatchcarefullyandexpressthemselves.Stimulatethelearninginterestofthestudents.2.Throughtheactivitiesoftalkingabouttheweatherandthingsaroundus,studentsshowtheirconcernforotherstheenvironmentandoursociety.Part4KeypointsanddifficultpointsKeypoints:1.Studentsaretolearntotalkaboutthedifferentweatherandgivethedescriptionsofwhatpeoplearedoing.2.ThePresentProgressiveTenseDifficultpoints：1.Studentsaretolearntomaketheirownweatherreport.2.Studentsaretolearntoexpressthepresentexperiencecorrectly.Part5LearningStrategies:Usethetargetlanguageandsentencepatternsindifferentsituations.Designthereal-lifetaskstofosterasenseofcooperationintheclassroom.Helpthestudentsdothingswithlanguage.Helpthestudentslearnthetargetlanguage,getfamiliarwiththetargetlanguageandlearntousethemindoingthingsandcompletingthetasks.Part6TeachingAids:ComputerandiPadsPart7TeachingMethod:Task-basedLanguageTeachingMethod，MultimediaTeachingMethod,SituationalTeachingMethodandCommunicativeTeachingMethodPart8TeachingProcedures:：Goodmorning!Howareyou?Whatdayisittoday?What'sthedatetoday?How’stheweather?in:(MultiMedia)Lookatthepicture.—What’sthisinEnglish?—It’sasnowman.—How’stheweather?—It’ssnowy.—What’sshedoing?—Sheisreadingabook.—Whataretheydoing?—Theyareridingbikes.—Aretheyplayingbasketball?—No,theyaren't.—Whynot?—Becauseit'sraining.—How’stheweather?—It'sraining.Step3.Enjoyaweathersong. Step4.WatchvideosandenjoydifferentstylesofweatherreportswiththehelpoftheiPads.Lookatthethreepeople.Aretheyteachers?No,theyaren’t.They’reweatherreporters.Lookatthewoman.Whereisshefrom?She’sfromChina.She’sfromCCTV.Let’swatchthefirstweatherreport.Whatdoyouthinkofherweatherreport?Isitinteresting?No,it’skindofboring.Lookatthesecondweatherreporter.Whereishefrom?He’sfromBBC.He’sfromEngland.Whatdoyouthinkofhisweatherreport?Doyoulikeit?’swatchthelastweatherreport.Whereishefrom?weatherreporterdoyoulikebest?Why?Doyouwanttobeaweatherreporter?Let’shaveatry!(Showsomepicturesoftheweather)LetSslookatthepicturesandaskthemhowtheweatheris.Sslearnthenewwordsandexpressionswiththehelpofthepictures.Lookatthepictures!How’stheweather?It’ssunny/windy/rainy/raining/cloudy/snowy/snowing/...andansweringroups:(Task1)Boys:How’stheweatherinPicture1?Girls:It’s…aguessinggame.Askthestudentstocometothefront,backtothescreen.Lettheotherstudentstoask:How'stheweather?Andthestudentsinfrontguesstheweather.Step8.Askthestudentstoactaslittleteachers(Task2)How’stheweatherthere?(S-Ss/S-S)cities,differentweather!Presentdifferentcities:Toronto,Boston,Moscow,—How’stheweatherin…?—It’s....Whataretheydoing?Differentcities,differentweather!Step10.Writethesecitynamesintheboxes.(Task3)Matchthewordswiththepictures[a-e].raining___ windy___ cloudy___sunny___ snowing___Checktheanswers.Keys:abecdStep11.Guess&Listen.(Task4)1.Nowlet'slookatthecitynamesintheboxin1b.Pleasereadafterme.Ssreadthecitiesaftertheteacher.2.Letthestudentstoguess:How’stheweatherin...?3.Now,We’llhearfourconversations.Listencarefully,pointouteachcityinthepictureasitcomesuponthetape.Playtherecordingasecondtime.AskSstowritethenameofthecityinthepictureofitsweath