七年级下册2022Unit 7 It's raining!教学设计.docx
Unit 7 It's raining! Section B 2a2c一、教学背景这一单元的中心话题是 Describe the weather语法现象是 Present Progressive Tenseo 继 Unit 6 I'm watching TV 第二次出现了现在进行时态，是上一单元的延续。比较上一单元，本单元增设一个日常生活中重要的情景Talking about the weather。学生不但要具备并熟 练地掌握现在进行时态的意识和技巧，并且要会运用这一时态描述在各种天气背景下人的活动。二、教材内容本单元语言训练的重点是（1）谈论天气；（2）描述正在发生的动作。重点语言结构是（1） How引导的特 殊疑问句；（2） Yes/N。问句及答语；（3）现在进行时的用法。Section A主要是听读说和基础语言运用，为目标 句型提供分步示例和指导性练习；Section B知识扩展、新旧知识的运用，循序渐进的写作练习；运用所学的语 言完成各种任务使学生能够对己经学过的目标句型运用自如：Self-Check自我评价，词汇知识的评价，语言应用 能力的评价。三、教学目标1、核心词汇：svisit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountain, country2、重点表达：study English, learn a lot, go on a vacation, visit some of my friends, have fun/have a great time doing sth.» right now, sit bys drink orange juice, climb the mountains, just right, How's it going?, How's your vacation going?3、语法:（1）现在进行时（2）有关天气的特殊问句及答语4、语言技能1）能用英语打招呼和描述并谈论不同的天气。2）能用现在进行时互相交流。3）能用现在进行时叙述在不同地方的和不同的天气背景下人们能做的事。5、情感态度1）通过课文教学引导学生关注天气情况，爱护环境，保护大气等自然资源的良好意识。2）通过学习打招呼、谈论天气和所做的事时所用的交际用语，学会与人友好相处。3）通过学习和对比不同天气背景下人的活动，激发学生的内在情感，进行爱的教育。4）能在小组活动中积极与他人合作，相到帮助，共同完成学习任务。6、文化意识了解不同地方和不同的天气背景下人们能做的事，互相交流不同国家的文化，对学生进行不同文化意识的渗 透。同时让了解其他国家风景，风俗，增加学生的背景知识，增强学科间的交流。培养学生具有一定的环保意识、责任意识和关爱他人之心。7、学习策略通过任务型的教学，让学生学会自主学习，归纳总结，培养主动学习的能力。尤其对所学内容能主动复习并 加以整理和归纳的能力。8、教学过程I , Greeting and Lead in:Before the class greet the students and lead in the topic. (4 minutes)II, Pre-reading. (7 minutes)Teacher's activitiesStudents * activitiesDesign intention1. Ask students questions: How are you today? Can you play the guitar? How do you get to school? What are we doing now?2. Write down "study Englishand "learn a lot”3. Present the picture of the teacher on a vacation and a postcard.1. Students answer the questions.2. Students read the key phrases after the teacher.3. Ss observe the postcard and find out who writes the postcard.课前的问候环节让学生在轻松愉 悦的环境下开始课堂学习。通过提 问，复习学生已有知识，与此同时 导入新课。Teacher's activitiesStudents' activitiesDesign intention1. Lead students to read the two postcards and find out the writer and the receiver of the postcards2. Lead Ss to talk about the pictures in 2a with their partners1. Ss read the postcards and find out the writers and the receivers of the two postcards.2. Ss talk about the pictures in 2a读前环节让学生对明信片的书写 格式进行了巩固，也对文本大致内 容有了初步的了解。讨论环节也让 学生对本单元的重点句型“How' s the weather?w aWhat are they doing?v 进行了巩固。IH.Fast-rcading. (4 minutes)IV.Careful-reading.(8 minutes)Teacher's activitiesStudents, activitiesDesign intentionRequire students to read the two postcards again and match the postcards with the pictures in 2a.Students read the two postcards again and match the postcards with the pictures in 2a.通过让学生将文本和图片匹配起 来的活动，让学生对文本主要内容 进行更深的理解。Teacher's activitiesStudents, activitiesDesign intention1. Let Ss read the first postcard in 2b again and answer the questions: uWhere is Su Lin now?” “Is she happy?”2. Let Ss read the second postcard in 2b again and answer the questions: “Where is Dave now?” "CanSs read the two postcards and answer the questions.通过分段阅读并回答问题的环节 让学生对每篇文章的内容进行深 层次的挖掘。V. Post-reading. (8 minutes)he call me now?” "The weather is good for walking (T/F)”Teacher's activitiesStudents, activitiesDesign intention1. Lead students to discuss in groups and try to retell the two postcards by filling in the blanks.2. Tell Ss to relax themselves by going on a vacation and keep their safety first.Ss discuss in groups and retell the two postcards by filling the blanks.通过小组讨论的方式让学生学会 合作，通过填词的形式复述课文 也让学生对本篇文章的重点短语 及重点词汇的用法进行了巩固， 同时给学生复述课文降低了难 度，增强学生信心；情感教育让 学生在旅行中学会放松的同时， 把安全放在首位。VI. Homework. (1 minutes)Teacher's activitiesStudents5 activitiesDesign intentionLead students to write a postcard to Su Lin or Dave and talk about their vacation.Ss write a postcard to Su Lin or Dave and talk about their vacation.通过写作的方式让学生对文中的 重点表达方式进行应用和巩固， 锻炼学生的表达能力。
