Unit 7 It's raining!单元整体设计2023-2024学年人教版七年级英语下册(共6课时,表格式)

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Unit 7 It's raining!单元整体设计2023-2024学年人教版七年级英语下册(共6课时,表格式)

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单 元 教 学 设 计
单元 Unit 7 It’s raining! 总课时数 5
制定教学目标的依据 学科核心素养与课标分析 本单元以“天气(The weather)”为话题,涉及新课标中“人与自我”范畴内“生活与学习”主题群中的“丰富、充实、积极向上的生活”子主题内容。通过本单元,学生将主要学习正确使用所学语言谈论天气,用现在进行时态简单描述人们正在进行的活动,用更丰富的语言问候,从而激发英语学习兴趣,在语言学习中发展思维,在思维发展中学习语言,提升思维的逻辑性、批判性和创新性,并帮助学生拓宽视野,了解世界各地不同天气及人们进行的不同活动,感受地域差异,初步了解谈论天气是“闲谈(small talk)”中的一项重要内容,是让交际顺利进行的一个重要策略。
教材分析 本单元主要围绕“天气”这一话题展开教学。A部分涉及两个主要语言功能项目:一是运用How’s the weather 及描述天气情况的形容词谈论不同城市的天气状况;二是继续运用现在进行时态来描述人们的即时活动。B部分进行拓展和延伸,在话题上拓展了谈论天气的表达法,在技能方面进一步深化听说技能,加强读写训练。
学情分析 本单元话题贴近学生生活实际,极易于激发其学习英语的欲望和兴趣,使他们乐于参与各种英语实践活动。通过第六单元的学习,学生已经初步接触现在进行时态,能够正确使用该时态陈述正在发生的事情并进行回答,对该结构的一般疑问句及其回答也进行了一定的运用,具有了学习本单元知识的认知前提。比较上一单元,本单元增设了一个日常生活中的重要情景——谈论天气。初一学生对英语普遍感兴趣,好奇心强,求知欲旺盛,但有很强的不稳定性,对于学习英语既感到新鲜有趣又存在担忧,希望能得到他人的肯定。因此在教学活动中,教师应尽量让学生参与到活动中来,有更多的机会来说英语,减少他们的恐惧感,通过同伴间的合作学习,降低学习难度,使他们体验到成功的喜悦,使各层次的学生都能有所收获。
教 学 目 的 语言能力 能够在“打电话”“写明信片”等真实情境中正确使用现在进行时态,以听说读看写等方式简单描述人们正在进行的活动,用更丰富的语言问候,用所学语言谈论天气;能通过观察图片预测听力内容,学会边听边做笔记,记录关键词;能了解明信片的文体特点并尝试撰写;
文化意识 能够拓宽视野,了解世界各地不同天气及人们进行的不同活动,感受地域差异,初步了解谈论天气是“闲谈(small talk)”中的一项重要内容,是让交际顺利进行的一个重要策略;
思维品质 能够在各种语言实践活动中,通过听说读看写等训练,准确获取有关天气和人们正在做的事情方面的信息,学会与人探讨、交流和表达自我观点和看法,进行合理推测,有逻辑、辩证地、创新性地表达个人看法,实现知识与思维能力的迁移;
学习能力 通过谈论天气和活动,激发对英语语言学习的兴趣;通过听、说、读、写等各项技能策略的感悟、体验和学习,形成良好的学习习惯,提高学习效率;能够参与结对活动、小组活动时,能积极与他人合作,相互帮助,共同完成学习任务,体验在“做”中使用目标语言;能够有意识地训练自己的英语思维,努力做到善学、乐学。课 时 教 学 设 计 首 页
授课时间:2023年 月 日
课题 Unit 7 It’s raining! Section B (3a-Self check) 班级 备课教师
课型 写作课 课时 5
核心素养与思政渗透 本课时以“天气和活动(weather and activities)”为中心话题,引导学生正确使用现在进行时和有关天气和活动的词汇,学会写明信片类的应用文体,从而激发学生的英语学习兴趣,回顾和复习本单元语言知识,增强语言运用能力,掌握明信片类应用文的写作要素,在语言学习中发展逻辑思维、辩证思维和创新思维,通过学写明信片,增长知识,了解更多文体的结构和要素,帮助学生拓宽视野,了解世界各地不同天气及人们进行的不同活动,感受地域差异,了解明信片的文体特征,培养学生的多元文化意识,并增进彼此间的了解,加深友谊。
课标分析 新课标要求七年级学生能分析和梳理常见书面语篇的基本结构特征;积累常用的词语搭配;能辨识和分析常见句式的结构特征;能分析和梳理常见书面语篇的基本结构特征;能用简单的连接词建立语义联系;在书面表达中,能选用不同句式结构和时态,描述和介绍身边的人、事物或事件,表达情感、态度、观点和意图等;能通过简短语篇获取、归纳中外文化信息,认识不同文化,尊重文化的多样性和差异性,并在理解和比较的基础上作出自己的判断;能多角度、辩证地看待事物和分析问题;能在学习活动中积极与他人合作,共同完成学习任务能在学习过程中积极思考,主动探究,发现并尝试使用多种策略解决语言学习中的问题,积极进行拓展性运用。
教学目标 语言能力 能够围绕“天气和活动”的话题,在老师与学生互相交流的情境中,通过看、读、说等活动搜集、理解所需要的语言基础信息;能够正确使用有关天气、问候、活动的表达和现在进行时态,以明信片的形式介绍自己的假期;
文化意识 能够拓宽视野,了解世界各地不同天气及人们进行的不同活动,感受地域差异,了解明信片的文体特征,提升多元文化意识,并增进与朋友间的了解,加深友谊;
思维品质 能够在老师的帮助下,通过学习,多层次、多角度、多元化地内化有关天气、问候和活动的语言知识;在写作中,注意到语篇的整体性、结构性、逻辑性;
学习能力 能够通过多种渠道学习和复习,保持英语学习兴趣;认识了以读促写的写作模式并尝试进行写作。
教材内容分析 本课是一节写作课,要求学生在听、说、读的基础上,尝试简单的语言输出。3a是一个填写明信片的控制性练习,将描述天气、与天气有关的服饰穿着及人们的活动以语篇的形式呈现;3b以回答问题的形式介绍撰写明信片的要素,为后面3c的开放性写作做铺垫。
重点 复习本单元的相关知识点,并进行实际运用,提高写作技能;了解明信片的文体特点以及如何介绍自己的假期;
难点 能够在写作中熟练、灵活地使用现在进行时态和描述天气、表达感受的词汇。
学情分析 本单元的作文话题是“天气”,学生对天气等生活话题比较熟悉,这为作文教学的顺利开展提供了情感基础,学生愿意写,有东西写。在本单元前面四个课时学习的基础上,学生通过大量的听、说、读训练,已经积累了现在进行时的构成、表达意义等方面的相关知识,同时也积累了很多天气表达的词汇和句型,这为作文写作提供了大量的信息材料。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Listen to the T and learn something about postcards. Ss: Celebrate a festival/ go on a vacation/ study in a new city/ ... Step 2. Pre-writing. Observe the sample postcard and learn about the format and content. Think of some greetings in different situations. Look at the pictures and fill in the blanks. Sa: I am listening to music in my room. Have a conclusion. Ss: 用现在进行时描述正在做的事情 Complete the sentences to have a practice on the present progressive tense. Sa: John is playing soccer at the moment. Read the second postcard and answer the questions. Sa: It is windy and cloudy. Sb: She is very happy. Ss: 用形容词描述天气和心情 Complete the sentences with the correct forms of the given words. Step 3. While-writing. Analyzing. Read the postcard and analyze the content with the help of T. List some useful expressions with the help of T. Watch the video and complete the table. Read the sentences T offered and try to make them longer. Make the sentences longer by adding some more information. Compare the two postcards and choose the better one. Talk about their reasons. Have a practice. Read Mary’s postcard and try to find out the missing part, make the sentences longer, and make the passage even better. Have a writing practice. Write a postcard to their friends to introduce their recent situation. Step 4. Post-writing. After writing, have a self-check for 3 minutes according to the checklist. Then share their postcards with partners and evaluate each other according to the evaluation sheet. Step 5. Self check. Finish the self check part. Report their answers and talk about their reasons. Present pictures of some people in different places. T: Some of my students are studying in different cities now. Sometimes I talk with them on Wechat. Sometimes we send postcards to each other. T: We can send a postcard when we... T: What do you know about postcards There is a picture on one side of the postcard. Show the other side and guide Ss to recognize the format. T: What content do we usually write on postcards T: We can also write about our current situation. Provide some pictures and sentences for Ss to complete. Let Ss write down some sentences using the given words. T: This is another postcard from my student. Provide some questions for Ss to find out the weather and the writer’s feeling. T: How is the weather in Shanghai T: What is Sally's feeling T: Here is my postcard for them! What is my postcard about Guide Ss to brainstorm some related words in postcards using a mind map. Play a video and let Ss find out the elements in postcards. According to the elements, provide some simple sentences and guide Ss to make them longer and better. Guide Ss to make their passage longer by adding events, time, places, characters, etc. Let Ss do exercises. Present two postcards. T: Which postcard is better Let Ss help Mary make her postcard better. After that, guide Ss to summarize the writing strategies. While Ss are writing, walk around the classroom to offer help if they need. Offer the evaluation standards to the class. Pick out one or two examples to evaluate in class. Provide the sample writing for Ss to learn more and appreciate. Let Ss finish the activities in Self Check. 创设与实际生活联系紧密的学习情境,逐步导入明信片话题,激发学生好奇心,使其渐入角色,自愿跟随教师感受写作的乐趣。 通过完整明信片范例的展示,利用问题引导学生依次关注明信片的正反面样式、格式和具体内容等方面,进一步从笔头上帮助学生巩固、内化本单元所学的现在进行时态和描述天气状况的表达等目标语言,并让学生完成并进行主旨、结构、语言及写法等方面的分析,帮助学生快速积累语料,同时注意到细节信息的准确表达,达到以读促写的目的,为后面的环节做铺垫。 继续在所创设的师生明信片的交流情境下,以思考如何给学生写明信片为线索,通过列提纲等方式培养学生良好的写前习惯。 通过阅读所提供的范文,分析明信片的结构写法,懂得整体构建文章结构,合理分配内容要点,并通过扩写句子、美化篇章等途径,进行写法指导和语料方面的积累,降低写作焦虑,提高写作效率,促进发散思维和逻辑思维的提升。 通过范例的对比阅读等方式,引导学生掌握必要的写作技巧,为后面的写作任务做好铺垫。 在进行了一系列的写前活动练习渗透了写作技巧之后,让学生当堂写作,为其提供实践的机会。 培养学生良好的自我纠正习惯和方法,以及合作精神、批判思维能力和对作品的鉴赏能力。通过“自查-互查-展评”多角度的检查方式,来欣赏自己的文章、同伴的文章,积累更多好词好句。同时,能够发现不足,及时进行更正。 自我检测,总结反思。进行情感教育,使学生懂得珍惜友谊。
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Ⅰ. 阅读理解 It’s a sunny and warm Sunday morning. My parents, my sister and I are all at home. My parents don’t have to go to work, and my sister and I don’t have to go to school. We are all in the yard (院子). Look! My father is cleaning his bike. He often goes to work by bike. The bike ride takes him about ten minutes. My mother is watering the flowers. The flowers make our yard very beautiful. We all like the flowers. My sister is playing with a dog. It’s her pet dog. The dog is very smart. My mother often takes the dog out for a walk after dinner. What am I doing I’m drawing. I like drawing very much. I want to join the art club at school. It’s a nice day and we’re busy in the yard. We are very happy today! 根据材料内容选择最佳答案。 ( )21. How’s the weather today A. It’s sunny. B. It’s windy. C. It’s cloudy. D. It’s rainy. ( )22. How many people are there in the family A. Three. B. Four. C. Five. D. Six. ( )23. How does the father often go to work A. By subway. B. By car. C. By bus. D. By bike. ( )24. What’s the mother doing A. She’s cleaning the yard. B. She’s reading a book. C. She’s watering the flowers. D. She’s playing with a dog. ( )25. Which of the following is TRUE A. The sister is very smart. B. The father doesn’t like the flowers. C. The writer doesn’t want to join the art club. D. The mother often walks the dog after dinner. II. 语法填空 阅读下面短文,按照句子结构的语法性和上下文连贯的要求,在空格处填入一个适当的词或使用括号中词语的正确形式填空(每空不多于3个单词)。 My hometown is Jinan. It is really 1________ beautiful city. There are four 2________(season) in Jinan. In spring, the weather is warm. It is the 3________(good) time to have fun here. We can go out and look for the wild(野生的) vegetables to eat. They are good for 4________(we) health. In summer, the weather is hot, so people often swim in the pool. It's very 5________(interest). In autumn, the weather is cool. In this season, people 6________(have) the Mid Autumn Festival(中秋节). And we can eat all kinds of fruit in this season, 7________. Winter is from December 8________ February. It is very cold in winter. Sometimes it 9________(snow). And if you come to Jinan, you can see lots of snow on the streets. The children like 10________(play) the snow. They often make snowmen with their friends or parents.
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Unit 7 It’s raining! Section B (3a-Self check)
作 业 设 计
Level A 结合本节课学习的内容,向朋友介绍你的近况,写一篇70个单词左右的明信片。注意明信片的书写格式。作文内容要求包括以下问题的答案: 1. Where are you 2. How's the weather 3. What are you doing right now 4. What are your friends or family doing 5. What is your feeling
Level B Draw a mind map to sum up the knowledge of this unit.
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间:2023年 月 日
课题 Unit 7 It’s raining! Section A (GF-3b) 班级 备课教师
课型 语法课 课时 2
核心素养与思政渗透 在本课时中,围绕“天气”的话题而设计的观察、归纳、探究等活动,能够帮助学生更好地掌握现在进行时态,以how引导的询问天气的特殊疑问句及其回答,以及打招呼用语的特殊疑问句和回答,激发其对英语语言规则的主动探究。通过不同活动,将本单元的主要语法知识在不同的情境中呈现出来,给学生提供感知、体验和运用新的语言结构的机会,引导学生在谈论天气和活动的过程中,拓宽视野,了解世界各地不同天气及人们进行的不同活动,感受地域差异。
课标分析 新课标要求七年级学生能归纳学过的语法规则;积累日常生活中常用的习惯用语和交流信息的基本表达方式;能辨识和分析常见句式的结构特征;树立国际视野,具有比较、判断文化异同的基本能力;能多角度、辩证地看待事物和分析问题;能在学习活动中积极与他人合作,共同完成学习任务;能在学习过程中积极思考,主动探究,发现并尝试使用多种策略解决语言学习中的问题,积极进行拓展性运用。
教学目标 语言能力 能够在记者采访等语境中,通过观察归纳、同伴合作等方式,正确理解和运用现在进行时态,以how引导的询问天气的特殊疑问句及其回答,以及打招呼用语的特殊疑问句和回答,询问和谈论不同的天气和人们进行的不同活动;
文化意识 通过在谈论天气和活动的过程中,拓宽视野,了解世界各地不同天气及人们进行的不同活动,感受地域差异;
思维品质 能够在老师的引导下,通过观察、讨论、归纳等课堂活动,将现在进行时和一般现在时的用法、天气状况的不同表达等进行比较,提高思维的逻辑性、批判性和创新性,加强语言表达的准确性;
学习能力 能在学习活动中积极与他人合作,共同完成学习任务;能在学习过程中积极思考,主动探究,发现并尝试使用多种策略解决语言学习中的问题,积极进行拓展性运用。
教材内容分析 本课是一节语法课,是对单元语法现象的梳理、训练和巩固。本单元的语法内容主要包括:现在进行时态和一般现在时态的比较,以how引导的询问天气的特殊疑问句及其回答,打招呼用语的特殊疑问句和回答。Grammar Focus部分的表格归纳了以上语法内容。活动3a是以填写小对话的方式将一般现在时态和现在进行时态进行了对比,使学生对这两种时态的用法、动词结构、常接的时间状语有更清晰的概念;活动3b通过“采访不同地区的人们”这一活动,帮助学生复习描述天气状况的词汇以及由不同的天气引出的人们的活动。
重点 现在进行时和一般现在时的用法比较;
难点 现在进行时中助动词be和动词-ing的正确使用;
学情分析 通过第一课时的学习,学生已经初步感知和尝试运用了部分表示天气的词汇和how引导的特殊疑问句谈论天气,使用现在进行时态简单描述人们正在进行的活动并进行回答,使用简单的语言进行问候,为本课的语法学习打下基础。但是初一的学生年龄尚小,语法学习本身比较枯燥,学生英语语言基础还处在起步阶段,比较薄弱,如果照本宣科,他们一定会感到无聊,失去学习兴趣。因此,对课堂上应注重对其英语学习兴趣的培养,鼓励学生大胆说、积极做、努力讲、时时练,尽可能多地创造语言实践机会,提高学生的语言运用能力和综合人文素养。
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Step 1. Warming-up. Observe the temperature and pictures and try to describe the weather using some description words. Sa: It’s rainy and cold. Sb: It’s cloudy, windy and hot. Sc: It’s sunny and warm. Step 2. Grammar Focus. Read the sentences in the grammar box aloud. Have a conclusion about the questions and description words about weather. Do some translation practice with the present progressive tense. Work in groups and have a discussion about the present progressive tense. Based on the examples, try to sum up the different usages of the tense. Have a summary of the present progressive tense and the simple present tense. Do some exercises. Step 3. Practice. Work on 3a. Read the words and conversations first. Circle some clues to help them judge the tense. Fill in the blanks with the correct forms of the verbs in the box. Then practice the conversations with a partner. Work on 3b. Look at the pictures carefully and write down the weather and people’s activities. Work in groups. Make conversations according to the chart. Sa: How’s the weather Sb: It’s sunny and warm. Sa: What are you doing Sb: I’m playing the guitar. Write a report passage about the interview and report in to the whole class. Step 5. Conclusion. Present some pictures and different temperature for Ss to talk about the weather. T: How’s the weather Show some Chinese idioms and let Ss translate into English sentences. Let Ss read the sentences in Grammar Focus and guide them to sum up the grammar knowledge. Offer some Chinese sentences about people’s activities and let Ss translate into English questions and answers. Present some example sentences and ask Ss to discuss the different usages of the present progressive tense in groups. Then invite Ss to report their results and add some explanation if necessary. Show some pictures and sentence structures and let Ss fill in the blanks. Ask Ss to finish 3a. Make sure they can understand the instruction and conversations. Check the answers. Encourage Ss to talk about their reasons about the tense. T: Yuan Yuan from CCTV is interviewing people in five different places. Fill in the chart below. Ask Ss to interview the other Ss in their groups and invite several groups to act out their conversations. T: If you are a weather reporter from CCTV, please report the weather and their activities in different places. Provide the report structure to help Ss. 利用生动形象的图片,给出具体温度,导入本课天气话题,让学生直观感受不同的天气场景,巩固复习上节课所学有关词汇和表达。 形容天气的成语的融入,既帮助学生在新鲜感中巩固语言基础,又引导其感受中文表达之美,提高翻译技能,增强文化自信。 引导学生仔细观察语法聚焦表格中的例句,通过独立思考、同伴讨论等方式进行分类总结,在观察、归纳、游戏、探究等语言实践活动中逐步进入深度学习,探索天气表达、活动表达等的语言规律,比较两种时态的不同用法。 活动3a主要关注语言形式,是语言结构练习,旨在让学生明确两点:一是英语中动词是句子的灵魂,英语的时态体现在动词上;二是在一般现在时与现在进行时这两种时态中动词的具体形式,以及与这两种时态连用的常见的时间状语和频度副词。 活动3b中设置的三个任务,层层递进,巩固所学。任务一的设置有利于使学生在进行对话前先对图片所需要的词汇进行预热和铺垫,以利于接下来任务的顺利开展;任务二让同学为全班展示对话,教师引导学生评价对话内容和语音、语调的正确性;任务三帮助学生将对话内容转化为语篇,让学生在语境中体会语言的语用功能。
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Ⅰ. 根据句意及括号内所给单词的提示填空。 1. There are no _________(park) in this city. 2. Jane, do you know _________(he) 3. Now Betty has many _________(problem) to think about. 4. Are you _________(cook), Mom Ⅱ. 根据语境,从方框中选择恰当的短语填空,有的需要变换形式。 take a message, call sb. back, right now, sound like, have a good time
1. —Does your sister like the new school, Amy —Sure. She ____________ there every day. 2. —How about going swimming this afternoon —____________ fun. 3. —What is Helen doing ____________ —She’s sleeping in her room. 4. —Can I ____________ for you —Yeah, thanks. Please ask Jim to get a guitar for me. 5. Here’s Mr. Hunt’s phone number. Please ____________. Ⅲ. 根据括号内的要求完成下列各题,每空一词(含缩略形式)。 1. Our P.E. teacher is playing basketball. (改为一般疑问句) _________ _________ P.E. teacher _________ basketball 2. —Are Mrs. Black’s friends eating in the dining hall (补全肯定答语) —Yes, _________ _________. 3. —Are you reading, Kate (补全否定答语) —No, _________ _________. 4. Linda’s sisters are practicing speaking Chinese. (对划线部分提问) _________ _________ Linda’s sisters _________ 5. It’s cloudy in Moscow on Monday. (对划线部分提问) _________ the _________ in Moscow on Monday Ⅳ. 根据对话内容,从方框中选择恰当的选项补全对话,其中有两项多余。 A: Hello, this is John speaking. A. Sounds like that you’re having fun. B. But it’s boring. C. What can you do D. How’s it going E. Let’s play basketball. F. How’s the weather in Paris G. What are you doing
B: Hello, John. It’s Dave. A: Hey, Dave! (1)________ B: Very good. A: Oh (2)________ B: Sure. A: (3)________ B: I’m playing chess with my dad. How about you A: I’m reading. (4)________ B: Why Reading is good for you! By the way (顺便问一下), how’s the weather in London A: It’s raining. (5)________ B: It’s fine.
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 7 It’s raining! Section A (GF-3b)
作 业 设 计
Level A Write a letter to your friend about your life during COVID-19 at present.
Level B Do some exercises on the present progressive tense.
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间:2023年 月 日
课题 Unit 7 It’s raining! Section B (2a-2c) 班级 备课教师
课型 阅读课 课时 4
核心素养与思政渗透 本课时继续围绕“假期生活”的话题展开以读为主的语言实践活动,在“给朋友写明信片”的情境下,引导学生继续学习正确使用所学语言谈论天气,用现在进行时态简单描述人们正在进行的活动,用更丰富的语言问候,并运用观察图片、略读、寻读等阅读策略对文本进行解读,帮助学生在语言学习中发展思维,在思维发展中学习语言,提升思维的逻辑性、批判性和创新性,激发其学生的学习主动性和学习兴趣,帮助其拓宽视野,世界各地不同天气及人们进行的不同活动,感受地域差异,了解明信片的文体特征,培养学生的多元文化意识。
课标分析 新课标要求七年级学生能读懂语言简单、主题相关的简短语篇,提取并归纳关键信息,理解隐含意义;能在听、读、看的过程中,围绕语篇内容记录重点信息,整体理解和简要概括主要内容;能根据听到或读到的关键词对人物、地点、事件等进行推断;能通过简短语篇获取、归纳中外文化信息,认识不同文化,尊重文化的多样性和差异性,并在理解和比较的基础上作出自己的判断;能多角度、辩证地看待事物和分析问题;能在学习活动中积极与他人合作,共同完成学习任务能在学习过程中积极思考,主动探究,发现并尝试使用多种策略解决语言学习中的问题,积极进行拓展性运用。
教学目标 语言能力 能够在“给朋友写明信片”的语境中,正确理解和掌握课文中的新词汇,增加词汇量;正确使用所学语言谈论天气,用现在进行时态简单描述人们正在进行的活动,用更丰富的语言问候,通过读、说、写等方式,理解文章主题,梳理文章内容,并运用观察图片、略读、寻读等阅读策略对文本进行解读;
文化意识 能够拓宽视野,世界各地不同天气及人们进行的不同活动,感受地域差异,了解明信片的文体特征,提升多元文化意识;
思维品质 能够在老师的帮助下,通过推理判断等活动,增进对语篇的理解和分析能力,提高思维的逻辑性、批判性和创新性;
学习能力 能够通过阅读明信片,保持英语学习兴趣;通过阅读策略的感悟、体验和学习,增强阅读理解能力。
教材内容分析 本课是一节阅读课,教学活动以阅读训练为主,通过阅读进一步巩固所学语言,为下节课输出性写作活动作铺垫。2a是读前活动,要求学生描述图片中的天气状况以及人们的不同活动,从而巩固前面所学的基本词汇,同时为接下来的阅读做好准备;2b通过明信片的阅读,将本单元的互致问候、谈论天气、询问正在进行的活动等单元重点功能结构一一呈现出来,显得自然贴切,而且具有使用性。
重点 掌握描述天气的词汇、现在进行时的用法以及明信片的文体特点;阅读策略的训练;
难点 现在进行时表示一段时间内正在进行的动作或状态。
学情分析 通过前三个课时听、说、读等形式的训练学习,学生已经基本掌握了互致问候、谈论天气状况及描述人们的即时活动的表达方式。学生对谈论旅行这一内容较感兴趣,同时该部分学习内容贴近学生生活,极易于激发学生的学习主动性和学习兴趣,利于本节课语言实践活动的顺利开展。
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学 生 活 动 教 师 导 学
Step 1. Lead-in. Have a free talk about their summer vacation. Sa: It’s sunny and cool. They are climbing the mountains. Sb: Maybe it’s sunny and warm. They are sitting by the sea. Ss: They can make phone calls/ write letters/ send e-mail messages/ write postcards/ ... Step 2. Pre-reading. Ss: I can send postcards to them. Look through the two postcards and answer the question. Sa: Su Lin and Dave are writing to Jane. Work in pairs and ask and answer questions in 2a. Sa: How’s the weather in Picture 1 Sb: It’s sunny. Sa: What is she doing Sb: She is sitting by the pool and drinking orange juice. Step 3. While-reading. Skimming. Find out some key words to help them to match. Scanning. Fill in the chart with the information from the first postcard in 2b. Read the postcard again and choose the activities with the help of the adverbs and conjunctions. Fill in the chart with the information from the second postcard in 2b. Detailed reading. Read the postcards again and answer the questions. Sa: Yes, they are. Sb: It’s hot. Sc: He will come back next month. Sd: Because she wants to visit her aunt. Se: ... Step 4. Post-reading. Read and underline the sentences with the present progressive tense. Work in groups of five or six, one is Su Lin or Dave. The others are reporters who can ask Su Lin or Dave questions about their vacations. Step 5. Conclusion. Have a summary of what they’ve learned this lesson. T: Do you like schooldays or vacation T: Imagine if you are having your summer vacation now. Where are you What are you doing And how’s the weather Provide some pictures for Ss to ask and answer questions about the weather and people’s activities. T: People are in different countries. How can they connect T: If you are traveling somewhere interesting, and you want to share what you see and hear with your friends, what will you do Ask Ss to read the postcards quickly and ask some questions. T: Who is writing to whom Guide Ss to talk about the pictures in 2a in pairs according to the model. Match each postcard with the correct picture in 2a. Ask Ss to read the first postcard quickly and find out the place, weather and description words about the vacation . T: What’s Su Lin doing in Canada Guide Ss to guess the meaning of the words according to the context. Provide some questions for Ss to read and discuss. T: Are Su Lin and Dave both happy now T: How is the weather in Jane’s place T: When will Dave come back T: Why does Su Lin go to Canada T: Whose experience do you like better, Su Lin’s or Dave’s Why Then guide Ss to summarize how to write a postcard. T: The School Magazine wants to interview Su Lin and Dave. Ask Ss to work with their group partners and make conversations about vacations. Encourage Ss to show their best question to the class, and together choose the top three best questions. 以问题导入旅游话题,创设语言学习的较真实情境,利用图片引导学生就不同地域的天气和人们活动进行询问和谈论,巩固前面所学,并利用讨论旅游期间与家人朋友的联络方式引出明信片话题,调动学生的学习积极性,帮助其尽快地投入到课堂教学中来。 渗透快速阅读策略:通过关注明信片首尾部分,清楚署名与写作对象; 通过讨论图片内容,再次巩固本单元的主要功能句,同时学习本课时词汇,为下一步的阅读做铺垫。 通过略读和寻读策略的指导和运用,培养学生快速搜索关键词的能力,通过读取关键词sitting by the pool, drinking orange juice, warm and sunny等快速与已有图片进行匹配, 帮助学生降低阅读难度,使其能够快速把握文章主旨和主要内容。通过表格形式,使得文章内容呈现更加清晰明了,方便学生做进一步的思考和探讨。 将词汇教学融于对语篇的阅读过程中,避免脱离语境教授单词的现象,帮助学生更好地理解和记忆。 通过问题链引导学生与文本对话,通过回答问题加深对明信片内容的深层理解和细节挖掘,并鼓励学生根据所获取的信息进行比较并表达自己的观点,促进其逻辑性思维和辩证性思维的发展。 让学生找出含有现在进行时态的句子,引导其在语境中体会此时态的不同用法,加深理解,强化目标语言。 基于阅读语篇,总结明信片文体结构,为下一步的写作打基础。 通过在较真实情境下的小组合作交流分享,引导学生基于阅读语篇所获得的信息,联系自身实际进行更加深层次的思考和对话,实现知识的有效迁移。 总结反思,进行情感态度价值观的渗透,使学生懂得分享的快乐。
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Ⅰ. 根据语境及所给首字母提示,补全所缺单词。 1. —Let’s v Ms. Hand this weekend. —Great! 2. —You can’t drink the tea in this cup. —Well, can I drink the j in that one 3. —At school Tom studies very h . —Yeah! And he’s good at all his subjects. 4. —S you’ll see your new friend Millie. —That’s great. 5. China is a beautiful c . We all love it. Ⅱ. 根据语境,从方框中选择恰当的单词填空,有的需要变换形式。 sit, mountain, winter, skate, rain
1. The small village is between the two _________. 2. —Do you like sports —Yes. And I like _________ best. 3. Look! Your sister is _________ at the table and looking at us. 4. Do you like _________ days, Mike 5. It’s usually snowy in this place in _________. Ⅲ. 根据汉语意思完成英语句子,每空一词(含缩略形式)。 1. 我可以和你们一起度假吗? Could I be ________ ________ with you 2. 我们很高兴再次见到迈克。 We’re ________ ________ ________ Mike ________. 3. 你觉得暑期学校怎么样? What do you think of ________ ________ 4. 买一些俄罗斯面包带回家怎么样? How about ________ some ________ ________ to ________ ________ 5. 在下雪天给雪人拍照真好。 It’s good to _______ _______ _______ ________ a ________ on ________ days. 6. 你的工作进行得怎么样? ________ your work ________ Ⅳ. 根据短文内容,从方框中选择恰当的单词填空,有的需要变换形式。 sit, juice, he, cold, summer, tell, have
Dear Tom, How are you in Beijing, China I’m taking a vacation in Australia with my family. It’s January. In China, it’s winter. The weather is very (1)_______. But in Australia it’s (2)_______. It’s very hot. Now I’m (3)_______ in a chair and watching my sister and brother swimming in the pool. My mother is next to me. She is drinking (4)_______. My father is also next to me, and he (5)_______ me to play games with (6)_______. We’re (7)_______ a great time!
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 7 It’s raining! Section B (2a-2c)
作 业 设 计
Level A Suppose you are on a trip. Write a postcard to your partner, including the greeting, weather and activities.
Level B Imagine your partner is Su Lin or Dave, and make a phone call to her or him. Write down your conversation, including the greeting, weather and activities. .
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间:2023年 月 日
课题 Unit 7 It’s raining! Section A (1a-2d) 班级 备课教师
课型 听说课 课时 1
核心素养与思政渗透 本课时围绕“天气”的话题展开,引导学生在“打电话”的语境下,学习正确使用所学语言谈论天气,使用现在进行时态简单描述人们正在进行的活动并进行回答,使用功能更丰富的语言问候,以此激发英语学习的兴趣,促进学生在语言学习中发展思维,在思维发展中学习语言,并帮助其拓宽视野,了解世界各地不同天气及人们进行的不同活动,感受地域差异,初步了解谈论天气是“闲谈(small talk)”中的一项重要内容,是让交际顺利进行的一个重要策略。
课标分析 新课标要求七年级学生能听懂发音清晰、语速较慢的简短口头表达,获取关键信息;能围绕相关主题,运用所学语言,与他人进行日常交流,语音、语调,用词基本正确,表达比较连贯;能通过简短语篇获取、归纳中外文化信息,认识不同文化,尊重文化的多样性和差异性,并在理解和比较的基础上作出自己的判断;能多角度、辩证地看待事物和分析问题;能主动参与课内外各种英语实践活动,注意倾听,积极使用英语进行交流;能在学习过程中积极与他人合作,共同完成学习任务。
教学目标 语言能力 能够在“与朋友打电话”的情境中,掌握与天气话题相关的词汇,正确使用现在进行时态,以听说等方式理解和谈论天气、进行问候,并简单陈述人们正在进行的活动并进行回答;能够通过听前预测、听中记录、听后复述和创编等途径,促进听说能力的提升;
文化意识 能够拓宽视野,了解世界各地不同天气及人们进行的不同活动,感受地域差异,初步了解谈论天气是“闲谈(small talk)”中的一项重要内容,是让交际顺利进行的一个重要策略;
思维品质 能够在听说活动中准确获取并表达有关天气和活动方面的信息,并联系自身表达个人观点和看法,提高思维的逻辑性、批判性和创新性,实现知识与思维能力的迁移;
学习能力 通过谈论天气和日常活动,激发对英语学习的兴趣;通过听说等各项技能策略的感悟、体验和学习,形成良好的学习习惯,提高学习效率;能在学习活动中积极与他人合作,共同完成学习任务。
教材内容分析 本课时为本单元第一课时,是一节听说课。1a-1c是一个简单的听说任务链。1a主题图引出“谈论天气”的话题、询问天气的重要句式How’s the weather 以及描述天气状况的形容词。1b创设了“打电话”的真实情境,在电话中,人们就各自所在城市的天气进行问答。2a-2c部分听力输入更加丰富,并增加了“正在做某事”的内容。2c是基于2a-2b的口语结对活动。2d的示范对话通过打电话的情景融入了How’s it going It’s great.等常用于“打招呼”的交际用语,同时还谈论天气和人们正在从事的活动,对话给我们呈现了small talk,即“闲聊”中如何就天气话题进行交谈的技巧。
重点 How引导的询问天气的特殊疑问句,描述天气状况的形容词,还有与天气相关的人们相应的即时活动;
难点 现在进行时中助动词be和动词-ing的正确使用。
学情分析 通过第六单元的学习,学生已经初步接触现在进行时态,能够正确使用该时态陈述正在发生的事情并进行回答,对该结构的一般疑问句及其回答也进行了一定的运用。比较上一单元,本单元增设了一个日常生活中的重要情景——谈论天气。这一教学内容非常贴近学生的生活实际,极易于激发其学习英语的欲望和兴趣,使他们乐于参与各种英语实践活动。教师在课堂设计时应由旧知引新知,发挥优势,设计有趣的课堂任务引导学生进行自主学习和语言实践,渗透学法指导并引导学生逐步养成良好的英语学习习惯。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Enjoy the video about 24 solar terms. Ss: Weather. Step 2. Pre-listeningⅠ. Observe the pictures and try to describe the weather. Sa: It’s sunny/ rainy/ raining/ windy/ snowy/ snowing. Play “Quick response” game. Observe the pictures and say the words about weather as quickly as they can. Play “Strong wind blowing” game. Try to memorize the words and say the one that is blown by the wind aloud. Match the words with the pictures. Check answers by making complete sentences. Sa: It’s sunny in Beijing. Step 3. While-listeningⅠ. Enjoy some pictures of the cities and learn the names and some information about them. Read the instruction and the names of the cities in 1b. Listen to the conversation and write these city names in the boxes. Check their answers by making sentences. Sa: It’s windy in Boston. Listen again and complete the conversations. Read after the video and imitate the pronunciation and intonation. Step 4. Post-listeningⅠ. Practice the conversations with their partners. Sa: Hello, Linda, This is Bob. Sb: Hi, Bob. Sa: How’s the weather in Toronto Sb: It’s raining. How’s the weather in Shanghai Sa: It’s cloudy. Work in groups and give a weather report. Step 5. ListeningⅡ. Observe the picture and predict the content. Sa: The boy is talking on the phone. Listen to the conversation and number the pictures. Read the names and phrases in 2b and make predictions based on the pictures. Then listen again and match them. Sb: Uncle Joe is playing basketball. Check the answers by reading the conversation aloud. Step 6. Post-listeningⅡ. Talk about the people in 2a with a partner. Sa: How is the weather Sb: It’s sunny and warm. Sa: What is Jeff doing Sb: He is playing computer games. Finish the short passage. Step 7. Role-play. Look through the picture and the conversation and find out the answers to the questions. Sa: Rick. Sb: Rick’s brother. Read the conversation in 2d and answer the questions. Sa: He’s playing basketball with some friends at the park. Sb: He’s studying at his friend’s home. Sc: He wants Rick’s brother to call back. Ss: No, he doesn’t. Sd: They talk about the greeting, weather and activities. Se: He is very polite. Sf: Could you just tell him to call me back Try to role-play the conversation in pairs. Based on the conversation in 2d, make up new ones. Step 8. Conclusion. Have a summary with the help of T. Play a video. T: Did you see the 24 solar terms at the opening ceremony of Beijing 2022 Winter Olympics T: The 24 solar terms show the _______ is different in a year. T: Do you know types of weather T: How’s the weather Provide some pictures for Ss to learn the new words about weather. Play two games to help Ss memorize the vocabulary. Lead Ss to sum up the rules of word formation. Let Ss chant together. Provide a map of China with the weather conditions of different cities for Ss to have a weather report. The structure of the report is given. T: Now let’s have a virtual travel. Look at the picture. Where is it How is the weather Ask Ss to finish 1a. T: Mr. Grey is a businessman. He will travel around the world on business. Show the scenery of some cities. Make sure Ss can understand the instruction in 1b. Play the recording. For the first time, let Ss match the cities with the weather conditions. Invite some Ss to report their answers. For the second time, let Ss fill in the blanks. Play the video for Ss to enjoy and repeat.   T: Imagine you are in one of the places in 1a. Talk about the weather with your friend on the phone. Then offer the structure to guide Ss have a weather report. Invite two Ss to give a weather report in class. Guide Ss to look at the pictures in 2a carefully. T: Who are they What are they doing Play the recording. For the first time, let Ss put the pictures into the right order. For the second time, let Ss match the names with the activities. For the third time, let Ss fill in the blanks. Ask Ss to work in pairs and make conversations according to the information in 2a & 2b. Give comments on Ss’s pronunciation and intonation. Provide the structure for Ss to retell what Linda’s family are doing. T: It’s Sunday afternoon. Steve is at the park and he is calling his best friend. T: Who is the boy in the picture T: Who does Steve want to talk to Provide some questions. T: What’s Steve doing T: What’s Rick’s brother doing T: What does Steve want Rick’s brother to do T: When Steve knows Rick is speaking, not his brother, does he decline the call? T: What do they talk about T: What do you think of Steve T: Which sentence can also show Steve is very polite Guide Ss to have a conclusion about the telephone language, greetings and important phrases. Let Ss role-play the conversation in pairs and make up new ones. Invite some pairs to show their work. 利用学生熟知的冬奥会开幕式中有关二十四节气的视频导入本课天气话题,激发学生学习兴趣,提高学生听与看的技能。 利用生动形象的图片,寓教于乐,直观地让学生理解表示天气的形容词和动词现在分词的用法,并辅助导入新功能句型,即how引导的特殊疑问句,将单词教学融入语境中,并渗透语音指导。再通过“快速反应”和“大风吹”的游戏形式,帮助学生进一步掌握谈论天气的句型和单词,活跃气氛、激发兴趣,之后及时引导学生小结单词的变形规则。 通过完成1a任务,进一步熟悉本课新词汇,为新知学习作铺垫。 通过听力填空的方式,引导学生获取城市名和天气的关键信息,输入本课目标语言,达成知识目标。跟读模仿,进行语音语调的学习,帮助学生掌握最纯正的语言。 引导学生通过合作学习进行初步的语言实践,帮助学生在真实的语境中感知、模仿所学语言,培养学生运用语言进行交际的能力,促进其逻辑性和发散性思维品质的提升。 听前引导学生熟悉图片,用英语将图片内容说出来,这种预热可以让学生熟悉听力情景,做好语言上的准备,减轻学生听时的负担和压力,提高听力技能。 通过听力排序、听力匹配、听力填空的方式,引导学生获取人物姓名和正在做的事情等关键信息,输入本课目标语言,达成知识目标,训练学生通过听来获取细节的技巧。 通过同伴合作,加强信息交流,在谈论图片和复述对话内容的语言实践活动中内化目标语言,巩固重点知识。 引导学生观察图片和对话人物,快速获取有关对话场景的信息,便于下一步的阅读。 通过问题链设计,引导学生关注对话中的人物正在做的事情,并积极运用现在进行时态谈论正在进行的动作,在语言内化和能力提升中兼顾基础知识的落实。 通过问题引导学生关注英语中谈论天气是“闲谈(small talk)”中的一项重要内容,是让交际顺利进行的一个重要策略,同时要注意与人交际时的礼貌问题。 通过角色扮演和对话创编,培养良好的听说习惯。同时,增强合作学习意识,在语言实践活动中夯实目标语言。 总结反思,自我检测,渗透情感教育,使学生懂得“遇到困难不放弃,风雨过后见彩虹”。
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Ⅰ. 根据句意及所给图片提示,写出句中所缺单词。 1. It’s _________ outside! Don’t go out, Jim! 2. Many people don’t like _________ days. 3. What a(n) _________ day it is! 4. It doesn’t often _________ in Luoyang, China. 5. Don’t you like _________ days, Mom Ⅱ. 根据提示词在横线上填入适当的句子完成对话。 1. A: _________________ (how, Shanghai) B: It’s fine today. 2. A: _________________ (what, Nanjing) B: It’s very cool today.
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Unit 7 It’s raining! (Section A 1a-2d)
作 业 设 计
Level A Today is Sunday. Students are doing their favorite things. What are you doing What’s your friend doing Make a telephone call to your friend!
Level B Record the weather of five cities according to today’s weather report and make a conversation about it.
教 学 反 思
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授课时间:2023年 月 日
课题 Unit 7 It’s raining! Section B (1a-1e) 班级 备课教师
课型 听说课 课时 3
核心素养与思政渗透 本课时围绕“天气”的话题展开语言实践活动,通过创设朋友间打电话互相问候的真实情境,引导学生谈论天气,进行问候,并描述人们正在进行的活动,进一步引导学生巩固使用现在进行时态表示一段时间内正在进行的动作或状态的用法,从而激发学生学习英语的兴趣,促进其在语言学习中发展思维,在思维发展中学习语言,提升思维的逻辑性、批判性和创新性,帮助其拓宽视野,了解世界各地不同天气及人们进行的不同活动,感受地域差异,并增进与家人朋友的交流和沟通意识。
课标分析 新课标要求七年级学生能听懂发音清晰、语速较慢的简短口头表达,获取关键信息;在听、读、看的过程中,围绕语篇内容记录重点信息,整体理解和简要概括主要内容;能围绕相关主题,运用所学语言,与他人进行日常交流,语音、语调、用词基本正确,表达比较连贯;初步具备用所学英语进行跨文化沟通与交流的能力;能多角度、辩证地看待事物和分析问题;能根据语篇内容或所给条件进行改编或创编;有积极主动的学习态度和较强的自信心;能主动参与课内外各种英语实践活动,注意倾听,积极使用英语进行交流。
教学目标 语言能力 能够在打电话的情境中,正确使用描述天气的词汇、问候语和现在进行时态,以听、看、说等方式,简单谈论天气,进行问候,并询问和描述正在进行的活动;通过听前预测、听中细节获取、听后信息整合、迁移创新等途径促进听说技能的提升;
文化意识 能够拓宽视野,了解世界各地不同天气及人们进行的不同活动,感受地域差异,并增进与家人朋友的交流和沟通意识;
思维品质 能够在听说活动中准确获取并清晰表达有关天气和活动方面的信息,提高思维的逻辑性、深刻性和批判性;
学习能力 能够通过谈论天气和活动,保持英语学习兴趣;通过听力及口语策略的感悟、体验和学习,形成良好的学习习惯,提高学习效率;能主动参与各种英语实践活动,注意倾听,积极使用英语进行交流。
教材内容分析 本课是一节听说课。围绕“天气”这一话题,拓展了谈论天气的表达法。在技能方面,进一步深化听说技能。1a-1e可分为两个板块:1a-1b强调学习及询问天气状况的句型和描述天气的词汇,1c-1e则是对目标语言的综合运用。首先1a-1b通过谈论天气状况,拓展了词汇dry, cold, hot, warm。1c-1d的听力活动分层设计,听力材料延续了“打电话”的情景,清晰地输出互致问候、谈论天气和询问正在进行的活动三方面的信息;1e是一个角色扮演活动,学生需要运用本单元的目标句型组织自己的对话。
重点 听说技能的巩固、拓展;掌握和正确使用更加丰富的天气表达法和现在进行时的用法;
难点 正确运用所学的功能句进行实践性表达;
学情分析 经过两个课时的学习,大部分学生已经基本掌握对天气状况和人们正在进行活动的描述。在学习了A部分有关词汇和句型结构后,B部分的重要内容是词汇的滚动复现和拓展,因此该部分对于学生来说难度降低,更有利于其大胆开口,积极参与。教师在课堂设计时应给学生提供一些施展才艺的舞台和机会,让他们在做中说、在说中做,这样既能培养他们的自信,又能使其学会灵活运用所学内容,还可以培养学生的一种群体意识。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Watch the video and fill in the blanks. Sa: It’s cloudy. Let’s read a book. Sb: It’s rainy. Let’s play in the house. Step 2. Pre-listening. Observe the pictures carefully and ask and answer questions. Sa: It’s sunny and warm. Sb: She’s reading a book. Try to make predictions about Mary and Eric’s conversation. Finish 1a and play a game. Step 3. While-listening. Look through the chart and make sure they can understand the meaning of the questions. Listen to the conversation and answer the question. Sa: It’s cold and raining. It’s terrible. Listen again and find out the answers to the questions. Sb: In Mexico. Sc: Mary is calling to say “Happy Birthday!” Step 4. Post-listening. Pair work. Work with their partners, choose a role to make a conversation according to the situation. Sa: Happy birthday! Eric! What are you doing now Sb: I’m having a party. How’s it going Sa: Not bad. ... Step 5. Conclusion. Have a summary of what they have learned with the help of T. Play a video and some sentence structures. Provide some pictures for Ss to talk about the weather and activities. T: What’s the weather like T: What is she doing Teach some more adjectives for describing the weather. Let Ss play a game. One S do the actions and the other S guess the weather. T: Mary and Eric are talking on the phone. What are they talking about Let Ss match the words with the pictures in 1a. Then let Ss play a guessing game to review the new words. Guide Ss to read the instruction. Play the recording. For the first time, let Ss complete the sentences about weather. T: How’s the weather For the second time, let Ss complete the sentences about greetings and activities. T: How’s it going What are they doing For the third time, let Ss answer the questions. T: Where is Mary T: Why does Mary call Eric T: Eric’s friend calls him to say“Happy Birthday!” Ask Ss to work in pairs and make conversations. Two minutes later, invite some pairs to show their conversations. T: Mary’s mother worries about Mary, so she gives her a call. Ask Ss to work in pairs and make conversations. Two minutes later, invite some pairs to show their conversations. 利用英文歌曲视频导入天气话题,寓教于乐,更直观地让学生理解一些关于天气与对应活动的短语。 通过图片辅助导入新词汇,通过互问互答和游戏等方式巩固新单词,激发学生兴趣,使学生在运用中巩固新词汇,复习询问和谈论天气和活动的目标语言,为下一步听说活动的开展做铺垫。 渗透听力技巧,引导学生仔细阅读表格信息,在听力之前预测即将要听到的话题内容,激活背景知识,明确任务要求,扫除听力障碍,让学生带着目的去听,减轻学生对听的担忧,培养其听前阅读听力材料的良好习惯。 通过层层递进的听力活动,进行知识的理解巩固和听力策略的渗透。听力活动一引导学生关注关键信息,捕捉描述天气状况的形容词;听力活动二引导学生关注关键信息,捕捉描述最近状况和人们即时活动的动词短语;听力活动三通过问题引领,帮学生理解听力材料所创设的语境,让学生在一次又一次的听力中分别侧重关注不同方面的细节,促进听力能力的提高和听力策略的形成。 从语用的角度出发,让学生在创设的真实语境中运用目标语言,从而感知英语学习的重要性及实用性。学生表演对话后,教师引导学生从完整性、流畅性、表演的自然程度、语音语调的准确性以及趣味性等多方面对表演进行评价。 总结提炼,做自我反思。
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Ⅰ. 根据句意及所给汉语提示,写出句中所缺单词。 1. Nick, is it ________(寒冷的) outside 2. It’s too ________(热的) here. Let’s go to a cool place. 3. It’s usually very ________(干燥的) in Beijing at this time of year. 4. It’s so ________(温暖的) in this room! Ⅱ. 根据对话内容,从方框中选择恰当的单词填空,有的需要变换形式,每词限用一次。 come, bad, weather, back, cool
A: Hey, Dad! Are you outside B: Yes, I am. A: What’s the (1)__________ like outside B: It’s (2)__________. A: What are you doing B: I’m playing soccer with your dog. A: That’s not (3)__________. B: Sure! Well, it’s time for you to call your grandma. A: Yes. I’m calling Grandma (4)__________. But Grandma also wants to speak to you. B: I see. I’m (5)__________ right now.
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Unit 7 It’s raining! Section B (1a-1e)
作 业 设 计
Level A Help Mary write a postcard to Eric.
Level B Make a conversation with your partner in the roles of Mary and her mother or Eric and his friend. Write down your conversation.
教 学 反 思
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