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“导探一体 两主四环”生命化课堂教学备课用纸
年级 七下 备课时间 月 日 授课时间 月 日
课题 GFI 7B Unit 7 It's raining! Section B 2a-2c 总节次
学情教材分析 学情分析： 本班学生是初一特色班学生。学生和任课老师关系良好，有学好英语的强烈愿望，愿意和老师配合。能够跟上老师的思路，并且主动思考。但是有部分同学有的时候上课会偶尔走神，基础也不太扎实。而且在思考深度方面也不够。 课堂上需要采取多模态的教学形式，全方位刺激学生的意识感官，尝试让不同学习风格的学生都能达成学习目标。 教材分析： 该部分从谈论2a图片中的天气以及活动引导到2b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以明信片的形式呈现，显得自然贴切，而且具有实用性。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以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的开放性写作做好铺垫。
核心素养目标 本节课结束后，学生能够做到 1）通过Section B 2b,训练学生阅读获取信息的能力。 2) 能够仿照2b 结构和语言，进行仿写，并制作明信片。 1) 能意识到气候对人类环境的影响，要爱护环境。
重点 重点单词： visit, Canada, summer, sit, juice, soon, vacation, hard, Europe, mountain, contrary 重点短语： be on (a) vacation VS. go on (a) vacation 重点句型： I’m having a great time visiting my aunt in Canada. I’m so happy to see them again. It’s afternoon right now, and I’m sitting by the pool and drinking orange juice. How’s your summer vacation going Are you studying hard, or are you having fun The weather here is cool and cloudy, just right for walking. 其他： 通过Section B 2b,训练学生阅读获取信息的能力。
难点 能够仿照2b 结构和语言，进行仿写，并制作明信片。
板 书 设 计 教学准备 老师准备： 教学设计、课件，学习检测单 学生准备： 课前预习与复习上一节所学内容
教 学 过 程 教学内容 教师活动 学生活动
Step One Warm-Up Pronunciation 根据所给音标拼读单词，并猜测词义。 【语言能力】 [5minutes] Lead-in Pre-reading Review and answer 通过图片引导学生猜测阅读内容。 培养学生通过抓取关键信息，辨识典型文体的能力。【语言能力】 【文化意识】 [5minutes] Step Two Presentation Fast reading 学生利用语言支撑描述图片进一步巩固深化对天气状况提问的技巧。 【语言能力】 [3minutes] Present the phonetic symbols of the key words in this part to the students and let them pronounce the words with their phonetic knowledge from last term either by calling some students to do so or giving the chances to the volunteers. T asks Ss to observe the pictures and answer questions. 1)How’s the weather What is he/she doing T asks Ss to tell the genre of the two text.Is it a letter Or a postcard And why T asks Ss to relate to their own experience and tell 1）When do people write a postcard 2）What is it used for What do people often write on a postcard Try to pronounce the words when being called or volunteer to do so if one thinks one can do so. Guess the meaning of each word after pronouncing the word right. Ss observe the pictures and then answer the questions. Ss examine the pictures and then tell what text it is. Ss share their experience of writing postcards
只有受过一种合适的教育之后，人才能成为一个人。——夸美纽斯
教 学 过 程 教学内容 教师活动 学生活动
Step Three Practice 通过graphic oraganize重构文本信息，帮助学生深入理解文本内容。 帮助学生了解明信片的结构，为后续输出活动打基础。 通过输出活动帮助学生巩固内化所学知识。 【语言能力】 【文化意识】 【思维品质】 【学习能力】 [10minutes] Step Four Promotion Summary: 通过词汇、短语和句型检测本节所学掌握的实际情况，为下一节的教学提供及时调整的依据。 【语言能力】 【思维品质】 【学习能力】 [5minutes] T asks Ss to read the two postcards and fill in the box T leads Ss to figure out the structure of a postcard and T asks Ss to write to their friend their vacation and the activities they are doing. 1.Where are you 2.What’s the weather like 3.What are you doing right now 4.What are your friends or family doing Are you having a good time Have a dictation test: hand out the test papers and have the students finish it within 5 minutes. Ss read the two postcards and fill in the box Ss try to figure out the structure of a postcard. Ss write to their friend about their vacation. Take the test carefully. And hand in the papers as soon as the time limit approaches.
作 业 布 置 必做作业： 选做作业： 预计时长:
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