英语人教版七年级下册Unit7 Its raining！.doc

七年级下Unit7 Its raining! Section A(1a-2c) 教学设计章节名称七年级下Unit7 Its raining! Section A(1a-2c)学时 1教材分析本课是新目标英语Go for it七年级下册Unit7 Its raining! Section A的第一课时，是一节听说课，也是本单元的重点。主要围绕“谈论天气”来展开对话、听力及语言运用的活动，兼顾学习现在进行时。本课分两大部分，第一部分是学习描述天气的句型及词汇，第二部分是学习谈论人们在不同天气下正在进行的活动。本课是继Unit6 Im watching TV.单元后，继续学习现在进行时，同时引入了描述天气的句型-Hows the weather? -Its rainy.句式。学生学情分析本课话题贴近学生生活，谈论起来学生也有话可说。学生通过Unit6 的学习，对现在进行时已经有了初步的了解，对天气的描述，学生理解并不困难，并且七年级的学生有较强的表现欲和好奇心，因此我在教学活动环节特意安排了歌曲，视频，天气预报等，来吸引学生的注意力，调动学生参与活动的积极性。Teaching Aims and Demands根据新课程标准要求 ，结合本课的教学内容和学生的实际学习水平，将本课教学目标设定如下：（一）语言知识1）. Master the new words：rainy, windy, cloudy, sunny, snowy, weather.2). Describe the weather and learn the present progressive tense.How is the weather in Beijing? Its raining /windy/sunny/snowing/cloudy.What are you doing? Im watching TV.（二）语言技能1). Talk about the weather according to the true condition.2). Use the present progressive tense to communicate.3). By the listening practice, improve the level of listening.（三）情感态度与价值观Cultivate students to enjoy learning in the cooperative learning.Teaching Important and Difficult points重点：1）. Use the target language to describe the weather.2）. Strengthen the training of listening comprehension and train the students listening ability.难点：Use the target language to communicate.Teaching Method任务型教学法，口语交际法，小组合作学习，创设情景和有意义的任务活动，激发学生的学习热情，吸引学生的注意力，使学生在具体的语言环境中感知并运用目标语言，达到学以致用。信息技术应用多媒体课件教学过程教学内容教学活动设计意图Step 1 Preparation用幻灯片出示四张正在进行的活动的图片，让学生生生讨论答，“Whats she doing？She is”讨论人们正在进行的活动，复习已学过的现在进行时。依据新课标所要求的英语教学要注重学生的兴趣，并且让学生在具体的语言情境中去体会语言，感知语言。Step 2 Presentation出示一张两人正打电话的图片，师问生答“What are they doing？”“They are talking on the phone。”当学生回答完后，教师接着问:Are they talking on the phone? What are they talking about? Can you guess? 给学生思考的空间，学生会给出一些猜测（homework，job, weather）。教师均做出否定回答，接着问Do you want to know what they are talking about? Now lets look at 2a,导入2a.教师创设一个比较真实的语言环境，导入新课，让学生在语境中感知目标语言，并学会应用。Step 3Listening2a Listen and number the pictures 1-4首先，让学生浏览图片，了解并预测所要听的内容。然后，教师播放录音，第一遍，学生只听不填，第二遍，边听边填。听完后，学生核对答案。学生根据图片描述正在进行的活动。老师接着说，我们已经知道他们在干什么了，那这些事情是谁做的呢？导入2b。2b Listen and match the names with the activities.本环节教师分解了听力任务，先让学生预测听力内容，再浏览图片，带着疑问听内容，给图片排序，目标更明确，更能吸引学生的注意力，更好地完成听力任务。Step 4 Practice运用2a、2b 的信息，生生编写对话，进行操练。For example:A: What is Mary doing?B: She is watching TV生生问答进行有意义操练Step 5 PresentationTeacher asks students, “What is she doing?” Help students answer “She is forecasting the weather.” Then ask again “How can we describe the weather?” Now lets listen to a song about the weather.利用图片和视频导入另一个目标语言的学习。在情境中感知并体验句型及词汇。Step 6 New wordsAfter listening to the song, ask students, “Can you remember the words and the sentences about the weather? Now lets list them. Read after the tape. Then read after two students.Read by themselves.利用图片学习词汇，形象直观，降低了学习难度，利于学生的识记和运用。学生通过观察，讨论归纳规则，加深记忆。Step 7 Consolidation处理1a.Look at the pictures and match the words.Ask one student to answer. Read the words again.Then ask and answer using the pictures.e.g.: A: Hows the weather in picture a?B: Its sunny.处理1b.Use the pictures to learn city names: Toronto, Moscow, Boston. Then listen and write names in the boxes.Let five students answer. Then check together. Read the words again.借助1a的图片让学生进行问答，巩固所学知识，训练综合运用能力。通过听力，培养学生借助关键词获取信息的能力。Step 8Practical applicationUse the picture to practice in groups.Ask and answer.进一步巩固所学知识，训练学生综合运用语言的能力。Step 9 ConsolidationFirst, ask two students to write the answers on the board, the others write them in their exercise books. Then check the answers together. Next, read the conversations in pairs.这两幅图的问答增加了难度，取消了句型，只给学生提供关键词，让学生进行操练，以此来考察学生对目标语言的掌握情况。本环节的操练，由易到难，逐步展开，兼顾全体学生。Step 10 当堂达标Ask some students to write the answers on the board. Then check together. 对所学知识进行及时操练，检查学生对知识的掌握情况，查漏补缺，提高课堂教学效率。Step 11 Summary学生小组讨论，归纳总结，学生代表发言，必要时教师给予补充。Step 12 Assignment口头作业：利用早读，听录音，跟读。书面作业：1、熟记本课所学词汇和句型。 2、完成同步相关练习。 3、预习下一节课词汇。Blackboard DesignUnit 7 Its raining!Section A (1a-2c) Hows the weather? Whats the weather like?sunny.windy.Its cloudy.snowy / snowing.rainy / raining.教后反思本节课的成功之处在于整合了教材，调整了教材顺序，借助ppt和视频，创设比较真实的语言环境，让学生在情境中感知体验所学内容，并在情境中学以致用。另一点在教学过程中善于抓住学生的注意力，