初中英语七年级下册 Unit7六课时教案C
展开
这是一份初中英语七年级下册 Unit7六课时教案C，共8页。
Unit 7 It’s raining.第六课时 Section B (3a—self check) Teaching aims（教学目标）In this lesson, students review main words and phrases of the weather and activities first. Then the students learn how to talk about vacation and how to write about it. During this lesson, let students realize the importance of the weather and love the nature.Teaching steps（教学步骤）Step1Reviewing and testing1. Let some Ss retell the postcards in 2b.2. Add more words in each box. Feelinggreat Weathercool Activitiesplaying ping-pong3. Put the following into English orally（1）玩的高兴 (2种) (1)______________ (2)______________ (2)在加拿大______________ (3）拍一张雪人照____________ (4)买俄式面包____________ (5)在河上滑冰_____________ (6)和某人说话_____________ (7)此刻、现在 ___________ (8)我想念你________ （9）在雨季__________ (10).还不错_______________Step2 Warming-up and revision（课堂热身和复习） （1）Daily greetings to the students（日常问候）T: Good morning, everyone.S: Good morning, sir.T: How is the weather today? S: It is (not bad/bad hot / cool / cold/ windy / rainy …). (设计意图: 此重点操练不同天气的表达方式，建议每天尽量介绍不同的词组，当然要与当日的天气相符。)（2）Pre-writingLook at the pictures below. How’s the weather? What are these people doing? 1. A: How’s the ________ in Harbin? B: It’s _______. A: What’s the girl wearing? B: She’s ________ a ____ and warm clothes 2. A: _______ the _______ in Harbin? B: It’s _______. A: _____ are they ______? B: They’re _______ in the _____. 3. A: What ____ they _____? B: They ___________ on the river 4. A: _______ the man ______? B: He’s ______ a photo of the ________. (设计意图：利用图片简短的导入来呈现对话。能给巩固和复习本单元的重点句型,达到热身的目的。同时也可以复习该单元的核心句型和前几节课所涉及到的动词词组，为3a课文和写作练习做了一个铺垫。)Step3 While-writing Task1.Read and finish 3aT: we’ve learned two postcards in 2b.Can you write the similar passage? OK! Let’s come to 3a.Task1. Fill in the blanks with the words in the box..Dear Xiao Lu,It’s winter in Harbin. The weather is _________ and __________. People are wearing hats and sweaters, but they’re having fun. Friends are ________ Russian bread to take home. In a park, some boys are ______ in the snow. One girl is ______ on a river and a man is _______ a photo of a snowman.I miss you.Kate (思路指导：首先, 应读方框里的单词, 掌握每个单 词的意思。其次, 通读一遍短文, 理解短文大意。然后, 认真读每个句子, 分析每个空格处前后上下文的意思，确定空格处所缺单词的意思。如：第一、二两空格前有weather一词，可知空格处只应填snowy和windy一词。第三空格后面有“俄罗斯面包”一词可推知，空格处应为buying一词。第四空格由空格后面的on a river可知应是“skate”一词。最后一空格是take a photo of …，应用现在进行时态，故填taking。) Task2: Imagine you are on vacation. Write notes about your vacation according to following sentences. (3b) Where are you?What’s the weather like?What are you doing right now?What are your friends or family doing?Are you having a good time? Check your answers in group.Task3: T: Boys and girls, When I travel, I like to buy some beautiful postcards. I often write what I see and hear on the postcards and then I mail them to my friends. What about you? Do you like sending postcards to your friends? Write a postcard to a friend. Tell your friend about your vacation and what you are doing. (设计意图：在前面环节大量输入和强化巩固的基础上，进一步引导学生输出，并训练学生综合运用英语的能力。为降低难度，我分两步进行。第一步，完成3b文段，有效训练学生逻辑思维能力，为独立写作进一步奠定了基础。第二步，完成3c，即独立写作。在此过程中，让学生去黑板板书，有利于较真实地反映出写作中所出现的问题，从而真正做到 “以学定教”。)Step4: After-writing:（Follow up进一步扩展）写作指导： 回想一下给你印象最深的一次度假活动。 可以将在3b中问题的答语, 作为写作的内容。 假想你现在正在度假。将回答问题的几个句子连起来，形成一个语句连贯的短文。 注意，应用现在进行时态来表述现在正在发生的事情。 学生互相批改，互评。(范文如下) I. Help the Ss make sure the composition must include the following things before they start to write their own vacations.*Topic sentence: I am having a / an _______ / vacation or a letter*Timeline: How’s it going? … now…/ …right now…*Activities: busying…visiting…having a wonderful time…swimming or running…*Tense: be +v-ing.II. After all the Ss finish writing, first check the composition each other with all the Ss according to the following evaluation scale. Is there a topic sentence? Is there a timeline? Does he / she use “be +v-ing” ? Are there any grammatical mistakes? Dear John,How’s it going? Are you still busy with school or are you on vacation now?I’m visiting my cousins in Sydney and having a wonderful time here. Australia is a beautiful country and right now the weather is warm and sunny. There are many things to do here. Right now I’m swimming with my family at the beach.Ann(设计意图：学生们根据老师的指导方法，大胆地进行写作，发挥自己的想像力，写出好的内容。通过学生互批和互评，发现自己的不足并改进。)Step5 Review self check.Self Check 1
1. Tell Ss we've learned some words about feelings, weather and activities. Now discuss with your partners. Add more words in the box.
2. Ss work in pairs and add more words in the box.
3. Let some Ss read their words. Let other Ss add more words.Self Check 2 Match the sentences on the left with the responses on the right. A: Hello? Jenny speaking. B: Thank you. Bye. A: Sorry, she’s not at home. B: Hi, Jenny. It’s Steve here. Can I take a message? May I speak to Laura, please?A: Sure, no problem. B: Yes. Could you ask her to call me at 8765-4321? Check the answers with the class. Then let the Ss practice the conversation with a partner.（设计意图：通读所有选项，掌握对话的大意,巩固打电话的情景，熟知句型的用法。）Self Check 3Put these sentences in order to make a conversation. Then write your own conversation. ____ It’s raining and very cool.____ Not too bad.____ I’m reading a book in my room. ____ What are you doing in the rainy weather?____ How’s the weather in Nanjing?____ Hi, Jill! How’s it going?（思路指导：本题要求将一对话排列正确的说话顺序。首先，通读所有的句子，理解对话的大意。其次，在通读对话的基础上确定对话的首句应是打招呼的“Hi, Jill”一句。接下来，就可以确定“Not too bad.”是第二句。比较询问天气的问句和询问在下雨天里在做什么事情，可知应先问天气情况。最后，通读一遍对话，看是否通顺。3. 学生们按指导方法，将对话的顺序排好。然后和伙伴练习这个对话。4. 与伙伴共同编造一个与之相仿的对话。并向本小组的其他同学表演一下。）Step6 Inquiry in to knowledge by translation.1.观察并翻译下列句子。 ①How’s the weather? ____________________________②What’s the weather like?____________________________语言点探究：①②都表是：天气怎么样？①=②，其中How + is +主语？= What + ___ + 主语 + ___?How’s the weather in Nanjing?=________________________?2. May I speak to Laura, please?___________________________speak to sb 表示：_______________ ，May I speak to…, please? 可常用电话用语:可以让约翰接电话吗?___________________________3. Could you ask her to call me at 8765-4321? ____________________________ ①ask sb to sth表示： __________,如：The teacher often asks us to do homework on time.____________________________________________②call sb at + 号码 表示：___________________,如:请给我拨打电话911—1234_____________4. What are you doing in the rainy weather?___________________________________in the rainy weather:____________________ ,rainy: adj_____ ，由rain + y 构成。表示天气的形容词一般是由名词+y构成的，比如：cloudy_______,snowy_______,sunny______,windy_______,stormy________等。 (设计意图：在复习环节中仍注重翻译探究。通过学生自主质疑和翻译探究，老师引导学生解决疑难，并在具体的语境中去感知语言，在大量的语言现象中总结语言规律。)Step7 SummaryTeacher leads students to say “My harvest in this lesson.” Students can talk about my harvest with the help of the thinking tree. How’s the Weather? Step8 The end-of-class test一、汉译英：1、我和我的家人在山里度假2、此刻你在做什么？3、我正在拜访我的好朋友，我玩的非常开心。4、他正坐在窗台边看书。5、你的暑假情况怎么样？二、用所给词的适当形式填空write take sit play swim fly sun have study draw Dear Bob, My name is Tom. I’m fourteen years old. I’m _______ in a middle school. My school is nice and clean. There are 30 students in my class. It’s _______ today. My classmates and I are _______ a good time on the beach. It’s a nice place. The water is blue and clean. Many birds are _______ over the sea. Many people are _______ .Some boys are _______ Football. Some people are _______ on the beach. A girl is_______ pictures on a chair. Another girl is _______ photos. I’m _______ to you. What are you doing ? I hope you can write to me soon. What are you doing? I hope you can write to me soon. Best wishes, Tom【学习体会】 成功&收获: 失败&不足: Step9 Homework书面表达根据表格中的天气信息，描述一下下面各个城市的天气情况，不少于60个单词。提示词不达意：report预报 rainy多雨的 snowy多雪的 ______________________________________________________________________________________________________________________________________________________________ 亮点： 本节课一开始注重对教材的整合和提炼，复习结合Self Check第一部，整体复习了本单元的词汇。由图片导出需要掌握的知识点，为下一步写作做好铺垫。在写作练习中，循序渐进，由浅入深的完成练习。以各种的形式让学生用所学知识去写关于自己的 postcard的书面表达，既巩固了知识，又激发了学生创作的热情。并通过思维树把本单元的词汇总结便于学生掌握。使用建议：1、为便于课堂教学活动的开展，可分组练习。在核对答案的时候，可用课件或投影仪呈现出来，让学生切实把自己出现的错误订正过来。2、增添了翻译探究环节对本节的知识点给以点拨，也可结合自己的情况给以删除。3、堂检测的练习题设计的都是主观性题目，这样能更有效地检查学生单词短语句型的掌握情况，建议学生不看书完成题目。也可以结合自己的授课情况进行知识点的整合，便于自己的实际课堂。 课后反思：对于基础薄弱的同学较为吃力，很难做到“堂堂清”。部分同学单词和和句子掌握情况不好，影响课堂效果，课后要小组长检查，加强巩固。写作环节中，用时较长。
