初中英语人教新目标 (Go for it) 版七年级下册Section B教案设计

这是一份初中英语人教新目标 (Go for it) 版七年级下册Section B教案设计，共4页。
Go For It7B Unit 7 Section B 2a-3cAnalysis of teaching materialWhat:The topics of this unit are "describe the weather" and "what are you doing?". The reading in this unit shows what Su Lin and Dave wrote to Jane in the form of postcards, showing their colorful holiday life. They first express their greetings to their friend, and introduce their geographical location, then they describe their life of summer vacation in the present progressive tense, and then describe the weather conditions in their location, and finally express their longing for meeting their friend.Why:By showing the content of the postcards, students are guided to master the format of the postcards and strengthen their attention to the weather and natural ecology around the world. And to guide students to enjoy their holiday life and encourage them to share with their friends to form good interpersonal relationships and interpersonal communication.How:This article is a postcard which has the characteristics of a clear letter structure, that is at the beginning, it expresses greetings, in the main part it states the purpose of the letter or what the writer wants to share, and at the end it expresses thoughts and good wishes for the recipient of the letter. The main content of this unit follows the format of a letter, starting with a cordial greeting to a friend, followed by a description of one's holiday life, a description of the weather in the location, and finally an expression of longing for the friend. In the body of the letter, the letter writers mainly use the present progressive tense to describe what they are experiencing during their vacation (like “am having”, “am studying”, “am sitting and drinking”, “is working”, “am writing”), and use words about the weather conditions (like warm, sunny, hot, cool, cloudy) to describe the weather at the location and relate the weather to the activity.Teaching objectivesBy the end of the session, most students will be able to learn and understand the meanings of the words about weather and the structure of a letter, grasp the content of two passages, use what they learned to introduce their vacation to others in postcard format with present progressive tense. This will be achieved by:teaching students vocabulary of weather, such as warm, sunny, hot, cool, cloudy and some other words.guiding students to find the structure of writing a letter.lead students to read the passages on the book carefully with questions, and help students to answer these questions.helping students grasp the usage of progressive tense, and guiding them to simulate the reading in the textbook to talk about their own vacation.Teaching focusVocabulary: warm, sunny, hot, cool, cloudy and so on.Structure: the structure of a letter.Grammar: present progressive tense.Anticipated difficultiesStudents may feel it difficult to follow the structure of a letter.Students may feel it difficult to use the present progressive tense properly.Teaching procedureStep 1 Lead-in Ask students “How is the weather today?”, and let the students to describe today’s weather with the words they learned in the last lesson. By interacting with the teacher, students can quickly move on to the topic of this lesson.Matching gameShow pictures and words about weather, ask students to match the pictures with the right words. In the last class, students have already learned the words like raining, windy, cloudy, sunny, snowing, hot, warm, cool, cold. Through playing matching game, students can quickly review the words they have learned quickly. Step 2 Look and sayShow three pictures and ask students to describe the pictures from these two questions “How’s the weather?” and “What is the girl doing?/ What are they doing?” Students should ask the first questions with the words they have learned and ask the latter questions with present progressive tense. Step 3 Read for the first time Read and answer questionsRead two passage on the book, and underline the answers of these three questions: “Where are they?” “How is the weather?” “What are they doing?” This step is closely related to step two, they both need to answer the questions about weather and what they are doing.Read and fill in the blanksInvite students to answer these three questions and ask students to fill in the blanks with what they underlined on the book. Then the teacher show the correct answers, and students need to check the answers.Match the pictures from step two with these two passages from the textbook.Ask students to find out the main idea of these two passages. Step4 Read for the second timeGroup discussionAsk students “How do they introduce their holiday?” Then ask students to read these two passages for the second time and have a discussion with their partners about this question. (They introduce their holiday by showing  their greetings at first. Second, they talk about their locations. And then, they show their their life in summer vacation and the weather. At last they express their longing for meeting their friends.) Learn the structure of a letter Help students find out the structure of a letter. The writer will write the name of receiver at the beginning. And the main content in the middle and they will sign their names at last.IntroductionsStep 1 (5minutes)：This step activates students’ original schema, connects the teaching content with their real life, and helps them learn and understand the meanings of the words about weather. Step2 (8minutes): This step will help students grasp words about the weather, help review present progressive tense, and set the stage for the following reading of the text. Step3 (15minutes): This step helps students grasp the content of the passages and guides them to explore the author's real intention in writing.      Step 4 (12minutes): This step helps students learn and understand the structure of the letter by asking questions and then having them solve the problem, fully respecting students’ learning autonomy and helping to deepen their impressions of what they have learned. HomeworkWrite a letter: Ask students to write a letter to their friends about their life of summer vacation. They need to follow the structure of the letter and have the main content written in imitation of the content of the letters on the book. Blackboard design     Reflection  This reflection will focus on both the strengths and weaknesses of the course:Strengths: 1. At the beginning of the introduction, I create a situation and connect students’ real life with the theme of this lesson, followed by leading students to review the words about weather. This is a step-by-step approach, which helps to stimulate students’ interest in learning and helps them to better review what they have learned.2. Draws a specific table when explaining the structure of the letter, which is relatively clear and concise.Weaknesses: 1. There is only one question in the introduction, which is not conducive to testing all students’ mastery of the knowledge they have learned.2. When students were asked to describe the pictures from two questions, the angle was limited to the range given, and the knowledge was not expanded. I should add more activities to this part.3. When leading students to read the contents of the book, it is better to first read for main idea, and then read for details.