初中英语人教版七年级下册Section B 3a—3c Self check.doc

Unit 7 Its raining. （Section B 3a-3c）安吉安城中学 盛闻整体分析本节课是写作课，是教材中的3a、3b、3c部分，该部分是SectionA和SectionB（1a2c）的延伸和拓展。话题上拓展了谈论天气的表达法；技能上进一步深化听说技能，加强读写训练，重点要培养学生的语言输出，生成语篇的能力。3a是一个填写明信片的控制性练习，将描写天气、与天气有关的服饰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专写明信片的要素，为3c的开放性写作做好铺垫、埋下伏笔。3c映射本节课的写作能力。本节课教学内容重点： 利用本单元学过的有关描述天气的词汇、句型、活动短语和正在进行时来表达人们在不同的区域、不同的天气状况下进行的不同的活动及感受。要求用所学知识，围绕“给朋友或笔友写postcard”来展开有效地语言交际活动。本节课知识重点：描述天气的词汇，现在进行时的用法，明信片的文体特点。本节课知识难点：1.理解现在进行时的另一用法，一段时间内正在进行的动作或状态。2.运用已学知识，独立完成写作。本节课教学方法：采用以读促写，通过循序渐进、由浅入深、由易到难的递进式操练，最后生成开放性写作。教学过程：Step1: Warming-upA chant about the weather and four seasons.Then talk about what people are doing in the pictures.(spring, summer, autumn, winter).【设计意图】：通过chant复习天气和四季春、夏、秋、冬。并通过图片展示复习句型“Hows the weather?/ Whats the weather like?/ What is/aredoing?”Step2: Pre-writing 1. Lead-inI like making a snowman, too. I know a place where its very cold and beautiful in China. You can make many snowmen there. Guess where it is? Its Harbin. Now Lets talk about the weather in Harbin and what people are doing there.Students are given some pictures about the activities in Harbin and talk about them like this: 1. A: How is the weather in Harbin? B: Its snowy. A：Whats the girl wearing? B: Shes wearing a hat and warm clothes. 2. A: Whats the weather like in Harbin? B: Its snowy. A: What are they doing？ B: Theyre playing in the snow. 3. A: What are they doing? B: They are skating on the river. 4. A: whats the man doing? B: Hes taking a photo of the snowman.After that , Students are asked to fill in the blanks with the words in the box in 3a.【设计意图】：通过最后一幅图片堆雪人导入所要谈论的冬天的美丽冰城哈尔滨，及屏幕上哈尔滨图片的展示滑雪、娱乐、留影等活动照片，完成课文3a任务。为下面的写作任务做铺垫。2. Mind mapuse a mind-map to help the students to summarize the main points in writing a postcard as follows.From Kates postcard , we know it talks about weather, people ,clothes, activities, food and feeling.Mind-map1: feelingfoodKates postcardpeopleclothesactivitiesweatherSo when we write a postcard to our friends, we need to write about these. Now our friend Kate wants to come to Anji for vacation in summer. Can you talk about them?Mind-map2:sunny, hot great, wonderfulMy father, mothersummer in AnjiT-shirts, shorts, skirtsice creamactivities通过activities超级链接到图片活动，Show some pictures about some activities in Anji in summer and give some phrases: watch the pandas in Bamboo Garden, watch the play in Hello Kitty Park, go to the Water Park, eat ice cream and so on. Then tell students that they are on vacation in the Water Park and make a pairwork about it.swimtake some photoswatch the show in the Water Parktalk toeat ice creamA: How is the weather in Anji? B: ItsA: What is/aredoing? B: A: How is it going?B: Its【设计意图】：1. 这是“写前”积累素材环节，让学生在教师的提示、引领之下，运用自己所学过的有关天气的词语和有关活动的词组来展示自己。2. 写前任务整体布局，加强基础性训练，设计不同层次的要求及标准，调动兴趣，分解写作过程，来降低写作难度，减少在写作过程中的焦虑感。Step3：while writingAfter talking , students are given the task :You are in the Water Park in Anji now. Please write a postcard to your penpal Kate. Tell her about your vacation and what you are doing.Show a mind map about it . Then students are given about 15 minutes to finish writing.在学生写作的同时，教师应引导学生关注语篇的结构和所给词汇的正确使用，同时鼓励学生创新思维，丰富写作内涵。www-2-【设计意图】：通过思维导图帮助学生再次理清并列出写作任务中所需的要点。使学生目标明确，意、志、行积极地配合。集中体现了本节课的活动目的，让学生在运用中进一步拓展知识，将知识转化为技能。Step4 ：Post-writing1. Three students are asked to show their writing in front of the class and then are helped to correct mistakes and given the assessments.【设计意图】：1、重视了基础知识的考查，侧重考查语言运用的能力。2、同学之间互相修改、学习、评价，一方面激发学生表现自我的欲望，培养了学生们的写作热情及兴趣；另一方面增强了学生学习英语的信心，并加强了同学们之间的合作与交流。2. Students are asked to change their writing with each other and given the assessments.( if time is limited)【设计意图】：学生之间进行互评是一种比较客观的评价方式，既互相学习、取长补短，又增进了同学友谊和彼此间的鼓励和