初中英语人教版七年级下册Unit7 Its raining! Section B .doc

Lesson Plan Unit 7 Its raining!Section B 2a-2c Reading Go For It 7B Teacher: 周淼芬 Students: Grade 7 Type: reading Duration: 45 minutesl Theoretical basisNew English Curriculum Standards points out that leaning is a dynamic process of construction. With the help of the teachers and peers, learning is a meaningful constructive process. Input and Output hypothesis will be highly valued. Students final language proficiency is decided by the teachers input and the students output. According to constructivism ,learning is a process in which meaning construction is based on learners experiences and what the learner already knows. Therefore, what is important is to follow Vygotskys idea of ZPD ( Zone of Proximal Development ). I will find out what is the Sss present learning condition and try to establish the association between what they have already known with what they will learn. In this way the teacher can become a guider & facilitator. l Teaching material and learning condition1. Analysis of teaching materialThis lesson mainly talks about students vacations. And the topic is closely related to daily life, so the students would like to talk about it.thus they will be interested in it. Some words taught in the previous lesson such as” cool,warm,sunny.”, lay a good foundation of this lesson.However, this part is the reading part of this unit, thus it plays a very important role. Only with the solid knowledge of this lesson can the students learn the following periods well. 2. Analysis of learning condition The students in Grade 7are both mentally and physically active. They are eager to show and express themselves and gain the praise from the teacher. In addition, they like playing games. And they have learned English for some years, so it will not be too difficult to understand teachers instructions. But they still need the help from the teachers and the support from the peers.l Teaching objectives1. Language knowledge and skills1) The Ss are able to listen, speak ,read and write the words and phrases: visit, Canada, summer, sit, juice, soon, vacation, on (a) vacation, hard, Europe, mountain, country, have a great time doing something, be happy to do something, have fun doing something, just right for walking.2) The Ss are able to use the following sentence patterns to talk about their vacations. (1) I am having a great time visiting my aunt in Canada.(2) I am so happy to see them again.(3) Hows your summer vacation going?(4) The weather here is cool and cloudy.3) Ss will be able to communicate with their classmates in authentic situations so that they can talk about what people are doing by using present progressive tense. By learning, they can talk about their vacations, including the weather, places, activities and something else. Also students will be able to talk about what people are doing during their vacations.2. Learning strategySs will cultivate their ability of reading strategies such as skimming, scanning and mind maps by doing some activities independently and also work in groups.3. Affect By reading the two postcards, the teacher aims to guide students to know the holiday life of some English-speaking countries and cultivate students abilities to live independently.l Teaching main points and anticipated difficulties1. Teaching main points By the end of the class, students should be able to: (1) understand the key words and phrases to describe their vacations. (2) know the structure of postcards( beginning, body and ending) and write something about their vacations by using the present progressive tense. 2. Anticipated difficulties How to use the Present progressive Tense correctly. l Teaching and learning methods1. Teaching methods The topic is close to daily life. In order to achieve the teaching objectives better, stress the main points and break through the difficult points, I mainly choose the following methods: Task-based approach, Communicative approach. 2. Learning methods Task-based language learning and cooperative language learning will be valued. Besides, individual learning is also important.l Teaching aidsMulti-media courseware pictures l Teaching proceduresStep 1: Warming Up & Lead-in (3 minutes)1. T will introduce her her name and greet the students politely. T: I am happy to see you, Are you happy to see me? I heard you are very smart, so please open your mouth and lets speak English. Today we are going to have a group competition, if you get the most leaves, you will be the winners and I will give you some gifts, clear?2. Let chant together Rainy, rainy, its a rainy day. Sunny, sunny, its a sunny day. Snowy, snowy, its a snowy day. Windy, windy, its a windy day. Cloudy, cloudy, its a cloudy day.Intentions: Greeting can improve the relationship between the teacher and the students.Only if Ss interest is stimulated, they will be eager to learn the knowledge. It lays a good learning atmosphere for the whole class. Step 2: Pre-reading (10 minutes)1. New words & phrases presentationT: (创设情境）May Day is coming soon, lets go on vacation. This is a map of the world. Lets open the door and see the world.T shows a map of the world and present the new words( country, Canada, Europe)T: I have three friends, they are Su Lin, Jane and Dave. They are at different countries. How can they connect?2. Prediction T shows the three pictures on page 41 and guide students to look and predict.T: My friends give me three pictures. Please look at the photos and try to describe them.Hows the weather? What are the people doing?It is _.(weather)A girl / boy is _.(place , time, activities)I think he/she is_(feelings).Intentions: Presenting new knowledge by pictures is more vivid and easier for students to memorize. Besides, creating the authentic situation is helpful to arouse students interests.Step 3: While-reading (18 minutes)1. SkimmingMatch each postcard with the correct picture in 2aT:Here are two postcards but there are three pictures, please match each postcard with the correct picture.2. Scanning Listen to the tape and divide the first postcard into three parts (beginning,body and ending).Read the first postcard and fill in the blanks.T: The first postcard is from Su Lin to Jane, you are going to listen to the tape and try to find the beginning and ending of the first postcard. T: Whats the body of the first postcard, do you want to know? Now Lets read it carefully and fill in the blanks.T: What does SuLin feel ? Please find some words and phrases. Listen to the tape and divide the second postcard into three parts (beginning,body and ending).Read the second postcard and fill in the blanks.T: The second postcard is from Dave to Jane, you are going to listen to the tape and try to find the beginning and ending of the second postcard. T: Whats the body of the second postcard, do you want to know? Now Lets read it carefully and fill in the blanks.T: What does Dave feel ? Please find some words and phrases.Intentions: The teacher designs some tasks in order to train students reading strategies such as skimming, scanning and mind mapping.Step 4: Post-reading (12 minutes)1. Fill in the blanks.(语法填空）(创设情境：The postcards are wet(淋湿的).T: She is Jane. She has two postcards, one is from Su Lin, the other is from Dave. But some words are missing. Can you help Jane read the postcards?Please take out your work sheet, there are two postcards on the paper. Group 1 and group 2, you are going to finish the first postcard, Group 3 and group 4 you are going to finish the second postcard, clear?设计意图: 把文本改编成语法填空题，与中考挂钩。2. Make a postcard. Talk about your vacations !T: We know something about Su Lins and Daves vacations, how about you? Please work in groups. First share your vacatio