Unit7Itsraining教学设计课件

Unit7It’sraining教课方案课件Unit7It’sraining教课方案课件9/9Unit7It’sraining教课方案课件Unit7It’sraining!一、教课背景这一单元的中心话题是Describetheweather。语法现象是PresentProgressiveTense。继Unit6’mwatchingTV第二次出现了此刻进行时态，是上一单元的持续。比较上一单元，本单元增设了一个平时生活中重要的情形Talkingabouttheweather。学生不只要具备并娴熟地掌握此刻进行时态的意识和技巧，而且要会运用这一时态描绘在各样天气背景下人的活动。二、教材内容本单元语言训练的要点是〔1〕讨论天气；〔2〕描绘正在发生的动作。要点语言构造是〔1〕How指引的特别疑问句；〔2〕Yes/No问句及答语；〔3〕此刻进行时的用法。SectionA主假如听读说和根基语言运用，为目标句型供给分步比如和指导性练习；SectionB知识扩展、新旧知识的运用，顺序渐进的写作练习；运用所学的语言达成各样任务使学生可以对已经学过的目标句型运用自如：Self-Check自我评论，词汇知识的评论，语言应用能力的评论。三、单元整体学习目标1、词汇根基核心词汇：sunny,cloudy,snowing,raining,windy,cold,hot,cool,warm,humid,terrible掌握：rain,snow,weather,cook,study,bad,pretty,lying,beach,group,surprised,beat,relaxed,winter,scarf,everyone,man,like认识：Moscow,Boston,how’s=howis,vocation,beach,volleyball增补词汇：spring,summer,autumn,sandstorm,typhoon,tsunami(海啸)2、语法(1)此刻进行时(2)相关天气的特别问句及答语3、平时社交用语How’stheweatherinMoscow?It’sraining.What’stheweatherlikeinShanghai?It’ssunny.Whatareyou/theydoing?We/TheyarewatchingTV.Whatishe/shedoing?He/sheiscooking.How’sitgoing?Great!4、语言技术1〕能用英语打招呼和描绘并讨论不一样的天气。2〕能用此刻进行时相互沟通。3〕能用此刻进行时表达在不一样地方的和不一样的天气背景下人们能做的事。5、感情态度1〕经过课文教课指引学生关注天气状况，保护环境，保护大气等自然资源的优秀意识。2〕经过学习打招呼、讨论天气和所做的事时所用的社交用语，学会与人友善相处。3〕经过学习和对比不一样天气背景下人的活动，激发学生的内在感情，进行爱的教育。4〕能在小组活动中踊跃与别人合作，相到帮助，共同达成学习任务。6、文化意识认识不一样地方和不一样的天气背景下人们能做的事，相互沟通不一样国家的文化，对学生进行不一样文化意识的浸透。同时让认识其余国家景色，民俗，增添学生的背景知识，加强学科间的沟通。培育学生拥有必定的环保意识、责随意识和关爱别人之心。7、学习策略经过任务型的教课，让学生学会自主学习，概括总结，培育主动学习的能力。特别对所学内容能主动复习并加以整理和概括的能力。四、分课时教课方案PeriodOneSectionA1a,1b,1c,2a+SectionB1a,1b.Teachingaims1.KnowledgeWords:rain,windy,cloudy,sunny,snow,weather,Moscow,Boston,how’s,bad,terrinle,pretty,cool,cold,humid,warm,hot②Sentencestructures:How’sitgoing?How’stheweather?What’stheweatherlike?Ability:Talkabouttheweatherandgreeteachotherwithanewstructure.Culturalawareness:Anewwayofgreetingsandaskingabouttheweatherisquiteacommongreetinginwesterncountries.Importantpoints:Anewwayofgreetingsandthedescriptionwordsabouttheweather.Ⅲ.Difficultpoints:How’stheweather?It’sraining/windy/cloudy/sunny/snowing/.How’sitgoing?Great!/Notbad!/Terrible!/Prettygood!TeachingproceduresStep1.Warmingup1.AsktheSsrandomly:What’sthedatetoday?Whatdayisittoday?Howareyou?2.GiveanewexpressionwhichhasthesamemeaningasHowareyou?:How’sitgoing?Butthenewonehasmoreanswers.Show4facesonthescreenandaskSstodescribeeachfaceusingwhateverwordstheycan.HelpSsidentifyeachpersonisfeeling.Thenshow4words.SaythewordsandaskSstorepeateachone.AskSstomatcheachrememberedphrasewithaface.EncouragethemtospellthephrasesbyHowdoyouspellit?Practicewiththenewstructurebythewholeclass:Chooseonetothefrontandtheothersguessthedescriptionwordsthroughhis/herfacialexpressions.Step3.Presentation1.Letonestudentaskme:How’sitgoing?Imayanswerlikethis:Terrible!Becauseit’ssnowiandit’ssocold.Showapictureofsnowingdayandchildrenaremakingasnowmanandpretendtobeverycold.MakeSsguessthewords:theweatherandsnowing.Askthem:Howr?Get’stheweathethemtoanswerlike:It’snowing/snowy.Goonwithotherkindsofweather:sunny,rainy,cloudy,windy.Pointoutthenumberedlistofdescriptionwords.SayeachoneandaskSstorepeatthewordsagain.ThenaskSstomatcheachwordwithoneofcitiesinthepicture.Checktheanswers.PlaythetapeandgetSstowritethecitynamesintheboxes.Checktheanswers.Lookatthe5picturesin1a.EncourageSstousethedescriptionwordstodescribetheweather:①Beijing—sunnyandwarm/hot②Shanghai—cloudyandcool③Boston—windyandcool④Moscow—snowingandcold⑤Toronto—rainingandhumid.Showanarrowtoidentifythedegreeofthe4adjectives:cold,cool,warmandhot.4.Practicewiththestructures:How’stheweather?andWhat’stheweatherlike?withthe5picturesTheexactweatheronthatdayshouldnotbemissed.Note:Talkingabouttheweatherisquitecommoninwesterncountriesasadailygreeting.Step4.WeatherreportShowaweathermapofChina.GetSstomakeaweatherreportasaCCTVanchor.Theymaybeginwithaskingtheweatherineachcity,thenmakeupareportaboutit.Step5.ChantShowaneasychanttoreinforcethequestionsandwordsabouttheweather.Step6.HomeworkCopythenewwords4timeseach.Summarizetheusagesofhowinquestions.WatchaweatherreportonTVandtakedownsomenotesabouttheweatherforecastfortomorrow,andthenwriteareportaboutit.PeriodTwoSectionA2a,2b,2c,3b+GrammarFocus.TeachingaimsKnowledgeWords:cook,study②Sentencestructures:Whatareyou/theydoing?We/Theyare⋯Whatishe/shedoing?He/Sheis⋯Yes/Noquestionsandshortanswers.Ability:AskandanswerthePresentProgressiveTense,anddescribetheactivitiespeoplearedoingCulturalawareness:TheinnerfeelingsoftheSsaremotivatedbyunderstandingandcomparingdifferentpeople’slivesindifferentareas.Importantpoints:thecorrectuseofthePresentProgressiveTense.Difficultpoints:DescribetheweatherandactivitieswiththePresentProgressiveTenseTeachingproceduresStep1.Warmingupandrevision1.Dailygreetings:How’reyoutoday?How’sitgoing?Howistheweather?AskthesequestionsrandomlytotheSstorevisewhattheylearnedyesterday.Pointouttheconversationinthelargepicturein3bonP33andasktwoSstoreadittotheclass.Practiceitinpairs,thenchangesomeofthewordsandmaketheirownconversations.3.IfSsdoquitewell,showapieceofcartoonoftheSnow-whiteandthesevendwarfs.Step2.Presentation1.Aftershowingthecartoon,askSs:Whataretheydoing?(Theyaresinginganddancing.)Showmorepictureswithquestions:What’she/shedoing?andWhattensewhichisthecoregrammarofthisperiod.GetSstoguessoutthewordChoosingtherightwordsandpairworkareaddedasthereinforcements.

’retheydoing?togetSstopracticethecookbythepicture.2．Let’sseewhatJoe’sfamiliesaredoing.Pointtothe4pictures(Thegirlinondthesecpictureistalkingonthephonewiththefirstspeaker.).AskSstelleachpersonisdoingineachpicture.MoreattentionsshouldbepaidtothecorrectuseofthePresentProgressiveTense.Useeveryhinttofinish2b.PlaythetapeforSstohaveacheck.Onemoretimelisteningtofinish2a.Teach:Whatdoesyourfatherdo?Heisacook..Comparecookwithcooker.Withthewholepicture,getsomeSstotellthestoryofit.Step3.Brainstorming1.Playthetapeforanothertime.Thendoamemorytest.AskSs:What’sUncleJoe/Jeff/Mary/AuntSarahdoing?What’reScottandLucydoing?IsJeffwatchingTV?Etc.Guessinggame.Guesstheactivitiespeoplearedoing.Step4.Game.Findthedifferences!Ssinagroup.StudentAlooksatthepictureonP84andStudentBlooksatthepictureonP86.Eachpicturehasthesamepeopleinit,buttheyaredoingdifferentthings.Taketurnstalkingaboutwhatthepeopledoinginthepicture.Attention:don’tlookatthepartner’2picturescouldbecomparedtoo.weathersunnyrainingpersonP84P86UncleEdsleepingcookingAuntBettyplayingsoccerwatchingTVNancyplayingsoccerreadingabookRickswimmingplayingcomputergamesGetSstodescribethe2picturesorally.Step5.GrammarFocusAsk2Sstoreadthesentencesloudlyandmakeinterpretations.SomeoralexercisesaboutthecorematerialsinSectionA.Step6.HomeworkCopythenewwords4timesandtheGrammarFocus.Write2paragraphsaboutthe2picturesonP84andP86.PeriodThreeSectionB2a,2b,2c.TeachingaimsKnowledgeWords:hot,cold,cool,warm,humidAdditionalwords:spring,summer,autumn③Sentencestructures:How’sitgoing?Whatareyoudoing?How’ther?swea2.Ability:DescribethedifferentkindsofweatheranddifferentactivitiesindifferentareasImportantpoints:Reviseandusethewords,expressionsandsentencestructurescorrectly..Difficultpoints:Describetheweatherin4seasonsandpeople’sactivitiesTeachingproceduresStep1.Revision1.ShowdifferentweathersignstorevisethedescriptionwordsinSectionA.Drawanarrowtorevisethe4words:cold,cool,warmandhot.Butdonhumid.’tforget2.GetSstolookatPictureC.Tellthem:It’sChengdu.Howistheweatherinit?It’ssunny.Isitcool?No,it’shot.It’shotandhumid.Makeasurveybythewholeclass.AskSs:Wholikesthecoldweather?HaveSsraisetheirhands.Checkoutthemostpopularandtheleastpopularweather.GetSstotalkaboutthelocalweatherin4seasons.Step2.PresentationAftertalkingaboutthelocalweatherin4seasons,let’watchsdifferentweatherinothercountries.TellSsMariaisinMexico.PlaythisphoneconversationbetweenSamandMaria.Listencarefullytotheirquestionsandanswers.Playthetapethefirsttime,Ssonlylisten.PlaythetapeagainandhaveSscatchtheanswersMariaandSamgivetothequestionHow’sitgoing?ListenagainandwritewhattheyanswertoWhatareyoudoing?andHow’stheweather?2.Furtherdiscussion.Show4pictures.Withthe4questions①Whereisit?②Howistheweather?Whatseasonisit?④Whatarethepeopledoing?Sstalkaboutthecountries,theweather,theseasonsandtheactivities.countryweatherseasonactivitiesJapancoolspringwatchtheflowersAmerica(Hawaii)hotsummerswimCanadawarmautumnwatchtheleavesAmericancoldwinterdosportsStep3.InterviewAftervisitingthe4places,asksomeSs:Wheredoyouwanttogo?Whendoyouwanttogothere?Hows’theweather?Whatdoyouwanttodothere?Letthemdescribetheplacestheywanttogomost.Ssmakeaninterviewintheclass.,andthengiveareportabout.Let’sfindout.Findoutwhatkindsactivitiesofsomeonewantstodooncertaindays.!.Copythenewwords4times.Interviewtheirfamilymembersabouttheplacetheywanttogomostandthesituationsthere,andthenwriteareportaboutit.PeriodFourSectionB3a,3b,3c,4+selfcheck.TeachingaimsKnowledgeWords:vocation,lying,beach,group,beach,volleyball,surprised,heat,relaxed,winter,scarf,everyone,manAdditionalwords:sandstorm,typhoon,tsunami(海啸)③Sentencestructures:How’stheweather?What’stheweatherlike?Whatcanwedowiththis?Whenisthebesttimetovisityourtown/city?Ability:LearnaboutdifferentactivitiesindifferentweatherCulturalawareness:Learntoloveournatureandprotecttheenvironment.MakeadonationifpossibleImportantpoints:Usethewords,expressionsandsentencestructurescorrectly.Ⅲ.Difficultpoints:Describetheweatherin4seasonsandpeople’sactivitiesTeachingproceduresShowaweathermapofChinaandgetSstoaskandanswerinpairsaboutthedifferentkindsofweatherinsomecities.AskSs:Howdoyouknowtheweatherbeforehand?Getanswerslike:Fromtheradio/121/theTV/themobilephone/theinternet.2.Lookataparagraph,andaskSstofindoutwhattheshowis(CCTV’sAroundtheWorldshow)andwherethereporteris(inAustralia).AskthemtotellwhattheyknowaboutAustralia.AskSstowork