《It's raining!（第4课时）》教学设计

教学设计课题It’sraining！科目英语年级七下课时第4课时课型阅读和写作授课人教学分析课程标准分析能够根据不同的阅读目的运用简单的阅读策略获取信息；理解和领悟词语的基本含义及其在特定语境中的意义。强调教师要通过创设接近实际生活的各种语境，采用循序渐进的语言实践活动，以及各种强调过程与结果并重的教学途径和方法，培养学生用英语做事情的能力。教学内容分析本部分内容是读写练习，通过明信片的读写练习，进一步深化了本单元的话题。学情分析学生在SectionA和SectionB（1a-1e）的学习中已经熟知了对天气的谈论，但本部分提供了一个更为真实的语篇语境，让学生继续对天气这一话题的学习。对学生们来说如何拓展自己天气这一话题的图式，会有一定的难度。资源环境分析黑板、多媒体设备教学准备教学目标通过学习，学生能够：1.了解明信片的文体特点2.掌握现在进行时的表示一段时间内正在进行的动作和状态3.给自己的家人或朋友写一张明信片重点难点重点：教学目标1、2、3难点：教学目标2教法学法教法：讲授法、讨论法、练习法学法：探究学习法和合作学习法教具资源PPT、黑板设计思路从beforereading，到whilereading（包括fast-reading和detailed-reading），最后到postreading，一步步引导学生学会书写明信片，同时也深化对天气这一话题的掌握。教学过程教学环节教师活动学生活动资源应用BeforereadingGuidestudentstotalkaboutthepicturesin2atopresentthenewwordssummer,sit,sitting,juice.Studentstalkaboutthepicturesin2aandlearnthenewwordssummer,sit,sitting,juice.PPT、黑板Fast-readingLeadinthetopicaboutpostcardsandthenaskstudentstoreadquicklyandmatcheachpostcardin2bwiththecorrectpicturein2a.Askstudentstoanswerthequestion:Whoiswritingtowhom?1.Studentsreadthepassagequicklyandmatcheachpostcardin2bwiththecorrectpicturein2a.2.Studentsanswerthequestion:Whoiswritingtowhom?PPT、黑板Detailed-readingAskstudentstoreadthepostcardsagainandfillinthechartin2candthencheckanswerswiththestudents.Askstudentstounderlinethepresentprogressivesentencesinthepostcardsandtrytofindoutthedifferentusagesofpresentprogressive.Askstudentstoworkingroupsoffourandfindoutthecharacteristicsofpostcards.Studentsreadthepostcardsagainandfillinthechartin2candthencheckanswersinopenclass.Studentsunderlinethepresentprogressivesentencesinthepostcardsandtrytofindoutthedifferentusagesofpresentprogressive.Studentsworkingroupsoffourandfindoutthecharacteristicsofpostcards.Post-readingGuidestudentstomakeupaconversationaccordingtothepostcardsin2bwithonestudentactingasSuLinorDave,andtheotheroneMary.Askstudentstoworkon3aandthenreaditaloud.Teachthenewwordsin3a.Askstudentstoreadthepostcardin3aagainandanswerthequestion:Whatkindofinformationismentionedinthepassage?Askstudentstoworkinpairstodiscussthequestionsin3b.Askstudentstowriteapostcardtoafriend.Studentsmakeupaconversationaccordingtothepostcardsin2bwithonestudentactingasSuLinorDave,andtheotheroneMary.Studentsworkon3aandthenreaditaloud.Studentslearnthenewwordsin3a.Studentsreadthepostcardin3aagainandanswerthequestion:Whatkindofinformationismentionedinthepassage?Studentsworkinpairstodiscusstheques