Unit7Itsraining教學(xué)設(shè)計(jì)課件

Unit7It’sraining教課方案課件Unit7It’sraining教課方案課件9/9Unit7It’sraining教課方案課件Unit7It’sraining!一、教課背景這一單元的中心話(huà)題是Describetheweather。語(yǔ)法現(xiàn)象是PresentProgressiveTense。繼Unit6’mwatchingTV第二次出現(xiàn)了此刻進(jìn)行時(shí)態(tài)，是上一單元的持續(xù)。比較上一單元，本單元增設(shè)了一個(gè)平時(shí)生活中重要的情形Talkingabouttheweather。學(xué)生不只要具備并嫻熟地掌握此刻進(jìn)行時(shí)態(tài)的意識(shí)和技巧，而且要會(huì)運(yùn)用這一時(shí)態(tài)描繪在各樣天氣背景下人的活動(dòng)。二、教材內(nèi)容本單元語(yǔ)言訓(xùn)練的要點(diǎn)是〔1〕討論天氣；〔2〕描繪正在發(fā)生的動(dòng)作。要點(diǎn)語(yǔ)言構(gòu)造是〔1〕How指引的特別疑問(wèn)句；〔2〕Yes/No問(wèn)句及答語(yǔ)；〔3〕此刻進(jìn)行時(shí)的用法。SectionA主假如聽(tīng)讀說(shuō)和根基語(yǔ)言運(yùn)用，為目標(biāo)句型供給分步比如和指導(dǎo)性練習(xí)；SectionB知識(shí)擴(kuò)展、新舊知識(shí)的運(yùn)用，順序漸進(jìn)的寫(xiě)作練習(xí)；運(yùn)用所學(xué)的語(yǔ)言達(dá)成各樣任務(wù)使學(xué)生可以對(duì)已經(jīng)學(xué)過(guò)的目標(biāo)句型運(yùn)用自如：Self-Check自我評(píng)論，詞匯知識(shí)的評(píng)論，語(yǔ)言應(yīng)用能力的評(píng)論。三、單元整體學(xué)習(xí)目標(biāo)1、詞匯根基核心詞匯：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認(rèn)識(shí)：Moscow,Boston,how’s=howis,vocation,beach,volleyball增補(bǔ)詞匯：spring,summer,autumn,sandstorm,typhoon,tsunami(海嘯)2、語(yǔ)法(1)此刻進(jìn)行時(shí)(2)相關(guān)天氣的特別問(wèn)句及答語(yǔ)3、平時(shí)社交用語(yǔ)How’stheweatherinMoscow?It’sraining.What’stheweatherlikeinShanghai?It’ssunny.Whatareyou/theydoing?We/TheyarewatchingTV.Whatishe/shedoing?He/sheiscooking.How’sitgoing?Great!4、語(yǔ)言技術(shù)1〕能用英語(yǔ)打招呼和描繪并討論不一樣的天氣。2〕能用此刻進(jìn)行時(shí)相互溝通。3〕能用此刻進(jìn)行時(shí)表達(dá)在不一樣地方的和不一樣的天氣背景下人們能做的事。5、感情態(tài)度1〕經(jīng)過(guò)課文教課指引學(xué)生關(guān)注天氣狀況，保護(hù)環(huán)境，保護(hù)大氣等自然資源的優(yōu)秀意識(shí)。2〕經(jīng)過(guò)學(xué)習(xí)打招呼、討論天氣和所做的事時(shí)所用的社交用語(yǔ)，學(xué)會(huì)與人友善相處。3〕經(jīng)過(guò)學(xué)習(xí)和對(duì)比不一樣天氣背景下人的活動(dòng)，激發(fā)學(xué)生的內(nèi)在感情，進(jìn)行愛(ài)的教育。4〕能在小組活動(dòng)中踴躍與別人合作，相到幫助，共同達(dá)成學(xué)習(xí)任務(wù)。6、文化意識(shí)認(rèn)識(shí)不一樣地方和不一樣的天氣背景下人們能做的事，相互溝通不一樣國(guó)家的文化，對(duì)學(xué)生進(jìn)行不一樣文化意識(shí)的浸透。同時(shí)讓認(rèn)識(shí)其余國(guó)家景色，民俗，增添學(xué)生的背景知識(shí)，加強(qiáng)學(xué)科間的溝通。培育學(xué)生擁有必定的環(huán)保意識(shí)、責(zé)隨意識(shí)和關(guān)愛(ài)別人之心。7、學(xué)習(xí)策略經(jīng)過(guò)任務(wù)型的教課，讓學(xué)生學(xué)會(huì)自主學(xué)習(xí)，概括總結(jié)，培育主動(dòng)學(xué)習(xí)的能力。特別對(duì)所學(xué)內(nèi)容能主動(dòng)復(fù)習(xí)并加以整理和概括的能力。四、分課時(shí)教課方案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(海嘯)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