4a—4d

教学思路和指导依据

《英语课程标准》中明确指出,基础教育阶段英语课程的任务之一是:激发和培养学生学习英语的兴趣,养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作的精神;使学生掌握一定的英语基础知识和听、说、读、写的技能,形成一定的综合语言运用能力。因此,为了培养学生的学习兴趣、习惯和四项基本技能,我把这节课设计为七个部分,第一部分是创设情境,激发阅读,请求学生帮我(Jane)回写明信片,培养学生积极的情感态度,大胆实践;第二部分是复习和热身:用最快的速度根据肢体语言猜天气,提高学生学习兴趣,形成主动思维,练习说的技能。第三部分是读前准备:观察图片,回答问题,引导学生自主学习词汇,小组合作检测,掌握知识,养成自主学习和小组合作学习的习惯,继续锻炼读、说英语技能。第四部分是以快速默读后填表、分段听听力阅读后填空、大声朗读后进行判断的三种不同手段,引导学生挖掘阅读内容的重要信息,理解明信片的结构的生成,培养和提高学生的阅读能力和听、读技能。第五部分是读后写作:以小组为单位帮写明信片,从读过渡到写,锻炼学生写的技能和小组合作学习的能力。第六部分是情感培养,鼓励并倡导学生用明信片的方式与他人进行交流。第七部分是课堂总结,让学生做到心中有数。最后是课后作业。在整节课的设计上,有读、有听、有说、有写,且一切活动都是为读和写而展开,每一个活动都采用适时适度的评价方式,进行反馈和总结,采用体验、实践、参与、合作与交流的学习方式和任务型教学途径,发展学生的综合语言运用能力。

2教学目标

1. 语言能力目标:

通过阅读明信片让学生掌握词汇:summer vacation, juice, mountains, Canada, Europe, country, visit, sit.

2. 学习能力目标:

1)通过阅读明信片,提高学生的阅读能力。

2)通过阅读明信片,让学生学会如何写明信片。

3. 思维品质目标:

通过阅读明信片,培养学生深入思考,挖掘信息,理解结构生成的深刻性思维品质。

4. 文化品格目标:

让学生学会如何在现实生活中用明信片与他人交流。

3学情分析

我所教的大部分学生来自农村,经过近一年的初中英语学习,有了一定的英语基础,他们中大部分会听、会说、会写,有着积极的学习态度,且本节课文章内容较简单,主要是学习天气的表达和复习用现在进行时描述正在发生的事情,能很快融入课堂,基本上每个环节都能大胆参与,因此能比较顺利地完成本节课的学习。

4重点难点

教学重点:

1)明信片中重点词汇的含义、发音、拼写和用法。

2)学生对明信片内容的理解。

教学难点:

1)学生对明信片内容的理解。

2)怎样让学生学会写明信片。

5教学工具

多媒体

、

投影仪、

贴纸、

卡片

6板书设计

Unit7 It’s raining Section B 2a-2c

Su Lin/Dave, summer vacation Groups:

Where is Jane? juice 1.

How’s the weather? mountains 2.

What is Jane doing? country 3.

How does Jane feel? Canada 4.

Jane Europe 5.

visit

sit

7导学案

Unit7 It’s raining Section B 2a-2c 导学案

学习要点:1.词汇:summer vacation, orange juice, mountains, country, Canada, Europe, visit, sit.

2.读懂文章内容,学习写明信片。

Exercises

Read 2b quickly and finish the chart.

8教学方法

情境教学法、任务型教学法、多媒体教学

9评价方式

小组评价、

老师评价、

师生集体评价

10教学过程

10.1 第三学时

10.1.1教学活动

活动1【导入】自我介绍及问候

Step1. Greeting and Introduction (1m)

教师活动 T: “Hello, boys and girls, my name is Jane. Nice to meet

you!”

学生活动 Ss: “Nice to meet you, too!”

教师活动 T: “So, you can call me Jane.”(板书Jane)

设计意图:拉近师生关系,活跃课堂气氛。

活动2【导入】创设情景：求助写明信片

Step2. Lead-in (2m)

教师活动 Tell Students I got two postcards from my friends, they want to tell me

about their summer vacation. But I don’t know howto write postcards to them.

Then ask students to help me to write postcards to them. (板书 summer vacation及其音标)

设计意图: 创设情境和任务,激发阅读,更有趣味性,并在这一环节让学生提前感知summer vacation含义和读音,降低阅读难度。

活动3【活动】快乐猜天气

Step3. Warming-up: Guess the weather (Task one) (3m)

教师活动 Make gestures.

(shake, wipe off the sweet or flap a fan, hide my face with

hands, make the sound of the wind, open the umbrella and

make the sound of “the rain)

学生活动 Guess the weather by watching me.

S1: “It’s cold.”

S2: “It’s hot.”

S3: “It’s sunny.”

S4: “It’s windy.”

S5: “It’s rainy.”

设计意图:活跃课堂气氛,让学生乐学,同时复习本单元section A关于天气的知识,为谈论2a做准备,同时用贴纸在黑板上作评价。

活动4【活动】读前：讨论图片，回答问题

Step4. Before you read (Task two): Talk about three pictures together in 2a by answering

the following questions one by one.(4m)

教师活动 Ask: How’s the weather in picture a/b/c?

学生活动 S1: It’s sunny.

S2: It’s cloudy.

S3: It’s raining.

教师活动 Lead students to read the new words (juice, mountains )

by themselves according to the phonetics, then ask:

What is he/she doing?

学生活动 S1: She is drinking orange juice.

S2: He is climbing the mountains.

S3: She is writing.

教师活动 1. Ask group leaders to help students to read and

remember the two words and then check.

2. Draw two pictures on the blackboard, and after 1

minute ask two students to answer the questions and

spell them. (简笔画“juice”, “mountains” )(贴纸作评价)

Questions: What’s this? Spell it.

How about this picture? Spell it.

学生活动 S1: Juice. J-U-I-C-e-E.

S2: Mountains. M-O-U-N-T-A-I-N-S

设计意图:掌握图片中的天气情况和正在发生的事情,为快速阅读做准备,同时掌握新单词

“juice”和“mountains” ,降低阅读生词的难度。

活动5【活动】读中：快速阅读并填表

Step5. While you read (Task three)

1. Fast reading (5m)

学生活动 Read 2b quickly and finish the chart.

picture a, Who writes Where are Postcards

b or c The first

How's the weather?

it? they?(country) postcard The second

postcard 教师活动 Choose two students to answer the questions one postcard by one postcard and

check their answers at the same time.

学生活动 Two students answer the questions.(贴纸作评价)

教师活动 Lead students to read the new words according to their phonetics on the screen.

(板书“country” “Canada “, “Europe”)

学生活动 Read and spell the words above.

教师活动 Conclusion: Who they are in picture a, b and c and the information we get after

finishing the chart above.

T: “After we finish the chart, We know “who writes the postcards?”.“Who?”

Su Lin and Dave. They write to Jane. And we know “where is Su Lin? ”

She is in Canada. “Where is Dave?” He is in Europe. And we know “How’s

the weather in Canada and Europe?” It’s sunny and warm in Canada and

cloudy in Europe.( 板书Where is Su Lin/ Dave?How’s the weather?)

设计意图:通过快速阅读填表, 引导学生掌握明信片生成要素(写信人、收信人、国家和天气)提高阅读能力,练习拼读技能,掌握新词汇。

活动6【活动】读中：听听力填空

Step5. While you read (Task three)

2. Careful reading(5m)

学生活动

Listen to the first postcard and fill in the blanks by choosing the words in

the box.

Question: What is Su Lin doing?

She is _________her aunt in Canada.

She is __________English and she is ________ a lot.

She is also _________some of her old friends.

Right now, she is ________ by the pool and ________ orange juice.

drinking, studying, sitting, learning, visiting

教师活动 1. Ask one student to answer the question and check the answers. (贴纸作评价)

2. Write the words on the blackboard and teach students to read them.( 板书

“visit”, “ sit”)

学生活动 1. Read the two words above together.

2. Read the question and the answers together.

3. Listen to the second postcard and fill in the blanks.

Question: What is Dave doing?

His family and he are ____________ in the mountains. He is ____________ Jane.

教师活动 1. Ask one student to answer the question and check. (贴纸作评价)

2. Conclusion: What is Su Lin or Dave doing? (板书)

设计意图:练习听力技巧,掌握明信片构成要素(写信人正在做什么)同时提高阅读能力,采用选词填空的方式,让学生极易回答上述问题,不会觉得难而不读,反而觉得容易而读得更愉快,齐读问题与答案,可以加深学生对文本内容的印象和锻炼英语口语。

活动7【活动】读中：朗读课文，判断正误

Step5. While you read (Task three)

3. The last reading(4m)

学生活动 Read the postcards loudly and mark “T” for true or “F” for false.

How does Su Lin/Dave feel?

( ) 1.Su Lin is having a great time during summer vacation, but Dave isn’t,because

his phone isn’t working.

( ) 2. Su Lin is happy and she thinks it is relaxing.

教师活动 Check the answers together.

学生活动 Read “summer

vacation” together according to the phonetic on the blackboard .

教师活动 Conclusion: Ask students about what they get after finish this exercise. (板书

How does Su Lin/Dave feel?)

设计意图:提高阅读能力,练习读的技能,引导学生掌握明信片生成要素(写信人的感觉)。

活动8【活动】读后：小组帮写明信片

Step6. After you read:Writing (10m)

教师活动 1. Ask three groups to write to Su Lin and other groups write to Dave.

2. Lead in the information in picture c and tell students the tips of writing

the postcards.

学生活动 Help Jane to write postcards to Su Lin and Dave in 5 minutes.

教师活动 Ask all the groups to hand in the postcards they write and give them points

with students together. (投影仪展示并贴纸作评价)。

设计意图:培养学生的写作能力,在实际操作中让学生掌握如何写明信片。及时展示写作成果,作评价,一方面可以鼓励写得好的同学,激发学习的兴趣,另一方面可以对错误进行纠正,以免再次犯错。

活动9【导入】情感教育：倡导用明信片方式交流

Step7. Motivation goals(1m)

教师活动 Ask students to use telephones, e-mails , letters and postcards more to talk

with their family and friends about how’s it going with them.

设计意图:让学生懂得学以致用,鼓励学生在现实生活中用明信片的方式与他人交流。

活动10【讲授】课堂总结

Step7. Summary(2m)

教师活动 1.Sum up the key words they learn in this class, then ask students to read them.

2. Sum up how to write a postcard.

设计意图:让学生明白这节课的主要内容和课后复习的方向。

活动11【导入】写明信片

Step8.Homework(1m)

学生活动 Write a postcard to your friends.

设计意图:达到课后复习巩固的目的。