Section A优质课教学设计

2019年度“一师一优课、一课一名师”活动教学设计

授课教师

教学内容

甘肃省兰州市第六十九中学

王兴虎

人教2001课标版初中英语七年级（下）册

Unit 6

It's raining ! —Section A (1a~1c) 本部分的中心话题是谈论天气，涉及两个主要语言功能项目：一是运用How’s the weather?及描述天气情况的形容词来谈论不同城市的天气状况；二是继续运用现在进行时态来描述的即时活动。1a-1c是一个简单的听说任务链，是Section A的基础。1a主题图引出“谈论天气”的话题、询问天气的重要句式How’s the weather?

以及描述天气状况的形容词。1b创设了“打电话”教材分析

的真实情景，在电话中，人们就各自所在城市的天气进行问答。该语境非常贴近生活实际，而四个打电话片段所谈到的世界各大城市的天气状况在1a中能找到相应的图片。图片不仅显示不同天气图像，还巧妙地呈现了1b所涉及的五大城市的标志性建筑，这样有助于学生将城市与当地的天气情况对应，更好地理解听力材料，也为1c的操练提供了简易的素材。

Help the students master target words: rain, windy, cloudy, sunny, snow, weather, Target expressions: n.→ adj. snow→ snowy, rain→ rainy, cloud→ cloudy, sun→ sunny, snow→ snowy

Target language:

1. Use the expressions of describing the weather

2. Describe what people are doing now

3. Key sentences

What’s the weather like (in …) ?

It’s …

= How’s the weather (in …) ?

Students can describe the weather and what people are doing.

1. Listening: Be able to listen and better understand the dialogues about weather.

2. Speaking: Talk about and act to describe weather.

3. Reading: Read the drills well.

4. Writing: Write a small composition with the help of the teacher. Weather influences people’s life. Students need to know about the weather and pay attention to the weather every day. 知识目标

教学目标

能力目标

情感目标

教学重点

Describe the weather and what people are doing now 教学难点

1. Use the expressions of describing the weather 2. Acting as a weather reporter 教

学

过

程

Step 1. Warming-up and Lead in Greet the Ss and ask them how the weather is today. Step 2. Presentation 1. (show some pictures of the weather.) Let students look at the pictures and ask them how the weather is.

Students learn the new words and expressions with the help of the pictures. 2. Look at the pictures in 1a. Then read the new words on the left. Ask the students to match the words with the pictures. 3. Check the answers.

Step 3. Pair work (How's the weather?) 1. (Show some pictures on the big screen).

Ask students “How’s the weather ?”

2. Students guess and answer the questions. Step 4. Listening

设计意图

以天气为主题切入师生互动，通过学生熟悉的地点来导入天气的句型，引导学生自主学习。

使学生熟悉、掌握规范的英语语音、语调；进一步输入文本，熟悉目标语言。

教学准备

PPT;

Recoder;

Some pictures

1. Look at the city names in the box in 1b. Students read the city names after the teacher. 2. Listen to four conversations. (1) Listen carefully, and point our each city in the picture as it comes upon the tape. (2) Play the recording a second time. Ask Ss to write the city names in the box in 1a. 3. Check the answers. Step 5. Pair work

1.Tell the students: If you are in one of the places in the picture above. Talk about the weather with your friend or partner in another city on the phone.

2. Students work in pairs. Ask and answer the questions about the weather in the cities. Make a model with a student like this: T: Hi! How’s the weather in Beijing ?

S1: It’s sunny.

3. Acting as a weather reporter

Step 6. Presentation Show some pictures. Let students look at the pictures and ask them how the weather is and what people are doing now Step 7. Pairwork Students work in pairs. Ask and answer about the pictures.

(Show some pictures. Ask them how the weather is and what people are doing now) Step 8. Practice Show some pictures. Let Ss look at the pictures and complete some dialogues.

Step 9. Summary How to ask and describe the weather and what people are doing. Step 10. Homework Listen to the weather report on the radio or on TV today, write down the weather in different cities .

通过天气预报的环节，激发学生学习兴趣，形成良好的课堂气氛

引导学生通过自主观察发现学习技巧与方法，反复训练重点句型，使学生记忆深刻。

在情境的表演环节中训练学生思维与表达的统一,锻炼学生的实践经验与口语表达能力，练习重点语法内容。

通过学生自我总结，反馈整堂课的知识融合, 巩固所学知识，使学习更有实效性。

Unit 6

It's raining !

Section A (1a-1c) 1. What’s the weather like (in…)?

= How’s the weather (in…)?

It’s sunny / cloudy / raining / rainy / winding / windy / snowing / snowy. 2. What is he / she doing now ? He / She is v-ing sth. 3. What are they doing now ? They are v-ing sth. 4. The structure of Present Progressive Tense

am / is / are +v-ing.

教

学

反

思

1. 学生主动参与教师所设计的教学环节，体现主体地位是这节课的设计亮点，通过多样的教学活动，尤其是小组活动学生的能力得到了多方面的锻炼，并取得了非常好的效果，也鼓励我在今后的教学中多在生活中找素材，开发教材的创新实践能力。

2. 天气句型的反复操练与现在进行时态的口头交际是为写作打下坚实基础。

板

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