Section A优秀说课稿

教学设计

所用教科书

人教版英语七年级下册 Unit6 书名

所教年级

设计主题

七年级

上课教师

武威九中 刘惠琴

It’s raining！Section A (1a-1c) 1.整体设计思路、指导依据说明

本节课是人教版英语七年级下册Unit6 It’s raining！Section A (1a-1c)部分，是一节听说课。本节课的设计以《义务教育英语课程标准》（2011版）为准则，从学生的认知水平出发，采用任务型教学模式，融会话题、听说技能和语言结构，以任务为本，以学生自主、合作学习为中心，让学生在完成任务的过程中达到提升听说能力的目的。《标准》在关于“说”的三级和四级目标描述中分别提到“能在教师的指导下进行简单的角色表演”，“能在教师的指导下参与角色表演等活动”。

在本课时的设计中，我注意培养学生听前预测和听后应用的能力，并通过设计天气预报员等活动，给同学们创设不同场景，让同学们参与角色扮演，达到灵活运用目标语言的目的。

2.教学背景分析

教学内容分析：

第七单元的中心话题是谈论天气。本单元主要涉及两个语言功能项目：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人们的即时活动。本节听说课通过介绍北京等五个不同城市的天气状况以及人们的活动，让同学们在不同场景中学会谈论天气，学会介绍他人的即时活动。 学生情况分析：

七年级的学生自我意识开始发展，他们有了一定的评价能力，也开始注意塑造自己的形象，希望得到老师和同学的好评。本班学生有一部分英语基础较好，渴望展现自我，上课表现很积极，课堂参与度高。但也有一小部分学生英语学习自信心不足，不愿、不敢表现。两极分化现象初显。

3.教学目标分析

一、知识目标：

1. Students can master the new words about weather. 2. Students can use the Present Progressive tense to describe things easily;

3. Students can master the key sentences in this part: How is the weather in Beijing?/ What’s the weather like in Beijing? What is he/she doing? He /she is cooking/ watching TV…

二．

能力目标：

(1)Students can use the present progressive tense in a different context; (2)Students can foster the abilities of getting useful information from listening material; (3)Students can improve their listening and speaking abilities; (4)Students can describe the weather in different ways. 三．

情感态度和价值观：

(1) Can improve the confidence of learning English, and not afraid of speaking English in class; (2)Can cooperate with others actively, and complete the tasks together; (3)Can understand that “once your heart is full of sunshine, every day is a sunny day”. 4.教学重点、难点分析

一、教学重点：

1. how 引导的询问天气的特殊疑问句，描述天气状况的形容词。

2. 与天气相关的人们相应的即时活动。

二、

教学难点：

1、现在进行时中助动词be和动词-ing的正确使用。

2、世界各地的气候差异。

5.教学过程设计

一、 Step 1：lead-in 借助图片循序渐进导入新课“How is the weather”。 二、 Step 2：weather test T: Now I will give you a weather test. Test 1: How can we ask about the weather? S：How is the weather?

T: Yes, you got it! And we can also ask: What’s the weather like? Here are some weather icons. What’s this? How’s the weather? S: It’s sun. It’s sunny.

T: You did a very good job. And there are some rules between the words. Can you find the rules? S: …

设计意图：通过weather test, 让学生进一步感知目标语言，并利用天气图示教授新词，形象直观。通过天气名词和形容词、动词和现在分词的比较让同学们发现构成规律，辅助记忆。

三、Step 3：listening drill 1. T: How’s the weather today? S:…

T: I like sunny days because I like traveling. Do you like traveling? I will guide you to see the world (show Ss some pictures). This is Beijing-the capital of China…

Students look at the pictures and repeat the new words. T: I want to go to these cities. Do you want to go with me? You must know the weather first. 2. Show students the picture in 1a and guide them to say the weather first. Then play the tape and ask them to listen and finish 1b. 3. Let students talk about the weather with their partners. 4. Let students make a weather forecast. 设计意图：创设场景，通过旅行话题导入五个城市的名称，为听力扫除障碍。听后通过编对话让学生反复练习天气英语，进一步巩固目标语言。

四、Step 4：Practice

1. Show students some pictures.

T：

What is he/she doing now?

S:

He/She is ...

T:

What’s the weather like/ How’s the weather?

S:

It’s...

2.Fill in the blanks.

设计意图：引导学生观察图片，发现图中人物的活动，自然过渡到填空题。加入询问天气的环节，承上启下。

五、Step 5：I’m the host!

1. Show students a live show. T: The host of “The World” is interviewing people from different places. Please watch the video and answer my questions. (after watching the video) Where is the boy from? S: he is from Boston. T: How’s the weather in Boston? S: …

2. Show students four questions. Let students act as the host. Ask and answer in pairs. 3. Students show in class. 4. Group work. Students work in groups. One student acts as the host and interviews the other three students. Then he/she make a report in front of class. 设计意图:

通过角色扮演，让学生在情境中使用目标语言，让学生反复练习本节课目标语言，达到活学活用的目的。

六、Step 6：summary T：What did we learn today? Let students to look at the blackboard and make a summary together. 设计意图：小结时关注学生整体，把握学生掌握情况。

七、Step 8：homework

Ask students to write the key words and the key drills. 设计意图：让学生将本课所学目标语言写在明信片上。作业形式比较新颖，达到学以致用的目的。