悦来中学正式教案(模版)unit7

备课时间课时本节课为第1 课时

课题

8A Unit 7 Seasons

Comic strip & Welcome tothe unit 主备人李永中

审核人初二英语组全体成员

教学目标

1. know some expressions about different weather;

2. talk about students’ favourite season s.

重点Describe different kinds of weather in different seasons.

难点Describe different kinds of weather in different seasons.

教学方法合作探究课型新授教具多媒体教学过程学生活动Teaching procedures

Comic strip

Step 1 Lead-in

1. Free talk

2. Discussion

Step 2 Presentation

1. Listen to the tape and then answer the following questions

(1) What does Eddie want to do?

(2) Is it cold today?

(3) Does Eddie look cool in the clothes?

2. Read aloud by following the tape

3. Fill in the blanks

4. Act out

Work in pairs and act out the dialogue. Students can add their own ideas.

Welcome to the unit

Step 1 Lead-in

Step 2 Presentation

1. Show some pictures and learn some new words

sun→sunny , cloud→cloudy , wind→windy , rain→rainy , fog→foggy ,

snow→snowy

2. Read and try to recite the new words

3. Watch and answer

4. Listen and answer

L isten to Amy and Simon’s conversation and answer these questions. Which season does Simon like best? Why?

Which season does Amy like best? Why?

Step 3 Practice

1. Encourage students to think of more words about weather.

T: What other weather can you think of?

2. Discussion

(1) Find some proper words to describe each season

(2) Discuss what we can or cannot do in each season

What can/cannot we do on these days?

What should/shouldn’t we do on these days?

3. Talk about students’ favourite seasons and weather. Work in pairs and make up their own dialogues.

—What is your favourite weather and why?

—I like … because …

Step 4 Activity

Talk show time.

Play the role of a weather reporter to make a weather report.

作业1. Remember the new words and language points in this lesson.

2. Preview the new words in Reading.

教学后记：

备课时间课时本节课为第2 课时

课题

8A Unit 7 Seasons

Reading(1)主备人李永中

审核人初二英语组全体成员

教学目标1. Learn to read and feel the beauty of the poem;

2. Learn to tell the rhythm;

3. Learn to improve the ability of appreciating a poem.

重点

1. Understand the words related to the weather in four seasons;

2. Understand the rhymes and the rhyme styles.

难点Understand the rhymes and the rhyme styles.

教学方法合作探究课型新授教具多媒体教学过程学生活动Teaching procedures

Step 1 Lead-in

Step 2 Presentation

1. First reading

(1) Read the poem by themselves, find its theme and feel its tone.

(2) Answer the following questions.

2. Second reading

(1) Ask students to read the poem by following the tape and try to find out

the new words that stop them from understanding the poem.

(2) Explain the new words with pictures.

3. Third reading

(1) Explain what poem is by quoting Allan Poe.

(2) Get students to read the poem again and try to learn the rhymes and

the feet of it. Then go through each part of the poem and figure out

the rhymes and the feet of the poem.

4. Detail reading

(1) About winter

a. Ask students two questions lead to the season part.

What can you think of when winter comes?

What do you like to do in winter?

(2) About spring

a. Encourage students to read the spring part aloud and catch the key

word that the writer uses to describe spring.

b. Require students to further read spring part to get detailed information in it.

a. Organize a group discussion for students to share their own summer stories.

(4) About autumn

Step 3 Practice

1. A reading competition

2. Get students to read the poem by heart and tell which line or which part they like best and why they like it.

3. Give a summary

T: Wishing you each season filled with joy and fun!

作业1. Read the poem with emotion after class and translate the poem into Chinese；(Try to make your translation beautiful and poetic.);

2. Choose your best season in the poem to write a short passage.

教学后记：

备课时间课时本节课为第3 课时

课题

8A Unit 7 Seasons

Reading(11)主备人李永中

审核人初二英语组全体成员

教学目标1. learn how to use some words and phrases;

2. understand and feel the beauty of the poem from different aspects;

3. learn to write a stanza of a poem by themselves.

重点

1. Understand the beauty of the poem;

2. Encourage students to design a new stanza by themselves.

难点Encourage students to design a new stanza by themselves.

教学方法合作探究课型新授教具多媒体教学过程学生活动Teaching procedures

Step 1 Lead-in

1. Review the words and phrases that students have learned last period

2. Review the poem by encouraging the students to recite the poem with the

help of the giving words

Step 2 Presentation

1. Enjoy the beautiful language of the poem

Lead students to analyze use of the words and sentences in the poem:

(1) Words to show the beauty of nature

(2) Words to show feelings

(3) Sentences which use personifications

2. Enjoy the beautiful rhymes of the poem

(1) Lead students to read the poem again and feel the rhymes and

pronunciation of the last words in each line.

(2) Discussion: What are the functions of the rhymes?

(3) Enjoy the beautiful rhymes.

3. Enjoy the beautiful structure of the poem

(1) Discussion: What is the difference between the poems and other literary works in structure?

(2) Get students to go through the poem again and try to feel the difference

between the poems and other literary works in structure.

4. Summary: What makes a poem beautiful?

Step 3 Consolidation

1. Enjoy the beautiful rhymes

Present a new poem with inside rhymes to get students to feel the beauty of different kinds of rhymes and understand the function of the rhymes.

2. Try to be a poet: fill in the blanks

Encourage students to think of proper words to fill in the blanks which make the poem sound rhythmic.

3. Read and discuss

Show a new stanza and encourage students to analyze it by thinking about the questions below:

(1) Are there any rhymes in the poem?

(2) Are there any beautiful words in the poem?

4. Write a poem

Encourage students to work out their own poem by imitating the content, structure and rhyme styles of the sample stanza.

Step 4 Conclusion

Ask students to draw a conclusion about what is in a poem.

作业Ask students to search on the Internet for more poems about the seasons. Compare and choose out what they think a good poem and share it in class. Try to tell why they think it good.

教学后记：

备课时间课时本节课为第4 课时

课题

8A Unit 7 Seasons

Grammar 1主备人李永中

审核人初二英语组全体成员

教学目标

1. talk about seasons with their own words;

2. know about different structures of different sentences;

重点Grasp different structures of sentences;

难点Change sentences to different kinds of sentences with different structures.

教学方法合作探究课型新授教具多媒体教学过程学生活动Teaching procedures

Step 1 Lead-in

Show a beautiful painting of a landscape in spring and ask students to describe

the picture.

【设计意图：导入新课，快速进入英语语境。】

Step 2 Presentation of “S + V”, “S + V + P” and “S + V + O”

1. Present the sentence structure “S + V”

(1) Show a picture of spring and encourage students to try to fill in the

blanks to complete the sentences according to the picture of spring.

(2) Explain the structure of each sentence like “S+V”.

(3) Work in pairs to find out sentences in the poem or change the sentences

to those with the structure like “S+V”.

2. Present the sentence structure

(1) Show a picture of summer. Lead the students to talking about their

feelings about summer according to the picture of summer.

(2) Explain the structure of each sentence like “S+V+P”.

(3) Work in pairs to change as many sentences to the sentences with the

structure of “S+V+P” as possible.

3. Present the sentence structure “S + V + O”

(1) Show two pictures of autumn. Let students think about the question

“What can you think of?” Then fill in the blanks to complete sentences to describe autumn.

(2) Explain the structure of each sentence like “S+V+O”.

(3) Go to the poem again and get students to make up the sentences with the

same structure of “S+V+O”.

4. Summary

(1) Work out the rule

a. An intransitive verb does not take an object, but can have a prepositional phrase after it.

b. A transitive verb takes an object.

c. A linking verb (Such as: be, become, feel, get, look, seem, sound, stay,

smell, taste, turn) links the subject and the adjective phrases or noun phrase that describes it.

(2) Practice

T: Pay attention to the underlined verbs. Which are transitive verbs? Which are intransitive verbs? And which are linking verbs?

5. Practice

Finish the exercises on P85 of the text book.

作业1.Write down words from memory.

2.Do some Qidong exercises.

教学后记：

备课时间课时本节课为第5 课时

课题

8A Unit 7 Seasons

Grammar 2主备人李永中

审核人初二英语组全体成员

教学目标1. talk about seasons with their own words;

2. know about different structures of different sentences;

3. learn to make up sentences with different structures.

重点

1. Grasp different structures of sentences;

2. Change sentences to different kinds of sentences with different structures.

难点Change sentences to different kinds of sentences with different structuresr. 教学方法合作探究课型新授教具多媒体

教学过程学生活动

Teaching procedures

Step 1 Lead-in

Step 2 Presentation of “S + V”, “S + V + P” and “S + V + O”

1. Present the sentence structure “S + V”

2. Present the sentence structure

(1) Show a picture of summer. Lead the students to talking about their

feelings about summer according to the picture of summer.

(2) Explain the structure of each sentence like “S+V+P”.

(3) Work in pairs to change as many sentences to the sentences with the

structure of “S+V+P” as possible.

3. Present the sentence structure “S + V + O”

(1) Show two pictures of autumn. Let students think about the question

“What can you think of?” Then fill in the blanks to complete sentences

to describe autumn.

(2) Explain the structure of each sentence like “S+V+O”.

(3) Go to the poem again and get students to make up the sentences with the

same structure of “S+V+O”.

4. Summary

(1) Work out the rule

a. An intransitive verb does not take an object, but can have a prepositional

phrase after it.

b. A transitive verb takes an object.

c. A linking verb (Such as: be, become, feel, get, look, seem, sound, stay,

smell, taste, turn) links the subject and the adjective phrases or noun

phrase that describes it.

(2) Practice

T: Pay attention to the underlined verbs. Which are transitive verbs? Which are intransitive verbs? And which are linking verbs?

5. Practice

Finish the exercises on P85 of the text book.

Step 3 Presentation of “S + V + DO + IO” and “S + V + DO + OC”

1. Present the sentence structure “S + V + DO + IO”

(1) Show some photos and ask students complete the sentences.

(2) Explain the structure of the sentence like “S + V + DO + IO”

(3) Give more examples and explanations.

2. Present the sentence structure “S + V + DO + OC”

(1) Show some photos and ask students complete the sentences.

(2) Practice: What’s the function of the underline words in each sentence?

(3) Explain the structure of the sentence like “S + V + DO + OC”. Give

more examples and explanations.

3. Read the sentences from Amy’s diary entries on P86

1. Finish the exercise B on P86;

作业

2. Write down some sentences with different structures in your own exercise books. 教学后记：

备课时间课时本节课为第 6 课时

课题

8AUnit 7 Seasons

Intergrated skills 主备人李永中

审核人初二英语组全体成员

教学目标1. get detailed information while listening;

2. complete the record according to the information from the record while listening;

3. learn to talk about different kinds of weather in different places and in different seasons.

重点Complete the record according to the information from the record while listening.

难点Complete the record according to the information from the record while listening.

教学方法合作探究课型新授教具多媒体教学过程学生活动Teaching procedures

A Weather in different seasons and places

Step 1 Lead-in

1. Brainstorm

Review the words about different colours. Get students to use one or two

colours to describe one season.

_______ (colour) can stand for _______ (season). Because I can see

_______ and _______.

2. Guessing game

3. Complete a poem about seasons according to the meaning of the poem

Step 2 Presentation

1. Read the weather sign

(1) Show the weather sign.

(2) Show the students how to tell the weather and temperature in one

sentence. Ask them to read more weather signs.

2. Weather in different seasons

(1) Guess the possible season according to the weather report.

(2) Talk about the seasons in pairs.

3. Weather in different places

(1) Show the world map and introduce the four cities.

(2) Give the listening tips: predict before listening; mainly listen to the key words; write in shorthand with signs like letters and simple pictures

(3) Listen and complete the table. Then check the answers.

4. Give a weather report in groups of four

(1) Explain the procedures to prepare the weather report.

(2) Show the weather map.

(3) Play a short video about weather report, show the evaluation standard, and then ask the students to make the whole report in the class.

B Speak up: How’s the weather in Nanjing?

Step 1 Presentation

1. Listen and answer.

Listen to the record and find the speakers’ names and the weather in Nanjing and Beijing.

2. Read aloud in different ways.

(1) Teach new words: a bit, the wind is blowing hard, louder.

(2) Read aloud in different ways. Pay attention to the linking and loss of blasting.

Step 2 Practice

Talk about the weather in different cities.

Step 3 Summary

1. Make up a short play according to today’s weather;

作业

2. Act out the short play with your partner.

教学后记：

备课时间课时本节课为第7 课时

课题

8A Unit 7 Seasons

Study skills 主备人李永中

审核人初二英语组全体成员

教学目标1. master how to use the suffix “-y” to form adjectives;

2. master how to use adjectives to describe the weather and things;

3. talk about the weather by using what they’ve learned.

重点1. How to use the suffix “-y” to form adjectives;

2. How to use adjectives to describe the weather and things;

3. How to talk about the weather by using what they’ve learned.

难点How to talk about the weather by using what they’ve learned.

教学方法合作探究课型新授教具多媒体教学过程学生活动eaching procedures

Step 1 Lead-in

1. Show students some pictures of the weather

2. Ask the students to use some adjectives to describe the weather

T: What’s the weather like today?/How is the weather today?

S: The sun is shining in the sky now. It is a sunny day.

The shine of the sun is bright. It’s a shiny morning.

There are many clouds in the sky. It’s a cloudy day today.

The wind blows hard. It is windy.

Step 2 Presentation

1. Talk about the weather

A: What is the weather like today?

B: It’s… today, but it will be … later.

2. Draw a conclusion

T: We can add the suffix “-y” to some nouns to form adjectives. The suffix

“-y” means “having the quality of”

Noun + Suffix Adjective Noun + Suffix Adjective

cloud + y cloudy luck + y lucky

wind + y windy health+ y healthy

rain + y rainy sleep + y sleepy

snow + y snowy shine + y shiny

sun + y sunny noise + y noisy

fog + y foggy fun + y funny

3. Work out the rule

●n. + y

●双写+ y

●-e + y

Step 3 Practice

1. Enjoy a video and fill in the blanks.

2. Finish the article on P89 of the textbook by using proper words.

3. Complete the dialogue by using proper words.

4. Read the story “The Little Match Girl” and complete the passage with the proper adjectives. Then retell the story

5. Have a discussion

Watch a video and introduce a new word “smoggy”. Give people some advice on how to keep healthy and safe on smoggy days or in terrible weather.

Step 4 Summary

Care about weather, Care about our health! Live a healthy life!

作业1.Remember the new words and the language points in this lesson

2.Do some Qidong exercises.

教学后记：

备课时间课时本节课为第8 课时

课题

8A Unit 7 Seasons

Task 主备人李永中

审核人初二英语组全体成员

教学目标

1. write an outline about our favourite season;

2. write an article about our favourite season.

重点Develop the students’ writing ability.

难点Develop the students’ writing ability.、

教学方法合作探究课型新授教具多媒体教学过程学生活动Teaching procedures

Step 1 Lead-in

Watch a video about the four seasons

Step 2 Presentation

1. Brainstorm

2. Complete the article with proper words

T: Simon is reading an article about the winter in Harbin. Please help him

complete it.

3. Listen and answer

4. Read and find out about the structure

5. Retell

T: Let’s retell the article about the winter in Harbin according to this mind

map.

6. Free talk

T: Talk about seasons in Yangzhou in groups of four. There are some useful

expressions for you.

7. Analyze the article

(1) Coherence

T: So far, we have known the structure of the article. Now analyze the

coherence of paragraph the writer uses. Find out how the writer

organizes the ideas.

(2) Proper conjunctions and adverbs

a. Find the conjunctions and adverbs in the article

(3) Variety of sentences

The first example:

It is exciting to have snowball fights.

We are excited to have snowball fights.

We find it exciting to have snowball fights.

We find that it is exciting to have snowball fights.

What an excitement it is when we are having snowball fights. Step 3 Writing

1. Write an outline

T: Do you think it’s a good outline? Yes. Can we write an article according to the outline?

2. Write a draft

3. Edit the writing

(1) Peer Editing

(2) Class Editing

Step 4 Summary

1. Enjoy the posters

2. Conclusion

1. Revise your writing;

作业

2. Improve your poster.

教学后记：