初中英语_七下Unit7It'sraining.Revision教学设计学情分析教材分析课后反思
2021年人教版七年级英语下册Unit 7 It’s raining! 教学案
Unit 7 It’s raining! 教学案课题：Unit 7 It’s raining! ( 第1课时)【学习目标】1. 学会谈论不同城市的天气状况。
2. 继续运用现在进行时来描述人们正在做的事。
3. 培养学生善于观察天气，善于描述周围事物的能力。
【学习重点】1. 描述天气的形容词raining, windy, cloudy, sunny, snowing。
2. How引导的询问天气的特殊疑问句及回答：How’s the weather in Shanghai? It’s cloudy.【学习难点】现在进行时中助动词be和动词-ing的正确使用。
【课前预习】根据图片写出下列天气【课前预习】根据图片写出下列交通工具的英语单词。
_________________ _________________ __________________________________ _________________ _________________【课堂探究】一、完成书本P37 1a匹配任务二、听力训练1. 听1b 的录音，完成下表：City Beijing Moscow Toronto Boston ShanghaiWeather2.根据听音内容,将地名填入书本1a相应的图片中教师二次备课备课教师：三、快速阅读2d,思考以下问题：1.Are they talking face to face(面对面)or talking on the phone?2. Who does Steve want to talk to?四、再读一遍2d，回答以下问题：1.How is the weather?__________________________________________________________________2.What is Steve doing?__________________________________________________________________3.What is Rick’s brother doing?___________________________________________________________4.What does Steve want Rick to do?_______________________________________________________五、小组活动：谈论下列图画，并写下对话例：A: How’s the weather in Shanghai? B: It’s sunny.Beijing TorontoMoscow Boston二、用括号内动词的正确形式填空1. Tom and his father _________________(swim)now.2. Look! Mary _________________(run) with her father.3. We _________________(practice)the piano every evening .4. I ______________ (get) up at six and ________________ (have) my breakfast at about six thirty then I_______________ (go) to school at seven every day.5. We often __________________ (play) basketball on weekends.6. Keep quiet. Father _________________ (sleep) now.7. --What is Ann ____________ (do) ?-- She ________________ (do) her homework.8. -- _________________Nancy _________________(talk) on the phone?-- No, she isn't. She _________________(eat) lunch now.【家庭作业】____________________________【学后反思】________________________________________课题：Unit 7 It’s raining! ( 第2课时)【学习目标】1.继续练习谈论天气状况raining /windy/cloudy/sunny/snowing。
七年级《go_for_it》Unit7_It’s_raining.教学设计与反思
教学设计与反思the sample answer for number 1. Correct the answers 2b.Check the answers 2b. 8.Homework根据听力2a2b ，写一篇Uncle Joe 一家的活动，文章开头给出：This is Uncle Joe ’s family. It ’s 6:00 pm. Uncle Joe is ------.这是检验学生对这堂听力课堂理解的延续巩固学习。
七、教学评价设计八、板书设计九．教学反思本节课中心话题是谈论天气，涉及两个主要的语言功能项目：一是运用How’s theweather? 及描述天气情况的形容词；二是继续运用现在进行时来描述人们的即时活动。
我在充分考虑了学生的语言基础，设计了操作性很强的语言活动，开始我主要是通过图片了然的解决描绘天气的生词，克服了学生记单词的心理障碍。
然后，我设计猜天气并和地点城市结合的游戏，活跃气氛，激发兴趣。
所以处理Section A 1b 的听力部分，学生不会有问题。
接着2a2b 的听力时围绕上一单元学过的的现在进行时，我是用听前-听中-听后的方法处理，不同层次的学生都有成功的体验。
同时创设了听力延续巩固练习，在整个教学设计和过程实施中做到了环环相扣，层层推进，课本教学内容和任务是非常好的完成了。
虽然经过我的精心设计，在循序渐进的呈现和练习中，学生由大量的语言输入和内化的机会，但是备课时考虑还是不够全面，活动设计还不够有效，教学方法还不够新颖灵活，学生知识的拓展延伸方面设计的不够好。
在教学路上，且行且思，且思且行。
我会在今后的教学路上，发扬优点，改进缺点，争做学生、家长、学校满意的人民教师。
Sunnyrainy/rainingcloudySnowy/snowingwindyHow ’ s the weather?=What ’s the weather like?is calling is cookingis watching TV Be +doing is playing computer games is talking on the phone。
七年级下册Unit7It'srainingUnit7It'sraining教学设计
Unit7 It’s raining.(Writing)三台外国语学校潘小芸Teaching objectivesI.Knowledge objectives1)Students will know more about how to describe the weather and the activities with the present progressive tense.2)Students can write a passage with the present progressive tense.3)Students can know how to improve their composition according to the marking ladders.II. Ability objectives1)Train students to write the composition with different sentence patterns.2)Let students pay attention to the handwriting and layout.3)Let students manage the standard of correct a composition and mark a composition according to the marking ladders.III. Moral objectives1)Enhance students' sense of cooperation by working with the group members.2)Develop students' interest in life and the world and have a good time on their summer vacation.Important and Difficult Points1)Students can write a passage according to the marking ladders.2)Students can assess others’ composition according to the marking ladders.Teaching methodsThe communicative approach; Task-based language teaching methodTeaching proceduresStage1. Lead-inSs: Good afternoon, Melody.T: Good afternoon, class. Sit down please.Our summer holiday is coming, right?Ss: Yes.T: Do you want your summer holiday?Ss: Yes.T: Imagine you are on your summer holiday. Today we will write a passage about summer holiday.Stage2. Pr-writingStep1: Analyze the titleT: Now read the title by yourself and think about the person and tense.Ss: ...T: If we want to write this passage, what person can we use?Ss: The first person.T: Yes, you are right. How about the tense?Ss: Be doing.T: Yes, the present progressive tense. And what else?Ss: ...T: The simple present tense.T: How to write a letter? What should we write at the beginning and end of the letter?Ss: Dear Linda and Yours Mary.Step2: Analyze the beginningT: How to begin our passage?S1: How’s it going?S2: How’s your summer vacation going?S3: How are you these days?T: We can use other sentences. Please look at the PPT. Ss: ...T: Please take some notes on your writing paper.Ss: ...Step3: Analyze the bodyT：The second part is about our body. What aspects can we write from?Ss: The weather; The activities; The feelings.T: Now please write down some information about your summer vacation on the writing paper. Ss: ...T: OK. Share your vacation with others.Ss:...T: Who?Ss: Mary and I.T: Where?Ss: ...T: What weather do you know?Ss: Sunny,rainy,windy,cloudy...T: What activities are you doing?S1: I am swimming in the pool.S2: I am playing beach volleyball on the beach.S3: I am taking photos.S4: ...Step4: Analyze the endingT: How about our feelings?Ss: happy, excited, tired...T: I will give you some sentences. Let’s read them together.Ss: ...T: Please take some notes on your paper.Ss: ...Step5: Analyze the marking ladderT: Now look at the marking ladder and how many paragraphs do we need to write?Ss: Three.T: What should we write on each paragraph?Ss: ...Stage3. While-writingT: Now please write down a composition by yourself according to the marking ladder. T: You will have 15 minutes to finish it.T: 10 minutes left.T: 5 minutes left.T: OK. Time is up.Stage4. Post-writingStep1: Self-checkT: Take out your red pen and check the composition by yourself.How many points can you get? Mark it on the self-check column.Ss: ...Step2: Peer-checkT: Now give your paper to others and then check others’ papers. Give out the scores on the peer check column.T: If you find some beautiful sentences, please write them on the blackboard and then we will share it with the whole class.Ss: ...T: let’s look look at these beautiful sentences.① She likes playing volleyball very much, that’s why she is tall and thin.② My mom is reading a book. It is so interesting that she couldn’t put it down.③ All the effort is meaningful.T: Please write them down on the paper “Learning from others”Step3: Show timeT: Who’d like to share the composition with us?Steve: ...T: Boys and girls, do you have any advice to Steve?S1: Maybe you should write better next time.S2: I think you should make less mistakes next time.S3: ...Stage5. Summary and homeworkT: You should write down the composition again after class and then hand them in. I will check it one by one.T: OK. Summer holiday is coming. I hope you can enjoy your holiday and enjoy your life.I wish you a happy summer holiday.Ss: Thank you.T: That’s all for the class. Goodbye, class.Ss: Goodbye, Melody.。
七下 Unit 7 It's raining!教学设计及课后反思
Unit 7 It’s raining！Section B （1a-1e）湖北省汉川市城关中学吴晖学情分析：本单元的中心话题是谈论天气. 整个单元的内容围绕天气展开听、说、读、写的活动。
通过本单元的学习使学生掌握描述天气的基本词汇及对天气的提问，学会准确地表达自己对某种天气的喜好并说明原因，学会做天气预报，学生叙述在不同的天气背景下做什么。
通过以上活动，使学生能够在实践中体会到学习英语的乐趣，更积极地运用目标语言，培养学生在实际生活中综合运用所学语言能力。
教学目标：1、学习重点词汇： raining, sunny, cloudy, snowing , windy, hot ,cool, warm, humid,和部分现在分词。
2、掌握描绘天气状态的形容词及现在分词，并学会其特殊疑问句、一般疑问句的用法及回答。
教学重点：A 学习并掌握词汇： raining, sunny, cloudy, snowing , windy, hot ,cool, warm, humid /dryB 熟练掌握现在进行时的用法；学会表达对不同天气的不同态度及原因的叙述。
教学难点:学会描述人们在不同的天气里所做的各种活动。
教具：多媒体、电子白板授课人:______ 授课班级: _____ 授课时间：2016年___月___日____午第____节Unit 7 It’s rainingSection B 第3课时（1a-1e）学习目标：（片3）1.自主学习目标:1）识记单词:dry, cold, hot, warm cool visit again not bad2）在听说训练中，了解谈论天气的句式：1）How’s the weather in Picture d? It’s dry and very hot.2）How’s it going with you? Not bad/ Great.2.合作学习目标: 学会谈论不同季节天气的句式。
初中英语_Unit 7 It's raining! (Section B)教学设计学情分析教材分析课后反思
Unit 7 It’s raining!Section B 3a-3c一、教学目标：1. 语言知识目标：1) 能掌握以下单词：visit, Canada, summer, sit, juice, vacation, Europe, mountain, country, skate, snowy, winter, Russian能掌握以下句型：①—How’s it going? —Great./ Not bad.②—What's she doing? —She's sitting by thepool.③ I’m having a great time visiting my aunt in Canada.④ I’m so happy to see them again.2) 能掌握语法：现在进行时态的用法。
2. 能力目标：1）能运用所学的知识，描述人们正在做的事情；2）主动学习、积极参与的学习能力。
3. 情感态度价值观目标：通过对本单元的学习活动，能培养培养学生学习英语的浓厚兴趣，使学生有学好英语的信心，在日常生活中敢于用英语进行表达；使学生能在英语交流中，注意尊重他人理解他人的情感；让学生明白要使自己的假期有意义，不虚度光阴；培养学生团结合作的精神。
二、教学重难点1. 教学重点：1) 词汇、词组搭配和现在进行时的用法。
能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。
2) 能掌握现在进行时态及一些表示具体动作的词组搭配,如: studying English, sitting by the pool, drinking orange juice, having a great time等。
3) 明信片的书写格式。
2. 教学难点：用现在进行时态描述自己正在做的事情，并以明信片的形式写成文章告诉别人。
三、教学过程Ⅰ. Warming-up and Lead inPre-class activities: chant time:drink –drinking , drinking juice; work –working, working here; study –studying, studying English; sit – sitting, sitting by the pool; visit – visiting, visiting my aunt.Ⅱ. Presentation1.Show some pictures on the big screen and ask the studentsto match the pictures with the phrases to check if they can understand the new phrases.2.Show some pictures on the screen and ask some students toask and answer in pairs to practice: What is sb. doing? How does sb. feel?III. ListeningShow the pictures about Su Lin and Dave to the students and ask them what they want to know.What are the names? What are they doing? What’s the weather like? Where are they? How do they feel? ……Listen to the tape and see if we can find the answers to the questions.Then finish the chart.name Where are they?How’s the weather?What are they doing?IV. Reading1.Read the postcards alone and finish the mind-map on thepaper.Then check the answers.2.Ask the students to read the postcards together and choosewhich one the student likes better, then talk about the vacation to the partner.V. GroupworkAsk the students to work in a group to answer the questions on the paper and check the answers.VI.Writing1.Summarize the way to write the activities(It should includeweather, who, what, when, where, feeling, the other things).2.Show the picture about the teacher and the son and thepostcard to the students. Ask students to read the postcard together. Then write the students’own postcards that describe the activities they do on the vacation.3.Read their own postcards to each other in a group of fourand choose the best one to read to all the class.VII. Homework1. Have a dictation of the words.2. Write your postcard on the exercise book.学情分析现在的学生从小学一年级就开始学习英语，进入七年级，他们已经对英语比较熟悉了。
初中英语_人教版七下Unit7It'sraining!教学设计学情分析教材分析课后反思
Unit 7 It’s rainingsection A 1a—2cKnowledge goals:1. New words: weather, rain, raining, windy, cloudy, sunny, snow, snowing,2. Key sentences：How’s the weather?What’s the weather like?It’s....Ability goals:1.Describe the weather and what are you doing.2.Increase listening speed and improve pronunciation（语音）and intonation（语调）.Emotional goals: lead students to love nature, care weather and care their Family and friends.Step1 Write the words on the pictures.Raining windy cloudy sunny snowingStep2 1b Listen and write these city names in the boxes.Before listening: read the city names.While listening :listen and find out the answers.After listening:check the answers and imitate（模仿）the listening material.Step3 2a&2b Listen and practice.Before listening: talk about the pictures and sentences of 2a and 2b.While listening: listen and find out the answers.After listening: check the answers and read after the teacher.Step4 Fill in the blanks.Jim：Hello，Linda，This is Jim.Linda:Hello,Jim.Jim:How is the________ ?Linda：It's s_______and really warm.Jim：What is Uncle Joe ______?Linda：He____ _______basketball.Jim：What about Aunt sally?Linda：She is b_____,and she _____ ______.Jim：And how about Mary?Linda：She _____ _____ _______Jim：What is Jeff doing?Linda：He_____ ________ _______ _____Step5 Summary.Words: rain raining windy cloudy sunny snow snowing weather Sentences:-How is the weather?-It is...-What is he/she doing?-He/She is...Step6 Homework.Master the new words and key sentences.Talk about the weather with your partner.学情分析谈论天气与我们的日常生活有关，加以动画、图片、声音等多媒体素材形象配合，学习起来学生兴趣浓，比较直观易接受。
七年级英语下册 Unit 7 It's raining教学设计(人教新目标版)
七年级英语下册Unit 7 It’s rning教学设计（人教新目标版）一. 教材分析人教新目标版七年级英语下册Unit 7主要讲述了天气相关的词汇和句型，通过学习本单元，学生能够掌握有关天气的词汇，如rn, sun, cloud, wind等，并能运用句型It’s rning/sunny/cloudy/windy等来描述天气。
同时，本单元还引入了祈使句和一般现在时的用法。
二. 学情分析七年级的学生已经掌握了基本的英语语法和一定数量的词汇，对学习英语有浓厚的兴趣。
但部分学生可能对天气相关的词汇和句型较陌生，因此需要在教学中加强对这部分学生的关注和引导。
三. 教学目标1.知识目标：学生能够掌握有关天气的词汇，如rn, sun, cloud, wind等，并能运用句型It’s rning/sunny/cloudy/windy等来描述天气。
2.能力目标：学生能够用英语进行简单的天气描述，提高口语表达能力。
3.情感目标：培养学生关注天气，关爱生活的意识。
四. 教学重难点1.重点：天气相关词汇的掌握和运用。
2.难点：祈使句和一般现在时的运用。
五. 教学方法采用任务型教学法，通过小组合作、角色扮演等活动，激发学生的学习兴趣，提高学生的参与度和实践能力。
六. 教学准备1.教材：人教新目标版七年级英语下册。
2.课件：利用多媒体课件进行教学。
3.道具：准备一些与天气相关的实物或图片，如雨伞、太阳、云朵等。
七. 教学过程1.导入（5分钟）利用课件展示一些天气现象的图片，如雨天、晴天、多云、有风等，引导学生用中文描述这些天气现象。
然后提问：“你们知道这些天气用英语怎么说吗？”从而引入本课的主题。
2.呈现（10分钟）教师展示教材中的词汇卡片，如rn, sun, cloud, wind等，并引导学生用中文说出这些词汇的中文意思。
然后教师用英语说出这些词汇，并要求学生跟读。
接着，教师创设一个情境，如：“It’s rning outside. Please bring anumbrella.”，让学生用所学的词汇进行回答。
初中英语_unit7 It’s raining教学设计学情分析教材分析课后反思
Unit 7 I t’ s raining! Section A (1a-2d) 一、Learning aims:Knowledge aim:Learn the words about weather: rain windy cloudy sunny snow snowing2. Ability aim: Describe the weather and what you are doing3. Emotional aim: To understand the differences between Chinese and foreign culture.二、Teaching Key Points：1. Key phrase.2. Target language.三、Teaching Difficulties：Master the key sentence structure四、Teaching Procedures：Step 1. Warming-up and Lead-inDo you like watching movies?Let’s watch w part of a movie. After watching the movies, answer two questions:What’s the weather like in the video?What’s the man doing?Answer: It’s rainy; the man is singing and dancing.Today we’ll talk about the weather and what you are doing.We’ll learn Unit 7. It’s raining.Step 2. Presentation1. Show some picturesT: What’s this in English? （It’s the sun.）2. Then show some other pictures.T: How’s the weather in the picture?Ss: It’s sunny.(In the same way, finish teaching the words “sun, cloud, wind, rain, snow”“windy, cloudy, raining, snowing”)Step 3. Listen and fill in the chartTask3 Practice1. Pair worksWork in pairs to practice the conversations:A: How’s the weather in……B: It’s ……2. Challenges the anchors （挑战主持人）Hello, everyone! I am... Today is Thursday. Here is the weather report. Shenyang is snowy today. Beijing is…. Thanks for your listening.Task4 ListeningT: People like doing different things in different weather. Show some pictures and guess “What is he/she doing?”Learn the phrases: cooking dancing playing computer games watching TVSleeping2. The weather is sunny today, Lucy’s family are doing different things.Lucy is talking on the phone.Listen to the tape and finish 2a and 2b.Task5practice1. Ask and answer questions in pairs. Talk about the people in Lucy’s family.A: What’s Uncle Joe/Jeff/Mary/Aunt Sally doing?B: He/She’s playing computer games/ playing basketball/ cooking/ watching TV2. Story telling: This is Lucy’s family. The weather is sunny today. Lucy is talking on the phone. Aunt Sarah is cooking…Task6 Role-play the conversation1. Read the conversation in 2d and answer the questions.1）.What is Steve doing ?2）.Is Steve's brother watching TV at home?2. Listen to the tape and read after the tape.3. Boys are Steve, and girds are Peter. Roles play the conversation.4. Role-play the conversation in pairs.Task7 Show pictures of Culture differencesTask8 Make a survey and do a report:五一马上到了，假设你想去外地旅游，打电话给你外地的朋友问候并调查当地的天气.Task9 Summary and homework1. Make up a dialogue about how to ask and answer weather.(必做）2. Write a weather report about the weather in different cities of Shandong province.（选做）Unit7 It’s raining一、用所给词的适当形式填空1、How’s the weather there? It's __________ (rain).2、The _________ is shining. It's_________ .(sun)3、There are a lot of________ in the sky. It's __________ .(cloud)4、It often ________ (rain) in summer in my hometown.5、The weather is________ (wind)and cold.6、--What_____ he _____(do)? --He is playing computer games.7、--What are you doing? -I'm_________ (watch)TV.二、选择填空( )1.______ Jeff like oranges?A. IsB. DoC. Does( )2. Aunt Sarah ______ every day.A. play computer gamesB. plays computer gamesC. is playing computer games( ) 3.-How''s the weather in Harbin? -It's ____.A. snowB. snowingC. snows( ) 4. Tom is ______ lunch.A. haveB. havingC. having三、句型转换1. I’m playing computer games. (变否定句)________ ______ ________ computer games.2. They are watching TV. (变一般疑问句)________ ________ watching TV?3. It’s cloudy. (对划线部分提问)________ is the weather?4. We are playing basketball. (对划线部分提问)________ are you ________?四、任务型阅读理解，阅读短文，完成文后练习We often talk about the weather. If we want to know about the weather, we can turn on the radio( 收音机) and listen to the weather report. We can also turn on the TV and watch the Weather Show. And we can ask other people in two different ways, “ What’s the weather like today?” or “ How is the weather today?” sometimes you can call at 121 for the weather.Now young people prefer (更喜欢) to surf the Internet or use the mobile phones(手机) for the weather.When it’s cold, we shiver and need to wear warm clothes and scarves. When its raining, we need raincoats or umbrellas. When it’s hot, we needa cool place and want to cold drink(饮料).1. If we want to know about the weather, we can ask other people in two different ways, “________________________?” or “ _____________________?”2.if we want to know about the weather, we can ___________________,we can also ________________________, we can ________________, and sometimes we can _______________________.3. The word “ shiver” is “___________________” in Chinese.4.. When it’s raining, we need _________________________________.5. When it’s hot, we need ___________________and want___________.学情分析天气的学习以及学习描述正在做的活动是与我们的日常生活紧密相关的话题，比较容易调动学生的学习积极性。
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教学设计It’s raining.RevisionⅠTeaching Aims1. Knowledge goals(1) To learn and master the words and phrases:Rainy, sunny, windy, snowy, season, winter, summer, cloudy, Canada, Europe, snowman, juice, right now, on a vacation, call sb. back, take a message(2) Talk about the weather and what people are doing.2. Ability goals(1) To develop the students’ ability of writing and speaking skills.(2) To train the students’ ability of working in pairs and working in groups.(3) To foster the students’ ability of communication and their innovation.3. Emotion goals(1) To lead the students to communicate with others.(2) To encourage the students to show their feelings.ⅠTeaching AidsA computer, a PPT,word cards,mind-map,blackboardⅠTeaching proceduresStep1 Warm-up1. Greet the students2. By doing a daily report to review the basic knowledgeStep 2 Review the words, phrases and sentencesStep 3 Review the grammarStep 4 PracticeMake conversations with the partnerMake use of the mind-map to retell and recite the passage 2bStep 5 Exercises and productionPractice the usage of words and sentencesPractice the writingStep 6 Summary1. Let some students to share their ideas on how to communicate with others.2. summarize how to ask the weather and express what people are doing.Step 7 HomeworkMaster the structure of the mind-map that we have learn this class.Finish the letter.ⅠBlackboard Design.际能力;教师在预设的任务中,注意引导学生在交际中动态生成,学生有话可说,乐于合作分享。
这样就有利于他们更好的运用课本知识,达到提高综合运用语言能力的目的。
本堂课课前学生已掌握了单词，词汇和句子，另外基于平时对天气询问和表述方面的了解，以及对现在进行时的灵活掌握使用，使之课上有话可说，乐于合作分享。
效果分析教师主导，学生主体。
纵观整堂课，学生思维活跃，而且对课堂上的活动都是积极配合的。
课堂教学始终贯穿以学生为主体，教师为主导的新课程理念。
在老师的指导和感染下，学生处于相对自然地状态，他们不断地习得并使用语言，学和用每分每秒都和谐地交织在一起。
由于对文本进行了降低难度的处理，大部分学生都能在阅读中体验到阅读带来的成就感，同时获得了对志愿活动的进一步的认识，把有效地教学策略运用到优化的教学过程中，有效地达成教学目标的实现。
每位学生都能认真倾听，随时记录。
在小组讨论时，全班同学积极合作，认真讨论，动脑，动口、动手，真正体现了新课程使学生在合作中提升语言思维能力的理念。
教材分析本单元是新目标英语七年级下册第七单元，以天气为中心话题，“Talk about the weather (谈论天气)；express emotions (抒发情感感受）。
本单元主要通过日常基本话题“天气”来引导学生训练自己的口语表达，注重英语学习中的输出环节。
学会询问、表述天气状况；并针对不同的天气状况，使用现在进行时句型来表述一段时间内一直进行的动作或事情。
本单元分Section A和 Section B两部分Section A中通过所设计的各项任务呈现了两篇听力课文和一篇阅读。
Section B则安排了一篇听力和一篇阅读，用以加强对目标语言的理解。
Self check部分是用来检查学生对单元所学目标语言的的综合运用能力。
本课在学习整个单元的基础上，通过对天气话题的谈论进行大量语言训练以及词汇句式巩固复习。
通过听，说，读，写，引导学生学习更多表达天气状况的句型，通过该部分学习，让学生学会与人交际，帮助他们逐步建立正确、积极的生活态度和价值观。
评测练习【检测案】一、用括号内正确的动词填空1. --What’s she doing?--She ____(play) the guitar.2. I usually ____(do)my homework in the evening.3. It_____ (rain)hard now.4. My sister____(walk)to school every day.5. Mr. Wu _____ (brush) his teeth right now.6. Every Saturday, we _____(visit) my grandparents.7. Look! They ______(dance) in the classroom.二、按要求完成句子1．The girl is taking photos on the beach. (一般疑问句)____the girl _____on the beach?2．It is snowing in Guangxi now.(否定句)It ____ snowing in Guangxi now.3. I often listen to music at home. (often改为now)I ___ ____to music at home now.4. It’s raining in Hainan.(对画线部分提问)____ the weather ____in Hainan?____ the weather in Hainan?三、汉译英1.这些天玛丽正在看一本有关动物的书。
2. 这个学期学生们正在学习法语。
3. ——下雨天你都做什么呀？—— 我在房间里看书。
四、书面表达你的美国笔友Mary想了解一下你所在城市北京一年的天气状况，请你写封信给他简要介绍。
spring: warm, shortsummer: hot, often rain, swimmingautumn: cool, drywinter: cold, snowy, windy课后反思在完成第七单元的教学中，我是以新课程理念为依据进行教学设计和课堂活动的。
本节课的教学活动层层递进，并贴近生活，具有可实践性。
亮点即借助《天气播报》这种日常的生活素材作为主线，结合课本内容贯穿复习。
作为这节课的教学反思，我想谈谈自己在教学过程中比较满意的地方，以及自己的教学不足。
首先，本人以学生的发展为本。
新课程的价值取向是以人的能力和个性发展为核心。
在本教学设计中本人先精心准备贴近实际生活的任务活动，深入简出，让学生根据生动活泼的图片进行会话，学生很快就可以在真实的语境中熟练运用现在进行时。
在教学过程中本人坚持以学生的需要为出发点，坚持让学生学会用语言做事，在用中学，在学中用，学有所得，学有所用。
其次，本人注重小组合作。
我让学生先在小组内讨论，练习，两个人明确分工，做动作，有问，有答，他们精彩的表演反馈出他们合作的成功与喜悦。
小组学习的目的是在有限的时间内，让每一个学生都主动参与学习，让学生在自主学习中得到发展树立信心，养成良好的习惯形成有效的学习策略。
我认为，小组学习最大的优点在于，培养了学生们的合作精神，使他们学会了与他人合作，具备了合作完成问题的能力。
最后，我来谈谈本节课的不足之处。
虽然本人设计了多个任务让学生来运用所学的句型，学生也能熟练掌握，但缺乏设置大情景和没有主线，导致环节与环节之间过渡得很生硬。
学生参与度不是很高，只有那几个优秀的学生敢于发言，没能调动起学生的积极性。
还有，本人所采用的任务，对授课班而言，相对简单，挑战性不够，使得学生的参与有广度但没深度。
此外，我认为我对课堂的调控能力还有待提高。
在今后的教学工作中，我还要继续和同行们探讨如何提高课堂效率的有效方法。
课标分析英语课程标准将我国基础教育阶段英语课程的总体目标定位于“培养学生的综合语言运用能力”。
这种综合语用能力，可以理解为是一个受教育者对英语语言的吸收和输出的能力，即在社会、交际环境中能够初步运用他所学会的英语语言知识和掌握的语言技能，进行听、说、读、写四方面的．交际活动的语言交际能力。
Unit7 It’s raining. 整个单元通过天气这个众所周知的话题来训练学生的口语表达能力、口语交际以及现在进行时的训练。
要求学生在英语学习和实践的过程中逐步掌握“通过语言做事情”(do things with language)的能力。
要使学生形成和发展综合语言运用能力，必须按照英语课程标准中“课程目标结构”的要求，充分考虑形成综合语言运用能力的五大基础板块——语言技能、语言知识、情感态度、学习策略和文化意识在基础阶段英语学科教学中所应起到的重要作用。
在学习和实施英语课程标准时，教师应认真学习和理解英语课程标准对上述五大基础板块的总体和分级描述，首先要认识和理解它们在学生形成和发展综合语言运用能力的过程中所起的重要作用，改变传统英语教学中片面强调语言知识教学的倾向；同时，还要在教学过程中努力落实和实践英语课程标准对语言技能、语言知识、情感态度、学习策略和文化意识五个方面提出的具体内容标准。
在认识语言技能、语言知识、情感态度、学习策略和文化意识与综合语言运用能力之间的关系时，应当紧紧围绕英语课程标准中“语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。