Unit 7 It’s raining人教版新目标七年级下册英语优秀教学设计 初一教案有教学反思

Unit 7 It’s raining人教版新目标七年级下册英语优秀教学设计 初一教案有教学反思
Unit 7 It’s raining人教版新目标七年级下册英语优秀教学设计 初一教案有教学反思

UNIT 7 It's raining!

Section A 第1课时(1a-1c)

自主学习方案

1.自学生词,并记住拼读及拼写。

2.预习课本找出重点短语及句子。(见学案自学导练内容)

3.读记后完成自学导练内容。

课堂导学方案

Step1 情景导入

展示给学生不同城市的天气的图片或幻灯片。

T : How' s the weather in Beijing?

S: It’s cloudy/rainy/sunny/ …

(根据预习来回答)

教师根据学生的拼读情况纠正语音。

T :What about the weather in Shanghai?

S: It's hot. /It snows.

环节说明:利用当时的实际天气情况来导入句型 How's the weather ?这个句型的出发点是以实际生活引入课题,以旧知识引出新知识,符合学生的认知能力的发展。

Step 2完成教材1a-1c的任务

1.观察la五个图片的不同的天气,并帮助学生描述。(2分钟)

2.教师领读la中的单词,学生识记并且将单词和图片中的天气情况相匹配。(3分钟)

3.学生朗读并熟记图片中的对话。(3分钟)

4.读城市的名字,然后认真听录音,将城市的名字填在图片中的方框里,完成课本上lb的听力任务。 (3分钟)

5.再听一遍录音,并跟读,模仿语音语调。(2分钟)

6.仿照lc中的对话,两人一组来谈论五个城市的天气情况,并邀请一些小组表演对话。(5分钟)

参考案例:

A: How's the weather in Beijing?

B: It's sunny.

7.小结训练(5分钟)

(1)— C the weather today?

—It's sunny.

A. When's

B. What's

C. How's

(2)— How's the weather?

`—It's C .

A. wind

B. sun

C. cloudy

(3)It's sunny here.(对划线部分提问)

How's the weather there?

What's the weather like there?

环节说明:听说结合,第一时间向学生传达语言目标,通过结对对话练习和小结训练,语言目标得以强化。

Step 3问题探究

rain 的用法

(1)雨很大 a heavy rain.

(2)在下雨。It is raining.

【注意】rain既可作动词又可作名词。此外,rain 也可加后缀y变成形容词,英语中有许多名词可以加 y这样的后缀变成形容词,如wind-windy,snow- snowy ,sun-sunny,cloud-cloudy。

Step 4 家庭作业

完成课后提升作业(学案p. 43)。

教学反思

本课时以实际生活引入课题,以旧知识引出新知识,由旧导新,层层递进,学生易于接受。结合听说训练、对话表演,强化了学生的口头表达能力。

Unit 7 It’s ra ining

Section A 第2课时(2a-3b)

自主学习方案

1.自学生词,并记住拼读及拼写。

2.预习课本找出重点短语及句子。(见学案自学导练内容)

3.读记后完成自学导练内容。

课堂导学方案

Step1 情景导入

(Show some pictures of different weather and people’s activities.)

Teacher shows one picture and asks “How’s the weather?”

Student 1:It’s sunny.

Teacher : What’s he doing?

Student 1:He’s playing basketball.

(Show the second picture.)

环节说明:通过情景导入激发学生用英语表达的欲望,同时又对所学的知识起到了巩固复习的作用,对提高学生的英语表达能力也起到较好的效果。

Step 2完成教材2a—2c的任务

1.认真观察图片,两人一组用现在进行时态谈论一下图片。(3分钟)

2.听录音,根据所听内容给图片标号,完成2a。 (3分钟)

3.再听一遍录音,将人名和活动匹配,完成2b。 (3分钟)

4.听第三遍录音,学生跟读。(2分钟)

5.两人一组根据2b中的信息来练习对话谈论人们的活动。(5分钟)

环节说明:通过听、说、读、写学习训练让学生了解要掌握的语言目标,学生的口语表

达能力在这一环节得到提升。

Step 3完成教材2d的任务

1.学生自读对话,回答下面的问题:

(1)判断正(T)误(F)。(1分钟)

Steve wants Rick to call him back. ( T)

(2)回答问题。(1分钟)

What's Steve doing?

He’s playing basketball with some friends.

(3)汉译英。(1分钟)

你能告诉他给我回电话吗?

Could you just tell him to call me back?

2.大声朗读2d对话,读熟后与同伴结对练习,分角色表演对话。(3分钟)

3.创设情景:邀请同学表演类似对话。(3分钟)

4.小结训练。(2分钟)

(1)—How are things going?

—Pretty good.

(2)—May I speak to Jim?

—I'm sorry, he isn't. Can I take a message for him.

Step 4 完成教材 Grammar Focus

参照学案p. 47的单元语法透析,归纳和练习语法知识。

Step 5 完成教材3a—3b的任务

1.利用所给动词的适当形式填空,完成后小组内订正答案并且讨论一般现在时态和现在进行时态的用法区别以及情态动词can的用法,教师点拨。(3分钟)

2.教师创设情景,让学生体会两种不同时态。(3分钟)

3.仔细观察图片,把图片中的天气情景和人们的活动填写在表格中,然后两人一组练习对话,并邀请几组学生表演对话。(3分钟)

Step 6 家庭作业

完成课后提升作业(学案p. 44)。

教学反思

本课时内容贴近学生的实际生活,容易引起学生的学习兴趣;听说结合,让学生自主创设情景,表演对话,提高学生口语表达能力。同时,教师应提醒学生经常对所学知识进行归纳和总结。

Unit 7 It’s raining

Section B 第3课时(1a-1e)

自主学习方案

1.自学生词,并记住拼读及拼写。

2.预习课本找出重点短语及句子。(见学案自学导练内容)

3.读记后完成自学导练内容。

课堂导学方案

Step1 情景导入

We all know that there are four seasons in a year. They are spring, summer,autumn and winter. How do you feel in four season? Yes, we feel warm,hot, cool and cold in spring, summer, autumn and winter. But do you know how to spell warm,hot, cool and cold? After this lesson, you can spell them. Let's learn together.

环节说明:通过这个环节不仅让学生知道了一年四季英语的表达方法,还引出来本节课要学的单词,自然导入新课。

Step 2完成教材1a-1b的任务

1.认真观察la中的图片,将图片和单词匹配,集体核对答案。(3分钟)

2.根据la图片中的信息仿照lb来练习对话,并请一些同学表演出对话。(5分钟)

参考案例:

A: How's the weather in picture a?

B: It's very cold.

小结训练。(分钟)

— C in Changchun?

—It’s rainy.

A. How is the weather like

B. What is the weather

C. How is the weather

D. What does the weather like

环节说明:单词学习、对话练习、习题精练巩固复习所学知识。

Step 3完成教材1c-1e的任务

1.认真听录音,写出Mary关于How's it going的答语。(3分钟)

2.再听一遍录音,写出Mary和Eric关于What are you doing 和 How's the weather 的答语,完成 le。(3分钟)

3.再细心听录音,并跟读,整体感知对话。(2分钟)

4.一个学生扮演Mary,另外一个学生扮演Eric,利用lc表格中的信息练习对话,完成le。(5分钟)

环节说明:对描述天气单词的学习,让学生熟练掌握关于对天气情景提问的句型;通过听力训练和对话练习,学生熟练掌握了现在进行时态和询问状况的句型。

Step4 问题探究

( A ) We his homework on weekends.

We TV now.

A. don' do; are watching

B. aren' doing;are watching

C . don' do; watch

D.aren’t doing;watch

Step 5 家庭作业

完成课后提升作业(学案p. 45)。

教学反思

本课时的主要内容是天气情况,强调多听、多读、多说、多练习,让学生灵活运用本课所学知识。

Unit 7 It’s raining

Section B 第4课时(2a-3c)

自主学习方案

1.自学生词,并记住拼读及拼写。

2.预习课本找出重点短语及句子。(见学案自学导练内容)

3.读记后完成自学导练内容。

课堂导学方案

Step1 情景导入

Do you often write to your friends? Jane is very happy today, because she got two postcards from her friends. Do you want to know what the pos-- cards are about?Let's read the postcards.

环节说明:以信件为本节课的导入线索,由信件引出本节课要学的两篇信件,这样能够激发学生的学习兴趣,并能充分发挥学生自主学习的积极性。

Step 2完成教材2a—2c的任务

1.认真观察每幅图片,两人一组根据图片所提示的信息,来练习对话。(3分钟)

2.快速阅读2b的小短文,了解短文内容,根据明信片内容,在2a中选出正确的图片。(2分钟)

3.仔细阅读短文,根据短文内容,完成2c表格。(5分钟)

4.两人一组,根据2c表格内容练习2c表格。(2分钟)

5.小结训练。(3分钟)

(1) My sister is having a great time B my uncle.

A. visit

B. visiting

C. to visit

(2)He is happy C by the pool.

A. sit.

B. sitting

C. to sit.

(3)Our parents often ask us C hard.

A.study B . studying

C. to study

D. studyed

环节说明:通过这个环节的学习,让学生对现在进行时态有了更进一步的理解,并且对明信片的格式也有了一定的认识。同时还通过对话练习提高了学生的口语表达能力。

Step 3完成教材3a—3b的任务

1.请学生们读3a的便条,然后从方框中选词将便条的内容补充完整。小组核对答案,然后大声朗读短文。(3分钟)

2.所给提示来写一篇小短文,介绍你的假期活动。(5分钟)

参考案例:

Dear Mary,

Thanks for your last letter. I am in Qingdao. The weather is sunny. There are many people on the beach. I am lying on the beach. My parents are walking on the beach. My friends are swimming in the sea. This is our first trip to the sea. We’re all having fun.

3.教师示范佳作并作点评。

4.学生参照学案p.47的单元作文突破的思路点拨并练习写作。

Step 4 家庭作业

完成课后提升作业(学案p. 46)。

教学反思

本课时的写作要让学生自己练习,可以让学生之间先换着修改,然后再自己修改,最后教师检查。

人教版七年级英语下册第9单元

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joen.笑话;玩笑 0.neveradv.决不;从不 1.stopv.停止;终止 2.bronad棕色的;褐色的 3.personn.人;人物beardn.胡须 glassesn.眼镜 loon.外表;外貌reeberv.牢记;记住popsinger流行音乐singern.歌唱家;歌手0.not…anyore不再……sayv.讲 nobodypron.没有人;没人Unit8单元单词及短语ouldodalv.表示意愿 I’d=Iould noodlesn.面条 beefn.牛肉 uttonn.羊肉cabbagen.洋白菜;卷心菜potaton.土豆;马铃薯

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