Unit 7 It’s raining!SectionB1a-1e(说课稿)
Unit 7It’s raining!(说课稿)
一、教材分析
1.教学内容:Unit7 It’s raining!Section B(1a-1e)
2.教学目标：⑴继续学习询问天气状况的句式。
⑵学习询问某人的近况或事情的进展。
⑶继续学习询问某人在做什么。
能力目标：能够听懂录音中的对话，并能分角色进行扮演，能够很好的完成
group work
情感目标：通过活动、游戏使学生对英语学习产生兴趣；让学生敢于、乐
于开口，积极参与交流。
并让学生在学习的过程中，培养学生的合作意识和竞争
意识。
3.教学重点
a.掌握词汇及短语：dry, cold, warm, cool, hot, sound like, not bad
b.学会：“学习询问某人的近况或事情的进展”表达方式及回答
A:How’s it go?
B:Great/Pretty good/Just so-so/Not bad/Terrible.
4.教学难点：
a.词汇：dry, cold, warm, cool, hot,
b. 重点句型：A: what are you doing?
B: I am reading a book/ watching TV.
A: How is the weather in…
B：It’ssunny/raining/snowing/cloudy…
A:How’s it go?
B:Great/Pretty good/Just so-so/Not bad/Terrible.
二、说教法
1、重示范。
在教单词时，要求教师自己示范到位，发音清晰，讲解发音要
点。
同时培养学生认真听，专心看，积极模仿的好习惯。
听清后再跟说。
确定学
生大都听清，模仿正确后，再出示单词卡片，以免分散学生的注意力。
对直观的
单词配以图片、体态语帮助学生理解。
顺利完成音——形——义的逐步过度。
2、重情景。
单词是构成语言的三大要素之一。
人类思维活动是借助词汇进
行的。
人类思想的交流也是通过由词构成的句子来实现的，因此单词具有语言的
意义，应在特定的语境中引出，这样既便于学生理解，印象也深刻。
3、重迁移。
在教学中注重“以旧带新”或叫“相互迁移”。
4、重运用。
学习单词的目的是为了运用词汇，并能正确运用到笔头表达之中。
在英语教学中创设一定的语言情景，使学生宛如置于一种真实的语言环境中，就能使学生自然而然使用所学习词汇来表达他们的思想感情，从而达到学以至用的目的。
四、教学程序
遵循人类认识过程的普遍规律和学生认识的主要特点，我把教学过程分为以下几个环节：
第一、导入
向学生问好，复习前单元学习的现在进行时和前一课对天气的提问。
What are they doing? What’s he/she doing? What’s the weather like? How’s the weather？
通过图画谈天气，为后文做铺垫。
第二、呈现
1、利用课件，呈现不同的天气符号，引出天气，四季话题，学习新单词。
2、让同学们把课文中的图片与天气搭配起来，检查和核对，编队话。
3、呈现1C，完成1D的任务。
4、引出四个地点: Jpan, Hawaii, canada, and America。
从而根据图片提问：What’s the weather like in these cities?
5、创设对话的情景，让学生编对话。
第三、操练
说一说:利用课件呈现图片，反复练习句型：What’s the weather like in…/How is the weather in...
演一演：让学生扮演两个不同角色操练这一句型
第四、拓展延伸
让同学扮演编队话，操练以下句型
A :How is it going？
B: …
A: What are you doing?
B: …
A: How is the weather there?
B: …
A：What season is it?
B:…
第四、课后作业
1、抄写单词
2、了解家庭成员的一些情况，按照课堂句型，写一段对话。
人教版英语七年级下册Unit7It'sraining!SectionB(1a～1e)教学设计
（三）学生小组讨论
1.教学活动设计：将学生分成小组，每组讨论一个特定城市的天气情况，并编写一段对话。
2.教学实施：小组成员共同商讨，运用所学词汇和句型，编写关于天气的对话。教师在旁听并提供指导，帮助学生正确表达。
3.展示与评价：各小组展示编写的对话，其他学生认真倾听，教师点评并给予鼓励性评价。
（二）过程与方法
在本章节的教学过程中，学生将通过以下方法提升学习能力：
1.采用任务型教学法，让学生在完成具体任务的过程中，运用所学知识进行交流和表达。
2.利用小组合作学习，培养学生的团队协作能力和口语表达能力。
3.通过听力训练，提高学生的英语听力技巧，如：预测、关键词捕捉、主旨大意把握等。
4.通过阅读天气预报文本，培养学生获取、整理、运用信息的能力。
4.培养学生的跨文化意识，了解不同国家的天气状况及其文化背景，拓宽国际视野。
5.培养学生的责任感和关爱他人意识，通过关注天气变化，关心家人和朋友的出行安全。
二、学情分析
针对本章节的教学内容，结合七年级学生的年龄特点和认知水平，进行以下学情分析：
1.在语言知识方面，学生已具备一定的英语基础，掌握了现在进行时态的基本用法，但部分学生在实际运用中仍存在困难，需要通过本节课的学习加以巩固和提高。
1.书面作业：
（1）请学生结合本节课所学的现在进行时，描述自己所在城市的天气状况，并编写一段对话，不少于五行。
（2）完成课后练习册中与本节课相关的习题，巩固所学知识。
（3）预习下一课的内容，提前熟悉相关的词汇和句型。
2.口语作业：
（1）学生与家长进行一次关于天气的英文对话，要求运用现在进行时描述天气状况，并尝试用已学的句型进行交流。
人教版英语七年级下册Unit 7 It's raining! SectionB 1a-1e教案
Unit7 Section B (1a-1e)一、Teaching aims：1. Language goals：1) students can use these words fluently：dry, cold, hot, warm, visit,spring ,summer,autumn,winter2) students can use these sentences fluently：①—How's it going?—Not too bad.②How’s the weather in spring/...? It’s rainy and warm.2. Emotion goals：Students can know the weather in different places in the world and learn to adjust the attitude to the study according to the weather.二、Teaching key and difficult point:1. Key point:：1) go on to learn the new words about weather,and use more words to describle the weather in four seasons and different places.2) Make phone calls to talk about their feelings, activities and weather2. Difficult points:1) How to improve students’ listening skills,2) Cultivate their listening and speaking skills.三、Teaching proceduresⅠ. Greetings and warm-up1, Talk about the weather, feelings:T: How’s the weather?S: It’s ...T: How’s your weekends going?S: ...2, Enjoy a weather song, sing togetherⅡ. ReviewDo a weather report: For exampleGood morning, ladies and gentleman!I’m from CCTV.Here is the weather forecast !Today is Wednesday.Cheng Du is…It’s rainy in Toronto.…..Thank you for listening.Have a nice day!Ⅲ. Lead-in and presentation1.Lead- in1, Show some pictures about four seasons on the big screen. Asking how’s the weather in the four seasons and Present the sentences and learn the new words : dry, cold, hot, warm ,cool.2, Pair work to practice them.2 Presentation1, Match the words with the pictures in 1a on page 401. ____ dry 3. ____ cool 5. ____ hot2. ____ cold 4. ____ warm2, Check the answers like this : (pair work)What’s the weather like in picture b/...?= How’s the weather in picture b/...?It’s warm/...3, Guessing gamesLet Ss look at the pictures and guess how the weather is. How’s the weather? It’s ...4, Listening practice1, listen and answer the two questions2, listen again to finish 1c, how are they going?3, listen again to finish 1d4, Check the answers like this : (pair work)A: How’s it going with Mary/...? B:...A:What’s she/he doing? B:...A:How’s the weather? B:...5, Pair work 1e (to practice the listening material on page 92) 6, Group workMake phone calls to your friends and talk about feelings,activities and weather.7, summary8, sing another weather song to over this class.。
Unit7It’srainingSectionB1a-1e教案人教版英语七年级下册
It’s raining Section B 1a1e教学设计一、教学内容人教版七年级下册第七单元It’s raining Section B 1a1e二、教学目标1、掌握描述天气的词汇（cold, cool, warm, hot, dry）；掌握询问天气的句型（How’s the weather?）、询问近况的句型（How’s it going?）、询问活动的句型（What are you doing?）。
2、能听懂有关天气、近况、活动的对话，并表达自己的情况。
3、通过同桌对话、小组情景活动，培养合作意识。
通过翻翻卡、连线、分类等小游戏，提高英语学习兴趣。
三、教学重、难点1、教学重点：识记描述天气的单词，掌握基本句型。
2、教学难点：区分对天气、近况、活动的提问。
四、教学过程Step 1 Warmingup环节目标：Watch a video to improve the students’ interests and help the students review the vocabulary related to the topic.观看视频，激发兴趣，激活已知。
教学内容：Watch a video, answer the following questions:①How is it going with Jason?②How is the weather in Beijing?③What is Jason doing now?通过全班作答，及时了解学生视频内容掌握情况。
媒体作用及设计意图：运用多媒体播放视频，激发学生学习兴趣，引入新课。
使用智慧课堂“全班作答”功能，让学生根据视频内容完成三个选择题。
教师可快速了解学生作答情况及每道题目正确率。
Step 2 Prelistening环节目标：Get students’ attention about the new words.识记新单词。
Unit7It'sraining!SectionB(1a～1e)教学设计人教版英语七年级下册(1)
品质
1.能够在各种语言实践活动中，通过听说读看写等训练，准确获取有关天气和人们正在做的事情方面的信息通过小组合作。
2.通过教学活动的开展，锻炼学生对相关话题的听说能力，进一步提升学生的创造性思维与实践性思维。提高实际生活中人与人沟通的能力。
文化
意识
1.能够拓宽视野，了解世界各地不同天气及人们进行的不同活动，感受地域差异，通过目标词汇和语言的学习。
3.T asks students to listen and repeat.
完成书本1c部分听力任务。
听录音并回答问题。
听录音并跟读。
培养听力技巧的使用。
发展学生的口语交际能力，能运用目标语言熟练度进行生活话题交流。
培养学生的语音语调意识。
Step 4
Postlistening
Pair work(1e)
1.Role－play a conversation between Mary and Eric.
2.Work in pairs.Make similar conversations about the weather，and role－play them in class.
3.Write a short passage about Mary and Eric according to the conversation.
Key phrases：have a party sound like
Key sentences：—How's it going? —Great！/Not bad./Terrible!
—How's the weather? —It's dry/warm/cold/hot.
—What are you doing? —I'm having a party./I'm visiting…
(说课稿)Unit__7_It’s_raining!SectionB1a-1e
Unit 7It’s raining!(说课稿)各位老师,大家好!我主要从以下五个方面来进行说课.一、教材分析1.教学内容:Unit7 It’s raining! Section B(1a-1e)这节课在本单元中起到承上启下的作用.2.教学目标：知识目标：⑴继续学习询问天气状况的句式。
⑵学习询问某人的近况或事情的进展。
⑶继续学习询问某人在做什么。
能力目标：能够听懂录音中的对话，并能分角色进行扮演，能够很好的完成group work情感目标：通过活动、游戏使学生对英语学习产生兴趣；让学生敢于、乐于开口，积极参与交流。
并让学生在学习的过程中，培养学生的合作意识和竞争意识。
3.教学重点a.掌握词汇及短语：dry, cold, warm, cool, hot, sound like, not badb.学会：“学习询问某人的近况或事情的进展”表达方式及回答A: How’s it go ing?B: Great/Pretty good/Just so-so/Not bad/Terrible.4.教学难点：a.词汇：dry, cold, warm, cool, hot,b. 重点句型：A: what are you doing?B: I am reading a book/ watching TV.A: How is the weather in…B：It’s sunny/raining/snowing/cloudy…A: How’s it go ing?B: Great/Pretty good/Just so-so/Not bad/Terrible.二、学情分析学生们通过第六单元和第七单元前两课时的学习已对现在进行时，询问天气，描述天气的词汇，和问候他人的用语有了基本的了解。
七年级学生表现欲强，好奇心强，我依据此特点安排了歌曲导入，游戏巩固等环节来进行教学活动。
三、说教法1、交际教学法。
课堂一开始我通过与学生的轻松对话引出本节课的主要知识点，旨在让学生将英语运于真实的交际场景中，激发他们的交际欲望，提高学习英语的兴趣。
人教版七年级英语下册Unit7It’sraining.SectionB1a1e教学设计
4.培养学生的跨文化意识，了解不同国家的天气特点，拓宽视野。
二、学情分析
针对本章节的教学内容，结合七年级学生的年龄特点和英语学习水平，进行以下学情分析：
1.学生年龄：七年级学生正处于青春期，好奇心强，对新鲜事物充满兴趣，有利于激发他们对天气话题的关注和学习。
-语法方面，强化学生对现在进行时结构（be +现在分词）的理解和应用。
2.难点：
-听力理解：学生对听力材料中快速、自然的语音语调可能感到理解上有难度，需要提高对真实语境中语言的理解能力。
-口语表达：学生在实际对话中可能难以流利、准确地使用现在进行时描述天气，需要加强口语练习和指导。
（二）教学设想
针对以上重难点，我设想以下教学策略和方法：
人教版七年级英语下册Unit7It’sraining.SectionB1a1e教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习人教版七年级英语下册Unit 7 “It’s raining”的Section B 1a-1e部分，掌握以下知识与技能：
1.掌握与天气相关的词汇，如：sunny, cloudy, windy, rainy, snowy等。
-鼓励学生大胆开口，通过模仿、小组讨论等方式，提高口语流利度和准确性。
-定期组织口语展示活动，给予学生充分的展示和反馈机会。
四、教学内容与过程
（一）导入新课
1.教学活动设计：
-利用多媒体播放一段关于天气的短视频，引导学生关注不同天气状况。
-视频结束后，邀请学生分享他们对视频中天气的观察和感受。
-通过提问方式，如：“What's the weather like today?”、“Can you describe the weather in the video?”等，激发学生的思维，导入新课。
人教版七年级英语下册Unit 7 It’s raining. Section B 1a-1e 教案
七年级英语(下)第7单元第3课时Unit 7 It’s raining.Section B (1a--1e)一、【教材分析】二、【教学流程】I. 复习热身Step I. Warming- up and revision1. Let’s enjoy a video about weather.2. Talk about the weather.3. Show some pictures. Ask and answer about the weatherand the activities in pairs.Ⅱ.感知体验Step II. Presentation1.T: Show some pictures on the big screen. Present somenew wordsand the pronunciation s.2.Read together3.Practice in pairs.Model:A: How’s the weather? B: It’s...4.Match the words with the pictures.(1a）5.Ask and answer questions about the weather in thepictures in 1a.(1b)6.Show pictures and work in pairs.Step III. Listening (1c-1d)1.Listen and write What Mary and Eric answer to How’sit going?Introduce:Mary (in Mexico）Eric (birthday) They are talking on the phone.2.Listen again and write the answers to What...and... Ⅲ.强化巩固Step IV. PairworkRole-play a conversation between Mary and Eric.Ask students to pay attention to the pronunciation,intonation and emotion.Step V. Have a challenge.Step VI. SummaryIV.总结反馈V.实践应用Ⅵ.作业布置三、【板书设计】。
unit7itsraining说课稿英文版
unit7itsraining说课稿英文版一、说教材Unit 7 "It's Raining" 在本课程中扮演着重要角色，它是英语学习过程中的一个关键环节，旨在帮助学生掌握描述天气状况的词汇和句型。
本文内容不仅涉及到基本的天气表达，还通过不同的场景和活动，促进了学生对英语的实际应用能力。
本文的作用和地位：- 作为天气话题的引入单元，承前启后，连接了前期学习的简单日常对话和后期将要学习的复杂天气描述。
- 通过本单元的学习，学生能够将英语语言运用到实际生活中，描述和讨论天气情况，提升语言的实际交际功能。
- 本文位于课程中段，有助于巩固学生已学的语言知识，同时为后续更深入的天气主题讨论打下基础。
主要内容：- 本单元的核心词汇包括：rain, sun, cloud, wind, snow, weather, sunny, cloudy, windy, rainy, snowy等。
- 主要句型有："It's raining.", "It's sunny today.", "What's the weather like?", "How's the weather?" 等。
- 文本通过对话和短文的形式，展示了不同天气情况下人们的活动及反应。
本单元的结构和内容安排，旨在帮助学生通过情境学习，理解并运用英语来描述周围世界的天气现象，培养他们的观察力和语言表达能力。
通过对本单元的学习，学生将能够更加自信地参与到天气话题的讨论之中。
四、说教法在教学Unit 7 "It's Raining" 时，我计划采用多种教学方法，以确保学生能够积极参与并有效掌握课程内容。
以下是我将采用的一些关键教学方法及其亮点：1. 启发法（Heuristic Approach）：- 我将通过提问引导学生思考，激发他们的好奇心和探究欲。
unit7it27sraining!sectionb1a-1e说课稿
Unit 7 It’s raining!Section B 1a-1e(Go for it Student s’ book Grade Seven)My topic is It’s raining the forth period (Section B 1a -1e), taken from Go for it , Students’ book , Grade Seven Unit 7. It is made up of five parts.Part 1 Analysis of teaching material1. Status and functionsThe title of this unit is It’s raining. The topic is about the weather. The main tense is the present progressive tense. After learning, the students can describe the weather and use the present progressive tense to talk about the events that happening now. Such topic is related to students’daily life, so it is helpful to raise learning interest of students and it will improve their spoken English.2. Knowledge goals1). Learn to use the following words: hot, cold, warm, cool, humid, dry.2). To master the key structures:“How’s the weather”, “How’s it going”, “What are you doing”3. Ability goals1).To develop Ss’ abilities of listening and speaking2).To train Ss’ abilities of working in pairs.3).To develop Ss’ abilities of communication by learning the useful structures4. Emotion goals1).Learn to care about others.5. Key points1).learn to talk about the things that are happening now2).Learn to talk about the weather using the new words6. Teaching difficult points1).Students can describe the weather.2).Talk about what people are doing according to other pictures or scenes.Part 2 Analysis of teaching methodsAccording to the modern perception theories and social intercourse teaching theories, I adopt Task-Based Teaching methods, Situation Approach and Game methods.First, Task-Based Teaching methods offers the Ss an opportunity to complete the listening tasks which can be both easy and difficult. It can help develop listening and speaking abilities. Second, Situation Approach, I will show some pictures about the situation related to the conversation in 1c. So that they can get a better understanding about the tapescripts.Third, using some games can make students be interested in this class. What’s more, I can make as many students as possible to take part in my class. They can also help to develop Ss’self-confidence.Part 3 Analysis of studying methodsLet the Ss study in a relaxed and agreeable atmosphere, Ss master the key vocabulary better by enjoying games. Enable the students study English language by communicating. Let the students understand the dialogue well by pair work. By team cooperation and team evaluation, studentswill get more positive experience in learning English.Part 4 Analysis of teaching ProcessIn order to realize the teaching process systematically, properly and efficiently, I divided the teaching process into six steps.Step1 Lead-in (1 minute)Enjoy a song: edelweissT: How’s the weather in the song What’s the weather like in the songSs: It’s snowy.T: Look at the temperature, it’s minus 4 degrees. So it’s very cold. Follow me, cold.Ss: Cold.Step2 Learn the new words (5 minutes)1 Show more pictures about the weather; teach the new words: dry, hot, warm, cool, cold.Because the new words in the lesson are easy, I add two new words: humid, foggy.T: How’s the weather in this pictureSs: It’s cloudy.T: Look at the temperature, it’s 25 degrees. So it’s very warm. Follow me, warm.Ss: Warm.T: …2 Consolidate the new words. First, I’ll ask the group-leader to teach the new words,It takes them 1 minute to read. Then give the students 1 minute to memorize the new words. Tell them that we’ll play a guessing game about the new words.3 Section B 1a Match the words with the pictures.4 Check their answers by working in pairs.S1: How’s the weather in picture aS2: It’s cold.Step3 Listening 1c and 1d. (18 minutes)1 Before-listening (3 minutes)T: Ok, boys and girls, do you like travelingSs: Yes!T: Now, follow me to travel around the world. Look at the picture,Where is it It’s Hawaii. How’s the weather in HawaiiSs: It’s sunny and hot!T: What are they doingSs: They are swimming.T: Good! Let’s travel another city. Look…Ss: …T: The last city, look, where is it It’s Mexico. My pen-pal Mary lives here,What is she doingSs: She is calling.T: Who is she calling Please look at the chart and guessSs: Eric.2 While-listening (10 miutes)T: You’re so clever. Why does Mary call to Eric How’s it going with Eric Let’slisten and find the answers.Ss: …T: Listen again. Write the answers to What are you doing and How’s the weather.Ss: …3 After-listening (5 minutes)T: Ok, boys and girls, you did a very good job. Now let’s listen and try to imitate the pronunciation and intonation, let’s see who is best!Ss: …T: Excellent! Boys and girls, please pay attention to these words.Step4 Pair work (12 minutess)Here are three tasks for different levels of students.1) Task1: Role play the conversation between Maria and Sam. In this step, I’ll ask some poorstudents to act out their dialogues, because it’s easy.2) Task2: Talk about the pictures. It’s a little difficult, so I’ll let some middling students todisplay.3) Task3: Make your own conversations. In this task, I create a real situation. Ask students to imagine that they have a pen-pal who lives in America. It’s difficult, because the students not only master the new words and structures but also use the knowledge of the past.T: Boys and girl, your pen-pal Ben wants to visit you, so he is calling you to talk about the trip, please make a conversation between you and Ben. Here are some questions can help you.1 How’s it going with you2 How’s the weather in YiBin3 What are you doing now4 How do I get your home5 What clothes do I need to wear6 ….T: I will give you 3 minutes to make your dialogue, try your best!Ss: …T: Time is up! Let’s see which pairs do best!Step 5 Exercise (2 mins)Alice: How is it goingBob : ______.Alice: ______ is the weather ______ in BeijingBob : It’s windy.Alice: What _____ you ______Bob : I am _______ books and _________TV at home.Step 6 Homework1. Write down the conversation you made in class with your partner.2. Remember the new wordsPart 5 Analysis of blackboard designIt is the supreme art of the teacher to awaken joy in creative expression and knowledge. There’s still a long way to go for me to achieve this. I will keep on learning; learn from books, my students and my workmates.Above are the lecture notes of my lesson. Thank you!。
unit 7 It27s raining!Section B1a-1e说课稿
Unit 7 It’s raining!Section B 1a-1e(Go for it Student s’ book Grade Seven)My topic is It’s raining the forth period (Section B 1a -1e), taken from Go for it , Students’ book , Grade Seven Unit 7. It is made up of five parts.Part 1 Analysis of teaching material1. Status and functionsThe title of this unit is It’s raining. The topic is about the weather. The main tense is the present progressive tense. After learning, the students can describe the weather and use the present progressive tense to talk about the events that happening now. Such topic is related to students’ daily life, so it is helpful to raise learning interest of students and it will improve their spoken English. 2. Knowledge goals1). Learn to use the following words: hot, cold, warm, cool, humid, dry.2). To master the key structures:“How’s the weather?”, “How’s it going?”, “What are you doing?”3. Ability goals1).To develop Ss’ abilities of listening and speaking2).To train Ss’ abilities of working in pairs.3).To develop Ss’ abilities of communication by learning the useful structures4. Emotion goals1).Learn to care about others.5. Key points1).learn to talk about the things that are happening now2).Learn to talk about the weather using the new words6. Teaching difficult points1).Students can describe the weather.2).Talk about what people are doing according to other pictures or scenes.Part 2 Analysis of teaching methodsAccording to the modern perception theories and social intercourse teaching theories, I adoptTask-Based Teaching methods, Situation Approach and Game methods.First, Task-Based Teaching methods offers the Ss an opportunity to complete the listening tasks which can be both easy and difficult. It can help develop listening and speaking abilities.Second, Situation Approach, I will show some pictures about the situation related to the conversation in 1c. So that they can get a better understanding about the tapescripts.Third, using some games can make students be interested in this class. What’s more, I can make as many students as possible to take part in my class. They can also help to develop Ss’ self-confidence.Part 3 Analysis of studying methodsLet the Ss study in a relaxed and agreeable atmosphere, Ss master the key vocabulary better by enjoying games. Enable the students study English language by communicating. Let the students understand the dialogue well by pair work. By team cooperation and team evaluation, students will get more positive experience in learning English.Part 4 Analysis of teaching ProcessIn order to realize the teaching process systematically, properly and efficiently, I divided the teaching process into six steps.Step1 Lead-in (1 minute)Enjoy a song: edelweissT: How’s the weather in the song? What’s the weather like in the song?Ss: It’s snowy.T: Look at the temperature, it’s minus 4 degrees. So it’s very cold. Follow me, cold.Ss: Cold.Step2 Learn the new words (5 minutes)1 Show more pictures about the weather; teach the new words: dry, hot, warm, cool,cold. Because the new words in the lesson are easy, I add two new words: humid, foggy.T: How’s the weather in this picture?Ss: It’s cloudy.T: Look at the temperature, it’s 25 degrees. So it’s very warm. Follow me, warm.Ss: Warm.T: …2 Consolidate the new words. First, I’ll ask the group-leader to teach the new words,It takes them 1 minute to read. Then give the students 1 minute to memorize the new words. Tell them that we’ll play a guessing game about the new words.3 Section B 1a Match the words with the pictures.4 Check their answers by working in pairs.S1: How’s the weather in picture a?S2: It’s cold.Step3 Listening 1c and 1d. (18 minutes)1 Before-listening (3 minutes)T: Ok, boys and girls, do you like traveling?Ss: Yes!T: Now, follow me to travel around the world. Look at the picture, Where is it? It’s Hawaii. How’s the weather in Hawaii?Ss: It’s sunny and hot!T: What are they doing?Ss: They are swimming.T: Good! Let’s travel another city. Look…Ss: …T: The last city, look, where is it? It’s Mexico. My pen-pal Mary lives here, What is she doing?Ss: She is calling.T: Who is she calling? Please look at the chart and guess?Ss: Eric.2 While-listening (10 miutes)T: You’re so clever. Why does Mary call to Eric? How’s it going with Eric? Let’slisten and find the answers.Ss: …T: Listen again. Write the answers to What are you doing and How’s the weather.Ss: …3 After-listening (5 minutes)T: Ok, boys and girls, you did a very good job. Now let’s listen and try to imitate the pronunciation and intonation, let’s see who is best!Ss: …T: Excellent! Boys and girls, please pay attention to these words.Step4 Pair work (12 minutess)Here are three tasks for different levels of students.1) Task1: Role play the conversation between Maria and Sam. In this step, I’llask some poor students to act out their dialogues, because it’s easy.2) Task2: Talk about the pictures. It’s a little difficult, so I’ll let somemiddling students to display.3) Task3: Make your own conversations. In this task, I create a real situation. Ask students to imagine that they have a pen-pal who lives in America. It’s difficult, because the students not only master the new words and structures but also use the knowledge of the past.T: Boys and girl, your pen-pal Ben wants to visit you, so he is calling you to talk about the trip, please make a conversation between you and Ben. Here are some questions can help you.1 How’s it going with you?2 How’s the weather in YiBin ?3 What are you doing now?4 How do I get your home?5 What clothes do I need to wear?6 ….T: I will give you 3 minutes to make your dialogue, try your best!Ss: …T: Time is up! Let’s see which pairs do best!Step 5 Exercise (2 mins)Alice: How is it going?Bob : ______.Alice: ______ is the weather ______ in Beijing?Bob : It’s windy.Alice: What _____ you ______ ?Bob : I am _______ books and _________TV at home.Step 6 Homework1. Write down the conversation you made in class with your partner.2. Remember the new wordsPart 5 Analysis of blackboard designIt is the supreme art of the teacher to awaken joy in creative expression and knowledge. There’s still a long way to go for me to achieve this. I will keep on learning; learn from books, my students and my workmates.Above are the lecture notes of my lesson. Thank you!。