七年級新目標(biāo)下Unit 6 It‘s raining教案

Unit 6 It’s raining. I． Teaching objectives 單元教學(xué)目標(biāo) Skill Focus 聽 Listen to people talking about the weather and activities they are doing 說 Talk about the weather and what people are doing 讀 Read about a report about what people are doing 寫 Describe the weather; describe what people are doing Language Focus 語音 Ask the students to pay attention to the stress of the place names, such as Boston, Toronto, Moscow. 功能句式 Talk about what people are doing —What are you doing? —I’m watching TV. —What’s he / she doing? —He / She is playing basketball —What are they doing? —They’re studying. Jeff is playing computer games. Talk about the weather —How’s the weather? —It’s raining / windy / cloudy. —What’s the weather like? —It’s snowing. Talk about the feelings —How is it going? —Great / Not bad. / Terrible. / Pretty good. 詞匯 1. 重點(diǎn)詞匯 rain, windy, cloudy, sunny, snow, weather, cook, study, bad, terrible, pretty, cold, cool, hot, warm, lying, beach, group, surprised, heat, relaxed, winter, scarf, everyone, man, like 2. 認(rèn)讀詞匯 Moscow, Boston, how’s = how is, humid, vacation 3. 短語 play computer games, play basketball, watch TV, thank sb for sth / doing sth, on vacation, lying on the beach, play beach volleyball 語法 Present progressive tense be + -ing how questions How’s the weather? How’s it going? Yes / No questions and short answers Is Aunt Sarah there? Yes, she is. Is she watching TV? No, she isn’t. 話題 Weather and activities people are doing II. Teaching materials analyzing and rearranging 教材分析和重組 1. 教材分析 本單元以weather為話題，共設(shè)計(jì)了三個部分的內(nèi)容。旨在通過單元教學(xué)使學(xué)生掌握一些表示天氣狀況、人物活動及心情的詞匯并能詢問、描述天氣狀況，描述正在實(shí)行的活動，描述人物的心情或感受；進(jìn)一步學(xué)習(xí)現(xiàn)在實(shí)行時的用法。 Section A 部分共設(shè)計(jì)了9個任務(wù)型活動。1a要求學(xué)生讀圖后將所給表天氣的單詞與相對應(yīng)圖片配對，從而學(xué)習(xí)raining, snowing, windy, cloudy等表示天氣狀況的詞， 為下面將要實(shí)行的聽力訓(xùn)練準(zhǔn)備充足的語言材料；1b要求學(xué)生聽錄音并根據(jù)所獲信息將所給表示地點(diǎn)名稱的詞填入相對應(yīng)的圖中，一方面學(xué)習(xí)這些表示城市名稱的詞，另一方面也為下一步的 pairwork練習(xí)做好鋪墊；1c要求學(xué)生在教師指導(dǎo)下，以pairwork的形式口頭練習(xí)圖片中句型，初步掌握詢問天氣狀況的方法；2a要求學(xué)生聽錄音后根據(jù)錄音中對人物活動的描述將所給圖片標(biāo)號排序，從聽入手學(xué)習(xí)現(xiàn)在實(shí)行時的用法；2b要求學(xué)生聽錄音并根據(jù)錄音將人物及其活動配對，為下一步的pairwork準(zhǔn)備充足的語言材料；2c要求學(xué)生針對圖畫內(nèi)容，談?wù)搱D畫中人物的活動，進(jìn)一步練習(xí)現(xiàn)在進(jìn)行時的用法；3a要求學(xué)生掌握一些表示人物心情或感受的詞匯，并與相應(yīng)的圖片配對，學(xué)習(xí)不同心情、感受的表達(dá)法；3b要求學(xué)生以pairwork的形式訓(xùn)練“詢問天氣及感受”的句型；4要求學(xué)生以游戲活動的形式描述補(bǔ)充材料（P84與P86）圖片中人物在不同條件下的不同活動。 Section B部分共設(shè)計(jì)了9個任務(wù)型活動。1a要求學(xué)生將所給詞匯與相應(yīng)圖片配對，學(xué)習(xí)cold， warm, cool, humid, hot等描述天氣狀況的詞匯；1b要求學(xué)生談?wù)撋鲜鰣D片中描述的天氣狀況；2a要求學(xué)生聽一段Maria與Sam談?wù)撎鞖鉅顩r、家人活動與心情感受的電話交談錄音，填寫有關(guān)錄音中人物心情的表格；2b要求學(xué)生聽錄音并完成表格中關(guān)于天氣狀況及人物活動的內(nèi)容；2c要求學(xué)生以pairwork形式分角色進(jìn)行表演活動，練習(xí)Maria與Sam電話中的對話內(nèi)容；3a要求學(xué)生閱讀Yuan Yuan為CCTV’s Around The World所提供的一篇有關(guān)人們（在澳大利亞度假時）正在進(jìn)行的活動的報(bào)道，并圈出或劃出文中描述天氣狀況和人物活動的詞匯；3b要求學(xué)生根據(jù)圖片所供情景完成一篇描述天氣狀況和人們正在進(jìn)行的活動的短文；3c要求學(xué)生為CCTV’s Around China show寫一篇介紹自己家鄉(xiāng)天氣狀況以及人們正在進(jìn)行的活動的報(bào)道；4要求調(diào)查班內(nèi)同學(xué)在不同天氣狀況下所做的活動，并將調(diào)查結(jié)果羅列出來。 Self Check部分共設(shè)計(jì)了3項(xiàng)任務(wù)。1要求學(xué)生辨認(rèn)并復(fù)習(xí)所學(xué)表示天氣狀況的詞匯；2要求學(xué)生在自己的詞匯表中添加五個表示天氣狀況的新詞匯；3要求學(xué)生根據(jù)圖畫中所示內(nèi)容即Yuan Yuan from CCTV在五個不同的地方對不同天氣條件下當(dāng)?shù)氐娜藗冋谶M(jìn)行的活動的采訪，完成有關(guān)天氣狀況及人們正在進(jìn)行的活動的表格。 Grammar Focus部分歸納學(xué)習(xí)表示天氣狀況、人物心情或感受以及現(xiàn)在進(jìn)行時的用法。 Just for Fun!以卡通形式復(fù)習(xí)“天氣、人物活動與心情”的相關(guān)表達(dá)。 2． 教材重組 將Section A中1a, 1b, 1c部分設(shè)計(jì)為一節(jié)“聽說課（I）”。 將Section A中2a, 2b, 2c部分設(shè)計(jì)為一節(jié)“聽說課（II）”。 將Section A中3a, 3b, 4部分設(shè)計(jì)為一節(jié)“綜合技能課”。 將SectionＢ中1a, 1b, 2a，2b, 2c部分設(shè)計(jì)為一節(jié)“聽說課（III）”。 將SectionＢ中3a, 3b, 3c, 4部分設(shè)計(jì)為一節(jié)“閱讀和寫作課”。 將Self Check部分設(shè)計(jì)為一節(jié)“自我評價(jià)課”。 Ⅲ. Class types and periods 課型設(shè)計(jì)與課時分配 Period 1 Listening and speaking (I) Period 2 Listening and speaking (II) Period 3 Integrating skills Period 4 Listening and speaking (III) Period 5 Reading and writing Period 6 Self check Ⅳ. Teaching plans for each period 分課時教案 Period 1 Listening and speaking (I) Target language目標(biāo)語言 1. Words & phrases 生詞和短語 rain, windy, cloudy, sunny, snow, weather, Moscow, Boston 2. Key sentences重點(diǎn)句子 —How’s the weather in Beijing? —It’s sunny. Ability goals能力目標(biāo) Enable the students to talk about the weather. Learning ability goals學(xué)能目標(biāo) Help the students learn how to talk about the weather. Teaching important / difficult points教學(xué)重難點(diǎn) How to talk about the weather. Teaching aids教具準(zhǔn)備 A tape recorder and some pictures. Teaching procedures and ways教學(xué)過程與方式 Step Ⅰ Warming up Talk about the weather. T: Do you often watch the weather report on TV? We know in different places there is different weather. In the same place, there is different weather in different seasons. This class we will learn something about the weather and the activities that people are doing. Please look at the following pictures and answer the question: How is the weather in the pictures? Show the pictures to the students one by one and let them say, then write down the new words. S1: In Picture 1 it’s rainy. S2: In Picture 2 it’s cloudy. S3: But in Picture 3 it’s windy. S4: I think it’s sunny in Picture 4. ... Then show the following. T: Good! Now read after me the following words: rain-rainy-raining, wind-windy, cloud-cloudy, sun-sunny, snow-snowy-snowing Step Ⅱ Talking about the picture (1a) 1. Ask the students to talk about the picture in 1a. T: Can you find two boys in the picture? What are they doing? S: Yes. They are making a telephone call. T: What are they talking about? S: I think they are talking about the weather. T: Good. Are the two boys in the same place? S: No, they aren’t. T: Now please look at the picture in 1a on page 31. How is the weather in Picture a? S1: It’s rainy. / It’s raining. T: How is the weather in Picture b? S2: It’s sunny. T: What about Picture c? How is the weather? S3: In Picture c: It’s snowy. / It’s snowing. T: How about Picture d? How is the weather? S4: In Picture d I can see some clouds in the sky. It’s cloudy. T: Then Picture e? How is the weather? S5: In Picture e, I can see the wind. It’s windy. ... 2. Ask the students to read the numbered words and match them with the right pictures. Check the answers. Step Ⅲ Listening (1b) 1. Listen and write T: Now we’ll listen to four conversations about the weather in a few cities and you’ll have to write these city names in the boxes above. First please listen and pay attention to the names of these cities. Play the recording. Ask the students to repeat these city names after the recording. Then ask the students to listen to the recording again and write the city names in the box. 2. Listen and repeat Play the tape again and ask the students to read the conversations after the recording. The students in the first row read after Tom in the recording, the rest “Peter”. S1: (Read after Tom) Hey, Peter. Happy New Year! S2: (Read after Peter) Happy New Year, Tom! ... Go on practicing in other ways. 3. Check the answers by asking the students the following questions. T: Now answer my questions: Where’s Tom / Peter / Aunt Sally / the girl / Uncle Bill? S1: In Boston / Shanghai / Moscow / Beijing / Toronto. T: How’s the weather there? S1: It’s windy / cloudy / snowing / sunny / raining. Step Ⅳ Pairwork (1c) 1. Ask the students to tell how the weather is in each picture. T: Great! Now you can look at the picture and tell me the weather in each city. For example: In Picture a. It’s in Toronto. It’s raining. Sample sentences: S2: In Picture b. It’s in Beijing. It’s sunny. S3: In Picture c. It’s in Moscow. It’s snowing. S4: In Picture d. It’s in Shanghai. It’s cloudy. S5: In Picture e. It’s in Boston. It’s windy. 2. Ask the students to listen to the recording once again and make conversations in pairs. T: You are in one of the places in the picture above. Listen to the recording again and make your own conversations talking about the weather. Sample conversations: 1) S1: How is the weather in Beijing? S2: It’s sunny. 2) S1: How is the weather in Toronto? S2: It’s raining. 3) S1: How is the weather in Moscow? S2: It’s snowing. 4) S1: How is the weather in Boston? S2: It’s windy. 5) S1: How is the weather in Shanghai? S2: It’s cloudy. 3. Further practice: Ask the students to go on practicing the conversations. (See Teaching resources Ⅳ) Show the following. A: How is the weather in Shanghai / in Beijing / in Dalian / in Moscow? B: It’s cloudy / sunny / windy / snowing / raining. A sample conversation: S1: How is the weather today / in Beijing / Shanghai / Dalian / your hometown? S2: It’s sunny / rainy / cloudy / snowy / windy. ... Or ask the students to do Exercise 1 in the workbook. Step Ⅴ　Homework Ask the students to do the following. 1. Learn the words in this unit by heart. 2. Please listen to the weather report on TV at seven thirty in the evening. Period 2 Listening and speaking (II) Target language目標(biāo)語言 1. Words & phrases 生詞和短語 cook, study, how’s=how is 2. Key sentences重點(diǎn)句子 —How’s the weather? —It’s raining. —What are you doing? —I’m watching TV. —What are they doing? —They’re studying. —What’s he / she doing? —He / She is playing basketball. Ability goals能力目標(biāo) Enable the students to talk about the weather and the activities that people are doing. Learning ability goals學(xué)能目標(biāo) Help the students learn how to talk about the weather and the activities that people are doing. Teaching important / difficult points教學(xué)重難點(diǎn) How to talk about the weather and the activities that people are doing. Teaching aids教具準(zhǔn)備 A tape recorder and some pictures about the weather. Teaching procedures and ways教學(xué)過程與方式 Step I Revision Talk with the students about the weather. T: Hi! Everyone. This class we will go on learning something about the weather and the activities that people are doing. Now please answer the following question: How is the weather today according to the weather report yesterday evening? S: It’s sunny / windy / cloudy ... T: How is the weather in Beijing? S1: It’s sunny / windy / cloudy ... T: How about Shanghai? S1: It’s raining / snowing ... Ask as many students the similar questions as possible and write the words about weather on the blackboard. Then ask the students to read them repeatedly. StepⅡ Free talk and lead-in Show the following pictures. Talk with the students about the weather and the activities that people are doing. T: Please look at the pictures and answer the following questions: How is the weather in Picture 1? S: I think it’s sunny. T: What is the boy doing? S: He is playing football. T: So we can say it is sunny in Picture 1. The boy is playing football. Now can you say something about Picture 2 and Picture 3 like this? S1: In Picture 2 it is raining. The man is walking with an umbrella. S2: In Picture 3 it is cloudy. The woman is sitting in a chair. T: Good! Now please look at the pictures and answer the question: What are they doing? Show or draw the pictures on the blackboard, and let the students practice more. S3: In Picture 4, he is doing his homework. In Picture 5, they are playing basketball. And in the rest pictures: He is riding a bike. She is cooking. They are having a class. He is putting on his clothes. He is thinking. T: Great! What’s your mother doing now? Do you know? S4: I think she is working on the farm. T: What’s your father doing? S5: I think he’s working in a factory. ... T: Well done. Now open your books and turn to page 32. Look at the pictures in 2a. Please tell me what they are doing in turns. S6: The boy is talking on the phone. S7: The woman is cooking. S8: The boy is talking on the phone, too. S9: The girl is watching TV. S10: The boy is playing computer games. S11: The boy is playing basketball. StepⅢ Listening (2a, 2b) 1. Ask the students to listen to the recording and number the pictures according to the tape. T: Now listen to a recording about a telephone conversation. You’ll number [1-4] the pictures as you hear them. Play the recording and check the answers. If the students can’t understand well, play again. 2. Ask the students to listen again and match the names with the activities. T: Look at 2b. Read through the names and activities listed. Listen to the recording again. This time, please match the names with the activities. Play the recording and then check the answers. 3. Ask the students to listen to and repeat the conversation after the recording. StepⅣ Pairwork (2c) 1. Substitution drills: Ask the students to make conversations in pairs. Show the following. Ask the students to ask and answer in pairs about the people. —What is Jeff / your father / the worker / his sister / Grandpa doing? —He / She is playing basketball / playing computer games / watching TV / cooking / watering the flowers / cleaning the house / writing / reading / listening to music ... Sample conversations: 1) S1: What’s Jeff doing? S2: He is playing computer games. 2) S1: What’s your sister doing? S2: She’s watching TV. 3) S1: What’s the teacher doing? S2: She’s cooking. ... 2. Ask and answer freely T: Good. Now you can ask and answer freely. You can use the pictures on the blackboard. You can also talk about what your classmates are doing. For example: (1) What is Li Lei doing? He is reading English. (2) What is your brother doing? I think he is working. Sample conversations: 1) S1: What are you doing? S2: I’m learning English. 2) S3: What’s our English teacher doing? S4: He / She is standing. 3) S5: What’re they doing? S6: They’re having an English class. ... Step V Grammar 1. Ask the students to read the sentences in the grammar box. 2. Help the students sum up how to adding to verbs. Show the following. 動詞現(xiàn)在分詞的構(gòu)成 詞尾形式 變化規(guī)則 舉 例 一般情況 直接加-ing work-working do-doing play-playing read-reading 以不發(fā)音的e結(jié)尾 去e加-ing live-living write-writing come-coming have-having 以重讀閉音節(jié)或r音節(jié)結(jié)尾，末尾只有一個輔音字母 雙寫詞尾的輔音字母再加-ing put-putting sit-sitting stop-stopping prefer-preferring 以ie結(jié)尾 改ie為y再加-ing die-dying lie-lying tie-tying 巧學(xué)妙記 現(xiàn)在分詞構(gòu)成歌訣 現(xiàn)在分詞用途多， 進(jìn)行時態(tài)不可缺。 它的構(gòu)成很好記，動詞后綴-ing。 詞尾若有啞音e，去e再加沒問題。 一輔重讀閉音節(jié)，這個字母要雙寫。 還有一點(diǎn)要注意，改ie為y再加-ing。 Step Ⅵ Practice 1. Fill in the blanks with the right form of the given verbs. 1) Listen! The children ______(sing) an English song over there. 2) Look! The girl ______(play) tennis on the playground. 3) What ______ you______(do) when your mother comes home. 4) — ______the boy ______(put) on his coat? —Yes, he is. 5) Now they ______(make) some cakes in the kitchen. 6) —What are your parents doing? —They ______(work) on the farm. 2. Do Ex 2 in workbook. Step Ⅶ Homework 1. Ask the students to make a dialogue in pairs after class. 2. Ask the students to do Exercise 4. in workbook. Period 3 Integrating skills Target language目標(biāo)語言 1. Words & phrases 生詞和短語 bad, terrible, pretty 2. Key sentences重點(diǎn)句子 How’s it going? Great!/ Not bad. Ability goals能力目標(biāo) Enable the students to talk about feelings about different things. Learning ability goals學(xué)能目標(biāo) Help the students learn how to talk about feelings about different things. Teaching important points教學(xué)重點(diǎn) How to talk about feelings about different things. Teaching difficult points教學(xué)難點(diǎn) Learn to use How is it going? structure. Teaching aids教具準(zhǔn)備 Pictures of weather and people. Teaching procedures and ways教學(xué)過程與方式 Step I Revision Talk about the weather and activities. T: Hello, everyone! It’s a nice day, isn’t it? And it’s very nice to see you again in such a new day. I have some pictures here. Look! How is the weather in these pictures? Show the pictures. T: How’s the weather in Picture 1? S1: It’s rainy. T: What is the boy doing? S2: He is running. / He is running to school. T: Great! Now please talk about the weather and what the people are doing in other pictures. Sample dialogues: 1. S1: How is the weather in Picture 2? S2: It’s sunny. S1: What are they doing? S2: They are cleaning the classroom. 2. S1: How is the weather in Picture 3? S2: It’s cloudy. S1: What’s the girl doing? S2: I think she is playing computer games. ... Give the students more chances to practise. T: Good. Can you write some words about the weather and the activities that the students do in the pictures? Please write! For example: Weather activities rainy running sunny cleaning the classroom cloudy playing the computer snowy putting on more clothes windy closing the window Then check the answers. T: Please look at the pictures on the blackboard and make some sentences with the words. For example: It’s sunny. He is running. Sample Sentences: S1: It’s sunny. They are doing some cleaning. S2: It’s cloudy. She is playing computer games. S3: It’s snowy. He is putting on his coat. S4: It’s windy. She is closing the window. Step Ⅱ Lead-in T: Look at the picture. How’s the weather in the picture? Show the picture. Ss: It’s raining / rainy. T: How is the boy? Why? Ss: He is unhappy. Because he can’t play football. T: How’s the farmer? Why? Ss: He is happy. Because it’s good for crops. T: How do you feel / How is it going when it’s raining? Help the students express their feelings with the words: great, terrible, good, pretty good. not bad. S1: I’m terrible / not bad because I can’t play outside. S2: I’m great / pretty good because I think rain can make air clean. ... Step Ⅲ Reading and speaking (3a, 3b) 1. Talk about feelings. T: Good. We know in different weather, people have different feelings. Now look at these faces. Suppose these are your feelings in different weather. How is it going in each picture? Help to answer and say. Sample sentences: S1: It’s great. S2: It’s pretty good. S3: It is not bad. S4: It is terrible. Write down the words below each picture and read them. 2. Ask and answer T: OK! Please look at the pictures. You can ask and answer in pairs in this way: —How is it going in Picture 1？ —It’s great. Sample dialogues: 1) S1: How is it going in Picture 2? S2: It’s pretty good. 2) S3: How is it going in picture 3? S4: It is not bad. 3) S5: How is it going in picture 4? S6: It is terrible. 3. Match the words and the faces in the box T: Great. Now open your books and turn to page 33. Please look at 3a. Read the given words, then match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase. Check the answers. 4. Ask the students to make conversations T: Look at the pictures in 3b. First read the dialogue and then work in pairs and talk about the pictures. A sample dialogue: S1: Hello, Li Dong / Mingming / Zhang Qin / Jim? This is Wang Hai / Lingling / Batty. S2: Oh, hi, Wang Hai / Lingling / Batty. How’s it going? S1: Pretty good / Terrible / Great / Not bad. S2: How’s the weather there? S1: It’s sunny / windy / cloudy ... Step Ⅳ Discussion 1. Ask the students to read the sentences in 4 first. T: Now work in pairs again. One student looks at the picture on page 84 and the other looks at the picture on page 86. Please don’t look at your partner’s picture. For example: S1: In my picture it’s sunny. Rick is swimming. S2: In my picture it’s raining. He is playing computer games. Sample dialogues: 1) S1: In my picture it’s sunny. Nancy is playing soccer ball with Aunt Betty. S2: In my picture it’s raining. She’s reading a book. 2) S1: In my picture it’s sunny. Uncle Ed is sleeping. S2: In my picture it’s raining. He’s cooking. 3) S1: In my picture it’s sunny. Aunt Betty is playing football with Nancy. S2: In my picture it’s raining. She is watching TV. 2. Ask the students to write something about the pictures. T: Very good. But can you write some sentences about the pictures? Now please write some sentences about the pictures. You can write like this: Show the following. In one picture it’s sunny and in the other it’s raining. In one picture Rick is swimming and in the other he’s playing computer games ... Ask two students to write on the blackboard. Check the answers. A sample version: In one picture it’s sunny and in other it’s raining. In one picture Rick is swimming and in the other he’s playing computer games. In one picture, Aunt Betty is playing soccer an