人教版七年级英语下册全套教案.docx
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人教版七年级英语下册全套教案
Unit7It’sraining
主备人:
刘雪红辅备人:
教材分析：
本单元的中心话题诗谈论天气。
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，学会准确的表达自己对某中天气的喜好并说明原因，学会坐天气预报，学会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的能力。
教学目标：
知识目标
A学习重点词汇：
raining,sunny,cloudy,snowing,windy,hot,cool,warm,humid和部分现在分词。
B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。
C学会描述人们在各种天气里的感受。
能力目标
A学会谈论自己对不同天气的喜好及原因
B学会叙述在不同天气里所做的事情。
C学会通过询问天气展开话题，提高与人的交流的能力。
情感目标
通过实践让学生体验在生活中运用英语的乐趣，并通过小组活动谈论彼此的观点。
通过展示个人的特长，培养学生互相合作、互相学习的团队精神。
教学重难点
重点
A学习并掌握词汇：
raining,sunny,cloudy,snowing,windy,hot,cool,warm,humid.
B熟练掌握现在进行时的用法。
C学会表达对不同天气的不同态度及原因。
难点
学会描述人们在不同天气里所做的各种活动。
课时安排：
第一课时SectionA1a—1c
第二课时SectionA2a—1c
第三课时SectionB1a—2c
第四课时SectionB3a—SelfCheck
TheFirstPeriod
课前准备：
教师：
准备世界地图、表格及天气预报录音带
学生：
了解一些天气知识
教学设计：
Step1.Newwords.
1.Presentthenewwords.
T:
Let’slookatthepictures.
（showstudentstheblackboarddrawingofasunnyday）
T:
what’sthis?
S:
It’sthesun.
T:
Wecansay,“It’ssunnytoday.”Readafterme,“sunny,s-u-n-n-y,sunny.”
Ss:
s-u-n-n-ysunny.
（Showstudentstheblackboarddrawingofarainyday.）
T:
What’sthis?
S:
It’srain.
T:
Wecansay“It’srainytoday.”Readafterme,“rainy,r-a-i-n-yrainy”
Ss:
r-a-i-n-yrainy
（Teachtheotherwords,suchas“snowy,windy,cloudy”inthesameway.）
T:
Let’slookatallthepictures.（Showstudentsalltheblackboarddrawings.）
T:
Thesewordsareaboutweather,Readafterme,“weather,w-e-a-t-h-e-rweather”.
Ss:
w-e-a-t-h-e-rweather.
2.Practicethenewwords.
利用图画和游戏练习单词。
T:
let’splayagame.Guesstheweather.（Asktwostudentstocometothefront.Onepointsatthepictureontheblackboard,theotherfacesthestudentsandguessestheweatherwiththedrill“Isit….?
”
Sa:
Isitsunny?
Ss:
No.
Sa:
Isitsnowy?
Ss:
Yes,it’ssnowy.
（Askmorestudentstopractice.）
Step2.Newdrills.
1.Presentthenewdrills“Howistheweather?
It’s…”.
T:
Lookatthepicturesandanswermyquestions.
（Showstudentsthepictureofasunnyday.）
T:
Howistheweather:
S1:
Sunny.
T:
Yes,it’ssunny.Howistheweather?
S2:
It’ssnowy.
T:
“Howistheweather?
”inanotherwaywecansay,“What’stheweatherlike?
”
利用简笔画创设情景，导入新课，并在情境中学习新单词。
（Askanotherfourstudentstopractice,andthenwritedownthedrills“Howistheweather?
”,What’stheweatherlike?
”ontheblackboard）
2.Practicethedrills.
T:
Let’sdochaindrilllikethis.
Sa:
Howistheweather?
（Theteacherpointsatthe“rainy”picture.）
Sb:
It’srainy.Howistheweather?
”
（Theteacherpointsatthe“snowy”picture.）
Sc:
It’ssnowy.
（Thenasksomemorestudentstopractice.）
3.Do1a.
T:
Let’slookat1a,matchthewordswiththepictures.（Askstudentstomatchthewordswiththepictures.）
T:
Checktheanswer.
Step3.Listening.
1.Presentthenewdrill“Howistheweatherin…?
”
（ShowstudentsapictureofNewYork.Theweatherissunny.）
T:
Canyoutellthenameofthecity?
S1:
Yes.It’sNewYork.
T:
How’stheweatherinNewYork?
S2:
It’ssunny.
（Showstudentsthepicturesoftheothercitieslike“Tokyo,Paris,London”,andthenpracticethedrill“Howistheweatherin…?
/What’stheweatherlikein…?
”.）
S1:
What’stheweatherlikeinLondon?
S2:
It’s…
（Asksomepairstopracticelikethis.）
2.Do1b.
（Showstudentsthepicturesofthesecities,“Beijing,Moscow,Toronto,Boston,Shanghai”.）
T:
Pleaselookatthesepictures.Canyoutellmethenamesofthen?
Ss:
TheyareBeijing,Shanghai…
T:
ThisisMoscow.Readafterme,“Mosow”
Ss:
Moscow.
（Teachtheotherwords,“Toronto,Boston”inthesameway.）
T:
Nowlet’slookat1b,listenandwritethesecitynamesintheboxedabove.
（Playtherecordingandthenchecktheanswersbyaskingstudentstomakeconversations.）
S1:
What’stheweatherlikeinBeijing?
S2:
It’ssunny.
S1:
How’stheweatherinToronto?
S2:
…
T:
Workinpairs.
3.Practicethedrill.
Askandanswerlikethemodel.
Model:
A:
How’stheweatherinMoscow?
B:
It’s…How’stheweatherinToronto?
A:
It’s…
（Asktwomorepairstopractice.）
T:
Nowworkinpairsandfillinthechart.
（OnestudenthasChartAandtheotherhasChartB.）
ChartAHow’stheweatherin…?
City
NewYork
London
Weather
windcloudy
sunny
ChartBHow’stheweatherin…?
City
Tokyo
Paris
Weather
snowycloudy
rainywindy
4.Listeningpractice.
T:
Nowlet’slookat1b,listenandwritethesecitynamesintheboxesabove.
（Playtherecordingandthenchecktheanswers.）
Step4.Task
T:
Nowworkingroupsofsix.Let’slistentotheweatherreport,trytowritedownthedifferentweatherinsixcities.Atlast,havetheweatherreport.
（Theteacherplaystherecordingforstudents.）
1.Studentslistentotheweatherreportandwritethedifferentweatherinsixcities.
2.Somestudentsdrawtheweathersignsonthemapandonestudenthasaweatherreport..
3.Askstudentstohavetheweatherreportandchoosewhichgroupisthebestandwhoisthebestweatherreporter.
T:
Readthemodelbelowandreportlikethis.
Goodmorning,ladiesandgentlemen.Hereistheweatherreport.TodayisThursday!
Beijingissunny.Shanghaiiscloudyandwindy.Guangzhouisrainy.Thisistoday’sweatherreport.Thankyouforlisteningtoourweatherreport.
Step5.Homework.
1）Makeasurveyabouttheweatheryou,yourfatherandmotherlike.
Sunny
Cloudy
Windy
Rainy
Snowy
Yourself
Father
Mother
2）Eachstudentlistenstotheweatherreporttomorrowandthenwritesdownmorethanfourcities’sweather.
City
Weather
TheSecondPeriod
课题准备：
教师：
准备表格及与天气有关的图画，照片
学生：
查找自己所喜欢城市的天气，调查不同天气里人们喜欢做的活动，准备一张自己最好的朋友的照片。
教学设计：
Step1.Revision.
1.Reviewthedrills.
T:
Pleasetakeoutyourhomework.Askandansweraccordingtoyoursurveyusingthedrill“How’stheweatherin…?
”
City
Weather
（Eachstudenthasthechartinhisorherhand.Thefourstudentstaketurnstoaskeachotherandfillinthechart.Theneachgroupcanchooseonetoreportit.）
T:
Whocangiveusareport?
S1:
Ican.Beijingiscloudy.Shanghaiissunny.
（Askthreeorfourstudentstoreport.）
Step2.Newlesson
1.Presentation.
（Showstudentsapictureinwhichthereisaboyswimmingandtheweatherissunny.）
T:
Pleaselookatthepicture.Howistheweather?
S1:
It’ssunny.
T:
Look!
What’stheboydoing?
S1:
Heisswimming.
（Showstudentssomeotherpictureslikethis,andthenaskstudentstopracticeaskingandansweringquestions.）
S1:
How’stheweather?
S2:
It’s…
S1:
What’sshedoing?
S2:
Sheis…
2.Havealisteningpractice.
T:
ScottandLucyaregoodfriends.NowScottiscallingLucy.DoyouknowwhatLucy’sfamilymembersaredoing?
S:
No.
T:
OK,let’slookat2a.Listenandtrytonumberthepicturesasyouhearthem.
（Playtherecordingandthenchecktheiranswers.）
T:
Let’slistenagain.Matchthenameswiththeactivities.（Playtherecordingagain,checktheiranswersbyaskingandanswering.）
T:
Answermyquestions.What’sUncleJoedoing?
S1:
Heisplayingbasketball.
T:
What’sJeffdoing?
S2:
Heis…
（Askstudentstopractice,andthenmakeconversationsonebyone.）
Sa:
What’sMarydoing?
Sb:
SheiswatchingTV.
Sa:
What’s…
3.Practicethesedrills.
T:
Pleaselookatmecarefullyandtrytoanswermyquestions.
（Doanactionthattheteacherfeelsveryhot.）
T:
How’stheweather?
Ss:
It’ssunny.
（Dotheactionofrunning.）
T:
WhatamIdoing?
Ss:
Running.
T:
Youaregreat.Let’sworkingroupsoffour.Trytothinkupsomeactivitiesaboutweatherandactions.Thenlettheotherclassmatesguessbyaskingquestions.
（Doanactionthattheteacherfeelsveryhot.）
T:
How’stheweather?
Ss:
It’ssunny.
T:
WhatamIdoing?
（Dotheactionofrunning）
Ss:
Running.
T:
Youaregreat.Let’sworkingroupsoffour.Trytothinkupsomeactivitiesaboutweatherandactions.Thenlettheotherclassmatesguessbyaskingquestions.
（Askstudentstoprepareandthenchoosesomestudentstodoit.）
Model:
Sb:
Howistheweather?
Sc:
It’srainy.
Sb:
what’sshedoing?
Sc:
Sheisplayingwiththewater.
Step3.NewDrill.
1.Presentthenewdrill“Howisitgoing?
”
T:
Nowyouhaveknownyourclassmates’ideas.Doyouwanttoknowsomethingaboutthepeoplearoundme?
Ss:
Yes.
（Showstudentsthepicturewherethereisaboyplayingandtheweatherissunny.）
T:
ThisismyfriendJeff.Howistheweather?
S1:
It’ssunny.
T:
What’shedoing?
S1:
He’splayingfootball.
T:
Howisitgoingwithhim?
Lookatthissign
.Ithinkitisprettygood.Readafterme,“prettygood”,
Ss:
prettygood.
（Teachstudentstheotherwords,suchas“great,terrible,notbad”inthesameway.）
1.Practicethenewdrillandwords.
T:
Lookat3a,andtrytomatchthewordswiththefacesintheboxes.
（Askstudentstoprepareitandthenchecktheanswers.）
T:
Workinpairs.Practicethedrill“Howisitgoing?
”accordingtomypictures.（First,theteachergivesthestudentsanexample.）
T:
LookatPicture2.Howisitgoing?
S3:
Notbad.
T:
Howistheweather?
S3:
It’swindy.
T:
What’shedoing?
S3:
Heisplayingcomputergames.
（Askmorepairsofstudentstopracticeonebyoneaccordingtothepicturesthattheteacherpointsat.）
T:
Lookat3b.Let’sworkinpairstomakeyourownconversations.
（Askstudentstoprepareandthenaskstudentstomaketheconversations.）
2.Playthegames.
T:
Nowlet’splayagameinPartFour.Youlookatthepictureonpage81andyourpartnerlooksatthepictures
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