Unit 7 Section B 2a-3c 教案 人教版英語七年級下冊

GoForIt7BUnit7SectionB2a-3c

Analysisofteachingmaterial

What:

Thetopicsofthisunitare"describetheweather"and"whatareyoudoing?".ThereadinginthisunitshowswhatSuLinandDavewrotetoJaneintheformofpostcards,showingtheircolorfulholidaylife.Theyfirstexpresstheirgreetingstotheirfriend,andintroducetheirgeographicallocation,thentheydescribetheirlifeofsummervacationinthepresentprogressivetense,andthendescribetheweatherconditionsintheirlocation,andfinallyexpresstheirlongingformeetingtheirfriend.

Why:

Byshowingthecontentofthepostcards,studentsareguidedtomastertheformatofthepostcardsandstrengthentheirattentiontotheweatherandnaturalecologyaroundtheworld.Andtoguidestudentstoenjoytheirholidaylifeandencouragethemtosharewiththeirfriendstoformgoodinterpersonalrelationshipsandinterpersonalcommunication.

How:

Thisarticleisapostcardwhichhasthecharacteristicsofaclearletterstructure,thatisatthebeginning,itexpressesgreetings,inthemainpartitstatesthepurposeoftheletterorwhatthewriterwantstoshare,andattheenditexpressesthoughtsandgoodwishesfortherecipientoftheletter.Themaincontentofthisunitfollowstheformatofaletter,startingwithacordialgreetingtoafriend,followedbyadescriptionofone'sholidaylife,adescriptionoftheweatherinthelocation,andfinallyanexpressionoflongingforthefriend.Inthebodyoftheletter,theletterwritersmainlyusethepresentprogressivetensetodescribewhattheyareexperiencingduringtheirvacation(like“amhaving”,“amstudying”,“amsittinganddrinking”,“isworking”,“amwriting”),andusewordsabouttheweatherconditions(likewarm,sunny,hot,cool,cloudy)todescribetheweatheratthelocationandrelatetheweathertotheactivity.

Teachingobjectives

Bytheendofthesession,moststudentswillbeabletolearnandunderstandthemeaningsofthewordsaboutweatherandthestructureofaletter,graspthecontentoftwopassages,usewhattheylearnedtointroducetheirvacationtoothersinpostcardformatwithpresentprogressivetense.Thiswillbeachievedby:

teachingstudentsvocabularyofweather,suchaswarm,sunny,hot,cool,cloudyandsomeotherwords.

guidingstudentstofindthestructureofwritingaletter.

leadstudentstoreadthepassagesonthebookcarefullywithquestions,andhelpstudentstoanswerthesequestions.

helpingstudentsgrasptheusageofprogressivetense,andguidingthemtosimulatethereadinginthetextbooktotalkabouttheirownvacation.

Teachingfocus

Vocabulary:warm,sunny,hot,cool,cloudyandsoon.

Structure:thestructureofaletter.

Grammar:presentprogressivetense.

Anticipateddifficulties

Studentsmayfeelitdifficulttofollowthestructureofaletter.

Studentsmayfeelitdifficulttousethepresentprogressivetenseproperly.

Teachingprocedure

Step1Lead-in

Askstudents“Howistheweathertoday?”,andletthestudentstodescribetoday’sweatherwiththewordstheylearnedinthelastlesson.Byinteractingwiththeteacher,studentscanquicklymoveontothetopicofthislesson.

Matchinggame

Showpicturesandwordsaboutweather,askstudentstomatchthepictureswiththerightwords.Inthelastclass,studentshavealreadylearnedthewordslikeraining,windy,cloudy,sunny,snowing,hot,warm,cool,cold.Throughplayingmatchinggame,studentscanquicklyreviewthewordstheyhavelearnedquickly.

Step2Lookandsay

Showthreepicturesandaskstudentstodescribethepicturesfromthesetwoquestions“How’stheweather?”and“Whatisthegirldoing?/Whataretheydoing?”Studentsshouldaskthefirstquestionswiththewordstheyhavelearnedandaskthelatterquestionswithpresentprogressivetense.

Step3Readforthefirsttime

Readandanswerquestions

Readtwopassageonthebook,and underlinetheanswersofthesethreequestions:“Wherearethey?”“Howistheweather?”“Whataretheydoing?”Thisstepiscloselyrelatedtosteptwo,theybothneedtoanswerthequestionsaboutweatherandwhattheyaredoing.

Readandfillintheblanks

Invitestudentstoanswerthesethreequestionsandaskstudentstofillintheblankswithwhattheyunderlinedonthebook.Thentheteachershowthecorrectanswers,andstudentsneedtochecktheanswers.

Matchthepicturesfromsteptwowiththesetwopassagesfromthetextbook.

Askstudentstofindoutthemainideaofthesetwopassages.

Step4Readforthesecondtime

Groupdiscussion

Askstudents“Howdotheyintroducetheirholiday?”Thenaskstudentstoreadthesetwopassagesforthesecondtimeandhaveadiscussionwiththeirpartnersaboutthisquestion.(Theyintroducetheirholidaybyshowingtheirgreetingsatfirst.Second,theytalkabouttheirlocations.Andthen,theyshowtheirtheirlifeinsummervacationandtheweather.Atlasttheyexpresstheirlongingformeetingtheirfriends.)

Learnthestructureofaletter

Helpstudentsfindoutthestructureofaletter.Thewriterwillwritethenameofreceiveratthebeginning.Andthemaincontentinthemiddleandtheywillsigntheirnamesatlast.

Introductions

Step1(5minutes)：Thisstepactivatesstudents’originalschema,connectstheteachingcontentwiththeirreallife,andhelpsthemlearnandunderstandthemeaningsofthewordsaboutweather.

Step2(8minutes):Thisstepwillhelpstudentsgraspwordsabouttheweather,helpreviewpresentprogressivetense,andsetthestageforthefollowingreadingofthetext.

Step3(15minutes):Thisstephelpsstudentsgraspthecontentofthepassagesandguidesthemtoexploretheauthor'srealintentioninwriting.

Step4(12minutes):Thisstephelpsstudentslearnandunderstandthestructureoftheletterbyaskingquestionsandthenhavingthemsolvetheproblem,fullyrespectingstudents’learningautonomyandhelpingtodeepentheirimpressionsofwhattheyhavelearned.

Homework

Writealetter:

Askstudentstowritealettertotheirfriendsabouttheirlifeofsummervacation.Theyneedtofollowthestructureoftheletterandhavethemaincontentwritteninimitationofthecontentofthelettersonthebook.

Blackboarddesign

Reflection

Thisreflectionwillfocusonboththestrengthsandweaknessesofthecourse:

Strengths:

1.Atthebeginningoftheintroduction,Icreateasituationandconnectstudents’reallifewiththethemeofthislesson,followedbyleadingstudentstoreviewthewordsaboutweather