七年级下unit6教案设计

七年级下册第六单元it'sraining!教学设计。

unit6 it's raining 教学设计。

扶余县肖家乡第二中学王晓宇。

一．设计意图：

通过单元内容的整合，让课程面向学生生活世界。运用赏识策略培养学生合作意识和交际能力。采用歌曲﹑猜动作和天气﹑当气象员﹑打**等活动途径，让学生积极有效参与，为学生提供充足的自主学习和合作学习的时间和空间，使学生在活动中互相影响，促进了语言实际运用能力的提高，同时关注了学生的情感，帮助他们建立成就感和自信心。

增强了实践能力，展现了学生个性。

二．教学目标设计：

1、基础性目标：谈论天气和正在发生的事情。

2、发展性目标：运用赏识策略培养学生合作意识和交际能力。

目标制定依据：

1、对学生状态的分析：学生对天气感兴趣，愿意与同学谈论天气情况和想了解亲人和朋友在干什么。

三、对教材的分析：

a、本课的知识点：

1) sunny; windy; cloudy; raining; snowing;

2) how’s the weather? it’s raining. what’s she（he） doing?

she (he)is cooking. what are they (you) doing? they (you) are watching tv.

b、新旧知识的链接和运用。

由在unit 5 i’m watching tv. 重点就是学习现在进行时。所以本课现在进行时是进一步巩固和运用。并通过正在画太阳或云以此可以引出天气的学习。

四．单元教学重难点提示。

1．在学现在进行时的时候，应该提醒学生谓语部分应当是助动词“be”＋动词的现在分词。学生们常出现的错误是在句中缺少“be”或现在分词。

2．现在分词的基本构成方法是在动词原形后面加上ing。

3．正确理解how's it going? 教师应参照《教师用书》中的文化背景，向学生作出介绍。教学内容。

五．教学准备：

1、对课堂可能发生的情况的**和对策：

a、学生在复习现在进行时做动作时可能会拘束，开头先鼓励学生大胆表演，后面学生就会表演比较到位。

b、玩猜词游戏时可能会出现失误，所以要多备几个词。

2、课件制作。

在课件制作中注意使用动画表达现在进行时，让学生容易理解。使用气象图示让学生很容易理解天气的情况。

六．教学流程：

step 1: warm up

sing the song rain, rain, go away.

step 2: pre—task

t: what am i doing?

s: i am playing basketball (watching tv, running, writing)

t: what is he (she) doing?

s: he (she) is swimming (dancing, cooking, playing soccer…)

t: look at the pictures. let’s play a guessing game and guess what he or she is doing.

let’s see who is clever?

t: what are they doing?

s: they are playing the drum (reading, talking, walking)

t: they are walking. what are you doing?

s: i’m reading (singing, eating, running…) do actions while speaking.)

t: here are two of my photos. in the first photo, i’m drinking.

in the second photo, my friends are dancing. can you say anything about yours?

ask students to introduce their photos)

step 3: while—task 1

t: look. what am i doing?

i’m drawing. what am i drawing? i’m drawing a cloud.

can you see clouds in the sky?

s: yes, i can.

t: how is the weather? it’s cloudy.

look at the pictures. how is the weather? it’s sunny (windy, raining, snowing).

(work in pairs. ask and answer questions about weather.)

step 4while—task 2

t: look at the picture. how is the weather? it’s sunny, so it’s hot.

how is the weather? it’s windy, so it’s cool. )

how is the weather? it’s cloudy, so it’s warm.

how is the weather? it’s raining, so it’s humid.

how is the weather? it’s snowing, so it’s cold.

t: let’s play a guessing game like lucky 52. one acts, one guesses.

step 5 while—task 3

t: do you know which cities are they? they are beijing, shanghai, toronto, moscow, boston.

how is the weather in beijing or other cities? look at the weather map, please give a weather reporter like a weatherman.

(practicing by themselves, then let students give a weather report.)

step 6 post—task

t: i h**e a pen pal in toronto. i’m calling him now.

(h**e a conversation talking the weather and what he is doing.)

work in pairs and make up a conversation)

t: no matter how the weather is , we are still happy. let’s sing the song together in rabbit dance tune.

raining, raining, it’s raining.

windy, windy, it’s windy.

how is the weather? how is the weather?

t: at last, send you a sentence : storms make trees take deeper roots. that’s all.

step 7 homework

1. remembering the words and sentences by your heart.

2. make up a conversation between you and your pen pal, talking about the weather and the events that you are doing.

七．教学反思：

本课通猜图游戏、多**课件和活动等多种形式充分激发了学生对学习的兴趣。教师的激励性语言帮助他们建立成就感和自信心。增强了实践能力，展现了学生个性。

同时对教学内容进行了较好的整合，使学生在学完有关天气和正在做的事情等教学内容之后以**交谈的方式进一步巩固和运用所学的知识。有的学生根据谈话内容的需要而扩展了谈论主题，如谈到动物、朋友等等。活动因为贴近生活所以知识容易被理解和接受，同时学生在与伙伴的交往中学会了沟通。

关注了学生全面和谐的发展。与“为了每一位学生的发展”新课程的核心理念相一致。

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