英语人教版七年级下册第二课时 Section A 2a-3c

第二课时Section A 2a-3c
1.记忆单词:cook, bad, park, message, him, could, back, problem, again
短语: not bad, sound like, have a good time, take a message, tell sb.to do sth., call …back, no problem
2.学会运用how开头的疑问句询问天气,以及How’s it going?进行问候的句型。

3.运用what引导的疑问句询问人们的即时动作。

4.通过听力训练,两人一组合作和模拟打电话进行角色扮演的方式,在情景交际中练习谈论天气和正在发生的事情。

1.学习、运用本单元表示天气的词汇,运用how引导的特殊疑问句表达问候或询问天气状况。

2.学会运用现在进行时表示即时的动作。

3.进行听、说训练,能够通过模拟打电话表述当时的天气情况以及人们正在做什么。

1.正确使用how引导的特殊疑问句询问天气和本地气候,能够对其进行回答。

2.能够正确地运用描述天气的形容词,能够表达与天气相关的即时活动,正确运用现在进行时的助动词be和动词-ing形式。

本课时的教学内容是人教版七年级下册英语第七单元的第二课时,重点在于引导学生通过对话的情境,训练听、说有关各地天气,以及与天气相关的正在进行的活动的对话,并从中学习、练习相关的表示天气的形容词和动词现在分词、打电话谈论天气和活动、how引导的特殊疑问句及其回答。

以任务激发学生学习的主动性和积极性,本课时的任务以“打电话”为情景,训练听和说,用时间状语的比较方式,通过填写动词的形式运用现在进行时与一般现在时。

从单元内容中总结、归纳出询问和表达天气情况以及正在做什么的句型,学会用How’s it going?表达问候,通过看图填空的练习巩固所学的语法。

因此,教师可以将知识
目标定为掌握本课时新出现的表示天气状况的单词或短语,运用现在进行时询问和回答正在做某事的句型,进行听说练习,亲身体验“打电话”。

让学生在真实的交际情景中初步运用所学的知识。

设计教学PPT,录音机,多媒体,相应情景图片或影像资料提供天气和正在进行活动的情景。

StepⅠ.Lead in
Leading in 【情景1】
1.Warm up by reviewing “How’s the weather?”, “What’s…doing?” and “What are …doing?”
T: Good morning/afternoon, boys and girls.
Ss: Good morning/afternoon, Mr./Ms.××.
T: How’s the weather today?
Ss: It’s sunny.
T: Now I’ll show you a picture.Please ask and answer about the weather and the activities in pairs.
A: How’s the weather?
B: It’s sunny.It’s hot.
A: What are Mike and Tom doing?
B: They’re playing on the beach.
A: Are they happy?
B: Yes,they are.
2.Review the other description words to review talking about the weather.
[设计意图]通过图片,在对话中复习天气词汇和句型,学生自然地运用目标语言,并复习is或are + doing。

Leading in 【情景2】
1.Greet the class and show the weather pictures to review the words.The teacher divides the class into two halves and shows the picture of 1a.The students make conversations like this: T: Let’s talk about the weather icons.First, boys ask, girls answer.Then girls ask and boys answer.
A: How’s the weather in picture a?
B: It’s raining.
2.T: Now I say the nouns or verbs about the weather.Please say and then spell the adjective forms.Let’s begin.Sun.
Ss: Sunny, S-U-N-N-Y.
In this way, the students practice the weather words.
[设计意图]通过运用图片复习单词和句型,询问天气的疑问句和回答,让学生在运用中记忆。

StepⅡ.Listening (2a-2c)
1.Before listening
T: Now, let’s look at the pictures in 2a.Jim is calling Linda, his cousin.He’s asking about her family.Look at the pictures and answer my question: What are Linda’s family doing in the pictures?
The teacher gets the students’ answers and writes their answers on the blackboard: is cooking;is watching TV; is playing computer games; is playing basketball
2.T: Let’s listen to Jim and Linda.They’re talking on the telephone.You can listen and write down the key information, the name and the activities.E.g,
Uncle Joe is playing basketball.
Play the recording of the conversation again.Get the students to complete their notes.Then check their work by asking them to report the pictures.
T: What’s in picture 1? Please report using the full sentences.
S1: Uncle Joe is playing basketball.
S2: Aunt Sally is cooking.
S3: Mary is watching TV.
S4: Jeff is playing computer games.
T: Now number the pictures in 2a.
3.Match the names with the activities in 2b.
T: Please look at the pictures in 2a.Ask and answer the questions in turn.
S1: What’s Jeff doing?
S2: He’s playing computer games.What’s Mary doing?
S1: She’s watching TV.
4.Ask the students to read the conversation in 2a.
T: Now please look at the listening materials.Read the conversation aloud.And then I’ll ask some students to read it in class.
Ss read the conversation aloud.Then ask three pairs of students to read in class.
5.Have the students to get into groups of four.Ask and answer in groups about Uncle Joe’s family.
T: What are these people doing in the pictures? Please discuss in groups.Then I’ll ask one of the groups to report about Uncle Joe’s family.
Ss work in groups.
T: Please report like this: This is Uncle Joe’s family.It’s 5:10 p.m.Uncle Joe’s family are doing different things.Uncle Joe is … but Aunt Sally is …
【Keys】2a: From left to right: 2,3,4,1
2b: 1.c 2.a 3.d 4.b
[设计意图]听力之前谈论图片内容能让学生熟悉听力的情境,对听力有所准备;边听边记可以训练学生专心,可以锻炼学生对单词的拼写能力,还可以训练学生根据上下文捕捉关键词的能力;小组讨论之后叫
学生汇报,可以培养学生的语言组织能力。

Step Ⅲ.Reading and role-playing(2d)
1.Before reading the conversation, the teacher asks the questions.
T: Are they face to face or talking on the phone? Who does Steve want to talk to?
Play the recording for the students to listen and get the main idea of the conversation.
2.Then have the students read the conversation and think of these questions.
T: Now read the conversation and answer the questions.
(1) How’s the weather? (2) What is Steve doing? (3) What is Rick’s brother doing? (4) What does Steve want Rick to do?
Ask some students to answer the questions after they read.
3.The teacher has the students to read and learn about the conversation in 2d.
T: Now read the conversation in 2d again.How do we speak in a telephone conversation?
Ss: Hello, Rick speaking.
T: What is the full sentence?
Ss:“ Rick is speaking.”Or “This is Rick speaking.”
T: What do these mean?
The teacher writes the new items on the blackboard and gets the students to learn and practice.Then collect the expressions and write them on the blackboard.
Rick speaking, This is …speaking. How’s it going? Not bad./Terrible., take a message for,tell sb.to do sth., call me back, no problem
1.How’s it going?
这是英语中进行问候时的寒暄用语,相当于汉语的“近况如何?”“身体可好?” “一切还好吗?”多用
于口语或非正式书面场合(如与朋友通信等)。

还可以问How’s your summer vacation going? 你暑假过得怎么样?
常用的回答有:
Fine!很好!
Pretty good! 非常好!
Not bad!马马虎虎!
2.Sounds like you’re having a good time.
这是一个省略句,相当于It sounds like you’re …英语中I t sounds like…与It sounds …句型相似,都表示“听起来……;听上去……”。

这种省略的用法十分口语化,在日常英语会话中经常听到。

Sounds like you know him.听上去你认识他。

4.Read the conversation aloud and then role-play it.
T: Now read the conversation aloud.You must learn the intonation.I’ll ask some pairs to role-play it.
Show the conversation on the PPT.Students read the conversation aloud and then the teacher erases some phrases or sentences.Get the students to do the disappearing dialog exercise.And get them to recite or role-play the dialogue.
[设计意图]用问题带领学生进入短文的情境,带着问题阅读更易抓住目标,加深理解对话的内容,阅
读中带领学生学习日常用语,帮助学生学会英文表达方式,擦除部分内容让学生逐步补充信息,直至说出完
整的对话。

Step Ⅳ.Grammar Focus
1.Get the students to read the Grammar Focus frame and think of these questions.
T:Now read the sentences in the Grammar Focus frame.Think of these:
(1) How to ask about the weather.
(2) How to describe the weather. The form of description words about weather.
(3) How to make the present progressive tense.Verb forms.
(4) When to say “How’s it going?”
2.Discuss the problems with the class.
(1)“How’s the weather?” VS “What’s the weather like?”
(2)n. + -y:sun—sunny; wind—windy; cloud—cloudy; rain—rainy; snow—snowy.Explain the difference between “rainy” and “raining”.
(3) The verb forms of the tense.
(4) How’s it going?
Ss read and learn the grammar.
[设计意图]通过让学生观察,自己总结归纳语法要点,教师只是对重点内容做出提醒,帮助学生学习
掌握语法。

Step Ⅴ.Practice (3a)
1.T: Now, let’s practice the grammar in Activity 3a.Choose correct words and fill in the blanks with their proper tense forms.
Get Ss to work by themselves.
2.Ask students to read their conversation aloud.Others check their work.Then the class read these sentences aloud.
T: What does “for three hours every day” in the last sentence mean?
The students discuss it.
3.After that, ask the students to sum up the differences between the simple present tense and the present progressive tense.
T: What’s the verb form in the simple present tense?
S1: Do and does.
T: What about the present progressive tense?
S2: Is doing, am doing, are doing.
T: What are the adverbial of the time in the simple present tense?
Ss: Every day/morning/… often/always/usually/sometimes/…
T: And in the present progressive tense?
Ss: Now/right now.
【Keys】 3a: 1.am doing, do 2.is playing, plays 3.Is …studying, is studying 4.are making, make 5.Is …talking, talks
[设计意图]学生通过不断练习,加深理解和记忆,再通过提问总结现在进行时和一般现在时的构成区别和时间状语的不同。

巩固本单元所学的重点句型。

Step Ⅵ.Practice (3b)
1.Tell the students to fill in the chart by themselves.Then ask them to make conversations according to the pictures.
T: Now let’s play the interviewing game.One of you performs Yuan Yuan.The other answers his questions according to the pictures.Then fill in the chart.
2.T: Now please make conversations.Asking two questions:
How’s the weather? What’s…doing?
3.Ask one pair of students to read aloud in class.
Have the students make their conversations and then ask some to act out in class.
[设计意图]图片能够提供最好的情景,学生通过情景编出对话,使学习的知识得到运用,更容易记忆。

Step Ⅶ.Summary and Assignment
T: In this class, we learn to talk about the weather using “how” and practice the description words ended with “-y”.We sum up the simple present tense and the present progressive tense.Please do more practice after class.
[设计意图]PPT显示出本节课的语言点,方便学生总结、记忆。

Exercise
选词(组)填空
1. —What are you doing?
—I’m (watch/watching) TV.
2. It (sounds/looks/sounds like) you’re having a good time.
3.—Hi, Jack. (I’m Tony/This is Tony/That is Tony) speaking.
—Oh, hi, Tony.
4. —What’s he doing?
—He’s(cook/cooking).
5. —How’s the weather?
—It’s(rain/raining).
【Keys】 1.watching 2.sounds like 3.This is Tony 4.cooking 5.raining
[设计意图]加强语法知识和日常用语的练习,辨别现在进行时和一般现在时,灵活运用知识。

StepⅧ.Homework
1.Practice the telephone conversation in 2d orally.
2.Watch the weather report on TV in the evening and report it to class in the next class.
[设计意图]口头、书面练习和语法综合知识练习相结合,注重了语言知识的操练。

Section A (2a-3c)
is calling
is cooking
is talking on the phone
is playing computer games
is playing basketball
take a message for …
tell sb.to do sth.
call me back
no problem。