【人教版】新目标七年级下册英语：Unit 7 教学设计
人教版英语七年级下册Unit7SectionB(2a2c)教学设计
1.增强对英语学习的兴趣，培养积极主动参与课堂活动的态度。
2.学会尊重他人的活动安排，培养合作、互助的精神。
3.增进对家庭、学校、朋友之间日常活动的了解，关注生活细节，培养良好的生活习惯。
4.通过学习英语，了解中西方文化差异，拓宽国际视野，为将来更好地适应社会需求奠定基础。
4.信息获取与处理：通过观察图表、图片等视觉材料，学生能够捕捉关键信息并进行有效交流。
（二）过程与方法
本章节教学过程中，学生将采用以下学习策略：
1.听力训练：通过听力练习，提高学生捕捉关键信息、进行有效倾听的能力。
2.小组合作：鼓励学生进行交流、讨论，培养他们运用英语进行表达和沟通的能力。
3.观察与分析：培养学生通过观察图表、图片等方式获取、处理信息的能力。
2.口语作业：
（1）与同学进行英语交流，互相询问并描述彼此的日常活动，注意运用一般现在时和频率副词。
（2）开展家庭英语角活动，与家人用英语谈论周末计划，提高实际生活中的英语应用能力。
3.观察与思考作业：
（1）观察身边人的日常活动，记录下来并尝试用英语进行描述。
（2）思考生活中频率副词的使用场景，举例说明，并与同学分享。
2.鼓励学生开展合作学习，互相督促、共同进步。
3.作业布置要注重培养学生的观察、思考、创新能力，提高他们的英语实际应用水平。
4.教师应及时批改作业，给予反馈，指导学生改进学习方法，提高学习效果。
结合以上情况，教师在进行本章节教学时，应注重以下几点：
1.激发学生兴趣，关注生活实际，将英语学习与学生的日常生活紧密结合，提高他们的学习积极性。
2.针对学生在动词短语和句子结构方面的薄弱环节，设计有针对性的练习，巩固所学知识。
人教新目标七年级英语下册：unit 7教学设计
UNIT 7 Sports and Good HealthFunctions:Talking about HabitsTalking about Exercise and Good healthGrammar:Using “there be”Structures:Vegetables are good for us.How can we stay health?There are many ways.Exercise can keep our brains young!Teaching aids:computer, video, recorderTeaching periods:Period 1: Lesson 37Period 2: Lesson 38Period 3: Lesson 39Period 4: Lesson 40Period 5: Lesson 41Period 6: Lesson 42Period 7: Unit ReviewLesson 37Lesson objectives:After this lesson, students should be able to:1. Understand the meaning of the text.2. Remember and use the mastery vocabularyand know some important words.3. Understand and write down some missingwords as heard in sentences or passages indifferent contexts.Class opening:Introduce the topic for Unit 7. See "Teaching Techniques" at the back of this teacher's guide for information about introducing units.Student book:There is one reading for this lesson. The reading presents the new vocabulary for this lesson.The new vocabulary for this lesson includes the following words and phrases: Mastery vocabulary: truth decide change habit usual health awfulOral vocabulary: sayingThere are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see "Teaching Techniques" at the back of this teacher's guide for more general information about teaching readings.Step 1. Check to see if the students have previewed the textAsk if they have any questions concerning the meaning of the text.Encourage other students to try to answer the questions. Ask the class what they eat for lunch or breakfast.Step 2. Listen to the dialogue with the following questions:1 Listen and write true (T) or false (F).1. Danny and Jenny are having lunch.( )2. Danny is eating a salad. ( )3. Danny likes vegetables very much. ( )4. Danny decided to change his eating habits.( )Have the class follow the audiotape while looking at the text. Use your judgment to decide whether you want to spend some time on any of the new words. You might select one or two words from the vocabulary list and ask if anyone has figured out the meaning. If a student repliescorrectly, ask him or her to share the strategies used to puzzle out themeanings.Remember to give lots of praise for a good try, even if it's wrong.Step 3. Divide the class into small groupsAsk each group to do two things: First, summarize the main ideas of the text. Remind students of useful strategies for determining the main ideas of a reading. Second, have students discuss the reading, using as much English as possible. They can concentrate on eating habits.Step 4 PracticeHave the class read the dialogue again and answer the questions of 2 on page 99.Step 5、课文讲解Step 6、短语汇总Step 7、课文诵读1、听读课文；2、诵读课文。
(新)人教版新目标七年级英语下册(Unit7-Uni8)集体备课教案设计
Learn the sentences in Grammar Focus by heart.
板书设计
Section A(Grammar Focus-3b)
重点短语
1.talk on the phone
2.make soup
3.right now
重点句型
1.How’s the weather?—It’s cloudy./ It’s sunny./ It’s raining.
课时
授课人
授课时间
授课班级
备课组
七年级
课题
Unit 7It’s raining
二次备课
教学课题
第二课时Section A(Grammar Focus-3b)
教学目标
【知识目标】
Important word:again
Important phrases:
every Saturday,play basketball,in the park,talk on the phone,make soup,right now,study Chinese
Important phrases:
take a massage,call(sb.)back,have a good time,no problem
Important sentences:
1.—How’s the weather in Beijing?—It’s sunny.
2.—How’s it going?—Not bad.
Keys:1.cloudy2.raining3.sunny4.windy5.snowing
Ⅱ.根据汉语意思完成句子
1.她在公园正玩得开心。
人教版新目标七年级英语下册 Unit 7 教学设计
人教版新目标七年级英语下册 Unit 7 教学设计一. 教材分析人教版新目标七年级英语下册Unit 7主要围绕着日常生活话题展开，涉及到家庭成员、描述人物外貌和性格等。
本单元的核心句型为“What does he/she look like?”, “He/She is…”, “He/She has…”等。
教材通过丰富的语境和任务型活动，引导学生运用英语进行交流和表达。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但是，学生在口语表达和听力理解方面还存在一定的困难。
因此，在教学过程中，需要注重培养学生的口语表达能力和听力理解能力。
三. 教学目标1.能熟练运用核心句型描述家庭成员的外貌和性格。
2.能听懂并准确回答关于家庭成员的问题。
3.能正确书写关于家庭成员的英文短文。
四. 教学重难点1.重点：核心句型的运用和听力理解能力的培养。
2.难点：家庭成员词汇的掌握和描述人物外貌、性格的表达能力。
五. 教学方法1.任务型教学法：通过完成各种真实的任务，引导学生运用英语进行交流和表达。
2.情境教学法：创设各种生活情境，让学生在真实的语境中学习和使用英语。
3.交际式教学法：注重学生之间的互动和交流，提高学生的口语表达能力和听力理解能力。
六. 教学准备1.教学课件：制作课件，包括图片、视频、听力材料等。
2.教学卡片：准备家庭成员的词汇卡片。
3.录音机和耳机：用于播放听力材料。
七. 教学过程1.导入（5分钟）a.引导学生自由谈论自己的家庭成员。
b.出示一张家庭成员的图片，让学生用英语描述。
2.呈现（10分钟）a.展示教材中的图片，引导学生观察并描述家庭成员的外貌和性格。
b.教授核心句型“What does he/she look like?”, “He/She is…”,“He/She has…”等。
3.操练（10分钟）a.分组进行角色扮演，让学生模拟描述家庭成员的外貌和性格。
b.邀请几组学生上台表演，其他学生进行听力理解练习。
【人教版】新目标七年级下册英语：Unit 7教案
Unit 7 It’s raining.Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：rain, windy, cloudy, sunny, snow, weather, cook, bad, park,message, take a message, could, back, problem 能掌握以下句型：①—How's the weather in Beijing?—It's sunny.②—Can I take a message for him?—Yes. Could you just tell him to call me back?—Sure, no problem.2) 能用所学的知识描述天气情况。
3）描述正在发生的动作。
2. 情感态度价值观目标：教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况，增加世界观念。
知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础。
二、教学重难点1. 教学重点：1) The vocabulary and useful expressions.2) —How’s the weather?—It's raining/ windy.3) —What are you doing?—I'm playing basketball.2. 教学难点：运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动。
三、教学过程Ⅰ. Warming-up and Lead in1. Greet the Ss and check the homework.2. Watch a video program about the weather.Ⅱ. Presentation1. (Show some pictures of the weather)Let Ss look at the pictures and ask them how the weather is.Ss learn the new words and expressions with the help of the pictures.2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss tomatch the words with pictures.3. Check the answers.Ⅲ. Game (How's the weather?)1. (Showing some pictures on the big screen.) Ask Ss "How's the weather?"2. Ss guess and answer the question.Ⅳ. Listening1. Now let's look at the city names in the box in 1b. Please read after me.Ss read the cities after the teacher.2. Now, We’ll hear four conversations. Listen carefully, point out each city in thepicture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.3. Check the answers.Ⅴ. Pair work1.Tell the Ss: If you are in one of the places in the picture above. Talk about theweather with your friends in another city on the phone.2. Make a model with a student like this:T: Hi! How's the weather in Beijing?S1: It's sunny.3. Ss work in pairs. Ask and answer about the weather in the cities.Ⅵ. Listening1. Work on 2a.Let's see what Joe's families are doing. Point to the 4 pictures.2. Ask Ss tell each person is doing in each picture. More attentions should be paidto the correct use of the Present Progressive Tense.3. Play the recording for the Ss to listen and number the pictures [1-4].4. Play the tape for Ss to check the answers.5. With the whole picture, get some Ss to tell the story of it.6. BrainstormingPlay the tape for another time. Then do a memory test.Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing?What're Scott and Lucy doing?Is Jeff watching TV? etc.7. Let Ss match the names with the activities in 2b.Play the recording for the Ss to check the answers.Ⅶ. Pair work1. Look at the pictures and talk about the people in 2a with a partner.2. Ask a student the questions as a model:T: What's Uncle Joe doing?S1: He's playing basketball.3. Ss work in pairs. Ask and answer about the pictures.Ⅷ. Role-play1. Ask Ss to read the conversation and answer the questions:①What's Steve doing?②What's Rick's brother doing?Ss read the conversations and answer the questions. Then check the answers together.2. Let Ss role-play the conversation in pairs.IX. Language points.X. ExercisesHomework:一、总结有关天气的词汇。
人教版新目标英语七下Unit7教学设计
Guide Two
Read the conversation in the picture aloud,Try to translate and recite it.
Guide Three
Listen to 1b,and read the tapescript loudly.
Guide two
.Match each postcard below with the correct picture in Guide three
Fill in the chart with information from the postcards in 2b.
课堂检测
1.你寒假过的怎么样？
重 点
Recite the five important words in 1a.
难 点
Use How is the weather in …? to ask and answer .
教学准备
教师
课件
学生
熟读单词
教学流程
教学内容
教学过程
时间
分配
二次备课
导入新课
出示目标
自学检测
课堂总结
当堂检测
Guide One
Guide Four
Read 1cand recite it,then dictation a conversation like this .
组内互批并改错。
Sum up the lesson
表示天气现象的名词转化为形容词：
rain＋y→rainy多雨的snow＋y→snowy多雪的
sun＋ny→sunny晴朗的wind＋y→windy有风的
新目标英语七年级下册Unit 7 What does he look like Section B公开课教案
人教版（go for it）七年级下册第七单元Section B第一课时教学设计一、教学课型：听说课（45分钟）本课是人教版《英语新目标》（go for it）七年级下册第七单元Section B第一课时1a-2c 的内容。
二、教材分析1．教学内容：Unit 7 What does he look like? Section B（1a-2c）2．教材处理新课程标准强调语言教学应从学生的兴趣、生活经验和认知水平出发，倡导体验、实践、合作与交流的学习方式。
本套教材采用任务型教学（Task- Based Language Teaching）模式，即直接通过课堂教学让学生用英语完成各种真实的生活，学习，工作等任务，将课堂教学的目标真实化，任务化，从而培养学生运用英语的能力。
本节课是Section B的第一课时，学生已在上一课时中接触了本课的基础语言。
因此本人根据自己对教材的理解，紧扣课文主题设计了几个任务。
在任务前，先以头脑风暴的形式让学生快速回忆所学的描述人的词汇并拓展少量词汇，然后进行对话复习Section A的基础语言，为以下的任务打好词汇和语言基础。
根据教材中1b对明星简单的描述，设计出一个结对活动，通过观看两个影片来考验学生们的记忆以及对本单元基础语言的运用能力，让学生在感兴趣的话题中运用目标语言，给他们一个充分发挥自己创造力和合作、交流的空间。
通过section B 中的听力练习，设计出任务二：Guessing game。
这一活动既启发学生思维，让学生将所学的知识与自己喜欢的明星相结合，又使学生在运用语言同时，感觉到有乐趣。
最后在以上任务的基础上设计出描述家中某一成员并且要成文这一家庭作业。
3. 教学目标(1) 知识目标:熟练掌握重点句型：①What does he look like ?He is ……He has ……He is of ……②What does she look like ?She is ……She has ……She is of ……学习一些新的词汇：beard. glasses. have a beard, wear glasses, shabby(破旧的) , regular features(五官端正)……(2) 能力目标：运用所学的句型和词汇，描述人的外貌并且学会把所给信息汇成小文章.（3）情感目标：1. 能激发学生在今后日常生活中用所学的英语表达来谈论自己喜欢的明星.2. 通过几个任务对不同的人的描述,培养学生细心观察的好习惯.4. 教学重点和难点①询问他人外貌用语What does he look like?What does she look like?What do they look like?②描述他人外貌用语He/She is tall/ …… .He/She has short hair/…… .He/She is of medium height/…… .三，教学设计1. 总体思路本节课是Section B第一课时听说课，学生已在Section A中接触了本课的基础语言，因此本课重点培养学生口头运用语言的能力。
七年级英语下册 Unit 7教案 人教新目标版
英语：Unit 7教案（人教新目标七年级下）Language goal:●In this unit students learn to describe people.New languages:What do you look like?I’m short. And I have curly hair.What do they look like? They’re medium height.And they have short hair.What does he look like?He’s beauty and he wears glasses.What does she look like?She’s thin and she has long hair.Difficult points:1. Adjectives of general description.2. Using of “is” and “has”.3. How to describe people’s looks.Teaching aids:RecorderSome fam ous people’s picturesTeaching periods:●Period 1: Section A 1a 1b 1c●Period 2: Section A 2a 2b 3●Period 3: Section A 3a 3b 4●Period 4: Section B 1a 1b 2a 2b 2c●Period 5: Section B 3a 3b 3c 4Period 6: Self-checkPeriod 1Teaching aims:1. Learn the new vocabulary words:2. Target language:What does your friend look like?She is of medium build, and she has long hair.3. Be able to use “is” and “has”.4. Learn to describe the people’s looks.Teaching procedures:Step 1.Warm-upTalk about you r classmates’ builds and heights:“Is Lucy tall?” “Yes/No …”“Is Jim fat?” “Yes/No …”“Does he have long hair?” “Yes/No …”Step 2. Key vocabulary (1a)Focus attention on the words. Ask students to read the list of words. Then say each word and ask students to repeat it.On the board, make a simple drawing to illustrate each of the words. As you complete each drawing, point to it and ask students what it shows. If they don’t know, say the word and ask students to repeat it. For example, drawa stick figure with very long legs and a long body. When you point to the figure,students say tall.Call attention to the picture. Point to the letters next to the people in the picture.Say, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some lettersmore than once. Point out the sample answer.Check the answers.Step 3. Listening (1b)Call attention to the speech bubbles in the picture. Read the dialogue, saying blank when you come to a blank line.Say, You will hear a conversation between Amy and her friend. Fill in the blank likes in their conversation. Then look at the picture and find the boy Amy is talking about.Play the recording the first time. Students only listen.Play the recording a second time. This time, students fill in the blanks in the speech bubbles.Say, who are they talking about?Check the answers.Step 4. Pair work (1c)Call attention to the various people in the picture. Say, One of these people is your friend.Point out the sample conversation. Ask two students to read it to the class.Then ask the class to point to the girl in the picture who has long hair and is medium build.Say a dialogue with a student. Have the student ask you the question. You then answer it using a description of one of the people in the picture. Ask the student to point out the person you described.Say, Now work with a partner. Ask the answer the questions.Then have students work in pairs. As they talk, move around the room monitoring their work.Homework1. Ask the students to make conversations according to the model in 1c.2. Ask the students to learn the new words and expressions in this period.Period 2Teaching aims:1. Learn the vocabulary words and useful expressions.2. Target languages:What do you look like? I’m short. I’m thin.What do they look like? They’re of medium height.What does he look like? He is of medium build.What does she look like? She is tall. She has curly hair.3. Enable the students to describe people.4. Help the student learn how to describe people.Teaching procedures:Step 1. RevisionCheck the homework. Ask some students to work in pairs and make conversations.Step 2. Listening (2a)Point to the list of nine phrases and ask a student to read them to the class. Say, Now you will hear three conversations. The people are talking about friends. They are using these words to describe their friends. Some of these words go with “has” and some go with “is”.Point to the c ircle around the word “circle”. Say, Circle the correct word, either is or has, when you hear it in the conversation.Play the recording the first time. Students only listen. Point out that there are three different conversations about three different people.Play the recording a second time. This time say, Circle “has” or “is”. You may wish to play the recording a third time to allow slower students to complete their work and to let other students check their answers.Step 3. Listening (2b)Point at the chart with space for two words used with is and two words used with has after each name.Call attention to the sample answers. As you point to the word is, say a sentence using the sample answer tall: He’s tall. Point to the word has and say a sen tence using the sample answer curly hair. He has curly hair.Play the recording. Ask students to listen to the descriptions and write the words in the correct column after each person’s name.Step 4.Pair work (3)Call attention to the dialogue in the box and the picture. Explain that students have to complete the dialogue with words to describe Nancy’s looks.Have students do the activity individually. As they work, move around the classroom offering help as necessary.Step 5.Grammar FocusReview the grammar box. Ask students to read the questions and answers.Point out that do goes with the you and they questions and does goes with the he and she questions.Point to I’m, they’re, he’s and she’s with descriptions of height and build.You may wish to say, We use the verb to be-am, is, are-to talk about how tall someone is or if they’re heavy or thin.HomeworkAsk the students to make conversations according to activity 3.Period 3Teaching aims:1. Teach vocabulary words.2. Target languages:What does Paul look like?He’s tall and he has brown hair.This person is of medium height. She has short hair.3. Enable the students to talk about what people look like.4. Help the students learn how to talk about what people look like.Teaching procedures:Step 1. Warming upCheck the homework by asking some students to read the conversation in activity3.Step 2. Reading and Matching (3a)Draw attention to the pictures and the pictures with the correct descriptions.Point out the example. Have a student read the first description.Students do the activity individually.Check the answers.Step 3. Pair work (3b)Call attention to the picture and the names in the box. Say, Student A has to write the names in the box next to the people in the picture. Then studentB has to ask questions to find the people. Remind students that they shouldnot look at each other’s textbooks when they do this activity.Have two students read out the example dialogue in the speech bubbles. Then ask students to do the activity in pairs. As students talk, walk around the classroom listening and offering assistance as necessary.After several minutes, stop the activity and have several pairs present their dialogues to the class.Step 4. Game (4)Give a sample description of someone in the class and ask the class to guess who you are describing. Use only words and sentence patterns from this unit.For example, She’s short and thin. She has curly hair.Ask some students to describe a person while their classmates guess who it is.HomeworkWrite s short article to describe your four classmates.Period 4Teaching aims:1. Teach vocabulary words.2. Target languages:My favorite musician is John Jackson.He is tall and thin.He has short curly brown hair.3. Enable the students to talk about their favorite star.4. Help the students learn how to talk about their favorite star.Teaching procedures:Step 1. Warming upShow some pictures and ask the students to describe the people in these pictures.Step 2. Match work (1a)Focus attention on the four pictures. Ask students to tell what they see in each picture. Confirm each correct answer and supply any words students don’t know.Point at the numbered list of words. Say each word and ask students to repeat these words.Then ask students to match each word with one of the pictures. Say, Write the letter next to the picture in front of the words. Point out the sample answer. Check the answers.Step 3. Sentences (1b)Point at the incomplete sentences and read the completed sample sentence to the class.Ask students to work alone or in pairs. Have students write the name of a famous person in each blank.Ask some students to read the sentences they completed. Have other students say whether the sentences are right or wrong.Step 4. Listening (2a)Point out the picture of Johnny Dean and Tina.Brown and Maria and Danny. Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean. Your job is to write the job each person does.Point to the heading “Job” on the chart.Play the recording the first time. Students only listen.Play the recording a second time. This time ask students to fill in the blanks in the chart.Correct the answers.Step 4. Listening (2b)Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean again. This time your job is to write what each person looks like. Point to the heading “look like”.Play the recording. Ask students to fill in the blanks next to the words “Looks like” on the chart.Correct the answers.Step 5. Groupwork (2c)Name a famous actor, musician or athlete and describe that person. For example,My favorite actor is Leonardo DiCaprio. He’s medium height and he has brown hair.Ask students to work in small groups. Have students describe a famous person to the group. Ask others in the group to add information to each description, if possible.HomeworkAsk the students to find some photos or draw some pictures of their own, their family or friends. Then describe the person in these pictures.Period 5Teaching aims:1. Teach vocabulary words.2. Target languages:He’s of medium height.He has curly black hair.He is thin.He wears glasses.3. Enable the students to read and write about what people look like.4. Help the students learn how to read and write about what people look like.Teaching procedures:Step 1. Reading (3a)Call attention to the two pictures of Johnny Dean.Ask students if they are pictures of one person or two different people. Lead students to understand that they are the same person in different time.Ask students to read the magazine article individually. Move around the room answering any questions students may have.Read the magazine article to the class. Answer any further questions about the words in the story students may have.Point out the blanks in the chart. Say, Under “Before” write words that describe Johnny before he changed. Under “ Now” write words that describe Johnny after he changed. Point out the sample answer.As student work, move around the room monitoring progress.Step 2. Writing (3b)Call attention to the passage and the picture below. Explain that the passage describes how Gloria Green’s look has changed. Point out the sample answer, and ask a student to provide the second answer (short hair).Point out the numbered blanks in the paragraph. Say, write words describing Gloria’s looks in each blank.Ask students to finish the activity on their own.Correct the answers.Step 3.Writing (3c)Ask each student to choose a family member and write a short description of the person.Ask what new words students want to use in their descriptions. When you understand what a student wants to say, write the word on the board, explain it to the class and have the class repeat it. Limit this to two or three new words.As students write, move around the room answering questions and offering language support.Read some of the completed descriptions to the class.Step 4.Game (4)Read the instructions. Check to see that students understand how the game is played.Ask each student to draw a picture without letting anyone else see it.Have students get into groups of four. Tell the students in each group to give themselves numbers from 1 to 4.Ask the other three students in each group to listen to the description and draw the person. You may wish to have them listen to the description several times.Ask each group to swap its pictures with another group. That group votes to decide which of the three copies looks most like the original picture. The student who drew that copy is the winner.HomeworkAsk the students to write another composition about one of their family members.Period 6Teaching aims:1. Teach vocabulary words.2. Enable the students to describe people.3. Help the students learn how to write articles to describe people.Teaching procedures:Step 1.Key word check (1)Ask students to check all the words they know. You may wish to have students circle any words that they don’t know.Ask students to find out the mea nings of any words they don’t know. They can do this by reviewing the unit, asking you, asking their classmates, or usinga learner’s dictionary or bilingual dictionary.Step 2.Vocab-Builder (2)After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.Step 3. Talking about the picture (3)Draw attention to the picture and the questions in the box. Ask one student to describe what “Old Henry” looks like （He’s short. He is medium build.）Have students do the activity individually.Check the answers.Step 4. Just for Fun!Ask students to read the cartoon to themselves.Ask, What is funny about this cartoon? Lead students to understand that the idea of what “tall” and good-looking” mean may be different on different planets.Homework1. Ask the students to summarize what they have learned in this unit.2. Ask the students to prepare for the next unit.。
七年级英语下册《Unit 7 Its raining》教学设计 (新版)人教新目标版
Unit 7 It’s raining!Learning Objectives一、Topics（话题）:The weather二、Functions (功能)Describe the weatherDescribe what you are doing三、Structures (结构)1. Present progressive tense2. How questions3. What questions四、Target Language (目标语言)How’s the weather?It’s raining./It’s sunny.How’s it going?It’s great.What are they doing?They’re playing basketball in the park.五、Vocabulary （词汇）weather, rain, snow, winter, summer, vacation, message, sunny, cloudy, windy, snowing, hot, dry, cold, cool, warm, visit, skatehave a good time, take a message, tell him to call me back六、Skills (技能)Listening for key informationScanning in reading七、Recycling （复习巩固）What’s John doing right now?He’s playing soccer.He plays soccer every day.八、教材分析本单元语言训练的重点是（1）谈论天气；（2）描述正在发生的动作。
重点语言结构是（1）How 引导的特殊疑问句；（2）Yes/No问句及答语；（3）现在进行时的用法。
Section A主要是听读说和基础语言运用，为目标句型提供分步示例和指导性练习；Section B知识扩展、新旧知识的运用，循序渐进的写作练习；运用所学的语言完成各种任务使学生能够对已经学过的目标句型运用自如：Self Check自我评价，词汇知识的评价，语言应用能力的评价。
初中英语人教版七年级下册新目标英语七年级下册unit 7教学设计
新目标英语七年级下册unit 7教学设计教材内容围绕着描述人的外貌特点展开，让学生学会谈论人的身高、体重、发型、面部特征及着装特点，以人的外貌特征为主线，兼顾交际功能的学习，以一种循序渐进的生活化的学习程序，引导学生学会用英语介绍自己或他人的外表特征。
这些内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流，所以在学习活动中，学生能通过交换对不同人物的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。
教学目标（一）语言知识目标：1. 语法：①look like的问句及回答。
②wear的一般现在时用法。
③用于宽泛描述的形容词。
2. 词汇：．名词：hair, height, build, captain, team, bit, joke, beard, glasses, look, singer, etc.．形容词：short, tall, medium, thin, heavy, blonde, brown, curly, straight, wise, popular, huge, teeny, etc.．动词：wear, stop, remember, say, etc.3. 交际用语：what does he/she look like?he/she is tall. he/she has curly hair.what do you/they look like?i’m thin. /they’re medium height.do you know david? no./yes.（二）语言技能目标：1．能熟练的用英语进行对人外表特点的描述，并根据描述画出人像。
2．能概括人物的外貌特征并根据人物特征推理出某一人物。
3．能替自己和别人进行新形象设计，能和合作伙伴互相交流，充分交换信息。
4．能掌握本单元出现的表示人外观的词组及句型，并能结合实际生活进行灵活运用，用这些词组及句型描述别人的外表，提高写作水平。
人教版新目标七年级英语下Unit7-教案
Unit 7 It’s raining第1课时关店中学：胡尹一、学习目标1.掌握单词: rain, windy, cloudy, sunny, snow, weather, cook, study, bad, terrible, pretty句型: How’s the weather in Shanghai? It’s cloudy. What are you doing? I’m watching TV.2.学会谈论天气及描述你正在做的事；3.表达对天气的喜好并说明原因，学会使用现在进行时描述人们正在做的事。
二、学习重点1.掌握单词: rainy、windy、cloudy 、sunny 、snowy、weather2.重点句型：- How’s the weather in Shanghai? - It’s cloudy.- What are you doing? - I’m watching TV.三、学习过程〔一〕课前准备预习导学及自测1.预习p31生词，做到会读知意。
2.认知城市名称。
3.探究发现：表天气的名词如何变成形容词？完成以下单词多雨的_____ 多雪的_______ 有风的_______ 阴天的________晴朗的____ cook(现在分词) ________ study(单数第三人称)_________糟糕的_________(二)课堂活动Step1 情境导入1. Do 1a. Look at the pictures and match the words with the pictures in small groups.2. 看图听1b的录音，把地名填入图中的方框里；3. 自我练习1c，根据上边的每张图进行问答：Step2 自主探究1. Summary:(1) 询问天气情况：_____________________ / ____________________?(2) 询问某人正在干什么：_____________________________________?2. Do 2a . Listen and number (1-4) the pictures as you hear them.Listen again and match the names with the activities.Step 3 合作交流1. Do 3a. Match the words with the faces in the box.2. Do3b. Pairwork.3. Talk about the weather with your friends in groups.Step 4 课堂点拨1. How’s the weather? ＝What’s the weather like ?都是用来询问天气状况的句型。
初中英语人教版七年级下册新目标英语七年级下册Unit7教案设计
港南一中七年级英语下册导学案设计主备人：陶雄辉课题：Unit7 It’s raining!Section A 1a-2c (The first period)课型：听说综合课学习目标1、我能根据音标拼读新单词rain, windy, cloudy, sunny, snow, weather, cook （重点）2、我能熟练运用以下句型来谈论天气以及人们正在进行的活动：（难点）How’s the weather in Beijing? It’s sunny.What’s he doing? He’s playing basketball.3、情感态度：通过本节课的学习，我会更加关心天气，热爱大自然。
知识链接1、现在进行时：表示正在发生的行为或动作。
其结构为be doing。
如：It is raining. I am doing my homework. My parents are watching TV.2、构词法：表示天气的名词+y，可变为形容词。
rain→rainysun→sunny wind →windy cloud→cloudysnow→sn owy3、同义句：How’s the weather? = What’s the weather like? 天气如何?学法指导：首先要明确本节课的话题——谈论天气以及不同天气状况下开展的活动。
围绕着这一话题应该用到哪些词、哪些句？通过阅读1a到2c的内容就能弄清楚。
Learning Process （学习过程）Step I温故知新，承上启下（2分钟）用所给单词的正确形式填空：1. —What are you doing? —I am ____________ (watch) TV.2. What _________ (be) she doing? She is ______________ (wash) her clothes. StepⅡ目标导航，自主学习（10分钟）1、我能根据音标拼读新单词rain, windy, cloudy, sunny, snow, weather, cook，把不会拼读的用红笔做标记。
初中英语人教版七年级下册新目标英语七年级下册Unit7第一课时教案设计
新目标英语七年级下册Unit7第一课时教案设计Unit 7 It’s raining! Period 1(1a---1c)韩芳伊宁市第五中学新目标英语七年级下册Unit7第一课时教案设计Unit 7 It’s raining! Period 1(1a---2c)一.单元教材分析:本课是人教版七年级下Unit 7 It’s raining的第一课时，整个Unit7 单元的核心话题是谈论天气和人们在干什么，因此如何问答“How’s the weather ? What are you doing? What ’s he/she doing 是单元教学的重点，本节课的重点是学习描述天气的形容词，问天气的句式并，要求学生熟练掌握并正确运用描述天气的词类和句式。
二、教学课题人教版新目标英语七年级下册第七单元 It’s raining! Period 1三、教学目标（一）知识目标1.词汇：rain , windy , cloudy, sunny, snow, weather, Moscow, Boston, how’s = how is2.句型：How’s the weather? /What’s the weather like ? It’s raining. How’s the weather in Beijing? / What’s the weather like in Beijing? It’s snowy/snowing..（二）能力目标1. 根据实际情况谈论天气状况.2. 通过听力练习，提高听力水平。
（三）情感目标能够谈论天气，表达自己的情感 .在合作学习中培养学生乐于学习的精神，积极进取。
四、教学重、难点1．The vocabulary2．Language: How's the weather? It's raining/windy…3.结合天气用语进行交际训练。
（教学难点）五、教学方法教法：通过创设情境，让学生身临其境，自然引入How's the weather? 采用教师设置任务、学生提出问题、学生解决问题、借助彩图和多媒体等方式提高学生的积极性。
【人教版新目标】初一七年级英语下册《Unit 7》单元教案
Unit 7 It’s raining.Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：rain, windy, cloudy, sunny, snow, weather, cook, bad, park,message, take a message, could, back, problem 能掌握以下句型：①—How's the weather in Beijing?—It's sunny.②—Can I take a message for him?—Yes. Could you just tell him to call me back?—Sure, no problem.2) 能用所学的知识描述天气情况。
3）描述正在发生的动作。
2. 情感态度价值观目标：教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况，增加世界观念。
知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础。
二、教学重难点1. 教学重点：1) The vocabulary and useful expressions.2) —How’s the weather?—It's raining/ windy.3) —What are you doing?—I'm playing basketball.2. 教学难点：运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动。
三、教学过程Ⅰ. Warming-up and Lead in1. Greet the Ss and check the homework.2. Watch a video program about the weather.Ⅱ. Presentation1. (Show some pictures of the weather)Let Ss look at the pictures and ask them how the weather is.Ss learn the new words and expressions with the help of the pictures.2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss tomatch the words with pictures.3. Check the answers.Ⅲ. Game (How's the weather?)1. (Showing some pictures on the big screen.) Ask Ss "How's the weather?"2. Ss guess and answer the question.Ⅳ. Listening1. Now let's look at the city names in the box in 1b. Please read after me.Ss read the cities after the teacher.2. Now, We’ll hear four conversations. Listen carefully, point out each city in thepicture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.3. Check the answers.Ⅴ. Pair work1.Tell the Ss: If you are in one of the places in the picture above. Talk about theweather with your friends in another city on the phone.2. Make a model with a student like this:T: Hi! How's the weather in Beijing?S1: It's sunny.3. Ss work in pairs. Ask and answer about the weather in the cities.Ⅵ. Listening1. Work on 2a.Let's see what Joe's families are doing. Point to the 4 pictures.2. Ask Ss tell each person is doing in each picture. More attentions should be paidto the correct use of the Present Progressive Tense.3. Play the recording for the Ss to listen and number the pictures [1-4].4. Play the tape for Ss to check the answers.5. With the whole picture, get some Ss to tell the story of it.6. BrainstormingPlay the tape for another time. Then do a memory test.Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing?What're Scott and Lucy doing?Is Jeff watching TV? etc.7. Let Ss match the names with the activities in 2b.Play the recording for the Ss to check the answers.Ⅶ. Pair work1. Look at the pictures and talk about the people in 2a with a partner.2. Ask a student the questions as a model:T: What's Uncle Joe doing?S1: He's playing basketball.3. Ss work in pairs. Ask and answer about the pictures.Ⅷ. Role-play1. Ask Ss to read the conversation and answer the questions:①What's Steve doing?②What's Rick's brother doing?Ss read the conversations and answer the questions. Then check the answers together.2. Let Ss role-play the conversation in pairs.IX. Language points.X. ExercisesHomework:一、总结有关天气的词汇。
新目标英语七年级英语下册unit 7教学设计
Unit 7 What does he look like？任务型教学设计：1.话题: What does he look like?2.目标:1）认知目标：掌握新单词短语及句型，学会描述人的外貌,并能根据描述画出人像。
目标语言：What does your friend look like?She has a medium build, and she has long hair.(Or: She is thin, and she is tall/medium height.)2)能力目标：①学会谈论身高,体重,发型,面部特征及着装特点。
②能积极思维，运用所学单词，短语及句型，结合实际生活进行灵活运用。
③能和合作伙伴互相交流，充分交换信息。
3)情感目标：学会简单地表达自己的观点或好恶,学会为人善良的美德。
任务设计：笔者在本课时设计了５个不同的任务活动形式，紧紧抓住了初一学生求知欲强，好动，好自我表现的年龄特点，较为成功地完成了本课时的教学任务。
活动一：猜一猜，学一学在本课时的第一步，新教学内容学习过程中，笔者采用了３幅学生熟悉的可爱的卡通图画，请学生们从身高，发型，体型三个方面依次用抢答的形式说出已学过的表达：He is tall/ short/medium height……对新知识的学习，笔者采取了让学生从老师的体态语言中，从实际的图片及身边的同学长相，适时再配以音标，让学生自己猜义，拼读，然后再由老师，学生分别教读，领读。
在说说，猜猜，学学的过程中，学生自然就进入了本课时的学习内容与氛围中。
活动二：动一动。
初一学生毕竟年龄小，好动是他们的天性。
针对这一特征，笔者设计了在学习完身高，发型，体型三个方面的词汇后，让全班学生齐起立，跟着老师一起用形象的body movement 复习巩固了刚学会的新内容。
活动三：唱一唱，编一编。
笔者用一个节奏简单明了的chant,把所学的知识用另一种形式得到体现与升华。
新版教材新目标七年级下册英语教案Unit 7
Unit 7 It’s raining!玩电子游戏做晚饭打蓝球看电视近来情况如何不错听起来好像玩得开心在家在朋友家学习给某人捎个信叫某人做某事给某人回电话没问题北京天气如何？做作业在晚上现在做汤每天打三个小时的电话喝果汁爬山在山区给某人写信愉快地做某事上暑期班看望我的阿姨学习英语学会很多我的一些老朋友坐在游泳池边尽快见到你你的暑假努力学习度假我的手机坏了正适合散步下个月戴着帽子穿着毛衣买俄罗斯面包带回家在雪地上玩在河上滑冰拍雪人照play computer games cook dinner ( make dinner) play basketball watch TV How’s it going ? Not too bad. Sounds like have a good time ( have fun)be at home study at one’s friend’s home take a message for sb. tell sb. to do sth. call sb. backno problem How’s the weather?( What’s the weather like?) do homework in the evening right nowmake soup talk on the phone for three hours every daydrink orange juice climb the mountains in the mountains write to sb. have a good time doing sth. (have fun doing sth.) go to summer school visit my aunt study English learn a lot some of my old friendssit by the pool see you soonyour summer vacation study hardbe on a vacation ( have a vacation . take a vacation )my phone isn’t working just right for walkingnext month wear hats wear sweatersbuy Russian bread to take home play in the snow skate on a rive take a photo of a snowman。
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Unit 7 It’s raining.Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：rain, windy, cloudy, sunny, snow, weather, cook, bad, park,message, take a message, could, back, problem 能掌握以下句型：①—How's the weather in Beijing?—It's sunny.②—Can I take a message for him?—Yes. Could you just tell him to call me back?—Sure, no problem.2) 能用所学的知识描述天气情况.3）描述正在发生的动作.2. 情感态度价值观目标：教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况，增加世界观念.知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础.二、教学重难点1. 教学重点：1) The vocabulary and useful expressions.2) —How’s the weather?—It's raining/ windy.3) —What are you doing?—I'm playing basketball.2. 教学难点：运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动.三、教学过程Ⅰ. Warming-up and Lead in1. Greet the Ss and check the homework.2. Watch a video program about the weather.Ⅱ. Presentation1. (Show some pictures of the weather)Let Ss look at the pictures and ask them how the weather is.Ss learn the new words and expressions with the help of the pictures.2. Look at the pictures in 1a. Then read the new words on the right. Ask the Ss tomatch the words with pictures.3. Check the answers.Ⅲ. Game (How's the weather?)1. (Showing some pictures on the big screen.) Ask Ss "How's the weather?"2. Ss guess and answer the question.Ⅳ. Listening1. Now let's look at the city names in the box in 1b. Please read after me.Ss read the cities after the teacher.2. Now, We’ll hear four conversations. Listen carefully, point out each city in thepicture as it comes upon the tape. Play the recording a second time. Ask Ss to write the name of the city in the picture of its weather.3. Check the answers.Ⅴ. Pair work1.Tell the Ss: If you are in one of the places in the picture above. Talk about theweather with your friends in another city on the phone.2. Make a model with a student like this:T: Hi! How's the weather in Beijing?S1: It's sunny.3. Ss work in pairs. Ask and answer about the weather in the cities.Ⅵ. Listening1. Work on 2a.Let's see what Joe's families are doing. Point to the 4 pictures.2. Ask Ss tell each person is doing in each picture. More attentions should be paidto the correct use of the Present Progressive Tense.3. Play the recording for the Ss to listen and number the pictures [1-4].4. Play the tape for Ss to check the answers.5. With the whole picture, get some Ss to tell the story of it.6. BrainstormingPlay the tape for another time. Then do a memory test.Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing?What're Scott and Lucy doing?Is Jeff watching TV? etc.7. Let Ss match the names with the activities in 2b.Play the recording for the Ss to check the answers.Ⅶ. Pair work1. Look at the pictures and talk about the people in 2a with a partner.2. Ask a student the questions as a model:T: What's Uncle Joe doing?S1: He's playing basketball.3. Ss work in pairs. Ask and answer about the pictures.Ⅷ. Role-play1. Ask Ss to read the conversation and answer the questions:①What's Steve doing?②What's Rick's brother doing?Ss read the conversations and answer the questions. Then check the answers together.2. Let Ss role-play the conversation in pairs.IX. Language points.X. ExercisesHomework:一、总结有关天气的词汇.二、编写三个有关天气问答的对话.1. windy2. raining3. snowy板书设计：Section A (Grammar Focus-3b)一、教学目标：1. 语言知识目标：1) 继续练习运用描述天气情况、描述正在发生的动作.2) 通过多种形式的练习方式来让学生们熟练掌握描述天气情况及描述正发生的事情.2. 情感态度价值观目标：教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况，增加世界观念.知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础.二、教学重难点1. 教学重点：1) 总结掌握询问及描述天气所用的语言及句子结构.2) 会运用所学的知识在实际对话中描述天气及他人正做的事情.2. 教学难点：能根据情境提示来描述天气或他人正在做的事情.三、教学过程Ⅰ. Warming- up and revision1. Have a dictation of the new words and expressions in period 1.2. Ask some pairs to role-play the conversation in 2d.Ⅱ. Grammar Focus.1. 学生阅读Grammar Focus中的句子，然后做填空练习.①天气怎么样？_____________________天气多云./天气晴朗./天在下雨. ____________________②你在做什么？___________________我在做饭. ___________________③他们在做什么？____________________他们正在公园里打篮球. _____________________④他在做什么？_________________________________他在他朋友家里学习. _______________________________⑤情况怎么样？___________________很好！/不错./ 糟糕！____________________2. Ss fill in the blanks and check the answers themselves.3. 探究乐园①疑问副词how 用来询问天气.今天天气怎么样？_______ the weather today?【拓展】询问天气还可以说：_______ the weather _______ ?②how 用于问候，打招呼你好吗？_________________________你那里情况如何？_____________________③how 用来询问方式或手段.你怎样去上学？_______do you go to school?④how 用来询问年龄你弟弟多大年龄？_______ _______ is your brother?⑤how 用于询问价格那件紫色的毛衣多少钱？_____________ are the purple sweater?4. Ss read the sentences and learn by themselves.Ⅲ. Practice1. Work on 3a. Fill in the blanks with the correct forms of the verbs in the box.Then practice the conversations with a partner.2.指导：根据上下文的问句和答语来确定空格处的意思, 特别是每个空格后面的词汇.根据上下文的时态及时间状语来确定句子的时态.如: right now 为现在进行时态的时间状语.而usually，every Saturday 及every day 是一般现在时态的时间状语.现在进行时态的句子结构：be (am, is, are) + 动词的ing形式; 一般现在时态的句子用动词的原形或第三人称单数形式.如: 第一题由问句可知答句为现在进行时.后一句为一般现在时.3. Ss read the conversations and fill in the blanks.4. Check the answers with the class.5. Ss practice the conversation in pairs.6. Ask some pairs role-play the conversation.Ⅳ. Practice1. Work on 3b.Yuan Yuan from CCTV is interviewing people in five different places. Fill in the chart below.2. Ss work in groups. Discuss the pictures and talk about the weather and what thepeople doing.Make a model for the Ss:—How's the weather in Picture a?—It's sunny.—What's the boy doing?—He's playing the guitar.3. Ss ask and answer about the pictures. Then fill in the blanks.4. Check the answers with the class.Ⅴ. Practice1. Every student draws a picture. On your pictures sb. is doing something in somekind of weather.2. Ask and answer about the picture.—How's the weather?—What's he/she doing?Ⅵ. ExercisesHomework1. Read the sentences in Grammar Focus.2. Make some conversation about the weather and the activities.板书设计Section B (1a-2c)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：dry, cold, hot, warm, visit, Canada, summer, sit, juice, soon,vacation, hard, Europe, mountains, country2) 能掌握以下句型：①—How's it going?—Not too bad.②Are you studying hard or having fun?③I'm having a great time in Europe.2. 情感态度价值观目标：教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况，增加世界观念.知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础.二、教学重难点1. 教学重点：1) 继续学习有关天气的词汇，运用所学的词汇来描述天气.2) 描述在不同的天气情况中人们正在做的事情.3) 阅读短文，提高获取相关信息的能力.2. 教学难点1) 进行听力训练，培养学生们的听说能力.2) 阅读短文，提高学生们的阅读能力.三、教学过程Ⅰ. Warming-up and revision1. Ask and answer about the weather.2. Ask and answer what sb. is doing.Ⅱ. Presentation1. Show some pictures on the big screen. Present the new words.dry, cold, hot, warm …2. Ss learn the new words and expressions and try to understand the expressions.3. Give Ss some time and try to remember the new words and expressions.Ⅲ. Matching1. Read the words in the box in 1a. Then look at the pictures. Match the words withthe pictures.Ss match the words with the picture.2. Check the answers.Ⅳ. Pairwork1. Look at the pictures in 1a. Ask and answer questions about the weather in thepictures in 1a.Give an example to the Ss.T: How's the weather in the picture d?S1: It's dry.2. Now work in pairs. Ask and answer about questions about the weather in thepictures in 1a.3. Ask some pairs to ask and answer about the questions.Ⅴ. Listeningwork on 1c:1. Read the chart in 1c.2. Play the tape for the Ss to listen and write what Mary and Eric answer to "How'sit going?".3. Play the recording twice. The first time Ss only listen. For the second Ss listenand write down the words in the blanks.Ⅵ. ListeningWork on 1d:1. Listen again. What does Eric answer to "What are you doing?" & "How's theweather?"2. Play the recording twice. The first time Ss only listen. For the second Ss listenand write down the words in the blanks.3. Check the answers.Ⅶ. Talking1. Look at the pictures in 2a. Talk about the pictures with a partner. How's theweather? What are the people doing? Make a model to the Ss.S1: How's the weather in picture a?S2: It's sunny and warm.S1: What's the girl doing?S2: She's sitting near the pool and drinking some juice.2. Ss work in pairs and talk about the pictures.3. Let some pairs ask and answer the pictures aloud.Ⅷ. Presentation1. Show some pictures on the big screen to present some of the new words in thepostcards in 2b.2. Teach Ss the new words. Then let Ss read the new words after the teacher.Ⅸ. Reading1. Fast ReadingRead the postcards in 2b and math each postcard with the correct picture in 2a.Ss read the postcards quickly and match the postcard the correct picture.Then check the answers.2. Careful reading:Read the first postcard again and find the answers to these questions.①Where is Su Lin now?②What is Su Lin studying here?③Is she visiting some of his old friends there?④What’s she doing right now?⑤How’s the weather there?Read the second postcard again and find the answers to these questions.①Where is Dave now?②What are Dave and his family doing there?③Are they having a good time?④How’s the weather there?⑤How’s the weather in Jane’s country?Ss read the postcards and try to find the answers to the questions.Then check the answers with the class.Ⅹ. After Reading1. Read the postcards again and fill in the chart with the information from thepostcards in 2b.2. 阅读指导：1) 先看表格，可知本题要求我们读明信片，完成Sun Lin和Wen Wei现在在哪里在、那里的天气如何以及他们正在做的事情这三项内容.2) 带着三个问题，分别去在Sun Lin和Wen Wei所写的明信片中去寻找相关内容.3) 找到相关依据后，再认真分析这三个问题的正确答案，然后填写在空格处.3. Check the answers with Ss.XI. Language pointsXII. ExerciseHomework1. Remember the new words and expressions learned in this period.2. Retell the first postcard in 2b.板书设计：Section B 3a-Self Check一、教学目标：1. 语言知识目标：1) 复习与运用所学的有关天气的相关知识来描述天气.2) 能正确地描述他人正在进行的活动.3）能根据所提供的相关材料描写某地的天气情况及某人正在进行的活动.2. 情感态度价值观目标：教育学生善于观察天气，善于调整自己的情绪；了解世界各地的天气情况，增加世界观念.知道大自然的力量是神奇而伟大的，我们应当好好学习，立志学好科学知识，为长大后探索神奇的大自然，打好基础.二、教学重难点1. 教学重点：1) 综合运用所学的知识，完成短文，描述某地的天气及某些人物正在进行的活动.2) 能运用所学的知识，来描述某地的天气及某人正在进行的活动.2. 教学难点：能运用所学的知识，来描述某地的天气及某人正在进行的活动.三、教学过程Ⅰ. Warming- up and revision1. Have a dictation of the new words and expression learned in Section B.2. Let some Ss read the postcards in 2b.3. Watch a video program about the weather forecast.Ⅱ. Presentation1.Show some pictures on the big screen and present some new words andexpressions in this period.(skate, snowy, winter, Russian, snowman)2. Ss read the new words and try to remember them.Ⅲ. Free talkFinish some exercises.Ⅳ. Writing1. T: Here's another postcard from Kate to Xiao Lu. Look at the pictures on thepostcard. How's the weather there? And what is the girl doing?Let some Ss answer the two questions.2. Let some Ss read the words in the box. Explain the meaning of the words thatthey don't know.3. 思路指导：首先, 应读方框里的单词, 掌握每个单词的意思.其次, 通读一遍短文, 理解短文大意.然后, 认真读每个句子, 分析每个空格处前后上下文的意思，确定空格处所缺单词的意思.如：第一、二两空格前有weather一词，可知空格处只应填snowy和windy一词.第三空格后面有“俄罗斯面包”一词可推知，空格处应为buying一词.第四空格由空格后面的on a river可知应是“skate”一词.最后一空格是take a photo of …，应用现在进行时态，故填taking.4. 学生们在老师的指导方法下，读信的内容，然后补全短文内容.5. Check the answers.V. Writing1. Imagine you are on vacation. Write notes about your vacation.2. Let some Ss read the questions aloud.3. Make sure Ss know the meaning of the questions.4. Ss think and write down some notes about their vacations.5. Let Ss read out their own vacation notes.VI. Writing1. Write a postcard to a friend. Tell your friend about your vacation and what youare doing.2. 写作指导：回想一下给你印象最深的一次度假活动.可以将在3b中问题的答语, 做为写作的内容.假想你现在正在度假.将回答问题的几个句子连起来，形成一个语句连贯的短文.注意，应用现在进行时态来表述现在正在发生的事情.3. 学生们根据老师的指导方法，大胆地进行写作，发挥自己的想像力，写出好的内容.4. Let Ss read their postcard to the class.VII. Self Check 11. Tell Ss we've learned some words about feelings, weather and activities. Nowdiscuss with your partners. Add more words in the box.2. Ss work in pairs and add more words in the box.3. Let some Ss read their words. Let other Ss add more words.VIII. Self Check 21.Read the sentences below on the left and find the responses on the right.2.思路指导：首先，应通读所有选项，掌握对话的大意.可知本对话是一个打电话的情景，由打电话的常识可知左栏第一句话为首句，句意为“你好，我是詹妮”可知答语应是右栏中的第二句话.由左栏第二句末的“我可以给她带个话吗？”一句可以确定其答语为右栏中的第三句话，“好的.你可以让她打电话876-54321吗？”.当A方回答“没问题”后，B方应当表示感谢.3. Ss read the sentences below and find the responses.4. Check the answers with the class. Then let the Ss practice the conversation with apartner.IX. Self Check 31. Put these sentences in order to make a conversation. Then write your ownconversation.2. 思路指导：本题要求将一对话排列正确的说话顺序.首先，通读所有的句子，理解对话的大意.其次，在通读对话的基础上确定对话的首句应是打招呼的“Hi, Jill”一句.接下来，就可以确定“Not too bad.”是第二句.比较询问天气的问句和询问在下雨天里在做什么事情，可知应先问天气情况.最后，通读一遍对话，看是否通顺.3. 学生们按指导方法，将对话的顺序排好.然后和伙伴练习这个对话.4. 与伙伴共同编造一个与之相仿的对话.并向本小组的其他同学表演一下. Homework找一张你度假时照的照片，写一篇小短文向你的同学们介绍一下当时你度假的情况.包括以下内容如下：在何地度假天气情况你们正在进行的活动你对假期的感受板书设计：。