人教新目标 (Go for it) 版七年级下册Unit 7 It’s raining!综合与测试表格教案

这是一份人教新目标 (Go for it) 版七年级下册Unit 7 It’s raining!综合与测试表格教案，共19页。

课题：Unit 7 It’s raining.

学科 _英语____ 备课教师___张方___ 授课年级__七年级_____
教材分析
本单元是新目标七年级下册第7单元，主要是学习询问天气情况的表达方式，以及学习表天气特征的形容词，主要培养学生的听说能力。整个Unit 6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` he/she doing ?" 是单元教学的重点。另外，学习描述天气的形容词，问天气的句式并复习现在进行时，要求学生熟练掌握并正确运用描述天气的词类和句式。
学情分析
七年级学生具有很强的好奇心和表现欲，他们模仿能力强，喜欢凸现自己，但是农村学生原有小学英语的基础差，口语教学等情况不容乐观，造成部分学生不敢开口对话而不能很好把握知识的遗憾。因此我选用“合作式”任务情景英语教学法，在教学中注重知识点的前提下，注重培养学生的口头表达能力、想象力、表演能力，从而培养他们正确的情感、态度、价值观。
设计思路
英语课程的教育理念中指出“要面向全体学生、关注学生的情感，营造宽松民主和谐的教学氛围，倡导任务型的教学途径。本单元就是根据这些理念进行设计的，以培养兴趣为前提，让学生把所学的知识运用到实践当中，让学生通过感知、体验、实践以及合作探究来实现学习目标。
在教学新内容时，力求用精美的图画和真实的声音来创造意境，来处理本单元的新语言现象，用形象生动的视频来展示逼真的场景，采用小组合作探究方式，用科学合理的教学过程设计来形成清晰的教学思路，以收到最佳的教学效果，更重要的是培养学生的合作能力和综合运用英语知识的能力。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。

教学准备
(1)a tape recorder
(2)some pictures






课时安排4课时
第 1 课时
课时目标
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。


课时重难点
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。

教学过程
教学环节
教师活动
学生活动
设计意图
Ⅰ.Warming-up and Lead in








Ⅱ.Presentation






Ⅲ. Game (How's the weather?)

Ⅳ.Listening










Ⅴ. Pair work










Ⅵ.Listening


















Ⅶ. Pair work





Ⅷ.Role-play




Homework:
1. Greet the Ss and check the homework.









1. (Show some pictures of the weather)
Let Ss look at the pictures and ask them how the weather is.

2. Check the answers.


1. (Showing some pictures on the big screen.) Ask Ss "How's the weather?"
1. Now let's look at the city names in the box in 1b. Please read after me.
2. Now, We’ll hear four conversations. Play the recording a second time.
3. Check the answers.

1. Tell the Ss: If you are in one of the places in the picture above.



T: Hi! How's the weather in Beijing?




1.. Play the recording for the Ss to listen and number the pictures [1-4].
2. Play the tape for Ss to check the answers. 
 Play the tape for another time. 
3.Ask Ss: What's Uncle Joe/Jeff/Mary/Aunt Sarah doing? 
What're Scott and Lucy doing? 
Is Jeff watching TV?   etc.
4.Play the recording for the Ss to check the answers.






T: What's Uncle Joe doing?
Then check the answers




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. windy
2. raining
3. snowy










1. Watch a video program about the weather.
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.


Ss match the words with pictures.





1. Ss guess and answer the question.


1.Ss read the cities after the teacher.
2.Listen carefully, point out each city in the picture as it comes upon the tape.
3. Ss write the name of the city in the picture of its weather.
1.Talk about the weather with your friends in another city on the phone.
2. Make a model with a student like this:
S1: It's sunny.

3. Ss work in pairs. Ask and answer about the weather in the cities.
1. Work on 2a. Let's see what Joe's families are doing. Point to the 4 pictures.
2. Ss tell each person is doing in each picture. More attentions should be paid to the correct use of the Present Progressive Tense.
3. With the whole picture,  Ss  tell the story of it.
4. Brainstorming
Then do a memory test. 
5. Ss match the names with the activities in 2b.
1. Look at the pictures and talk about the people in 2a with a partner.
2. Ask a student the questions as a model:
S1: He's playing basketball.
3. Ss work in pairs. Ask and answer about the pictures.



1. Ss read the conversation and answer the questions:
① What's Steve doing?
② What's Rick's brother doing?
Ss read the conversations and answer the questions.
2. Ss role-play the conversation in pairs.
通过观看视频，既能激发学生的学习兴趣又能导入新知识使学生更容易接受。



巩固与天气有关的词汇学习，为后面的听力练习和口语学练打基础。


通过游戏,巩固已学的重点句型






































将已学的词汇通过听力先输入，然后再输出对学生的听力进行训练。






























用所学的句型与他人交流，学会如何形容天气






在真实语境下，口语展示(PK)












板书设计
Section A (1a-2d)
Drills：
1. —How's the weather in Beijing? —It's sunny.
2. —What's Uncle Joe doing? —He is playing basketball.
2c: —What's Uncle Joe doing? —He's playing basketball.
—What's Aunt Sally doing? —She's cooking.
—What's Mary doing? —She's watching TV.
课后反思








课时安排
第 2 课时
课时目标
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。
课时重难点
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。
教学过程
教学环节
教师活动
学生活动
设计意图
Ⅰ.Warming- up and revision



Ⅱ.Grammar Focus.

























Ⅲ.Practice












Ⅳ.Practice






































Ⅴ.Practice



Homework

Have a dictation of the new words and expressions in period



. 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 _______ ?
② how 用于问候，打招呼
你好吗？____________
你那里情况如何？ __________________③ how 用来询问方式或手段。
你怎样去上学？ _______do you go to school?
④ how 用来询问年龄
你弟弟多大年龄？ _______ _______ is your brother?
⑤ how 用于询问价格
那件紫色的毛衣多少钱？ _____________ are the purple sweater?


Work on 3b.
Yuan Yuan from CCTV is interviewing people in five different places. Fill in the chart below.








1.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。
2. Check the answers with the class.
3. Ask some pairs role-play the conversation.

1. Check the answers with the class.

1. Read the sentences in Grammar Focus.
2. Make some conversation about the weather and the activities.
Some pairs role-play the conversation in 2d.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
2. Ss fill in the blanks and check the answers themselves.
3. Ss read the sentences and learn by themselves.























1. 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. Ss read the conversations and fill in the blanks.
3. Ss practice the conversation in pairs.


1. Ss work in groups. Discuss the pictures and talk about the weather and what the people 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.
2. Ss ask and answer about the pictures. Then fill in the blanks.

1. Every student draws a picture. On your pictures sb. is doing something in some kind of weather.
2. Ask and answer about the picture.
—How's the weather?
—What's he/she doing?


复习巩固第一课时所学的重点句子，了解学生对上节课知识的记忆熟练程度以及运用能力

















通过匹配练习,巩固已学的重点句型


















































将已学的词汇通过做题练习先输入，巩固语法学习


教会学生的知识运用能力


口语展示


通过让学生动手画画的方式，调动学生的积极性，巩固本节课的重点句型

板书设计
Section A Grammar Focus-3c
1. —How's it going? —Great! / Not bad./ Terrible.
—What are they doing? —They're playing basketball in the park.
3a: 1. am doing; do; 2. is playing, plays; 3. Is, studying; is studying
4. are making, make; 5. Is, talking; talks
3b: —It's sunny. —He's playing the guitar.
—It's windy. —They're walking to school.
—It's cold. —They're making soup.
课后反思




课时安排
第 3 课时
课时目标
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, country
2) 能掌握以下句型：
① —How's it going?
—Not too bad.
② Are you studying hard or having fun?
③ I'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，立志学好科学识，为长大后探索神奇的大自然，打好基础。
课时重难点
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。








教学过程
教学环节
教师活动
学生活动
设计意图
Ⅰ.Warming- up and revision



Ⅱ.Presentation








Ⅲ.Matching










Ⅳ.Pair work









Ⅴ.Listening


Ⅵ.Listening







Ⅶ.Talking




























Ⅷ.Presentation















Ⅸ.Reading









Ⅹ. After Reading





1. Show some pictures on the big screen. Present the new words.
dry, cold, hot, warm …

1. Check the answers.






1.Give an example to the Ss.
T: How's the weather in the picture d?
2. Ask some pairs to ask and answer about the questions.


1. Play the tape for the Ss to listen and write what Mary and Eric answer to "How's it going?".
2.. Play the recording twice.
Work on 1d:

1. Play the recording twice.
2. Check the answers.


1. Show some pictures on the big screen to present some of the new words in the postcards in 2b.
2. Teach Ss the new words. Then let Ss read the new words after the teacher.

1. 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。
2. Check the answers with Ss.



Fast Reading
Read 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.
Careful reading:



Read the first postcard again and find the answers to these questions.
① Where is Su Lin now?
② What is Su Lin studying here?
③ Is she visiting some of his old friends there?
④ What’s she doing right now?
⑤ How’s the weather there?


Read the second postcard again and find the answers to these questions.
① Where is Dave now?
② What are Dave and his family doing there?
③ Are they having a good time?
④ How’s the weather there?
⑤ How’s the weather in Jane’s country?
1. Ask and answer about the weather.
2. Ask and answer what sb. is doing.
1. Ss learn the new words and expressions and try to understand the expressions.
2. Ss try to remember the new words and expressions.

1. Read the words in the box in 1a. Then look at the pictures. Match the words with the pictures.
2.Ss match the words with the picture.

1. Look at the pictures in 1a. Ask and answer questions about the weather in the pictures in 1a.



S1: It's dry.

2. Now work in pairs. Ask and answer about questions about the weather in the pictures in 1a.



work on 1c:
1. Read the chart in 1c.
2.The first time Ss only listen. For the second Ss listen and write down the words in the blanks.
1. Listen again. What does Eric answer to "What are you doing?" & "How's the weather?"
The first time Ss only listen. For the second Ss listen and write down the words in the blanks.
1. Look at the pictures in 2a. Talk about the pictures with a partner. How's the weather? 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.



Ss read the postcards and try to find the answers to
Then check the answers with the class.

Read the postcards again and fill in the chart with the information from the postcards in 2b.




1. Remember the new words and expressions learned in this period.
2. Retell the first postcard in 2b.

通过让学生口语对话将学生很快的引入英语课堂。


教学生读单词，使学生对单词记忆更深，为课堂学习打好基










通过匹配练习加深学生对本节单词的记忆





通过小组合作交流，培养学生的口语交际
































通过听力训练，给学生灌耳音，培养学生听的能力和读所学知识的感知















口语交际能力的培养



























词汇学习，扫清阅读障碍








理解文章大意



提出问题，让学生有目的的进行阅读，深层理解文章


加深对文章、知识的理解、巩固


阅读技巧的培养
板书设计
Section B 1a-2c
1a：1. d; 2. e; 3. a; 4. b; 5. c
1b: —How's the weather in picture d? —It's warm.
—How's the weather in picture a? —It's cold
—How's the weather in picture b? —It's cool.
—How's the weather in picture c? —It's hot.
—How's the weather in picture d? —It's dry.
2b: ① Where is Su Lin's uncle work?
② What is Su Lin doing in Canada?
③ Are Wen Wei and family having a great time?
④ Why can't Wen Wei call Jane?
课后反思
















课时安排
第 4 课时
课时目标
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。

课时重难点
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。
教学过程
教学环节
教师活动
学生活动
设计意图
Ⅰ.Warming- up and revision

Ⅱ.Presentation








Ⅲ. Free talk


Ⅳ.Exercise

















































V. Writing









VI.Writing



















VII. Self Check 1






VIII. Self Check 2








IX. Self Check 3



2. Let some Ss read the postcards in 2b.


1.Show some pictures on the big screen and present some new words and expressions in this period.
(skate, snowy, winter, Russian, snowman)
Finish some exercises.



1. T: Here's another postcard from Kate to Xiao Lu. Look at the pictures on the postcard. How's the weather there? And what is the girl doing?
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. Check the answers.

1. Make sure Ss know the meaning of the questions.
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。
注意，应用现在进行时态来表述现在正在发生的事情。

1. Tell Ss we've learned some words about feelings, weather and activities.






1.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。
2. Check the answers with the class. Then let the Ss practice the conversation with a partner.
1. 思路指导：
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”。
接下来，就可以确定“Not too bad.”是。
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。

1. Have a dictation of the new words and expression learned in Section B.
2. Watch a video program about the weather forecast.
1. Ss read the new words and try to remember them.



1. Ss answer the two questions.
2. Ss read the words in the box. Explain the meaning of the words that they don't know.
3. 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。


















1. Imagine you are on vacation. Write notes about your vacation.
2. Ss read the questions aloud.
3. Ss think and write down some notes about their vacations.
4. Ss read out their own vacation notes.
1. Write a postcard to a friend. Tell your friend about your vacation and what you are doing.
2. 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。
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. Ss read their postcard to the class.
1

.Now discuss with your partners. Add more words in the box.
2. Ss work in pairs and add more words in the box.
3. Ss read their words. Let other Ss add more words.
1.Read the sentences below on the left and find the responses on the right.
2. Ss read the sentences below and find the responses.






1. Put these sentences in order to make a conversation. Then write your own conversation.
2. 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。
3. 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。

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，对假期的感受。
检测学生是否已经掌握上节所学的单词，以及学生是否能听懂重点句型













通过小组合作，让学生感知说语言的魅力,相互交流，相互学习，进行口语训练




检测学生对本单元所学知识灵活运用的能力









































教学生如何用运用本单元所学的重要句法结构及生单词给别人描述天气情况，























培养学生的写作能力








检测学生对本单元单词的掌握情况






















应试技巧的训练





复习和巩固本单元所学的重点知识





板书设计

Section B 3a-Self Check
3a: snowy, windy; buying, playing, skating, talking
Self Check 2:
A：Hello? Jenny speaking.
B: Hi, Jenny. It's Steve here. May I speak to Lucy, please?
A：Sorry, she's not at home. Can I take a message?
B: Yes. Could you ask her to call me at 8765-4321?
A: Sure. No problem.
B: Thank you. Bye.

课后反思