Unit 7 Weather 单元分析教学设计Teaching design of unit 7 weather unit analysi s
Unit 7 Weather 单元分析教学设计
前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校
选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据
英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定
合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本
文下载后内容可随意修改调整及打印。
unit 7 weatherxxx学院朱 xxx小学施玮
菁【单元分析（unit analysis）】一、教材地位（unit position）1.从本单元的中心“天气”主线来看，教材内容主要
是围绕着“冬季”来展开的，通过谈论冬天的穿着和天气情况，
认识冬天以及了解冬天可以从事的一些活动。
2.词汇方面，主要是围绕冬天的穿着展开的，学习单词hats, gloves, scarfs, winter, cold, wind, snow.同时，结合字母ll 的教学，学习单词light, 了解字母ll在单词中的发音。
3.句型方面，本文呈现了do you like…? yes, i do./ no,
i don’t的应答句来表达对事物的喜好。
4.儿歌学习是本课的特色，通过儿歌的学习，不仅使语言丰
富多彩，同时也感受英语语言的韵律美，增强儿童学习英语的兴趣。
5.字母方面，掌握字母ll大小写的正确书写形式，并了解
字母ll在单词中的发音。二、学习目标（learning objectives）
1.结合生活中所处季节的实际语境，讨论冬天里看到的，听到的
自然现象，并结合一些冬天的活动，更好的认识冬天，了解冬天。
2.在原来口语的基础上，会运用祈使句look at the…, listen to the… 来发出指令。
3.能运用do you like …?的句型询问对事物的爱好,并根据实际情况用yes, i do. no,i dont.做出回答。
4.通过朗读和创编琅琅上口的儿歌，让学生体会英语诗歌的
韵律美。
5.在复习巩固已学字母的基础上，掌握字母ll大小写的正
确书写形式及其在单词中的常用发音。三、教学资源（teaching resources）1、现代技术支持（i.p. support）¨录
音机¨电脑¨实物投影机2、视听材料辅助（audio-visual aids）¨图片¨实物3、学习材料（materials）¨学生用
书¨配套练习册¨教学参考书四、课时
划分（period division）本单元建议分六课时完成。periodtitlecontents1st periodletters let’s
learn letter----lllet’s learn----hats, gloves, scarfs, winter, light, summer*2nd period let’s actlet’s
learn---wind, snowlet’s act---- look at
the…listen to the…3rd period let’s play let’s learn---winter, cold, blowslet’s play--- a
miming game 4th periodlet’s talk let’s talk---do you like…? yes, i do. no, i don’t.5thperiodlet’s
enjoy let’s enjoy---rhyme6th periodrevision
-------- Designed By JinTai College ---------
1 / 14 Unit 7Can I speak to Wang Yang? 教学内容： Unit 7: Lead in; Listening and Speaking; Reading and Writing; Language in use 语言知识目标：学生能够理解并运用正确的打电话用语，并正确使用现在进行时态表达正在进行的动作，了解部分与体育相关的词汇。 语言技能目标： 听——学生能够听懂打电话用语。 说——学生能够使用正确的方式打电话。 读——学生能够读懂介绍正在进行的动作或行为的与体育相关的文章。 写——学生能够运用正在进行时态写出正确的句子。 学习策略：学生能够将动词词组与名词词组进行正确的搭配。文化意识：学生能够了解英语中打电话的习惯用语与汉语的打电话用语的区别。 情感态度：学生能够了解和正确运用英语与他人通电话。 单元任务：学生就最喜欢的体育明星作报告。 Lesson One 教学内容：Lead in; Listen and Speaking Dialogue A 教学目标： 1知识目标：words and expressions; Making and answering a phone call 2能力目标：Understand talks about sports.Describe actions
2 / 14 教学重点：Understand an e-mail on sports games; Write a report on a famous player教学难点：Four-skill words and expressions 教学方法：启发式，互动式 文案大全 教学工具：教科书，收音机 德育要点：学生能够了解和正确运用英语与他人通电话。 教学步骤： Step One:Presentation 教师活动：Look and match.看图，将下列北京奥运会的运动项目图标与项目名称搭配。 volleyballbaseball Step 2Lead in 学生活动：Read and tick.选出每组中更适合用于打电话的语句。 (1)() A. Hello!() B. How do you do? (2)（）A. Can I speak Ben Bush?() B. I want to talk to Ben Bush. (3) () A. Who are you?() B. Who is that? (4) () A. I am Ben Bush.() B. This is Ben Bush speaking. (5) () A. Is that Ben Bush?() B. Are you Ben Bush? Step 3listening and speaking 教师活动：Can I speak to Wang Yang? 学生活动: Listen and choose.听录音，选择正确答案。 They will go to __________ restaurant.AYueguang 3 / 14 Listen and tick.再听录音，选择正确的表述。
Unit6 Topic1 SectionA 参考教案 I. Material analysis 本单元围绕Our Local Area主题展开，共包括三个话题，通过Kangkang, Jane, Maria, Michael等人谈论有关房间、居住环境和问路的对话以及短文，完成本单元三个话题的语音、词汇、语法和功能项目的学习。话题一将介绍屋内房间的名称与位置、常见的屋内摆设的名称和摆放位置等。本课是话题一的第一课时。本课的主要活动是1a, 2a和4a。将通过Maria去Jane家拜访的情景呈现本课的主要内容，学习用there be句型表达各房间及屋内基本摆设。此外，还将呈现并操练字母组合i+nd/ld, igh, -ing, l/ll, m/mn的读音及语音辨认。本课贴近学生的实际生活，因此，教师可引导学生结合自己家的房屋设计进行口头和笔头操练，提高学生学习的兴趣，调动他们的学习积极性。 II. Teaching aims 1.Knowledge aims 能根据已学语音、音标及发音规则，正确朗读下列词汇和短语并在实际的 对话操练中加以应用： beautiful, garden, bedroom, second, floor, and so on, upstairs, kitchen, dining room, living room, bathroom, first 能够在小组合作活动中，掌握字母组合i+nd/ld, igh, -ing, l/ll, m/mn的发音规则并尝试辨音； 能够在情景对话中用there be句型描述屋内房间及基本摆设等； 能正确使用方位介词和介词短语on，next to等； 能够就“存在、建议”等交际功能的基本法进行交流与对话操练，如： (1)There is a study next to my bedroom. (2) There is a sofa, a desk, some books and so on. (3) There is/are … on the first/second floor. (4) —Why not go upstairs and have a look? —Let’s go. 2.Skill aims 能听懂谈论房间、室内摆设的表达，并做出恰当回应；
PEP小学英语三（下）Un it6 How ma ny教学设计 ■单元教学内容分析： 1. 语言结构与功能：应用句型How many…do you see询问看到物品的数量并回答。应用How many ... do you have询问拥有的物品的数量并回答。 2. 词汇：eleven twelve thirteen fourteen fifteen sixteen seventeen eightee n nin etee n twenty . 3. 字母和语音：复习、总结五个元音字母在单词中的短音发音。 ■单元学情分析： 本单元学习的主题是数字，主情景图通过数风筝的情景让学生感知本单元的核心句型和词汇。水果是孩子们熟悉和喜欢的话题，本单元的句型教学可以通过创设超市卖水果的情景进行教学，激发学生的表演热情。词汇可以通过图片直观呈现进行教学，然后禾U用食物操练、记忆，加深印象，提高单 词学习效率。 ■单元课时分配： 第一课时：'s tajkfind and count and Let'sing . 第二课时：'s learn , letchantand phonics time. 第三课时：s spell. 第四课时：'s talkL,et s find out and let ' s sip64 第五课时：'s learand let's chant. 第六课时：to read , let ' s cheakd story time .
★The First Less on 一、教学内容 's tallFjnd and count , let 'ssing . 二、教学目标 1?能够在图片和教师的帮助下理解对话大意。 2. 能够在语境中理解How many…do you see I see…的语用功能，并在图片或动作等帮助下，使用它们询问物品数量并作答。 3?能够朗读对话，并能进行角色表演。 4?能够在图中找出小动物并用英语数出总数。 三、教学重难点 1?重点：在情境中准确应用主题句型。 2. 难点：How many…do you see的理解和应用。 四、教学准备 1. 教师：PPT本课时的人物头饰、词卡、畅言教具。 2?学生：学习用具。 五、教学过程 Stepl. Warming up each other. a song Ten little can dies”. StepII. Leadi ng in :What s the song about Lead to the title.
Period 1 Unit 7 It’s raining !(Section A 1a-1c) Teaching aims 1. Words : weather, sunny, windy, cloudy, rainy, snowy 2. Can use the structures: --How is the weather in...? ---It's ... Ability Objects： 1.Train students’listening and speaking skills. 2. Train studets’ability of understanding. Teaching Key Points： 1.Key phrase. 2.Target language. Teaching Difficulties： Master the key sentence structure Teaching Procedures： Step 1. Warming-up and Lead-in 1. Let Ss listen to a song “Rhythm of the rain” 2. T: Do you like this song? T: Do you know the song? Ss: 雨中旋律 T: Yes. What kind of sound do you hear in this song? Ss: 打雷，下雨 3. T: Yes. It’s raining in this song. Today we’ll learn Unit 7. It’s raining. Step 2. Presentation 1. Show some pictures T: What’s this in English? （It’s the sun.） 2. Then show some other pictures. T: How’s the weather in the picture? Ss: It’s sunny. (In the same way, finish teaching the words “sun, cloud, wind, rain, snow”“windy, cloudy, raining, snowing”) Step 3 Play a song Let Ss try to find the answers to the two questions. How many kinds of weather are there in the song? What are they? Step 4 work on 1a 1. Show some signs of the weather to the students and get them to know the signs. 2. teacher ask and students answer “How’s the weather? It’s...” (Show more pictures about the weather in different places) T: Look, how’s the weather in..? Ss: It’s raining in ....
仁爱版英语七年级下册 Unit6 Topic3 SectionD 精品教案 I. Material analysis 本课是第六单元话题三的第四个课时。主要活动是Grammar, Functions 和1。通过听力活动、口头笔头活动、吟唱歌曲、综合探究等课堂活动，引导学生复习并操练本话题学过的关于建筑物地理位置的介词、介词短语、有关简单交通规则的英文祈使句表达、问路及指路的表达、交通灯的英文表达等，培养学生的交通安全意识，同时学会在实践中运用英语，达到学以致用的目的。本课为本话题的复习课，包括与本话题有关的词汇、语法、语用功能句型等内容，教师引导学生复习时应增强趣味性，注意相关知识的综合理解和运用，而不是知识点的机械重复与操练。 II. Teaching aims 1.Knowledge aims 引导学生总结、复习Sections A~ C所学的重点词汇； 能够在课堂活动中，总结关于建筑物地理位置的介词、介词短语、有关简单交通规则的英文祈使句表达、问路及指路的表达、交通灯的英文表达等； 能够就“问路、指路、谈论公共设施、交通标志”等话题功能进行交流与对话操练，如： (1) Excuse me, could you tell me the way to...? (2) Excuse me, where is ...? (3) Go along this road until you get to ... (4) You can’t miss it. (5) It’s about ... kilometers away from here. (6) You need to take Bus ... (7) Then you should change to...at ... Stop. (8) Be careful! (9) Don’t play on the street. ... 2.Skill aims
Unit 6 Do you like bananas? Section A(1a-2c) 一、Analysis of the teaching material: Food is a popular topic. This class is the first period of Unit 6. It focuses on talking about the students’likes and dislikes of fruit. This topic is very interesting and practical. So it is useful and helpful for the students to raise learning interest. Before this class, students have known the Simple Present Tense in last unit. This unit can review this tense. Students can have a chance to practice their abilities of speaking、reading、listening and writing. 二、Analysis of the students: My students are about 13 or 14 years old. They’re curious、active and fond of games、competitions、songs and various activities. They enjoy learning in the exciting and relaxed atmosphere. The theoretical basis guiding this teaching design is task-based teaching. In this lesson ,I set up various activities to involve my students in lively and interesting teaching situations and activate the class. 三、Three dimensional teaching aims: Knowledge Objects: 1、Function: Let the students know how to talk about their likes and dislikes by using the present tense. Learn some new words about food. 2、Key Vocabulary :hamburgers, tomatoes, pears, oranges ,ice cream, salad, bananas, strawberries, like 3、Target Language: (1)-Do you like bananas? -Yes, I do./No, I don’t. -Does he/she like apples? -Yes, he/she does. No, he/she doesn’t.
Unit 7Can I speak to Wang Yang 教学内容： Unit 7: Lead in; Listening and Speaking; Reading and Writing; Language in use 语言知识目标：学生能够理解并运用正确的打电话用语，并正确使用现在进行时态表达正在进行的动作，了解部分与体育相关的词汇。 语言技能目标： 听——学生能够听懂打电话用语。 说——学生能够使用正确的方式打电话。 读——学生能够读懂介绍正在进行的动作或行为的与体育相关的文章。 写——学生能够运用正在进行时态写出正确的句子。 学习策略：学生能够将动词词组与名词词组进行正确的搭配。 文化意识：学生能够了解英语中打电话的习惯用语与汉语的打电话用语的区别。 情感态度：学生能够了解和正确运用英语与他人通电话。 单元任务：学生就最喜欢的体育明星作报告。 Lesson One 教学内容：Lead in; Listen and Speaking Dialogue A 教学目标： 1知识目标：words and expressions; Making and answering a phone call2能力目标：Understand talks about sports. Describe actions 教学重点：Understand an e-mail on sports games;Write a report on a famous player
教学难点：Four-skill words and expressions 教学方法：启发式，互动式 教学工具：教科书，收音机 德育要点：学生能够了解和正确运用英语与他人通电话。 教学步骤： Step One: Presentation 教师活动：Look and match.看图，将下列北京奥运会的运动项目图标与项目名称搭配。 volleyball baseball badminton football swimmingtable tennis basketball Step 2Lead in 学生活动：Read and tick.选出每组中更适合用于打电话的语句。 (1)( ) A. Hello! ( ) B. How do you do (2)（）A. Can I speak Ben Bush ( ) B. I want to talk to Ben Bush. (3) ( ) A. Who are you ( ) B. Who is that (4)( )A.I am Ben Bush. ( )B.This is Ben Bush speaking.(5) ( ) A. Is that Ben Bush ( ) B. Are you Ben Bush Step 3 listening and speaking 教师活动：Can I speak to Wang Yang 学生活动: Listen and choose.听录音，选择正确答案。 They will go to __________ restaurant. A Yueguang
Unit 6 Section A To work or not to work —That is the question I ． Learning Objectives ? To talk about the effects of part-time employment ?To further understand the text ?To apply the phrases and patterns ?To master the paragraph writing skill II ． Lead-in Activities A) 1. Why do some students like to take part-time jobs? To meet their financial needs To learn to be responsible To make friends To acquire communicative skills To gain experience for future jobs… 2. What problems will students face with when they take part-time jobs? To have less time to devote to school assignments To get too tired from work to study To view school less rewarding To have low correlation between part-time jobs and their majors… 3. What suggestions will you put forward towards students planning to work part-time? To make a balance between learning and part-time working To improve the overall quality To strengthen the awareness of self-protection and legal protection … B) 1. What jobs are the students in the pictures doing? 2. If you are going to work part-time, what job would you like to take? Why? III. Text Study A) Main Idea & Structure This passage is a report of a study on the relationship between part-time employment and students’ commitment to studies. It focuses on some undesirable effects that part-time jobs may have on students’ academic performance . The author then suggests that students should work no more than 10 hours a week to ensure Tips Tips Tips
Unit 7 Can I speak to Wang Yang? 教学内容： Unit 7: Lead in; Listening and Speaking; Reading and Writing; Language in use 语言知识目标：学生能够理解并运用正确的打电话用语，并正确使用现在进行时态表达正在进行的动作，了解部分与体育相关的词汇。 语言技能目标： 听——学生能够听懂打电话用语。 说——学生能够使用正确的方式打电话。 读——学生能够读懂介绍正在进行的动作或行为的与体育相关的文章。写——学生能够运用正在进行时态写出正确的句子。 学习策略：学生能够将动词词组与名词词组进行正确的搭配。 文化意识：学生能够了解英语中打电话的习惯用语与汉语的打电话用语的区别。情感态度：学生能够了解和正确运用英语与他人通电话。 单元任务：学生就最喜欢的体育明星作报告。 Lesson One 教学内容：Lead in; Listen and Speaking Dialogue A 教学目标： 1知识目标：words and expressions; Making and answering a phone call 2 能力目标：Understand talks about sports. Describe actions 教学重点：Understand an e-mail on sports games; Write a report on a famous player
教学难点：Four-skill words and expressions 教学方法：启发式，互动式 教学工具：教科书，收音机 德育要点：学生能够了解和正确运用英语与他人通电话。 教学步骤： Step One: Presentation 教师活动：Look and match. 看图，将下列北京奥运会的运动项目图标与项目名称搭配。 volleyball baseball badminton football table tennis basketball swimming Step 2 Lead in 学生活动：Read and tick. 选出每组中更适合用于打电话的语句。 (1)( ) A. Hello! ( ) B. How do you do? (2)（）A. Can I speak Ben Bush? ( ) B. I want to talk to Ben Bush. (3) ( ) A. Who are you? ( ) B. Who is that? (4) ( ) A. I am Ben Bush. ( ) B. This is Ben Bush speaking. (5) ( ) A. Is that Ben Bush? ( ) B. Are you Ben Bush? Step 3 listening and speaking 教师活动：Can I speak to Wang Yang? 学生活动: Listen and choose. 听录音，选择正确答案。
初一年级英语Unit6《Outdoor fun》教案（编号：） 主备人：审核人： 【课题】7B Unit6《Outdoor fun》Comic strip & Welcome to the Unit 【教学目标】 1．To learn the English names of some outdoor activities. 二次备课2．To talk about your favourite outdoor activities in English. 【教学重、难点】 To talk about your favourite outdoor activities in English. 【教学方法】Multi-Media 【教学过程】 Step 1 Revision Discussion (T asks the students to say the outdoor activities and tell the others their favourite outdoor activities) T: What outdoor activities do you know? Can you say their names? Which one do you like best? Step 2 Presentation 1.Show some pictures and ask: Do you know these outdoor activities? (Learn the new words about outdoor activities) 2.Finish Part A----Look at Part A on Page 69.Write the correct letters in the boxes. 3.Tell Ss to ask and answer questions about the outdoor activities. e.g. Do you want to go camping? Who will go camping with you? What kind of place /weather is good for camping? What should people bring if they want to go camping? Step 3 Practice Part B 1.Listen to the tape and answer the questions: 1)What outdoor activities would Amy like to try? 2)What about Daniel? 2.Repeat after the tape and try to find out why they like the two activities? 3.Read the conversation. 4.Explanation. 5.Ss make dialogues to talk about the outdoor activities they would like to try and the reason. A sample Step 4 Presentation (Comic strips) 1.Eddie and Hobo are doing an outdoor activity. Look at the picture, and tell me what it is. 2. Listen to the tape with questions 1) Does Eddie think the bag is heavy? 2) Does Hobo think so? 2. Listen again, answer more questions:
《Unit6Body》教学设计 北 长 寿 小 学 郝蕊红
《Unit 6 Body》教学设计 教学目标： 知识与能力 能听、说、认读hair/eye/ear/nose/mouth五个表示身体部位的单词和句型I have got… He\She has got…并能在以后的各种学习活动和日常生活中运用。情感和策略 1、能积极运用所学英语进行表达和交流，并表现出浓厚的兴趣。 2、在同伴和小组活动中，能明确活动目标，积极与他人合作，共同完成学习任务。 教学重点： 词汇：hair eye ear nose mouth的听、说、认读及运用。 句型：I have got… He\She has got… 的正确运用。 教学难点： 用句型I have got… He\She has got… 准确描述人的身体各部位特征，以及have got与has got 这两种表达方式的异同。 教具准备： 多媒体课件 教学过程： Step 1 : Warming up 1. Greetings T : Hello, boys and girls. How are you? Ss: Fine, thanks. And you? T : I’m fine, too. Thank you!
Step 2 : Presentation and practice 一、通过字母组成的头像，引出今天要学习的话题 Now look,it looks like ? “head” head,head,nod your head. This class let’s learn “Body”(板题) T : Boys and girls, Look! I h ave got a lovely picture. It’s a pirate. 指着他的头发说：This is his hair.(板书并领读hair) 同法教学单词nose/mouth T : 指着他的一只眼睛说：This is his eye.（板书并领读eye）指着他的另一只眼睛说：This is his…（让学生自己说出eye） Ss: This is his eye. T : an eye, two…引导学生说出two eyes （红粉笔在eye后板书“s”）. 升降调领读an eye, two eyes. 同法教学单词ear 1.根据教师指令做相应动作(I say you do) Close your eyes touch your ears open your mouth… （在教学新单词时，采用“TPR教学法”，将语言与肢体动作相结合，组织学生在“身体运动”中学习，在“口腔运动”中学习，学生们在动眼、动口、动手、动脑的活动中，提高了兴致，活跃了大脑思维，学生在获得愉悦的同时，巩固了所学知识，寓教与乐。） 2. Now I point and you say it as quickly as possible, OK? Ss: OK! （师指生快速说，然后师课件快速出示该部位单词） 3. Let’s say the chant together. （课件呈现chant, 师生边说唱边做动作）
Unit 7 Will people have robots? Period 1 Section A 1a-2c Teaching aims: 1. Students learn to talk about future intentions. 2. .The students will be able to learn the words and phrases: will , won’t , in the future, predict, prediction, paper, live to be , world peace, there will be , there won’t be … 3. The students will be able to use the expressions: (1). What will the future be like ? (2). People will live to be 200 years old. (3). People won’t go to work in 100 years. (4). Will people use money in 100 years?--- Yes, they will. ---No, they won’t. (5). There will be more free time in the future. (6) There won’t be much pollution in the future. (7)There will be more/ less/ fewer … Ability aims: 1.The students can use the questions to get information to improve their listening and speaking abilities. 2.To train the students’ cooperation with their partners. Key and important difficult points: A. Vocabulary B. Target language (1). What will the future be like? (2). People will live to be 200 years old. (3). People won’t go to work in 100 years. (4). Will people use money in 100 years?--- Yes, they will. ---No, they won’t. (5). There will be more free time in the future. (6) There won’t be much pollution in the future. (7)There will be more/ much/less/ fewer … C.Grammar: The simple future tense. Emotional aims: To help the students to make their future plan and play a part in saving the earth! Teaching procedures: Before class: Students learn by themselves. Step 1 Warming up. 1. Listen to a song. 2. Show the title. Step 2 New language presentation. 1. T: What will I be in 20 years ? I will be a grandmother. I won’t be a teacher in 20 years. won’t= will not (将不会) Write; I will be.. I won’t be…. won’t= will not (将不会) 2. Pair work. A: What will you be in 20 years ? B: I will be a/ an __________. A: How will you do that? B : I will ____________. Write : I will practice playing basketball.
Unit6 Topic1Is there a clock on your desk? section D 教学目标:1. 掌握字母组合ir ,or, ight, or的发音 2.熟练运用there be 句型 3 方位介词的运用 教学重点：.熟练运用there be 句型 教学难点.：熟练运用there be 句型，方位介词的运用 教学步骤 Step1 学习1a，归纳字母组合ir ,or,ight, or的发音，然后操练。 Step2 听录音然后完成1b。 Step3 复习there be 句型和方位介词的用法 1.肯定句: There is/are+主语+其它。 2. 否定句: There is/are+not+主语+其它。 3. 一般疑问句: --Is/Are there+主语+其它？ --Yes, there is/are. --No, there isn't/aren't. 1 There be 与have/has 的区别 There be 侧重“存在关系”, 表示“某地或某时间存在某人/某物” 。如: There is a book on the desk. 2 have/has侧重“所属关系” ，表示“某人/某物拥有……”。如：She has some interesting books. 用There be 或have/has填空。 1.We _____________ no classes on Saturdays and Sundays. 2. _______________a bowl of dumplings on the table. 3. Mr. Li _____________ a pet dog. 4. ________________some gifts for our Chinese teacher, Mr. Li. 5. How many letters _______________in this word? 6. _______________a river in front of the house? 方位介词用法 在……中in 在……上on 在……后面behind 在……下面under 在……旁边beside 在……近旁，紧邻next to 在……前面in front of 在……中央in the center of 在……左/右边on the left/right of 在……后面at the back of 用适当的介词填空。 1. Don’t play ______ the dog. 2. What can you see ______ the picture?
初中英语电子备课课时教学设计表 学校唐王中 学 年 级 七 年 级 教 师 于立 庆 课 题 Unit 7 It’s raining. 日 期 2013-4 备课项目序 号 分值首备区域复备区域 备课标与 教材（10分）1 4分Language Goal: Describe the weather. and what you are doing. Teaching Aims: The present Progressive (结构 式: Be + V-ing )以及能用how引导的问句表达问 候。 Talk about what people are doing. Improve students’ ability of communicative competence. 通过3b创 设谈论天 气和谈论 正在做的 事情的真 实情景， 进一步巩 固训练本 课时的语 言结构。 2 3分教学重点：学习运用重点句型和语法点：- --How is the weather? It’ raining. --What’s he doing ? ---He’s playing soccer. 教学难点：现在进行时的用法和动词V-ing 形式 的构成。 教师可以 引导学生 结合当地 的天气及 人们的各 种活动， 展开 pairwork ,培养学 生的口语 交际能力3 3分课标要求：学会谈论天气，以及人们正在做什么， 进一步培养综合语言运用能力。 备学情（15分）1 5分学生在前面的单元已经学习了现在进行时态并熟 练运用了一些简单的活动的短语。关于天气的表达 也接触过。 谈论天气 是延续交 际的策 略。 2 5分部分学困生在学习英语的过程中说有问题，不能参与小组 活动。他们既感到好奇又担忧，希望能得到他人的肯定。 3 5分教师通过幻灯片展示教学内容，小组交流、展示、PK 、 评价使学生进行流利、准确或基本三个层次的练习。教师 积极评价。 1 5分Section A的主要内容是展现天气的表达方式，以及人们 正在做什么。