Unit 7 It’s raining!Section A（2课时教案）

Unit 7 It’s raining!
The First Period (Section A 1a—Grammar Focus)
Teaching Aims
1. Knowledge Objects
(1) ① Know new words of weather description.
② Learn the new pattern: How question.
③ Review the usage of present continuous tense.
④ Review how to make a telephone call.
(2) Key Vocabulary: rain, windy, cloudy, sunny, snow, weather, cook, bad, park, message, take a message, could, back, problem
(3) Target Language: ① –How’s the weather?
--It’s cloudy./ It’s sunny./ It’s raining.
② –What are you doing?
--I’m cooking.
③ –What are they doing?
--They are playing basketball in the park.
④ –What’s he doing?
--He’s studying at his friend’s home.
⑤ –How’s it going?
--Great!/ Not bad./ Terrible!
(4) Structure: ① Present progressive tense.
② “How” questions
③ “What” questions
2. Ability Objects
To train students’ listening and speaking skills.
3. Moral Objects
People in western countries prefer talking about weather instead of asking.
Teaching Key Points
1. Key vocabulary in this period.
2. Target language in this period.
Teaching Difficult Points
1. How to improve students’ listening ability.
2. Make conversations using the key structures.
3. How to remember words well.
Teaching Methods
Make conversations freely using the target language.
Teaching Aids
1. A tape recorder.
2. A computer for multimedia use.
Teaching Procedures
Step 1 Leading in (about 3 minutes)
1. Review the pattern learned last class.
2. Let some students make sentences using “What” questions pattern.
3. Have students give some answers.
4. Write the structure of “How” questions on the board. Start the class.
Object: Raise student’s interest.
Attention: Teacher can ask more than one student to answer the question, in order to create active classroom atmosphere.
Step 2 Presentation (about 9 minutes)
1. Have students look at the picture and read the words on the left.
2. Then ask a pair of students to read the dialogue in the picture.
T: Please turn to Page 37 and look at the picture of 1a. First I will read the words on the left. Please read after me.
T: Then, I want some of you to read the dialogue. Who wants to be the volunteer?
S1: How’s the weather in Shanghai?
S2: It’s cloudy.
T: Good! Thank you. Can anyone make a dialogue like this?
S: How’s the weather in Beijing? It’s raining.
T: Pretty good!
Object: Get students familiar with the patterns and try to use the new pattern into their sentences.
Attention: If the students have trouble in making sentence. Teacher can give students some minutes to discuss with their classmates. After making a sentence, teacher can give some suggestions or give an example before their own sentences.
Step 3 1a (about 5 minutes)
1. Read the instructions.
2. Read each of the words and phrases of 1a.
3. Do a quick check to see where students would like most to visit.
T: After making sentences, let’s finish the activity 1a together. Please look at the picture of 1a and the word on the left. Match the words with the pictures. I will give you several minutes to finish this activity.
4. After finishing the activity, ask someone to share the answer. Then check the answer.
Object: Make students be more familiar with the words by relating to pictures.
Attention: Control the time properly.
Step 4 Listening 1b (about 5 minutes)
1. Read the instructions.
2. Play the recording. Ask students to answer the questions.
3. Correct the answers.
T: Let’s do 1b together. Please listen to the recording and write these city names in the boxes above.
4. After finishing the activity, ask someone to share the answer. And then, check the answer.
Objects: Training students’ listening skills.
Attention: If students have trouble in listening, the teacher can play it again.
Step 5 1c (about 5 minutes)
1. Review the words of 1a.
2. Let students make phone dialogues using the above words.
T: Let’s do the practice together. First I want one of you to read the dialogue of 1c.
S1: Hi! How’s the weather in Beijing?
S2: It’s sunny.
T: Good! Please form into groups and make your own conversations like this. Remember to use the new pattern.
When students work, the teacher walk around the room checking the progress.
T: OK, stop here. Who wants to share your conversations with all of us?
S1: Hi, this is Tom.
S2: Hi Tom, this is Amy.
S1: How’s the weather in Shanghai?
S2: It’s cloudy.
T: Good job!
Object: Improving the oral skills of students.
Attention: If students have trouble in pronunciation, teacher should give some directions.
Step 6 2a, 2b (about 5 minutes)
1. T: OK, turn to Page 38. Since you guys have learned many words and new patterns. Let’s do 2a and 2b together. First I will give you several minutes to read the instruction.
2. Let students read.
T: Finished? Good! Now I’ll play the recorder. Listen and try to finish the 2a activity.
3. Play the recorder twice.
4. After finishing the activity, ask someone to share the answer. And then, check the answer.
5. T: Finished? OK, I’ll play the recorder again. Listen and try to finish 2b activity.
Before I play the recorder, I will give you 1 minute to read the words and sentences in 2b.
6. Play the recorder twice. Students match the names with the activities.
7. After finishing the activity, ask someone to share the answer. And then, check the answer.
Step 7 2d (about 5 minutes)
1. Have students role-play the conversation.
T: Let’s do the role-playing together. First, form into groups and I will give you several minutes to prepare for the performance. During this process, please pay attention to the roles you act. In this role playing, you two are performing to talk on the phone. I’ll give you several minutes to discuss and then, I will find two of you to act this conversation. Let’s get started.
2. Give students a few minutes to work in pairs. As they work, walk around the room checking the progress.
3. Then, ask a pair of students to role-play the conversation.
Object: Improving the oral skills of students.
Attention: If students have trouble in pronunciation, the teacher should give some directions.
Step 8 Grammar Focus (about 3 minutes)
1. Read the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses.
2. Help students understand the usage of present continuous tense by giving detail directions.
Attention: This process may be a little tiring. Please be patient.
Step 9 Practice (about 3 minutes)
T: Now you have learned so many examples. Try to make your own dialogues again. You can also use the material of 2c. I’ll give you several minutes. If you have any question, you can ask me at any time.
Attention: Teacher can walk around in order to help the students who have grammatical and pronunciation trouble.
Step 10 Summary and Homework (about 2 minutes)
T: This class we’ve learned the patterns of asking and describing weather. We also know how to raise a question using present continuous tense. You guys are expected to have a review after class. As for the homework, make conversations with your partner and write a short conversation.
The Second Period (Section A 3a—3b)
Teaching Aims
1. Knowledge Objects
(1) Function: ① Let students get familiar with the question types.
② Improve student’s reading and comprehension abilities.
(2) Key Vocabulary: again
(3) Target Language: ① –Is Julie studying English right now?
--No, she isn’t. She is studying Chinese.
② I am doing my homework. I always do my homework in the evening.
(4) Structure: “What” questions, Yes/No questions.
2. Ability Objects
To train students’ oral ability and integrated skills by task-based activities.
3. Moral Objects
To enable students to explain activities others are doing.
Teaching Key Points
1. Key vocabulary in this period.
2. Target language in this period.
3. Speaking skills.
Teaching Difficult Points
Make conversations freely.
Teaching Methods
1. Listening method.
2. Speaking method.
3. Communicative approach.
Teaching Aids
1. A computer for multimedia use.
2. A picture.
Teaching Procedures
Step 1 Greeting and revision (about 3 minutes)
1. Greeting Students.
2. Check the homework.
3. T: Do you still remember the patterns we learned yesterday? Who can tell me what patterns we have learned last class?
S: We learned the patterns “—What + be动词 + 主语 + v-ing? --主语+ be动词 + v-ing.” and “—How + be动词 + v-ing? --主语+ be动词 + v-ing.” and the conversation “—How’s it going? –Great!/Not bad./Terrible.”
T: Pretty Good! Let’s get started.
Step 2 Dictation (about 10 minutes)
1. T: Before the new class, let’s have a dictation. Put out a piece of paper and write your name on it. Let’s get started.
2. Collect the papers and check it after class.
Step 3 3a (about 13 minutes)
1. T: OK, now, turn to Page 39. Let’s do 3a together. Now you can see the words below. Form into groups and discuss the questions. Write your own answer and then I will ask some of you to share your answers. I will give you several minutes to finish it.
2. After finishing the activity, ask someone to share the answer. And then, check the answer.
T: Now try to use the words and patterns we’ve learned to make your own conversations. I will give you several minutes to prepare. Then I will ask some of you to share your sentences.
3. Give students a few minutes to work in pairs. As they work, the teacher walk around the room checking the progress.
4. Then ask several pairs of students to role-play the conversation.
T: Who wants to share your conversation?
S1: Is Tom playing computer games now?
S2: No, he isn’t. He is learning English. He usually plays computer games on Saturday.
T: Pretty Good!
Object: Improve the ability of forming sentences and comprehension.
Attention: If students have trouble in making sentences and grammar, teacher should give some directions.
Step 4 3b (about 7 minutes)
1. Ask students to work in pairs to be the interviewer and interviewee.
2. After interviewing, ask students to complete the chart.
T: Interviewing time! First please form into pairs to be interviewer and interviewee.
Interview people in five different places and then complete the chart. I’ll give you several minutes.
T: OK, stop here. Write your own chart in your exercise book. And hand it in next class.
Object: Improve the ability of making conversations.
Attention: If students have trouble in pronouncing, teacher should give some directions.
Step 5 Practice (about 10 minutes)
Do some exercises.
T: Now you have learned so many examples. Try to make your own dialogue again. I’ll give you several minutes. If you have any question, you can ask me at any time.
Object: Get more familiar with the patterns.
Attention: Teacher can walk around in order to help the students who have grammatical and pronunciation trouble.
Step 6 Summary and Homework (about 2 minutes)
1. Finish the activity 3b in Page 39 after class.
2. Sum up what they have learned.