Unit7 It's raining! SectionB 3a-3c Self check 教案

Unit 7 It’s raining!
SectionB 3a-3c
PartⅠ. The analysis of the Teaching material:
The tile is Unit 7 It’s raining! . This unit is from Go for it Grade 7B of Junior Middle school. The topic of this unit is about weather and activities. The grammar is the present progressive tense, how questions for weather, how questions for greeting and what questions .They are presented by talking on the phone or talking about vacation on the postcard . These situations make the students have a better understanding of the present progressive tense. Also the topic is very close to the students’ real life. So it can arouse the students’ interest. Interest is very important for the students’ following study. This period is the last peirod of this unit. It’s a writing period. The students will learn to talk about their vacation and write postcards about their vacation. Through these activities , students will consolidate the key words and the present progressive tense in this unit. Students will also improve their listening, speaking, reading and writing abilities. After class, students can enjoy the healthy and meaningful vacation .
PartⅡ. The analysis of the students:
On the one hand, the students have learned the present progressive tense in unit 6. They can use the present progressive tense. On the other hand, they have stored many vocabulary about activities in Unit 2 and Section A and B of this unit. The topic is about vacation. It’s close to the students life. It is easy and intersting for the students, too. They must be interested in the learning activities.
PartⅢ. The analysis of the teaching aims:
1.The students will learn and grasp the words like winter, skate, Russian, snowman and consolidate the present progressive tense by talking about pictures, asking and answering and doing writing practice.
2.The students will learn to talk about their vacation and write down their vacation by asking and answering questions in pair , making a mind map.
3.The students will improve their listening, speaking, reading and writing abilities and communicative competence by asking and answering questions in pair or in group , by doing writing practice and by making comments in pair or in group.
4.The students can enjoy the life and have healthy and meaningful lifestyle by talking about different vacations and writing about their own vacation .
Part Ⅳ. The analysis of teaching key and difficult points:
Teaching key points：
A: Help the students use the where, what , how questions and the present progressive tense to make some conversations about vacation by themselves.
B: Help the students write down their vacation according to the answers to where, what , how questions by useing the present progressive tense.
Teaching difficult points:
Help the students learn to write a postcard about their vacation by using the progressive tense correctly.
Part V. The analysis of the teaching methods:
A. Mind map teaching method. When talking about vacation , the teacher shows the students the aspects about talking vacation: where, weather and activities.
B. Communicative and situational teaching method. I will design some situations like talking about three people’s vacation . The students ask and answer questions about their vacation meaningfully.
C. Task-based teaching method. I will design some tasks like making conversations, writing and making comments to make the students take an active part in the class learning activities.
D. Group work teaching method. I will divide the students into pairs or groups to make every student work in class．
E. Comment teaching method . I will give the students comment standards to help the students write correctly.
Part VI. Teaching aids:
Multimedia , a textbook , exercises.
Part VII. The analysis of teaching procedures:
Step 1: Greeting
The teacher will greet the students like this:
T: Good morning, boys and girls.
S: Good morning.
T: (ask one student): How’s it going？
S:Great, thanks.
Step 2: Warming up and lead-in:
The teacher shows a picture for the students to watch. After watching it, ask the following questions: Who, where , what and how questions. Students answer the questions. After that, show the following conversation . Then let the students read together.
A: Who is the man
B: He’s Jackie Chan.
A: Where is he
B: He is in Beijing.
A: How is the weather
B: It’s sunny.
A: What is he doing
B: He is having a vacation. He is visiting the Great Wall. He is taking photos.
A：Is he having fun
B: Yes, he is .
(I design this activity to arouse the students’ interest , help the students to review the key sentences and lead in the topic-vacation .)
Step 3: Presentation of the mind map of talking about vacation:
Activity 1: The teacher shows the students a passage about her friend’s vacation . Let a student read it out . When finishing reading, the teacher asks the following questions about her vacation-1.Where is she 2.What’s the weather like 3.What are people doing Students answer.
Activity 2: Then the teacher leads the students to write it into a postcard.
(I design these activities to help the students know the main points of talking vacation –where ,weather and activities. Also help the students know how to write a postcard.)
Step 4. Presentation of the new words .
Present the new words by showing some pictures. Teach the pronunciation and help the students to memorize them.
(I design this activity to help the students learn and grasp the new words with meaningful situation. This will help the students grasp the new words quickly and easily. Also, if the students grasp the new words ,they can finish the following task easily.)
Step 5. Practice :
The teacher lets the students fill in the blanks with the words in the box. Then check the answers with the students by letting a student read out.
(I design this to help the students consolidate the new words. It is also a model composition for the students. This can help the students finish the following writing task.)
Step 6. Production
Task 1 .Make some conversations about their own vacation in pairs.
While students are working in pairs, the teacher walks around the classroom. If necessary, the teacher offers some language support. Then ask some pairs to act out their conversations in front of the whole class．The teacher writes down some key information on the blackboard..
(I design this task to help the students learn to outline writing material , to help the students review some key vocabulary . When students ask and answer questions , it improves their listening and speaking skills as well as cooperating.)
Task 2 . Writing.
The teacher asks the students write a postcard about his/her vacation to his or her friend . One student writes on the blackboard, the otherswrite on a piece of paper.
(I design this task to help the students improve their writing skills,
help them grasp the progressive tense and the postcard’s form. )
Task 3. Comments in pair.
The teacher shows the the students the comment standard. Then check the one on the blackboard with the students . After that, students work in pairs to check their composition by using the standard.
(I design this task to help the students learn to cooperate and learn tomake comments. )
Task 4 . Groupwork:
Read your postcard in your group. Choose the best one in your grou
and read it out in class.
(I design this task to help the students learn to cooperate and learn from each other. )
Step 7.Summary.
We’ve learned to talk about vacation with where, weather and activities by using the progressive tense in this class.
Part VII. Blackboard design:
教学设计
Unit 7 It’s raining!
Section B 3a-3c
A possible composition
where : in Harbin
weather: snowy
activities: swim ,dance,
watch…
vacation