七年级上册 Unit 7 How much are these socks Section A 3a-3b 教案（表格式）

Go For It 7B Unit 7 Section A 2d-3b
Analysis of teaching material What: This text is about the phone conversation between Rick and Steve. Steve wanted to extend greetings to ask Rick ’s brother by phone, but Rick received the phone call. Why: Rick and Steve's phone conversation in a real life situation can help students understand and develop some basic communication etiquette on the phone. At the same times, students will learn to use relevant knowledge and skills in relevant situations. How: In terms of skills, the article expands the method of talking about the weather, and further penetrates the knowledge about the present progressive tense.
Teaching objectives By the end of the session, most students will be able: To get information about the weather and behavior. Such as what Steve is doing, what Rick’s brother is doing and so on through the phone conversation between Steve and Rick.（学习理解） To roughly tell the behavior of Steve and Rick’s brother and weather condition, as well as pay attention to, extract, summarize and internalize the language points about how to ask the weather and how to ask what a person is doing.（应用实践） To do a role-play call with partner to practice basic telephone etiquette.（迁移创新）
Teaching focus Sentence: How is the weather / What’s the weather like It’s cloudy/ sunny/ rainy/... . How is it going Great./ Not bad./ Terrible./... Grammar rules: In the simple present tense, the verb uses the triple simple form, while in the present progressive tense, the verb becomes the form of V-ing .
Anticipated difficulties Students may feel it difficult to change the verbal form in the sentences of different tenses.
Teaching procedure Through having a discussion with students about weather and play a video about weather, Ss will know the topic today’s class. Then let them read the passage for the first and have a general understanding about the general idea and the type of text. Then read for the second time to get relevant details. And guide them to summarize relevant grammar rules according to the details, so as to achieve the purpose of learning grammar by themselves through the context. Finally, show pictures of people doing different things in different weather and conduct a question and answer session.（学习理解） Summarize the sentences that are related to the grammar points of this lesson into a table, guide Ss to analyze the relevant grammar forms and meanings, and let Ss conclude the grammar knowledge by themselves. Then carry out the group activity to deepen students' memory of the knowledge.（应用实践） For students working on another activity.（迁移创新） Ask students to guess what my favourite weather is. Then ask Ss what are their favourite weather and what do they usually do in the weather Play a short video-《How’s the weather》 to introduce the topic of today’s class. Ss read the passage and conclude the main idea. Ss read the passage again and find information about how Rick and Steve greet each other and details about the weather, what is Steve doing and what is Rick’s brother doing. Show Ss different pictures and ask them about the weather and what people are doing in the pictures. Summarize the sentences related to grammar points into a table and show the table to the students. Then lead the students to conclude the grammar points through analyzing the sentences by asking questions. Create a situation for students: Assume that everyone and their deskmate are not in the same place, and that two people are chatting on the phone. Ss need to follow the structure of the article and at the end the teacher will randomly invite groups to perform. Four students a group. Suppose three students are doing different things in different weather, and then the last person acts as a reporter to interview the three people. At the end randomly invite groups to perform. Pay attention to divergent students’ thinking, so that they aren’t limited to sun day, cloudy day, reading or so on. Inform students to pay attention to the weather and what people are doing in different weather. Inform Ss to underline the information they find. Ask about the weather in two ways: what’s the weather like/ how’s the weather. And mark grammatical points. Highlight the grammatical points in the sentences, and directly teach grammar that students cannot summarize by themselves. When conducting the activity, the teacher should walk among Ss and observe their performance; And provide evaluation criteria before Ss perform; Finally let Ss evaluate representers’ performance according to the evaluation criteria. When conducting the activity, teacher should walk among Ss and guide them. And before the performance teacher should give evaluation criteria. And after the performance teacher should ask students to evaluate the performance.
Homework Must do： Read the passage after three times. Finish the corresponding exercise in the textbook. Choose to do: Go home and interview family members about their favorite weather and what they can do in the weather.
Blackboard design Unit 7 It’s raining- grammar focus -How is the weather / What’s the weather like -How is it going -It’s rainy/sunny/cloudy/... . -Great./Not bad./Terrible! -What is/are he/she/they doing -He/She/ They is/are doing... .
Reflection This teaching plan is actually designed according to the steps of learning and understanding, applying and practicing, and transfer and innovation. The overall structure is clear, and each part of the design takes into account the current level of students. Overall, the plan focus on enabling students to independently master knowledge points in the context. However, due to the fact that it is a grammar class, the cohesion of some links may be relatively stiff, and it is difficult for students to summarize grammar points independently. When necessary, the teacher is still required to explain grammar rules in Chinese