Unit 7 It’s raining.
第一课时 New words
Teaching and learning goals:
Lead the students to learn the new words and phrases of Unit 7. The students learn them by reading and using. Ask the students to memorize the words and phrases in this class. After learning words, the students can understand the story and learn the best ways to read and remember the words and phrases.
Teaching and learning steps:
Step 1：Learn to read the words on page19-24.
1. Open your books to Page 127, read the new words by yourselves according to the phonetics symbols and underline the difficult words.
2. Now you can discuss the difficult words in groups and try to get the pronunciation right.
3. I’ll ask one student to read the new words. If the student’s pronunciation is wrong, you can offer to stand up to correct it at once. For the most difficult words that you can’t read, I’ll teach you.
4. Listen to the tape and read after it twice, and then you read aloud once looking at the Chinese meanings in guide book .
(设计意图：对于七年级的学生尤其农村中学的学生来说，一定要让学生学会利用音标读单词，通过半学期多的练习学生已初步具有这种能力。不再像刚开始那样死记硬背，逐渐学会了自己先根据音标读单词，并标出有困难的单词。接着两人一组或以小组为单位解决遇到的困难。经过长期的练习，有些学生不用音标也能读出单词。作为老师一定要在课堂内多巡视，及时帮助英语上有困难的学生。)
Step2: Learn to remember words on page37-42.
I believe you can read the words now, next we learn to remember them in different ways as usual.
1． Remember the words by looking at pictures.
It’s / .
It’s .
It’s .
It’s / .
It’s .
Weather Forecast
Good morning, ladies and gentlemen!
Here is the weather forecast!
Today is Wednesday .
Beijing is .
Boston is .
Moscow is .
And it is cold.
Shanghai is .
(1) Do you like (滑冰)
(2) It’s in . Let’s make a .（冬天下雪，让我们堆雪人吧。）
(3) They are .（俄罗斯人）
（设计意图：在具体的语境中,利用图片教授新词，直观形象，既记住了单词，又学会了单词的用法,使其轻松地把英语和汉语对应起来,达到了轻松愉快学习的目的。）
二. Remember the words by matching itself with their similar meaning.
cook not good
bad make dinner
problem in a minute
soon question
hard take a holiday
on a vacation difficult
again phone sb back
call sb back once more
could pass a message to sb
take a message be able to
country nation
（设计意图：通过英语释义让学生猜测新词组的含义，然后让学生根据其意思连线，以此给学生提供根据英语释义记忆单词的语境，培养学生在语境中学习新词的能力，以旧带新，符合学生语言的认知规律。）
三. Remember the words by their similar pronunciations and forms.
1. never--every--message [e]
2. sweater--weather [e]
3. practice--have--back [ ]
4. park—hard—smart—market—far [a:]
四. Remember the words by conversion(转换) 、complex words （合成）and derivative（派生）
1. America n. 美国--American n/adj美国人，美国人的
Australia n.澳大利亚--Australian n/adj澳大利亚人，澳大利亚人的
Russia n.俄罗斯--Russian n/adj俄罗斯人，俄语，俄罗斯的
2. rain n. + y rainy adj
wind n. + y windy adj
snow n. + y snowy adj
cloud n. + y cloudy adj
sun n. + y sunny adj
请认真观察，以上表示天气的形容词，有什么规律呀？
（设计意图：通过不同形式教学单词能引起学生的兴趣，不再那么枯燥乏味。经过半学期的练习，发现有些学生也能够根据规律自己去总结，如词性的变换，相似的发音及组成。）
Step 3： Consolidation of words.
Now, I’ll test your memories. Good luck to you!
1．You say out English by looking at the Chinese meanings in the guide book.
2．And then you write down the words looking at the Chinese meanings in the guide book .
3. Next check in pairs. Underline the words you haven’t grasped and memorize them again.
4. Finally you spell the words you haven’t grasped in pairs.
（设计意图：通过以上几个步骤的巩固，绝大多数学生基本上能掌握，这样就为下一个环节的读和理解故事做了充分的准备。对于个别不会的利用自习课或课余的时间让组长进行检查，力争全部过关。)
Step 4 Read a story and translate. Then try to remember the new words. Finally, tell this story to your friends or your family. Next morning let each group tell this story to the class.
It’s summer now, the weather is sunny and hot, so I want to go to the park to drink juice. I call my cousin,but he’s busy cooking, so I ask his sister to take a message for him,“Could you tell him to call me back soon ” She says,“No problem.” After a while, the weather is bad, first it’s cloudy and windy, then it begins to rain hard. I don’t like to go out on rainy days. So I have to sit down to watch TV again. It plays something about vacation. Canada is warm and dry. Many people want to visit it. Some people are on a vacation in a mountain. They feel cool. In some countries of Europe, it’s winter now, it’s cold and snowy. Some Russian people are skating, some boys are making a snowman. They’re having a good time.
汉语译文：现在是夏天，天气晴朗而炎热，所以我想去公园喝橘汁。我给表弟打电话，可是他正忙着做饭，所以我让他的妹妹给他捎口信，“你能告诉他尽快给我回电话吗？”她说：“没问题。”过了一会儿，天气变坏了，起初乌云密布，狂风大作，然后就开始下大雨。我不喜欢雨天外出，所以只好再坐下来看电视。电视上播放的是关于假期的内容。加拿大温暖而又干燥。很多人都想去那儿参观游玩。一些人正在一座山上度假。他们感觉很惬意。在一些欧洲国家，现在是冬天，天气寒冷还下着雪。一群俄罗斯人正在滑冰，而几个男孩正在堆雪人。他们玩得很开心。
(设计意图：在学生掌握本单元单词的基础上，再让学生去读和翻译由新词编写的短文。目的是引导学生不仅记忆词汇本身的意义，同时在具体的语境中体会它的意义。有助于学生学习理解和使用本单元的词汇。）
Step 5 Retell the story according to the mind map
T: I can see you have understood the story well. Now let’s try to retell it according to the mind map. First listen to me carefully.
Ss listen carefully. Then they try to retell in groups. Check the retelling.
（设计意图：本段文章是以天气为话题，巧妙地把本单元的词汇融入其中，用知识树的形式呈现既直观又实用，能很好地帮助学生把故事串成一个整体，这样既巩固了新单词又锻炼了学生在语境中理解和记忆单词的能力，也体现了词不离句，句不离篇的教学理念。）
Step6:The end-of-class test
A．单词拼写：请根据句子意思及所给的中文或首字母提示完成单词。
1. It’s very h________ today. Please open the door.
2. I’m s________ to know you don’t do well in English contest.
3. When I get to their school, they give me a w________ welcome.
4. I like s_________, because I can swim in the river.
5. Look! Many boys are t________ photos in the park.
6. She can’t stand the _________(热度) here.
7. We don’t like him, because he is a _________(坏的) man.
8. It often __________(下雪) in this city in winter.
9. __________(每个人) has an English book in our class.
10. Things here are __________(相当) good.
B．用所给词的正确形式填空:
leave, cook, go, wind, photo, sun, music, sing, relax, scarf
1.The sun is shining(照耀). It’s _________.
2. A ________ is singing on the road.
3. How about ________ to the party
4. ________ turn yellow in autumn(秋天).
5. She is very tired, she needs ____________.
6. Look! Mother is _________ dinner for us.
7. I have many _________ in my album(相册).
8. ----How’s the weather tomorrow(明天) ----It’s ________.
9. People are wearing __________ because it’s very cold.
10. He can ________ English songs.
亮点：
真正的把时间还给了学生，每一个环节始终是学生主动，自主的学习。如让学生根据音标读单词，不会的求助于本组成员。教师仅作指导和解决学生疑难的引路者。根据图片学单词是学生比较感兴趣的一种方式，学生的积极性极很高，是发自内心的学习。课堂效率自然就会提高。
不足：
本课的内容较多，应根据学生掌握的实际情况及时调整时间的分配。对程度稍差的学生要有耐心，不能放弃他们。让他们拼读简单的词语，在回答题时选自己会的回答，以增强其自信心。
使用建议：
1. 本节课容量较大， 一定要用多媒体课件。
2. 作为老师在课堂上多走动，及时了解学生的情况，为下一个环节做准备。
3. 要从整体上去把握本单元单词的用法。
4. 对于学习确实有困难的学生，应多加关注。
答案：
Step6:
A．1.hot 2. sorry 3. warm 4.summer 5. taking 6. heat 7. bad 8. snows 9. Everyone 10. pretty
B．1.sunny 2. musician 3.going 4.Leaves 5.to relax
6.cooking 7.photos 8.windy 9.scarfs/scarves 10.sing
The
weather
vacation
Russian,skate
Summer,hot
sunny
take a message
no problem
weather,bad
windy,cloudy,rain hard
Canada,warm,
dry,on a vacation,
cold ,snowy
snowman
countries,
Europe,
winterUnit 7 It’s raining!
听说课 第四课时 Section B(1a- 1e)
P40
Teaching and Learning Goals
1. 知识目标：学习词汇dry/cold/cool/warm/hot,掌握1a中的短语。
2. 能力目标：学会描述人们在不同的天气里所做的各种活动。
3. 情感目标：让学生知道天气的重要性，教育学生要善于观察天气并调整自己的心情。
Step1 Preview and test预习检测
一 、写出下列单词的现在分词形式
walk ________ go ________ visit _______ swim ________
have _________rain ________ call ________ skate ________
二、Write the adjectives about the weather.
1.干燥的 ________ 2.寒冷的 ________ 3.凉爽的________
4.温暖的________5. 热的________
三、Read the book and put the Chinese into English orally, then write them down without looking at your book.
1. 画面d中的天气怎么样？
___________________________________
2. 一切都好吗？
____________________________________
3. 你在做什么？
____________________________________
4. 天气如何？
___________________________
5．还可以。
_________________________
操作说明：学生四人一组，合作探究，解决疑难问题，教师加以点拨。
（设计意图：因为第六单元学过了现在进行时并且第七单元SectionA部分学过了天气，所以让学生充分利用手中学习资料，温故知新，把本节课的生词和短语拿出来作为预习任务，让学生充分利用手中学习资料，以自学的方式来初步了解重点词汇、短语。目的是培养学生自主学习的能力，同时为课堂上进一步学习及听说训练和提升、拓展做好铺垫，培养学生养成预习习惯。）
Step2 Warming up and leading in热身导入
一．Listen to the music “How is the weather today ”Encourage the students to sing with it.
How is the weather today It’s sunny.
How is the weather today I t’s rainy.
How is the weather today It’s snowy.
How is the weather today It’s cloudy.
How is the weather today It’s windy.
（设计意图：用歌声导入新课，既贴近目标语言又激发学生的兴趣和热情，学生在轻松愉快的气氛中进入本课的学习，积极参与）
T: How is the weather in our city/town… today
S1: It’s sunny/cloudy/rainy/dry/…
T: Do you want to know about the weather in other places
S2: Yes.
T: How’s the weather in the picture 1
S3: It’s dry.
T: You must water your flowers.
What’s the weather like in the picture 2
S4: It’s cold.
T: Good. We should wear warm clothes.
How’s the weather in the picture 3
S5: It’s warm.
....
T:Ok,let’s come to 1a.
1a Match the words with the pictures.
1. ____ dry 3. ____ cool 5. ____ hot
2. ____ cold 4. ____ warm
Ask and answer questions about the weather in the pictures in 1a like this:.
A: How’s the weather in picture a
B: It’s cold.
A: What’s he doing
B: He’s walking.
Ask several pairs to act out.
（设计意图：通过呈现有关天气和活动等画面，自然、生动的引出新课内容，鼓励学生大胆开口，让学生有话可说，通过这种方式展示新句型，学生接受起来会比较轻松。然后引导学生运用所学的语言，联系实际日常生活进行口语交际，真正做到词汇的灵活运用。）
Show the pictures of spring,summer,autumn and winter,let the students describe the weather in different seasons.Divide the students into groups and discuss in groups.
How is the weather in spring/summer/autumn/winter
For example:
How is the weather in spring
It is windy and warm in spring,and it sometimes rains.
（设计意图：四人一组，合作探究，用尽可能多的词形容四个季节的天气。让学生把刚学到的形容天气的词运用到实际当中去，联系实际生活，加深印象，学以致用。）
While-listening activities
Step3 Listening for the general idea. (1c)
Tell the Ss that Mary and Eric are talking about something. Ask the Ss to listen to their conversation and find out:
The general idea of the conversation is _____
A. “Happy birthday”
B. What Mary and Eric answer to “How’s it going ”
C. The weather in Mexico
Check the Ss’ answers.
Listening for the specific ideas
(1)Listen again and write the answers to “ How’s it going ”.
.
How’s it going what are you doing How’s the weather
Mary
Eric great
(2) Check the Ss’ answers.
(3) Play the tape a third time and write the answers to “What are you doing ” and “How’s the weather ”
(4) Check the Ss’ answers.
(5) Listen and repeat.
(设计意图：本部分的内容重在培养学生听大意和听细节信息的能力,所以先帮助学生听出对话的大意，再去完成后面对应的细节题。为后面的听后能力培养打下基础。)
Post-listening activities
Task One
Let the Ss fill in the blanks in the rewriting passage. Then they can discuss in their group.
Eric: Hi! How’s it going
Mary: Hello! Oh, not too ____! What are you _____
Eric: I’m _____a party. My family is here.
Mary: Sounds like fun. How’s the _____
Eric: Terrible. It’s _____ and _____. How’s the weather in Mexico
Mary: Hot. Hot and____. And ____.
Eric: Sounds _____. So what are you doing
Mary: I’m _____ my grandmother.
(设计意图：培养学生的口语表达能力和概括能力,锻炼学生抓住课文关键语句的能力，同时通过复述引导学生更好地内化语言知识。)
Task Two
T: We learned a lot from what Mary and Eric talked about. Now in pairs role play a conversation using the information from the chart above between Mary and Eric.
Task three
Look at the pictures below. Then ask and answer.
A: How’s the weather B: It’s raining.
A: What are you doing B: I’m driving.
A: How’s it going B: Terrible.
A: How’s the weather B: It’s windy and cool.
A: What are you doing B: I’m flying a kite.
A: How’s it going B: Pretty good!
A: How’s the weather B: It’s snowy/snowing.
A: What are you doing B: I’m making a snowman.
A: How’s it going B: Great!
A: How’s the weather B: It’s sunny and hot.
A: What are you doing B: I’m eating ice cream..
A: How’s it going B: Great!
(设计意图：听后编造对话，激发学生兴趣，活跃课堂气氛，提高学生口头表达,并引导他们用上本课的目标语言，但并不作限制，鼓励他们开放性思维，发散性表达。充分体现新课程自主探究、合作交流的学习方式，促使学生互相学习，互相帮助，发展合作精神。)
Make a survey. What are your classmates doing in different weather What are their feelings Then make a list.
（设计意图：通过做调查报告，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,使本课的情感教育得到升华。）
Inquiry into knowledge by translation
1. I’m having a party.
译为:____________________________
have a party意为“ ______”，其中party意为“_ ____ ”。 party的另一个意思是“______”。如:
a party member__________________________
2. My family is here.
此句译为:____________________________
family 是______名词，在表示“家庭或家人”整体时谓语动词用______；但在表示各家庭成员时谓语动词却用______。如：My whole family ______having dinner now.
A.is B.are
英汉互译 (1) Mr.Green has a big family. ____________________________
(2).他的家人全是医生。
____________________________
Answers to Inquiry into knowledge by translation
一、我在参加聚会。
参加聚会；聚会；党；党员
二、我一家人都在这儿。
集合；单数；复数 B
（1）格林先生有一个大家庭。
（2）His family are all doctors.
（设计意图：本节课的翻译探究先让学生自己在组内讨论，组内学生如果能把答案都讨论出来并展示，教师用语言给予鼓励表扬，若解决不出，看其他组能有解决的吗，最后老师再点拨。而且配有句子可以更好帮助学生理解知识点。）
Sum up课堂小结:
What did you learn in this class
(设计意图：学生尽可能自己有条理的说出今日所学,让学生学会自己总结，检查课堂学习效果。查出不足，及时反馈改正，做到“堂堂清,课课清”。)
The end-of class test
一、根据要求填空。
1. hot(反义词) ______
2. cool (反义词) _______
3. wet (反义词) _____
4. 在图片d中 ____________
二、用所给单词的适当形式填空。
1.I’m_____( call ) to say, “Happy birthday!”.
2. How’s it ______ ( go ) with you .
3. I’m having a party. My family______ ( be ) here
4. Oh, that ______( sound ) like fun.
5.I______( visit ) my grandmother in London now. 二
三、请翻译下列句子
1.那儿的天气怎么样？
____________________________
2.我打电话是向她说生日快乐。
____________________________
3.好极了。你在做什么？
___________________________
4.那听起来很有趣。
___________________________
5.天气很糟糕，又冷又下雨。
___________________________
Homework
You must: 1. Remember the new words and expressions learned in this period.
2.Retell the listening material in 1c.
If you can: Write a short passage according to the picture.
You must include :
1. Where is she
2. What’s the weather like
3. What’s she doing
4. What’s her feeling
（设计意图:遵循分层次教学法的理念，根据学生的个体差异分层次布置作业。意在培养学生的学习兴趣，更有利于把课堂上知识课下生成。）
The design of the blackboard
教学反思
本课时设计既巩固了本课所学的语言目标，又开拓了学生的思维，使学生的语言运用源于书本又高于书本，培养学生在实际生活中运用本课所学内容，来解决现实生活中的实际问题的能力，真正达到了新课标提出的培养学生综合运用语言的能力.
首先，本节课能够引导学生运用自主、合作、探究的学习方式来学习。学生始终是主动学习，积极参与课堂各项活动，教师只是组织、引导、点拨。学生经过了课前准备，以听说读写的方式来自己解决问题，较好的完成了任务。
其次，本节课用“听说”贯穿始终。“读和写”是本课学习的提升，听说是为了下一步更好地读写做好铺垫。课堂上面向全体教学，让学生在看、听、说的过程中，自然而然掌握语言目标，同时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。
本节课亮点：
1．以身边的天气情况创设情景，用图片导入新课，由易到难，循序渐进。使学生尽快融入课堂。
2．听后活动把听力材料空单词让学生填空，即加强了对听力材料的把握，又训练了学生写作的能力，让学生讲一讲身边天气情况，从而让学生学会观察天气、从而调整自己的心情。
3.家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业，让基础一般的学生能掌握本堂课所学内容。
不足之处：
1．本节课内容比较多，所以在时间安排上还需再注意，哪些环节可以把时间压缩还需再考虑。
2.尽量采用小组合作的方式激励学生参与课堂教学。老师进行适当的评价。
使用注意事项：
开始不需要把翻译探究相关答案告诉学生，让学生自己或与其他同学发现、总结，这样的效果要比老师直接告诉要好的多。
Answers:
Preview and test预习检测
一．写出下列单词的现在分词形式
1. walking 2. going 3.visiting 4.swimming 5.having 6.raining 7.calling 8.skating
二、Write the adjectives about the weather.
1.dry 2.cold 3.cool 4.warm 5.hot
三Read the book and put the Chinese into English orally, then write them down without looking at your book.
1. How’s the weather in picture d
2. How’s it going
3. What are you doing
4. How’s the weather
5. Not too bad.
Warming up and leading in热身导入1a
d a e b c
While-listening activities
Listening for the general idea.
B
Listening for the specific ideas
How’s it going what are you doing How’s the weather
Mary not bad I’m visiting my grandmother hot,dry,sunny
Eric great I’m having a party terrible,cold,raining
Post-listening activities
Task One
bad,doing,having,weather,cold,raining,dry,sunny,good,visiting
The end-of class test
一、根据要求填空。
1.cold 2.warm 3. dry 4. in picture d
二、用所给单词的适当形式填空。
1.calling 2.going 3. is 4. sounds 5.am visiting
三、请翻译下列句子
1.How’s the weather there
2.I’m calling to say “Happy birthday” to her.
3.Great.What are you doing
4.That sounds fun/sounds interesting.
5.Terrible.It’s cold and raining.
图1
dry
图2
cold
图3warm
拓展提升
Expressions what you are doing What is he/she doing He’s having a party. She’s visiting her grandmother.
The weather and the activies
Talking about the weather How’s the weather in... It’sdry/hot…
Activities: visit my grandmother,have a party
The weather adjectives;dry, cold ，hot ，cool warm
Unit 7 It’s raining!
Section B(1a- 1e)
1a: 1. d; 2. a; 3. e; 4.b; 5.c
1b: A:How’s the weather in picture …
B:It’s dry/cold/warm/hot/cool.
A:How’s the weather B:It’s rainy/raining.
A:What are you doing B:I’m driving.
A:How’s it going B:Terrible.Unit 7 It’s raining.
第六课时 Section B (3a—self check)
Teaching aims（教学目标）
In this lesson, students review main words and phrases of the weather and activities first. Then the students learn how to talk about vacation and how to write about it. During this lesson, let students realize the importance of the weather and love the nature.
Teaching steps（教学步骤）
Step1Reviewing and testing
1. Let some Ss retell the postcards in 2b.
2. Add more words in each box.
Feeling great
Weather cool
Activities playing ping-pong
3. Put the following into English orally
（1）玩的高兴 (2种) (1)______________ (2)______________
(2)在加拿大______________ (3）拍一张雪人照____________
(4)买俄式面包____________ (5)在河上滑冰_____________
(6)和某人说话_____________ (7)此刻、现在 ___________
(8)我想念你________ （9）在雨季__________
(10).还不错_______________
Step2 Warming-up and revision（课堂热身和复习）
（1）Daily greetings to the students（日常问候）
T: Good morning, everyone.
S: Good morning, sir.
T: How is the weather today
S: It is (not bad/bad hot / cool / cold/ windy / rainy …).
(设计意图: 此重点操练不同天气的表达方式，建议每天尽量介绍不同的词组，当然要与当日的天气相符。)
（2）Pre-writing
Look at the pictures below. How’s the weather What are these people doing
1. A: How’s the ________ in Harbin
B: It’s _______.
A: What’s the girl wearing
B: She’s ________ a ____ and warm clothes
2. A: _______ the _______ in Harbin
B: It’s _______.
A: _____ are they ______
B: They’re _______ in the _____.
3. A: What ____ they _____
B: They ___________ on the river
4. A: _______ the man ______
B: He’s ______ a photo of the ________.
(设计意图：利用图片简短的导入来呈现对话。能给巩固和复习本单元的重点句型,达到热身的目的。同时也可以复习该单元的核心句型和前几节课所涉及到的动词词组，为3a课文和写作练习做了一个铺垫。)
Step3 While-writing
Task1.Read and finish 3a
T: we’ve learned two postcards in 2b.Can you write the similar passage OK! Let’s come to 3a.
Task1. Fill in the blanks with the words in the box..
Dear Xiao Lu,
It’s winter in Harbin. The weather is _________ and __________. People are wearing hats and sweaters, but they’re having fun. Friends are ________ Russian bread to take home. In a park, some boys are ______ in the snow. One girl is ______ on a river and a man is _______ a photo of a snowman.
I miss you.
Kate
(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。)
Task2: Imagine you are on vacation. Write notes about your vacation according to following sentences. (3b)
Where are you
What’s the weather like
What are you doing right now
What are your friends or family doing
Are you having a good time
Check your answers in group.
Task3: T: Boys and girls, When I travel, I like to buy some beautiful postcards. I often write what I see and hear on the postcards and then I mail them to my friends. What about you Do you like sending postcards to your friends
Write a postcard to a friend. Tell your friend about your vacation and what you are doing.
(设计意图：在前面环节大量输入和强化巩固的基础上，进一步引导学生输出，并训练学生综合运用英语的能力。为降低难度，我分两步进行。第一步，完成3b文段，有效训练学生逻辑思维能力，为独立写作进一步奠定了基础。第二步，完成3c，即独立写作。在此过程中，让学生去黑板板书，有利于较真实地反映出写作中所出现的问题，从而真正做到 “以学定教”。)
Step4: After-writing:（Follow up进一步扩展）
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, 作为写作的内容。
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。
注意，应用现在进行时态来表述现在正在发生的事情。
学生互相批改，互评。(范文如下)
I. Help the Ss make sure the composition must include the following things before they start to write their own vacations.
*Topic sentence: I am having a / an _______ / vacation or a letter
*Timeline: How’s it going … now…/ …right now…
*Activities: busying…visiting…having a wonderful time…swimming or running…
*Tense: be +v-ing.
II. After all the Ss finish writing, first check the composition each other with all the Ss according to the following evaluation scale.
Is there a topic sentence
Is there a timeline
Does he / she use “be +v-ing”
Are there any grammatical mistakes
Dear John,
How’s it going Are you still busy with school or are you on vacation now
I’m visiting my cousins in Sydney and having a wonderful time here. Australia is a beautiful country and right now the weather is warm and sunny. There are many things to do here. Right now I’m swimming with my family at the beach.
Ann
(设计意图：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。通过学生互批和互评，发现自己的不足并改进。)
Step5 Review self check.
Self Check 1
1. Tell Ss we've learned some words about feelings, weather and activities. Now discuss with your partners. Add more words in the box.
2. Ss work in pairs and add more words in the box.
3. Let some Ss read their words. Let other Ss add more words.
Self Check 2
Match the sentences on the left with the responses on the right.
A: Hello Jenny speaking. B: Thank you. Bye.
A: Sorry, she’s not at home. B: Hi, Jenny. It’s Steve here.
Can I take a message May I speak to Laura, please
A: Sure, no problem. B: Yes. Could you ask her to call me at 8765-4321
Check the answers with the class. Then let the Ss practice the conversation with a partner.
（设计意图：通读所有选项，掌握对话的大意,巩固打电话的情景，熟知句型的用法。）
Self Check 3
Put these sentences in order to make a conversation. Then write your own conversation.
____ It’s raining and very cool.
____ Not too bad.
____ I’m reading a book in my room.
____ What are you doing in the rainy weather
____ How’s the weather in Nanjing
____ Hi, Jill! How’s it going
（思路指导：本题要求将一对话排列正确的说话顺序。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”一句。接下来，就可以确定“Not too bad.”是第二句。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。3. 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。4. 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。）
Step6 Inquiry in to knowledge by translation.
1.观察并翻译下列句子。
①How’s the weather
____________________________
②What’s the weather like
____________________________
语言点探究：①②都表是：天气怎么样？
①=②，其中How + is +主语？= What + ___ + 主语 + ___
How’s the weather in Nanjing
=________________________
2. May I speak to Laura, please
___________________________
speak to sb 表示：_______________ ，May I speak to…, please 可常用电话用语:
可以让约翰接电话吗 ___________________________
3. Could you ask her to call me at 8765-4321 ____________________________
①ask sb to sth表示： __________,如：The teacher often asks us to do homework on time.____________________________________________
②call sb at + 号码 表示：___________________,
如:请给我拨打电话911—1234_____________
4. What are you doing in the rainy weather
___________________________________
in the rainy weather:____________________ ,rainy: adj_____ ，由rain + y 构成。
表示天气的形容词一般是由名词+y构成的，
比如：cloudy_______,snowy_______,sunny______,windy_______,stormy________等。
(设计意图：在复习环节中仍注重翻译探究。通过学生自主质疑和翻译探究，老师引导学生解决疑难，并在具体的语境中去感知语言，在大量的语言现象中总结语言规律。)
Step7 Summary
Teacher leads students to say “My harvest in this lesson.” Students can talk about my harvest with the help of the thinking tree.
How’s the
Weather
Step8 The end-of-class test
一、汉译英：
1、我和我的家人在山里度假
2、此刻你在做什么？
3、我正在拜访我的好朋友，我玩的非常开心。
4、他正坐在窗台边看书。
5、你的暑假情况怎么样？
二、用所给词的适当形式填空
write take sit play swim fly sun have study draw
Dear Bob,
My name is Tom. I’m fourteen years old. I’m _______ in a middle school. My school is nice and clean. There are 30 students in my class. It’s _______ today. My classmates and I are _______ a good time on the beach. It’s a nice place. The water is blue and clean. Many birds are _______ over the sea. Many people are _______ .Some boys are _______ Football. Some people are _______ on the beach. A girl is_______ pictures on a chair. Another girl is _______ photos. I’m _______ to you. What are you doing I hope you can write to me soon. What are you doing I hope you can write to me soon.
Best wishes, Tom
【学习体会】
成功&收获: 失败&不足:
Step9 Homework
书面表达
根据表格中的天气信息，描述一下下面各个城市的天气情况，不少于60个单词。
提示词不达意：report预报 rainy多雨的 snowy多雪的
______________________________________________________________________________________________________________________________________________________________
亮点：
本节课一开始注重对教材的整合和提炼，复习结合Self Check第一部，整体复习了本单元的词汇。由图片导出需要掌握的知识点，为下一步写作做好铺垫。在写作练习中，循序渐进，由浅入深的完成练习。以各种的形式让学生用所学知识去写关于自己的 postcard的书面表达，既巩固了知识，又激发了学生创作的热情。并通过思维树把本单元的词汇总结便于学生掌握。
使用建议：
1、为便于课堂教学活动的开展，可分组练习。在核对答案的时候，可用课件或投影仪呈现出来，让学生切实把自己出现的错误订正过来。
2、增添了翻译探究环节对本节的知识点给以点拨，也可结合自己的情况给以删除。
3、堂检测的练习题设计的都是主观性题目，这样能更有效地检查学生单词短语句型的掌握情况，建议学生不看书完成题目。
也可以结合自己的授课情况进行知识点的整合，便于自己的实际课堂。
课后反思：
对于基础薄弱的同学较为吃力，很难做到“堂堂清”。部分同学单词和和句子掌握情况不好，影响课堂效果，课后要小组长检查，加强巩固。写作环节中，用时较长。
Dear …,
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
I miss you.
…
skating buying playing
taking snowy windy
My harvest
weather
What’s the
Weather like
dry, cold cool, warm snowy winter
May I speak to…, please No problem
take a message, call sb back, on a vacation
cooking, visiting, sitting, skating / playing ,speaking…
rainy ,cloudy ,
windy ,sunny
hot,
summer
Europe, Canada, Russian,
Where are you
country/ vacation
What’s are
you doing now Unit 7 It’s raining!
Section B(2A-2C)
Learning goals:
【知识与能力目标】
1.Master the key words and phrases: visit, Canada, summer, sit, juice, soon, vacation, on (a) vacation, hard, Europe, mountain, country
2. Master the following sentences:
(1). I am having a great time visiting my aunt in Canada.
(2). I am so happy to see them again..
(3). How’s your summer vacation going
(4). The weather here is coo and cloudy.
3. 培养学生快速阅读能力和归纳语篇中心的能力，提升学生注意力与记忆力；借助思维导图复述课文。
【学习策略】
能根据阅读语篇内容构建思维导图。
【情感价值目标】
通过明信片内容的学习，了解英语国家中学生的假日生活，以此鼓励、培养和锻炼学生的意志和独立生活的能力。
【文化知识】
了解世界各地不同天气及人们进行的不同活动，感受地域差异。
Teaching and learning steps：
StepⅠ Pre-reading activities
1. Review
T：We have learned the weather, now let’s play a game “Challenge to the compere”. Who is the best Come on!
T: Look at the map you can report like this:
Hello, everyone! I’m going to give a weather report.
Beijing is sunny. It’s hot.
Shanghai is …
Chengdu is …
Thank you!
（设计意图： 通过挑战主持人这个游戏，既复习了旧的内容又激起了学生的好奇心，激发求知的欲望，把学生吸引到教学中。）
1. Preview
1.Look at P41, put them into English orally, then write them down without looking at the textbook.
（教师寄语：从自主中培养能力，在学习中获得乐趣）
1).玩得高兴 ２).拜访我的姑姑
３).现在、此刻 4).又见到他们
5).在游泳池边 6).努力学习
7).度假 8).正适合
2. Translate the following sentences.
1) 我在加拿大姑姑家玩的很高兴。
.
2）我在学习英语，而且学到很多。
______________________________________________________________.
3).此刻正是下午，我正坐在池塘边喝橙汁。
______________________________________________________________.
4).你是在努力地学习，还是一直在玩？
______________________________________________________________
5).我和我的家人都在山里度假。
_______________________________________________________________.
6).这儿的天气凉爽多云，正适合散步。
_______________________________________________________________.
(设计意图：通过课前预习作业，可以帮助学生更有针对性的预习，并对文本中的重点短语和句型有所了解；通过检测预习效果，教师可以有针对性的教，学生可以有针对性的学，并且能够培养学生发现问题的能力。此部分，老师设立最佳表现奖，采用激励机制对有所表现的学生加以鼓励，目的是让不同层次的学生在学习过程中体验成功和快乐，培养学生的兴趣和自信，教师应始终遵循一个原则，那就是让学生乐学，因为兴趣才是最好的老师。）
3.Warming up and leading in
Show a picture
T: Look at the picture, The girls are on vacation, how’s the weather
Ss: It’s snowy.
T: Which season is it
Ss: It’s winter.
T: What are the girls doing
Ss: They are playing in the snow.
T: Yes, they have fun playing in the snow. They like their vacation. How excited they are! Do you like vacation What do you like to do during your vacation Ok, boys and girls. Let’s come to 2a and talk about the pictures.
T：Look at the pictures, you can talk about them like this:
A: How’s the weather in picture a
B: It’s sunny. It’s hot .
A: What’s she doing
B: She’s sitting by the pool and drinking juice.
Then ask Ss to practice in pairs.
(设计意图：通过谈论图片来导入2a,然后通过图片呈现对话，不仅能巩固和复习本单元的重点句型，达到热身的目的。同时也可以复习本单元的核心句型和前几课所涉及到的词组，也为下面的语篇阅读做好了语言铺垫。)
Step II While –reading
Fast-reading
T: Boys and girls, when I travel, I like to buy some beautiful postcards. I often write what I see and hear on the postcards and then I mail them to my friends. What about you Do you like sending postcards to your friends Here are two guys who also send postcards to their friends.
Read the postcards fast and silently to find the general idea.
What are the postcards talking about _____
A. Su Lin is visiting her aunt in Canada.
B. Dave is having a great time in Europe!
C. They are introductions to what they are doing during their summer vacation.
（设计意图：训练学生快速阅读文章的能力，并从中获取有效信息，实现对课文的整体感知。）
Careful-reading
Read the text carefully and silently to find the specific ideas. (读取细节)
Task1: Match each postcard below with the correct picture in 2a.
T: We know the postcards that are from Su Lin and Dave. There are two pictures of them in 2a, now let’s finish 2b.
Su Lin’s postcard:________ Dave’s postcards:______________
Task 2: Read the passage carefully and fill in the chart
Fill in the chart with information from the postcards in 2b.
Name Where are they How’s the weather What are they doing
Task 3: Read the passage again and answer the questions.
T: Boys and girls, let’s read the passage again and answer the questions as soon as possible.
（学生活动：集中精力，快速抢答）
1. Read the first postcard in 2b again and answer the questions.
1).Where is Su Lin now
_________________________________
2). What is Su Lin studying there
_________________________________
3). Is she visiting some of his old friends there
_________________________________
4).What’s she doing right now
_________________________________
5). How’s the weather there
_________________________________
2. Read the second postcard in 2b again and answer the 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
________________________________
（设计意图：读取细节，任务设置由易到难，学生可以更好的理解与掌握文本，设置不同的阅读任务,学生独立完成阅读理解，回答相应的问题，并能提出问题, 完成表格并理解文章中一些重要短语的用法,掌握阅读技巧，培养学生自主探究的精神。采用快速抢答的方式激励学生积极参与课堂教学，大胆发言，流利地用英语表达自己的意思，争做课堂的小主人.）
Step III Post—reading activities
Task1： Listen to the tape and read after the tape one sentence after another.
Task 2: Pairwork
T: Boys and girls, we have learned 2a, now suppose you are Sun Lin or Dave, you’re calling your friends to talk about your vacation. Make conversations according to the postcards of 2a .You can do it like this: (S=Su Lin M=Mary)
S: Hi, Mary! This is Sun Lin.
M: Hi, Sun Lin . Where are you
S: I am in Canada
M: Canada How’s the weather in Canada
S: It’s warm and sunny.
M: What are you doing
S: I am visiting my aunt in Canada. Right now I am sitting by the pool and drinking orange juice.
M: …….
S: ……
Ask Ss to make and practice the conversations in pairs, then give Ss some pictures to practice the conversations like this:
（设计意图：由于英语是一门综合性与实践相结合的学科，根据本文内容，结合创新教育理论，在课堂中教学中采用讲、练相结合的方法，让学生在45分钟内自己研讨，充分进行口语练习。根据学生的实际生活创造出符合学生实际的对话并进行表演，增强语言的实际交际功能，使学生在口语交流中更好地运用语言，这样的练习不仅能使学生学会本单元的词汇和功能句，而且能调动学生的积极性，提高学生学习的主动性和自主性，使学生在课内外敢于用英语交流和表达。）
Task 3： Retell the postcards according to the mind map.
T: Boys and girls, you understand 2b and read it well. But can you say something about Su Lin’s and Dave’s postcards. Let’s try to recite or retell the postcards according to the mind map.
Task 4：Groupwork: make a survey
T: Boys and girls, let’s make a survey. Talk about what your classmates are doing in different weather. What their feelings are in groups. Then I’ll ask some students to report. You can report like this:
It’s raining. Yan Qing is walking with her dog, they are wet. She is angry. It’s terrible. Meng Hui is listening to music. He is so happy, because he likes listening to music on rainy days. Wu Di is cleaning the room. She often helps his mother with chores. It’s pretty good!
（设计意图：思维导图是将语篇梳理成段落，并呈现部分关键词、关键短语或句子，学生由思维导图可以产生联想、唤起记忆。鼓励学生根据思维导图提示复述课文，降低了难度，并且巩固了所学文本内容。后面的调查报告更注重了笔头训练，引导学生注重知识落实的准确性，了解学生对本课知识的实践运用。）
Step IV Inquiry into knowledge by translation
1).观察并翻译下列句子
(1).I’m having a great time visiting my aunt in Canada.
__________________________________________________________.
(2).I’m having fun in Europe.
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿．
根据以上两句总结做某事很开心、玩的愉快。
＿＿＿＿＿＿＿＿＝ ＿＿＿＿＿＿＿＿＿＿
其中great 可以用______ , __________ ,__________ 替换。
Eg: 我们打网球打得很开心。
(1).______________________________________________.
(2).______________________________________________.
2).She is working here and I’m going to summer school.
_____________________________________________________.
(1).在本课的两张明信片中，现在进行时大多用来表示_________________，而非说话的当时______________。这是现在进行时态的又一主要表意功能。这样使用时，比用一般现在时所写相同概念的句子读起来更加形象、逼真，好像事情就发生在眼前。
Eg: 这几天我在看一本有趣的情就书。
_____________________________________________________.
(2).summer school 指暑假专门开办的学校或开设的课程，类似于我国的“_________ ”或“__________”等。类似的还有 (夜校) ___________等等。
3). It’s hot in your country now, isn’t it
_____________________________________________
此句是一个陈述内容之后附加了一个简短的____________，来对陈述的内容进行确认。语法把这样的疑问结构称作“__________”，也称为“___________”。 反意疑问句由两部分构成，前一部分是_________，后一部分是一个__________。通常前面部分用肯定形式，后面部分用________，前面用否定形式，后面用_______，前后两部分______要一致。
Eg:
(1). 哪里很冷，是吧？
__________________________________________
(2). You know her, ______ _______
(3). They won’t come, _____ ______
（设计意图：新课程强调，课堂要以学生为主体，教师为主导。课文中的难点，让学生通过小组合作学习，观察、讨论并找到解决问题的方案，比老师直接讲解灌输效果要好的多。这样设计重在锻炼学生合作解决问题的能力，必要时教师可以给予一定的点拨,把课堂的主动权真正的交给学生。）
Step V Summary
Let students sum up what they have learnt this class, and ask some of them to say their opinions.
（设计意图：启发学生自己总结，以此培养学生的归纳能力，进一步巩固本课所学的重要内容。）
Step VI Homework:
You must:
1.Memorize the new words and useful expressions.
2. Preview Section B 3a
If you can:
Written: Write a postcard to your friend to introduce your vacation.
（设计意图：不同的学生的英语程度是不同的，学生可以根据自己的实际情况来做作业。对于英语程度好些的学生除了完成必做的作业之外，还可以对他们提出更高的要求，不断的提高他们的英语水平，让学生在学习英语的过程中体验到快乐，分层体验成功。）
Step VI I The end-of- class test
一、用所给单词的适当形式填空。
1. It’s a ______ day today (sun).
2. The weather is bad now. It’s _______ (wind).
3. Sounds like you __________ (have) a good time now.
4.They have a great time_________ (play) chess.
5. — How’s the weather now
— It _________ (rain) now.
6.Did you have fun ______ (talk) with your mother.
二、根据汉语意思完成句子。（每空一词）
1.我正和我的朋友们在北京度假。
I am _____ ______ ______with my friends in Beijing.
2.大家在公园里正玩得开心。
Everyone _______ _______ _______ _________ _________ in the park..
3.你的暑假过的怎么样？
How’s your _______ ________ ________
4.你是紫努力地学习，还是在高兴地玩呢？
Are you ________ ________ or are you _______ _______
5.你们国家现在很热，对吧？
It’s ______ _______ _______ _________ now, _______ ________
（设计意图：当堂检测题是针对本节课所学内容进行的形成性评价，这样既能使学生巩固本节课所学知识，又能让老师了解到学生本堂课真实的学习情况，并对错误较多的知识点进行巩固强化。）
亮点：1. 本节课我采用以学生为主体，以任务为中心和以活动为方式的教学方法，在整个教学流程设计上力求充分体现“以学生发展为本”的教育理念，努力构建探索型的任务型课堂教学模式,并采用师生对话和生生对话等活动加强学生的口语和听力练习，使学生达到交际的目的。
2.本课的阅读训练：首先让学生快速略读，找出文章大意；然后再让学生带着问题细读，找出文中细节。这些策略的使用有利于逐步培养和提高学生的阅读能力，为将来的中考打下坚实的基础，然后读后活动设置了四个不同的任务这些任务活动都有助于学生内化所学内容，够增强学生的思维能力，提升注意力与记忆力，启发联想力和创造力，效果很好。同时预习检测、达标检测也紧扣文本，难易适中。
不足之处：
当堂检测环节，也应充分发挥小组对子的作用，对子互查后由学生讲解完成，而不是师生共同完成。只有这样，才能更加充分地体现学生的主体地位，使学生真正“动”起来，课堂才能“活”起来，效果也才能真正“好”起来。
使用说明：
读后的活动较多，而且对话、复述、报告用的时间比较多，导致整个教学活动时间较紧，所以教师应充分预设，从而节约时间，完成整个教学活动。
答案：
2. Preview
1. Look at P41, put them into English orally, then write them down without looking at the textbook.
1. have a great time/have fun 2.visit my aunt
3. right now 4.see them again
5. by the pool 6.study hard
7. on a vacation 8.just right for
2. Translate the following sentences.
1. I’m having a great time visiting my aunt in Canada.
2. I’m studying English and I’m learning a lot.
3. It’s afternoon right now, and I’m sitting by the pool and drinking orange juice.
4. Are you studying hard or are you having fun
5. My family and I are on a vacation in the mountains.
6. The weather here is cool and cloudy, just right for walking.
Fast-reading
Read the postcards fast and silently to find the general idea.
C
Careful-reading
Read the text carefully and silently to find the specific ideas. (读取细节)
Task1: Match each postcard below with the correct picture in 2a.
Su Lin’s postcard: ___a___ Dave’s postcards: ____b____
Task 2: Read the passage carefully and fill in the chart
Fill in the chart with information from the postcards in 2b.
Name Where are they How’s the weather What are they doing
Su Lin Canada warm and sunny visiting her aunt, studying English, visiting old friends, sitting by the pool
Dave Europe cool and cloudy walking in the mountains, writing to Jane
Task 3: Read the passage again and answer the questions.
1. Read the first postcard in 2b again and answer the questions.
1). She’s in Canada.
2).She’s studying English.
3). Yes, she is.
4). She’s sitting by the pool and drinking orange juice.
5). It’s warm and sunny.
2. Read the second postcard in 2b again and answer the questions.
1). She’s in Europe.
2). They are having a vacation in the mountains.
3).Yes, they are.
4). It’s cool and cloudy.
5). It’s hot.
Step IV Inquiry into knowledge by translation
1).观察并翻译下列句子
(1).我在加拿大姑姑家玩得很高兴。
(2).我在欧洲玩得很开心。
Have a great time doing sth, have fun doing sth.
good, wonderful, nice
(1).We are having a great time playing tennis.
(2). We are having fun playing tennis.
2). 她在这里上班，而我在上暑期学习班。
(1). 当前一段时间手头上正在从事的事情，正在做得动作
Eg: I’m reading an interesting book these days.
(2).暑假班，暑期补习班， night school
3).你们国家现在很热，对吧？
疑问部分，附加疑问句，反意疑问句，陈述句，简略问句，否定形式，肯定形式，时态
(1). It’s very cold there, isn’t it
(2). don’t you
(3). do they
Step VI I The end-of- class test
一、用所给单词的适当形式填空。
1. sunny 2. windy 3. are having 4.playing 5. is raining 6.talking
二、根据汉语意思完成句子。（每空一词）
1. on a vacation 2. is having a great time
3. summer vacation 4. studying hard having fun
5.hot in your country isn’t it Unit7 It’s raining Grammar Focus – 3b
Teaching and learning aims学习目标：
一、知识目标
1. 复习Section A 所学对话2d.
2. 掌握下列词汇：again, terrible, great.
3. 学习grammar：现在进行时及谈论天气。
二、能力目标
学会运用How’s the weather 提问有关天气的句子和How’s it going 表达问候。能正确使用现在进行时。
三、学习策略
看图预测听力内容和看图说话。
四、情感目标
了解谈论天气是“闲谈”中的一项重要内容，了解世界各地不同天气及人们进行的不同活动。
Teaching and Learning Steps（教学步骤）:
Step 1 Review:
Role-play the conversation in2d in Section A in pairs. Perform it to the whole class.
Step 2 Preview:
一、写出下列单词的现在分词形式
1. walk ________ 2. go ________ 3. visit _______ 4. have _________
5. rain ________ 6. call ________ 7. swim ________ 8. play ________
9. make ________10. talk ________
（设计意图：复习现在进行时，为进一步学习打下基础）
二、Ss look at Page 39 Grammar Focus, put them into English orally, then write them down without looking at the text.
1. 天气怎么样？ 多云的/阳光明媚的/在下雨
2. 你正在做什么？ 我在做饭。
3. 他们在做什么？ 他们在花园里打篮球。
2. 他在做什么？ 他在他朋友家学习。
5. 近来怎么样？ 很好/不坏/糟糕的
(设计意图：预习内容涵盖本节课的重要单词和重点句子，为下一步的学习扫清障碍.采用小组比赛的方式进行预习，把学生学习的氛围提到了一定的高度）。
Step 3 Grammar
一、 语境中感知语法
1. T: Do you know these places How’s the weather
Ss: It’s sunny/raining/cloudy….
2. Show some other pictures and talk about them.
A: What are you doing in the weather
B: I’m cooking..
A: How's it going
B: Great!
A: What are they doing
B: They are playing basketball in the park.
A: How's it going
B: Great!
A: What’s he doing
B: He’s studying at his friend’s home.
A: How is it going
B: Not bad.
(设计意图：语言形式融合在语境之中；在语境中引出语言形式，在语境中理解语言形式，在语境中操练语言形式。)
二. 呈现语法(Grammar focus)
How is the weather It’s raining!/cloudy./sunny.
What is he doing He’s studing at his friend’s home.
What are you doing I am cooking.
What are they doing They are playing basketball in the park.
How's it going Great!/Not bad./Terrible.
三. 发现归纳语法规律
Ask the students to discuss in groups about the sentences above and try to find the grammar rules. Then ask some students to report their results and the teacher gives a summary.
现在进行时态:
1. 定义：表示现在正在进行的动作。
2. 构成：am( is, are) + 动词的现在分词
现在进行时的特殊疑问句
现在进行时的特殊疑问句结构为：疑问词 + 一般疑问句 对特殊疑问句的回答，不能用yes或no，而要根据实际情况来回答。如：
(1). —What are you doing
你正在做什么？
—I’m studying English.
我在学英语。
(2). —What are they doing
他们正在干什么？
—They are reading.
他们在读书。
(3). —What is Mike doing
迈克在做什么？
—He is watching the football match.
他在看足球比赛。
(采用归纳法学习语言形式；在操练的基础上归纳语言形式，在体验的基础上引导学生归纳，在教师引导下，鼓励学生有声思维。在听说读写中操练语言形式，在师生互动中使用语言形式。)
四. 控制性机械练习
3a Fill in the blanks with the correct forms of the verb in the box. Then practice the conversation with a partner. be play study talk do make
1. A: What are you doing
B: I __________ my homework. I always _________ my homework in the evening.
2. A: What’s John doing right now
B: He __________ soccer. He _________ soccer every Saturday.
3. A: _________ Julie ___________ English right now
B: No, she isn’t. She ____________ Chinese.
4. A: What are Susan and Jane doing
B: They _____________ soup. They can ________ very good soup.
5. A: _______ Lisa _______ on the phone again
B: Yes. She _______ on the phone for three hours every day!
五. 半控制性意义练习。
1. When the sun comes out, it’s________.
2. When there are some clouds, it’s_________.
3. When it’s raining, it’s_________.
4. When it’s snowing, it’s_________.
5. When the wind is blowing (吹), it’s __________.
六．开放性交际运用。
3b 1. Yuan Yuan from CCTV is interviewing people in five different places. Ask students to talk about the following pictures in groups. One performs as Yuan Yuan and the others as people from five different places.
Yuan: How is the weather
S1: It’s windy.
Yuan: What are they doing
S1: They’re walking to school.
Yuan: How is the weather
S2: It’s snowy.
Yuan: What are they doing
S2: They’re making soup.
Yuan: How is the weather
S2: It’s cool.
Yuan: What is he doing
S2: He’s reading a book.
Yuan: How is the weather
S2: It’s raining.
Yuan: What are they doing
S2: They’re playing soccer.
2. Ask the students to fill in the chart below.
How’s the weather What are they doing
3. Write a short passage like this :
Hello, everyone. I’m Yuan Yuan from CCTV. I’m interviewing people in five different places. It’s sunny and warm in Beijing, and Li Wei is playing the guitar. ……………… .
Step 4 Inquiry into knowledge by translation.(翻译探究)
1. How’s the weather
这是一个用来询问 的句型， How’s 是 和 的缩写形式。 在询问天气状况时还可以用：
2.-- What are you doing – I’m cooking.
1. 该文件时由what引导的现在进行时的 疑问句， 其几个为“疑问词+is/am/are+主语+动词-ing形式（+其他）？”， 用来询问 如：
你在教室里做什么？
答句结构为“主语+is/am/are+动词-ing形式（+其他——， 表示 的动作。其否定形式是在 的后面加 。
Step 5 The－end－of class exercises 当堂检测
一、用所给词的适当形式填空
1. It’s _______ (sun) today, but it’s _______ (wind).
2. Look! What _______they________ (do) They __________ (play) tennis.
3. There ___(be) some milk in the glass
4. Can he ______ (go) shopping with me
5. Lucy ___________ (have) lunch at school now. She usually _______ (have) lunch at school.
二、根据汉语提示完成句子。
1.--莫斯科的天气怎么样？--正下着雪。
_______ the_________ ___________ Moscow
It’s____________.
2.--最近情况如何？--不是很好。
___________ it _________
________ ___________.
3.我弟弟正在他朋友家里学习。
My brother________ _________ at his _______ ________.
4.我能给他捎个信吗？
_________ I _________ a________ for ________
5.你可以告诉他让他给我回个电话吗？没问题。
---________ you just ________ him _______ ________ me _________
---________ _________.
Step 6 Homework：
Finish off the exercises above.
Preview Section B.
亮点：
本节课是第7单元第三课时 SectionA 部分。本节单词课的亮点是语言形式融合在语境之中；在语境中引出语言形式，在语境中理解语言形式，在语境中操练语言形式。是利用先通过学生预习的方式对表示天气的单词构词有所了解的基础上，课堂上通过小检测加以巩固。采用归纳法学习语言形式；在操练的基础上归纳语言形式，在体验的基础上引导学生归纳，在教师引导下，鼓励学生有声思维。在听说读写中操练语言形式，在师生互动中使用语言形式
不足之处：
本节课的环节较多，听说读写都有，容量较大。需要学生做好课前预习。另外，各个环节时间分配要合理，否则训练不够。
使用建议：
要求学生做好课前预习，同时必须准备完善的的多媒体课件，才能有效地增加课堂效率。
Keys:
Preview:
一、写出下列单词的现在分词形式
1. walking 2. going 3. visiting 4, having 5. raining
6. calling 7.swimming 8. playing 9. making10. talking
二、1.How’s the weather It’s cloudy/It’s sunny./It’s raining.
2. What are you doing I’m cooking.
1. What are they doing They’re playing basketball in the park.
2. What’s he doing He’s studying at his friend’s home.
3. How’s it going Great!/Not bad. Terrible!
Step 3 Grammar
四. 控制性机械练习
1. am doing; do 2. is playing; plays 3. Is studying; is studying 4. are making; make 5. Is talking; talks
Step 5 Inquiry into knowledge by translation.(翻译探究)
1. 天气怎么样？ 天气； How; is ; What’s the weather like
2. 特殊；正在进行或发生的动作； What are you doing in the classroom
正在进行或发生；is/am//are ;not
Step 6 The－end－of class exercises 当堂检测
1. sunny windy 2.. are doing; are playing 3. is 4.. go 5. is having; has
二、1. How’s weather in snowing 2.How’s going Not good
3.is studying friend’s home 4.Can take message him
5. Could tell to call back No problem
PAGE
9Learning Goals:
1、 功能：Talk about the weather and what people are doing with “What’s the weather like… \How’s the weather… It's....
What be sb doing Sb be doing…“
二、词汇和常用表达：
Learn to use：“weather\rain\rain\windy\cloudy\sunny\snow\snowy\cook\bad
\park\message\him\could\back\problem\take a message for\call
sb back\Moscow\Toronto\Boston.” Learn more about the weather and change our emotions in different climates.
三、情感及能力目标：
Educate the students to protect the environment to avoid the bad weather.
【设计意图】: 表述本节课的知识、能力和情感目标，一目了然.
Pre-listening activities
Step I. Preview and test (预习检测)
1. Learn the new words. And find the regulation of making words.
rain—rainy\raining cloud—cloudy wind—windy snow—snowy\snowing
sun—sunny warm(spring) hot(summer) cool(autumn) cold(winter)
Boston Toronto Moscow Shanghai
【设计意图】:根据图片学单词比较直观，利于学生接受。把本节课的单词通过图片让学生记忆，大部分的学生都能达到课堂就能掌握的程度。
2. Put the following into English.
1.太阳 晴朗的 2.风 多风的 3.云 多云的
4.雨 下雨 下雨的、多雨的 5.雪 下雪
下雪的、多雪的 6.北京的天气如何？ 7.最近情况如何？ 8.我可以给他捎个信吗？ ,9.没问题。
【设计意图】:预习检测检查了学生的预习情况，让学生掌握了新词的构成;同时重点的句子也为下面的对话及听力部分的学习做好了一定的准备。这样学生更有针对性的学，老师也能有针对性的教。
Step2.Warming up and leading in热身导入
1. Play a short video of The Weather Report for students to watch, encourage students to be interested in this unit.
C:\Users\Administrator\Desktop\杨丹5,7《新闻60分》天气预报[普清版].rar ( C:\\Users\\Administrator\\Desktop\\杨丹5,7《新闻60分》天气预报[普清版].rar )
T: Do you want to know how the weather is all over the world Now, let’s learn about the weather in Unit 8.
【设计意图】：通过播放一段天气预报的视频很直接的导入到了新课，给出几幅图片让学生来回答，为下面的学习打下基础。
2. Looking at the pictures and matching the worlds with pictures.
Then checking the answers and ask
T: How is the weather in picture a？
Ss: It’s raining.
Then, ask the students to make conversations like this.
【设计意图】:这个环节让学生学习如何去询问天气，在接下来的听力中会让学生感觉轻松一点。
While-listening activities
Step3. Listening for the general idea of 1b
Tell Ss that Tom and Peter are talking about something. Ask the Ss to listen to their conversation and find out: What are they talking about ？ ____
A. They are talking about Shanghai.
B. They are talking about the people.
C. They are talking about the weather.
【设计意图】:通过提问，让学生对听力文本有大致的了解，概括尽可能全面,学生做起来更容易。
Step4. Listening for the specific ideas of 1b
1.Ask the Ss to listen again and write down the cities according to the weather.
weather a raining b windy c sunny d snowy e cloudy
cities Toronto Boston Beijing Moscow Shanghai
2.Check the Ss’ answers and ask the Ss to make conversations like this：
S1:How’s the weather in Beijing
S2:It’s sunny.
S3:
3.Then, ask the Ss to listen to the tape a third time and finish the tape scripts.
Tom: Hey, Peter. Peter: Hi, Tom.
Tom: How’s the ______ down there in Shanghai
Peter: It’s ______.________ the weather in Moscow
Tom: It’s _______ right now.
4.Check the Ss’ answers. (weather, cloudy, How’s, snowing)
5.Listen and repeat.
【设计意图】:通过本项训练，旨在培养学生获取重要信息的能力，并能通过上下文来猜测，核对信息。并能熟练地运用询问表天气的句型。
Step5. Listening for the general idea of 2a
Ask students to look at the pictures in the book about 2a.
Say: Look at these people and ask what they are doing Listen and number the pictures (1-4):
Then check answers. ( 2 4 3 1)
Step6. Listening for the specific ideas of 2a
Ask the Ss to listen again and match the people with the activities.
1. Uncle Joe a. is playing computers
2. Jeff b. is cooking
3. Mary c. is playing basketball
4. Aunt Sally d. is watching TV
Check the Ss’ answers. (1-c , 2-a, 3-d, 4-b)
Play the tape a third time and ask the Ss to finish the sentences.
1. Uncle Joe is _________________________.
2. Jeff is ______________________________
3. Mary is _____________________________
4. Aunt Sally is _________________________
Listen and repeat.
【设计意图】：听力理解先让学生听大意，然后再听细节，初步用听的技能获取、处理和传递所需信息。最后在进行对应的细节甚至是对重点单词的拼写，争取让学生当堂就能掌握。
Post-listening activities
Step7. Learning 2d
1. Answer the following questions according to 2d.
(1) How’s the weather _______________________________
(2)What’s Steve doing _______________________________
(3)What’s Rick’s brother doing _______________________________
(4)What does Steve want Rick’s brother to do _____________________
Check the Ss’ answers:
(1)It’s great.
(2)He’s playing basketball with some friends at the park.
(3)He’s studying at his friend’s home.
(4)He wants Rick’s brother to call him back.
2. Read the conversation and fill in the blanks.
Rick: Hello, Rick __________.
Steve: Hi, Rick. How’s it _________
Rick: Not bad, ________. The weather is _______.What are you ________ ...
3. Ask the ss to make their own conversations according to 2d. Role-play the conversation in pairs and then go to the front of the classroom and perform it to the whole class.
A: Hello, How’s it going
B: Not bad, thanks. The weather here is…What are you doing
A: I am …
4. Group work.
Make a report. If you are a CCTV reporter, interview five people in different places ask them how the weather is and what they are doing.
Name Places How is the weather What are they doing
Mary Beijing cloudy is reading at home.
Tom
Steve
Rick
Jenny
Repot like this: I am a SDTV reporter. I interview some students ,Do you want to know what they are doing Mary is in Beijing, she is reading at home…
【设计意图】：通过回答问题和填空的形式，让学生熟练掌握对话的内容，把这一节课的内容整合在一起让学生以小组的形式通过report汇报出来，让学生学以致用,由此本堂课也得到了升华。
Step 8 看一看，想一想
最近，各地雾霾现象、旱涝等恶劣天气频繁，引导学生思考我们面对这样的恶劣的天气，思考问题所在，那么我们该怎样去做。“关爱环境，就等于关爱我们的地球和生命！”
Step 9 Inquiry into knowledge by translation
1. 询问天气情况用：________________或者________________。
2. 表示天气的形容词是由______加__或___构成的，例如：
sun ______.cloud ______.wind ______.rain______. snow _____.
ice ______.fog ______等等。
3. How’s it going 可翻译成：________________________
How’s … 句型在问候语中用来询问___________________。
常用的回答语有____________________________
例如:你的暑假过的如何？ How’s it going with your_________________
4. Can I take a message for him __________________________________
Take a message 意思是_________________________
例如: 我可以给她捎个信吗？
Can I ______________________ for___________
5.Sounds like you’re having a good time__________________________.
这是一个省略句，相当于 ______sounds like you’re …。英语It sounds like …与It sounds …句型近似，都表示“听起来……
have a good time =______ ______后面可加动词________形式。例如：
I’m having a great time _________（visit）my aunt.
【设计意图】：引导学生讨论并进行小组合作，一步步提升他们的各种应用能力，巩固本节课的语言知识，并为下节课的Reading做好了铺垫。
答案：
1. How’s the weather… What’s the weather like…
2.名词/ y 双写加y / sunny ./ cloudy. / windy. / rainy. / snowy./ icy. / foggy.
3. 最近情况如何？ / …怎么样/ Good. Not bad. Bad. Terrible...
/Summer vacation.
4.我可以给他捎个信吗？/捎信/take a message her
5.听起来你正玩得很开心。/That/ have fun/ doing/ visiting.
Step 9 The－end－of class exercises 当堂检测
一、用所给词的适当形式填空
1. It is_________ (rain) hard now.
2. ---How’s the weather ---It’s _______ (sun).
3. I usually _____ (do) my homework in the evening.
4. — What’s she doing — She __________ (play) the guitar.
5. My sister ______ (walk) to school every day.
6. Mr. Wu ___________ (brush) his teeth right now
7. Every Saturday, we _____ (visit) my grandparents.
8. Look! They ___________ (dance) in the classroom.
二、根据汉语提示完成句子。
1.莫斯科的天气怎么样？ 正下着雪。
_______ the_________ ___________ Moscow It’s____________.
2.最近情况如何？不是很好。___________ it _________ ________ ___________.
3.我弟弟正在他朋友家里学习。
My brother ________ _________at his _______ ________.
4.我能给他捎个信吗？ I _________ a________ for ________
5.你可以告诉他让他给我回个电话吗？没问题。
---________ you just ________ him _______ ________ me _________
---________ _________.
当堂检测答案：
一、1.raining 2.sunny 3.do 4.is playing 5.walks 6.is brushing 7.visit 8.are dancing
二、 1. How’s weather in snowing 2.How’s going Not good
3. is studying friend’s home 4.Can take message him
5. Could tell to call back / No problem
亮点：
本节课是第7单元第二课时 Section A部分。 单词课的亮点是利用先通过学生预习的方式对表示天气的单词构词有所了解的基础上，课堂上通过小检测加以巩固。听力处理上由简到难，在课本的原有基础上加了一个听写填空的环节，这样不仅练习了学生听的能力同时也提高了学生写的能力。在最后设计的report对本堂课的内容达到了一个学以致用的目的。
不足之处：
本节课的环节较多，听说读写都有，容量较大。需要学生做好课前预习。另外，各个环节时间分配要合理，否则训练不够。
使用建议：
要求学生做好课前预习，同时必须准备完善的多媒体课件，才能有效地增加课堂效率。
