教材分析
一、Teaching material analysis:
《Uint9 It’s raining!》是鲁教版初中英语六年级下册第9单元，本单元的话题是“The weather(天气)”。功能项目是“Describe the weather”(描述天气)和“Describe what you are doing”(描述正在做的事)；用How’s the weather?来询问天气；以及用What is…doing?对某人正在进行的动作进行问答。继续学习现在进行时（Present progressive tense）的用法。在英语学习中现在进行时是较简单的时态，对今后的过去进行时态的学习是一个铺垫，本单元有着承上启下的作用。英语《新课程标准》中，Talk about weather是中考中常见的话题，在中考中，现在进行时时态占有较大的比重。本节课的名信片的话题贴近学生生活，关心与我们紧密联系的天气状况，通过本课学习能够鼓励学生热爱生活，观察天气，关爱他人，学会分享。培养学生具有一定的环保意识、责任意识和关爱他人之心，达到人与自然的和谐。
本节课是本单元的第4课时，教学所需时间为一课时，是一节阅读课，在前三节课中学生对进行时和天气话题有了初步的认识，2a-2c部分从谈论2a图片中的天气及活动引导到2b明信片的阅读，将本单元的互相问候、谈论天气、询问正在进行的活动等单元重点功能结构以明信片的形式呈现，显得自然贴切，进一步深化听说技能，加强读写训练。同时培养学生关注天气的习惯，以及热爱自然，保护环境的意识。
二、Teaching aims:
1、Knowledge and ability aims ：
（1）learn key words：visit Canada summer sit juice soon vacation hard Europe mountain country skate on a vacation
（2）I’m having a great time visiting my aunt in Canada.
I’m so happy to see them again.
It’s relaxing here.
Are you studying hard?
( 3 ) Help them to understand the article better and improve the four skills.
2、 Procedure and method aims:
（1）To develop the Ss’ abilities of communication by learning the useful structures.
（2）Train the students to be active in class,and cooperate with students in groups.
3、Emotional attitude aims:
(1) Cherish friendship and love of family.
(2) Guide the students to pay attention to the weather conditions，help the students love nature and protect the environment。
三、Teaching important and difficult points：
（1）Continue to use the words to describe What are people doing when we have different weather.
（2）Use reading strategies to get some information from the article and improve reading skills.
（2）How to write a postcard.
教学反思 在本节课的教学中，我认为在一下方面我做的比较成功:
一、学生课前预习工作准备充分。课前布置学生预习单词，预习课文，为课上学生顺利完成明信片的阅读和写作任务的完成做好了铺垫。二、课前的英语歌曲和同学的天气预报模仿，让学生释放压力，调节情绪。帮助学生建立正确的世界观和人生观。
三、利用多媒体辅助教学，能够丰富教学内容的呈现方式，扩大教学资源，而且使教学内容生动形象，体现了多媒体教学与学科教学内容的整合。
四、教学设计情境化，激发了学生强烈的学习欲望。在课堂活动中，不断地给与示范，鼓励，引导，帮助，监控，帮助学生克服困难，树立自信心。教学环节多样化，设计新颖，任务性强。使学生的主体作用得到了体现。
当然这堂课中还有一些缺点：
教学时间安排的不够紧凑，在小组合作交流的环节，部分学生参与不积极。教师应关注个体差异，实现因材施教。通过设计不同层次的问题，面向全体学生，促进每个学生的充分发展。
2.小组活动的设计上应该再完善，让小组活动的意义，有活动任务，目的，有效的组织，有任务的分工，有任务的结果呈现与汇报。要让小组发挥它的有效性。
3.老师的语音语调不标准，以后要多模仿标准录音，激励的方式应该多样而持续的，学生的学习热情和学习兴趣需要教师不断的，变换方式的激励。这样学生的学习习惯与学习能力才能形成。
《Uint9 It’s raining ! Section B 2a-2c》
一、Teaching material analysis:
《Uint9 It’s raining!》是鲁教版初中英语六年级下册第9单元，本单元的话题是“The weather(天气)”。功能项目是“Describe the weather”(描述天气)和“Describe what you are doing”(描述正在做的事)；用How’s the weather?来询问天气；以及用What is…doing?对某人正在进行的动作进行问答。继续学习现在进行时（Present progressive tense）的用法。在英语学习中现在进行时是较简单的时态，对今后的过去进行时态的学习是一个铺垫，本单元有着承上启下的作用。英语《新课程标准》中，Talk about weather是中考中常见的话题，在中考中，现在进行时时态占有较大的比重。本节课的名信片的话题贴近学生生活，关心与我们紧密联系的天气状况，通过本课学习能够鼓励学生热爱生活，观察天气，关爱他人，学会分享。培养学生具有一定的环保意识、责任意识和关爱他人之心，达到人与自然的和谐。
本节课是本单元的第4课时，教学所需时间为一课时，是一节阅读课，在前三节课中学生对进行时和天气话题有了初步的认识，2a-2c部分从谈论2a图片中的天气及活动引导到2b明信片的阅读，将本单元的互相问候、谈论天气、询问正在进行的活动等单元重点功能结构以明信片的形式呈现，显得自然贴切，进一步深化听说技能，加强读写训练。同时培养学生关注天气的习惯，以及热爱自然，保护环境的意识。
二、Teaching aims:
1、Knowledge and ability aims ：
（1）learn key words：visit Canada summer sit juice soon vacation hard Europe mountain country skate on a vacation
（2）I’m having a great time visiting my aunt in Canada.
I’m so happy to see them again.
It’s relaxing here.
Are you studying hard?
( 3 ) Help them to understand the article better and improve the four skills.
2、 Procedure and method aims:
（1）To develop the Ss’ abilities of communication by learning the useful structures.
（2）Train the students to be active in class,and cooperate with students in groups.
3、Emotional and attitude aims:
(1) Cherish friendship and love of family.
(2) Guide the students to pay attention to the weather conditions，help the students love nature and protect the environment。
三、Teaching important and difficult points：
（1）Continue to use the words to describe What are people doing when we have different weather.
（2）Use reading strategies to get some information from the article and improve reading skills.
（3）How to write a postcard.
四、Teaching and learning Methods：
Task-based teaching methods; Communicative teaching methods;
五、Teaching Tool:
PPT and Multimedia
六、Teaching process:
Warm-up:
Step1Sing the song(How’s the weather?)
Ask the students to look at the screen and sing the song―How’s the weather?
How’s the weather?
How’s the weather?
It’s sunny. It’s sunny.It’s sunny today.
How’s the weather?
It’s rainy. It’s rainy.It’s rainy today.
How’s the weather?
It’s snowy. It’s snowy.It’s snowy today.
【教学设计意图】?
课前几分钟播放课件视频,视听跟唱英文歌: How’s the weather?歌曲内容与本单元语言目标一致,既是对节内容的预知,又是对上节内容的复习巩固; 既对学生形成视觉和听觉上的冲击,又可以使学生在愉悦的氛围中学会歌词(即所学内容),吸引学生的注意力,顺利开启本课,充分调动学生的积极性,更为下面weather report做了铺垫。
Step2Weather report.
(Ask a student to give a weather report. Just like this:)
Good morning !, I’m ________. Here’s the weather report for some big cities in China.
Tomorrow, the weather will be snowy in Shenyang. It’s very cold, so wear warm clothes when you go out .The weather will be hot and sunny in Beijing. The weather will be windy in Chengdu. The weather will be cloudy in Shanghai. And it will be rainy in Guangzhou.
Thank you for listening ,goodbye!
【教学设计意图】?
通过Weather report值日报告,学生充分的练习了口语,起到温故知新的作用。 结合图片信息练习学生的视听能力。利用天气预报，提醒亲朋好友及时增减衣物,出行注意事项。在以下各教学过程中，情感教育贯穿始终。在真实情景下进行英语学习，达到学以致用活学活用的效果。关键是给学生创造机会，让他们体验到成功的快乐。
Step3. Pairwork: 2a
Look at the pictures and talk about the pictures with your partner.
How’s the weather in Picture___?
What is he/she doing?
How does he/she feel?
Then ask several pairs to act out.
【教学设计意图】?
利用这一环节来训练合作学习，培养学生合作意识、团队意识。多组展示，学生体验成功,享受学习，同时在这一环节操练，降低了下一环节的阅读难度，使得教学过程层层递进。
Step4 Presentation:
Play the recording and let the students match each postcard below with the correct picture in 2a.
【教学设计意图】通过听前对图片的操练，降低了听力要求，让学生带着问题听，并要求学生听关键词How is the weather?Where? Who?What…doing?。
Step5 Fast reading.
Read the postcards and complete the blanks.
【教学设计意图】?
此环节利用思维导图格式让学生带着简单的任务去进行阅读，是本节任务型阅读的体现。借助简易的表格，完成任务要求，读懂文本大意，对明信片正文内容有个整体感知，从而激发学生的阅读兴趣?使其主观能动性发挥出来?更好地进行以下环节的教与学。
Step6 Careful reading
Read the first postcard again and find the answers to these questions.
1. Who is working in Canada?
2. Is Su Lin studying English or French in the summer school?
3. Who is she also visiting?
4. When is it when she is writing the letter?
5. What do you think of her holiday(假期）?
6.Why doesn't he call Jane?
7.When can Dave see Jane?
The Ss read the postcards and try to find the answers to the questions. Then check the answers with the class.
【教学设计意图】?
本环节问题形式设计任务一目了然直接抓住关键信息。本节课内容较为直观,回答why?Where? Who?What? 等一系列问题?抓住了这些关键词,就抓住了阅读与写作教学的技巧,通过本环节学习,学生明白学习要主动接受知识和获取信息。
Step7After-reading
Show some important sentences,get the Ss to grasp them.
How's you summer vacation going?
I’m so happy to see them again.
My family and I are on a vacation in the mountains.
It’s hot in your country now, isn’t it?
The weather here is cool and cloudy, just right for walking.
I want to call you but my phone isn’t working, so I’m writing to you.
I’m having a great time visiting my aunt in Canada.
Fill in the blanks
【教学设计意图】?
梳理文章的重要句子，并为下面一个任务做好铺垫。引起学生对目标语言的关注并且梳理出相关句型为下次课的写作表达做准备。通过用第三人称改编短文,?一是加强学生对本单元语言知识的运用。使得新旧知识进行衔接，得到不同的练习。二是学生对整篇短文的理解和掌握程度。
Step8 Summary
Ask students to read the postcard1, and get the students to talk about how to write a postcard.
【教学设计意图】
通过明信片的阅读让学生学习书信用语和格式，进一步提高学生在生活中的英语交流能力；
Step9 make a report
Show some pictures, get the Ss to report the weather and the students’ activities during the break in groups.
Talk about in a group of four , ask some students to report.
【教学设计意图】?
在阅读环节中，把阅读教学与听说教学、写作教学进行有机融合，从知识信息的输入到输出input---output以提升学生的听说读写能力, 力求激发英语课堂教学的最大潜能。此环节主要创设模拟情景，引导学生在运用中学习；调动学生积极参与课堂?拓宽学生视野。结合教学任务，培养学生自我探究与合作学习的学习方式，鼓励学生积极参与课堂活动，大胆超越自己，从而达到锻炼自己的目的，体验学习 的成功与快乐。
Step10 Homework.
必做题?
1.Revise the useful expressions of this unit.
2.Make a postcard to your friend about your shool activities.
选做题:
3.Search the useful expressions about talking about the weather
on the Internet.
【教学设计意图】?
作业是课堂的延伸,通过分层布置作业,关注学生的个体差异,面向全体,让每一个孩子都学有所获,书写能力得到提高,从而达到激励全体学生努力学习的目的。
?
评测练习
一、Read the first postcard again and find the answers to these questions.
1. Who is working in Canada?
2. Is Su Lin studying English or French in the summer school?
3. Who is she also visiting?
4. When is it when she is writing the letter?
5. What do you think of her holiday(假期）?
6.Why doesn't he call Jane?
7.When can Dave see Jane?
二、Read again and fill in the blanks
Su Lin is _____ ___ _____ ____ visiting her aunt in Canada. Her aunt is working in ______ and she is going to ________ . She is ______ English and she’s learning ___ ___. She is also _____ ____ ___ her old friends. She is__ ____ __see them ____. It’s afternoon right now and she is sitting __ ___ ____ and _____ orange juice. It’s warm and sunny, and it’s very ______ here. Dave is having a great time in ______. His family and he are __ __ ______ in the _______. He wants to call Jane but his phone isn’t _______, so he’s _____ ___her. The weather in Dave’s _______ is cool and cloudy, ____ right for walking.
三、Report
Show some pictures, get the Ss to report the weather and the students’ activities during the break in groups.
四、Homework.
必做题?
1.Revise the useful expressions of this unit.
2.Make a postcard to your friend about your shool activities.
选做题:
3.Search the useful expressions about talking about the weather
on the Internet.
