教学设计
所用教科书
书名
人教版英语七年级下册
所教年级
七年级
所教册次、单元
下册 Unit7
设计主题
It’s raining！Section A (1a-2c)
1.整体设计思路、指导依据说明
本节课是人教版英语七年级下册Unit7 It’s raining！Section A (1a-2c)部分，是一节听说课。本节课的设计以《义务教育英语课程标准》（2011版）为准则，从学生的认知水平出发，采用任务型教学模式，融会话题、听说技能和语言结构，以任务为本，以学生自主、合作学习为中心，让学生在完成任务的过程中达到提升听说能力的目的。《标准》在关于“说”的三级和四级目标描述中分别提到“能在教师的指导下进行简单的角色表演”，“能在教师的指导下参与角色表演等活动”。 在本课时的设计中，我注意培养学生听前预测和听后应用的能力，并通过设计天气预报员、我是小主播等活动，给同学们创设不同场景，让同学们参与角色扮演，达到灵活运用目标语言的目的。
2.教学背景分析
教学内容分析：
第七单元的中心话题是谈论天气。本单元主要涉及两个语言功能项目：一是运用How’s the weather?及描述天气情况的形容词来谈论不同城市的天气状况；二是继续运用现在进行时态来描述人们的即时活动。本节听说课通过介绍北京等五个不同城市的天气状况以及Linda 一家的活动，让同学们在不同场景中学会谈论天气，学会介绍他人的即时活动。
学生情况分析：
七年级的学生自我意识开始发展，他们有了一定的评价能力，也开始注意塑造自己的形象，希望得到老师和同学的好评。本班学生有一部分英语基础较好，渴望展现自我，上课表现很积极，课堂参与度高。但也有一小部分学生英语学习自信心不足，不愿、不敢表现。两极分化现象初显。
3.教学目标分析
一、知识目标：
1. Students can master the new words about weather.
2. Students can use the Present Progressive tense to describe things easily;
3. Students can master the key sentences in this part:
How is the weather in Beijing?/ What’s the weather like in Beijing? What is he/she doing? He /she is cooking/ watching TV…
二． 能力目标：
(1)Students can use the present progressive tense in a different context;
(2)Students can foster the abilities of getting useful information from listening material;
(3)Students can improve their listening and speaking abilities;
(4)Students can describe the weather in different ways.
三． 情感态度和价值观：
(1) Can improve the confidence of learning English, and not afraid of speaking English in class;
(2)Can cooperate with others actively, and complete the tasks together;
(3)Can understand that “once your heart is full of sunshine, every day is a sunny day”.
4.教学重点、难点分析
教学重点：
1. how 引导的询问天气的特殊疑问句，描述天气状况的形容词。
2. 与天气相关的人们相应的即时活动。
二、 教学难点：
1、现在进行时中助动词be和动词-ing的正确使用。
2、世界各地的气候差异。
5.教学过程设计
Step 1：lead-in
借助歌曲视频“How is the weather”导入新课。
Teacher：Do you like listening to music?
Students: Yes.
Teacher: Let’s enjoy a song together.（after the video…）Do you like the song? Now please sing with me (teach the song and sing together).
Teacher: wow! You are good singers. So, what’s the song about?
Students: It’s about the weather.
Teacher: Today, let’s talk about the weather.
设计意图：利用与本课话题相关的歌曲导入新课，曲调简单，易于学习，学生在唱的同时初步感知目标语言。
Step 2：weather test
T: Now I will give you a weather test. Test 1: How can we ask about the weather?
S：How is the weather?
T: Yes, you got it! And we can also ask: What’s the weather like?
Here are some weather icons. What’s this? How’s the weather?
S: It’s sun. It’s sunny.
T: You did a very good job. And there are some rules between the words. Can you find the rules?
S: …
设计意图：通过weather test, 让学生进一步感知目标语言，并利用天气图示教授新词，形象直观。通过天气名词和形容词、动词和现在分词的比较让同学们发现构成规律，辅助记忆。
三、Step 3：listening drill I
1. T: How’s the weather today?
S:…
T: I like sunny days because I like traveling. Do you like traveling? I will guide you to see the world (show Ss some pictures). This is Beijing-the capital of China…
Students look at the pictures and repeat the new words.
T: I want to go to these cities. Do you want to go with me? You must know the weather first.
2. Show students the picture in 1a and guide them to say the weather first. Then play the tape and ask them to listen and finish 1b.
3. Let students talk about the weather with their partners.
4. Let students make a weather forecast.
设计意图：创设场景，通过旅行话题导入五个城市的名称，为听力扫除障碍。听后通过编对话和天气预报员两个活动让学生反复练习天气英语，进一步巩固目标语言。
四、Step 4：listening drill II
1. Show students two pictures.
T：Jim and Linda are cousins. What are they doing now?
S: They are talking on the phone.
T: What are they talking about? Please listen and choose.
2. Play the tape. Then check the answers.
T: Uncle Joe is outside. What is he doing now?
S: He is playing basketball.
T: What are other people doing now?
Students look at the pictures and say.
3. Listen to the tape and write down their activities.
4. Retell their activities.
设计意图：引导学生观察图片，发现Linda 和Jim 的活动，自然过渡到听力2环节。 对听力任务进行一定修改，任务一加入询问天气的环节，承上启下。2b听力部分由连线题改为听记题，为接下来的复述做好铺垫。
五、Step 5：I’m the host!
1. Show students a live show.
T: The host of “The World” is interviewing people from different places. Please watch the video and answer my questions. (after watching the video)
Where is the boy from?
S: he is from Boston.
T: How’s the weather in Boston?
S: …
2. Show students four questions. Let students act as the host. Ask and answer in pairs.
3. Students show in class.
4. Group work.
Students work in groups. One student acts as the host and interviews the other three students. Then he/she make a report in front of class.
设计意图: 通过自制视频，向同学们展示直播的魅力，激发学生参与的兴趣。通过角色扮演，让学生在情境中使用目标语言。设计两人采访和多人采访两种形式，让学生反复练习本节课目标语言，达到活学活用的目的。
六、Step 6：summary
T：What did we learn today?
Let students to look at the blackboard and make a summary together.
设计意图：授课间隙利用简笔画板书天气图标，利用图标进行课堂小结。内容更为形象直观。小结时关注学生整体，把握学生掌握情况。
七、Step 7：emotional education
? 1. Show students a video of Zhu Guangquan.
T: What do you think of this kind of weather forecast?
S: It’s interesting.
T: His name is Zhu Guangquan. He loves what he is doing and he wants to make the news warmer.
2. Read some words for students.
设计意图：通过 “央视段子手” 朱广权播报天气的视频，引导和启发学生更加热爱生活、热爱学习，并为之努力。
八、Step 8：homework
1. Show students a post card from my friend, and read the words on it.
2. Ask students to write their own post cards after class.
设计意图：向同学们展示明信片的写法，让学生将本课所学目标语言写在明信片上。作业形式比较新颖，达到学以致用的目的。
6.教学评价设计
一、评价内容：
1. 学生语言表现力：包括目标语言运用的准确性和流畅性
2. 学生课堂表演力：包括学生运用语言交际的实际效能。
3. 学生认知水平：包括学生对教学信息的领悟程度，学生对教学资源的感受深度，以及学生接受新语言学习项目的敏锐程度。
4.学生小组合作效能：包括组长所做工作、小组合作情况、遇到的困难和不足等。
5. 临场机智：包括学生在现场所表现出来的临场灵活性，创造性，以及对学习情景的适应性
二、评价方法：
为了有效地激励学生学习的积极性，提高教学效果，我在教学中使用了以下评价方法：
1、教师评价。在课堂上使用Good. Great! 和 Excellent！对表现良好的学生进行语言激励，增强学生学习的自信心。
2.小组合作评价表。根据每个小组的表现，认真填写小组合作学习评价表，教师给予客观评价，评出最佳小组，增强学生的团队意识和合作精神。
附：小组合作学习评价表
小组名称
组长
组员
活动起止时间
指导老师
组长所做组织工作
1、组长能积极地为小组服务。
自评
互评
师评
2、能平均、合理地分配任务。
3、能做好材料的收集、整理工作。
小组合作情况
1、每个成员都能积极地参与小组活动。
2、每个成员都有自己明确的任务，并能认真地完成任务。
3、小组成员间能认真倾听，互助互学。
4、小组合作氛围愉快，合作效果好。
小组活动中遇到哪些困难，怎样克服（要求填写具体的事情和详细的解决办法）？
小组活动中谁在观察、记录、分析、讨论、总结哪些方面表现最突出，他（她）的具体表现有哪些？
小组活动中存在哪些不足（比如，观察、记录、分析等），怎样改进？
组长签名：
小组成员签名：
评测练习一：Make a weather forecast.
评测练习二：Make a report.
课件34张PPT。How’s the weather?How is the weather?
It’s a fine day.
How is the weather?
It’s a cloudy day.
How is the weather?
It’s raining.
How is the weather?
It’s snowing.Section A 1a-2dUnit 7 It’s raining!It’s rainy!Weather TestHow’s the weather?/ What’s the weather like?How can we ask about weather?Weather TestsunIt’s sunny.How’s the weather?Weather TestsunIt’s sunny.What’s the weather like?cloudIt’s cloudy.It’s windy.windIt’s windy.windWeather TestHow’s the weather?snow It’s snowy/
snowing.How is the weather?rain—rainy snow--snowywind--windycloud—cloudy sun—sunny Can you find the rules（规律）? Rule 1 n. + y adj. Rule 2 v. + ing p.pr.（现在分词）snow—snowing
v. 下雪
rain—raining
v.下雨
The world is so big.I want to have a look.Beijing—the capital （首都） of ChinaShanghai —the biggest city of China Moscow['mɑska?]
the capital （首都）of Russia（俄罗斯） Toronto [t?'r?nt??]
the biggest city of Canada
Boston ['b?:st?n]
the location（所在地） of Harvard University（哈佛大学）in AmericaHow’s the weather in the picture?Listen and write these city names in the boxes. Talk about the weather with your friends.Shanghai Moscow Boston Beijing TorontoA: Hi! How’s the weather in…?/ What’s the weather like in…?
B: It is …Toronto Boston Moscow Shanghai 1bsunnyrainy/rainingwindysnowy/ snowingcloudyWeather ForecastGood morning!
I’m the weatherman today. It is cloudy in Shanghai. It is … in Moscow…Boston…
Beijing…And Toronto is ....What are Jim and Linda doing?Jim and Linda are talking on the phone.JimLinda1. What’s the weather like?A. Cold B. sunny C. warm D. both B and C2. Where is Uncle Joe?A. He is in the room. B. He is outside. Listen and ChooseWhat’s he/she doing? playing basketballcookingwatching TVplaying computer gamesbasketballcookingwatching TV.computer games.Listen and write down the activities you hear.What are Linda’s family doing? Retell their activities .The weather is sunny and warm. Jim and Linda are talking on the phone. Uncle Joe is…The weather is ... Jim and Linda .... Uncle Joe is…Uncle JoeAunt SallyMaryJeffLinda What’s your name?
Where are you from?
How’s the weather in…?
4. What are you doing now?Interview（采访） your partner. Your questions must include（包含）:
Choose （选择）one student as the host（主持人）.Four students work in a group.Interview （采访）the other three students in your group.The host must fill in the chart（填表） and make a report.Group workComplete the chart.Hello, everyone. Welcome to my live [la?v] show. Today let’s talk about the weather. Tom is from… It’s …there. He is …Make a report.Summary What did we learn today?What do you think of his weather forecast?
朱广权是CCTV-13综合资讯类节目《共同关注》的主持人，具有清新、明快的播报风格，因其主持天气预报时笑梗不断，被观众称为“央视段子手”。但他自己说：“我不是段子手，我只是想让我们的新闻有温度。”He loves what he is doing.He wants to make the news warmer.
Love what you are doing, and you can make life warmer!Love what you are learning. And you can learn it better.Once the heart is full of sunshine（阳光）, every day is a sunny day!Homework Write a postcard（明信片）to your friend and tell him (her) what the weather is like and what you are doing.
