Unit 7 It’s raining! 五栏式全单元表格式教案（共5课时）

中小学教育资源及组卷应用平台
Unit
7
It’s
raining!
单元知识梳理
1.
—How's
the
weather
in
Beijing?
—It's
sunny.
2.
—Can
I
take
a
message
for
him?
—Yes.
Could
you
just
tell
him
to
call
me
back?
—Sure,
no
problem.
3.
—What
are
you
doing?
—I'm
playing
basketball.
第一课时
课型：听说课
授课时间：
年
月
日
一、学习内容：Section
A
(1a-2c)
二、学习目标
1．知识与技能：
1)
能掌握以下单词：
rain,
windy,
cloudy,
sunny,
snow,
weather,
cook,
bad,
park,
message,
take
a
message,
could,
back,
problem
能掌握以下句型：
①
—How's
the
weather
in
Beijing?
—It's
sunny.
②
—Can
I
take
a
message
for
him?
—Yes.
Could
you
just
tell
him
to
call
me
back?
—Sure,
no
problem.
2)
能用所学的知识描述天气情况。
3）描述正在发生的动作。
过程与方法：通过情景创设，体验学习，以听说训练，对话练习等方式让学生在轻松的氛围中学会正在进行的动作。
3.
情感态度价值观：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。
三、
学习重点：
1)
The
vocabulary
and
useful
expressions.
2)
—How’s
the
weather?
—It's
raining/
windy.
3)
—What
are
you
doing?
—I'm
playing
basketball.
四、学习难点：
运用目标语言来对天气进行问答，并且会问答其他人正在进行的活动。
五、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
六、学法：自主、合作、交流、展示。
七、学习过程：
学习内容
教师活动
学生活动
预设措施
设计意图
复习导入
师生问好
Warming-up
and
Lead
in
Greet
the
Ss
and
check
the
homework.
Watch
a
video
program
about
the
weather.
学生能与老师交流。语速适中，吐字清晰。
亲近学生
师问生答
1.
(Show
some
pictures
of
the
weather)
Let
Ss
look
at
the
pictures
and
ask
them
how
the
weather
is.
2.
Look
at
the
pictures
in
1a.
Then
read
the
new
words
on
the
right.
Ask
the
Ss
to
match
the
words
with
pictures.
3.
Check
the
answers.
Ss
learn
the
new
words
and
expressions
with
the
help
of
the
pictures.
2.
Look
at
the
pictures
in
1a.
Then
read
the
new
words
on
the
right.
Match
the
words
with
pictures.
3.
Check
the
answers.
通过与学生用重点句型问答互动，让学生模仿教师谈论话题。
用紧扣本课时重点学习内容的话题导入，自然进入新课。
呈现新知
学生词完成1a核对答案
(Showing
some
pictures
on
the
big
screen.)
Ask
Ss
"How's
the
weather?"
Ss
guess
and
answer
the
question.
几乎所有的学生可以对重点词汇句型理解透彻，组内的优等生教读、教说。
把重点词汇融入重点句型中学习，词不离句，感知理解重点句型。为后面的听说训练作铺垫(让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功倍)
听说训练
师作要求生练习生展示
1.
Now
let's
look
at
the
city
names
in
the
box
in
1b.
Please
read
after
me.
2.
Now,
We’ll
hear
four
conversations.
Play
the
recording
a
second
time.
Ask
Ss
to
write
the
name
of
the
city
in
the
picture
of
its
weather.
3.
Check
the
answers.
1.
Ss
read
the
cities
after
the
teacher.
2.
Listen
carefully,
point
out
each
city
in
the
picture
as
it
comes
upon
the
tape.
Play
the
recording
a
second
time.
Ask
Ss
to
write
the
name
of
the
city
in
the
picture
of
its
weather.
3.
Check
the
answers.
部分学生运用重点句型发音不准。教读难点词汇。借助板书指导。
以听说为主的方式输入重点句型，在情景中练习理解重点，为输出做准备。同时，学生在感知、理解、运用的基础上，突破难点。
师播放听力生听核对答案
Pair
work
1.
Tell
the
Ss:
If
you
are
in
one
of
the
places
in
the
picture
above.
Talk
about
the
weather
with
your
friends
in
another
city
on
the
phone.
2.
Ask
and
answer
about
the
weather
in
the
cities.
Pair
work
1.
Make
a
model
with
a
student
like
this:T:
Hi!
How's
the
weather
in
Beijing?S1:
It's
sunny.
2.
Ss
work
in
pairs.
Ask
and
answer
about
the
weather
in
the
cities.
用边听边按暂停键的方法，只要是小学学过英语的学生都能听懂。
师播放听力生标核对答案
1.
Work
on
2a.
Let's?see?what?Joe's?families?are?doing.?Point?to?the?4?pictures.
2.Ask?Ss?tell?each?person?is?doing?in?each?picture.?More?attentions?should?be?paid?
to?the?correct?use?of?the?Present?Progressive?Tense.
3.
Play
the
recording
for
the
Ss
to
listen
and
number
the
pictures
[1-4].
4.?Play?the?tape?for?Ss?to?check
the
answers.?
5.?With?the?whole?picture,?get?some?Ss?to?tell?the?story?of?it.6.
Brainstorming??Play?the?tape?for?another?time.?Then?do?a?memory?test.?
Ask?Ss:?What's?Uncle?Joe/Jeff/Mary/Aunt?Sarah?doing??What're?Scott?and?Lucy?doing??Is?Jeff?watching?TV???
etc.
1.
Work
on
2a.
?Each?person?is?doing?in?each?picture.?More?attentions?should?be?paid?
to?the?correct?use?of?the?Present?Progressive?Tense.
2.
Listen
and
number
the
pictures
[1-4].
3.?Play?the?tape?for?Ss?to?check
the
answers.?
4.?With?the?whole?picture,?get?some?Ss?to?tell?the?story?of?it.5.
Brainstorming??Play?the?tape?for?another?time.?Then?do?a?memory?test.?
6.?What's?Uncle?Joe/Jeff/Mary/Aunt?Sarah?doing??What're?Scott?and?Lucy?doing??Is?Jeff?watching?TV???
etc.
Let
Ss
match
the
names
with
the
activities
in
2b.
Play
the
recording
for
the
Ss
to
check
the
answers.
大多数学生能回答出来。
师播放听力生听核对答案
1.
Look
at
the
pictures
and
talk
about
the
people
in
2a
with
a
partner.
2.
T:
What's
Uncle
Joe
doing?
S1:
He's
playing
basketball.3.
Ss
work
in
pairs.
Ask
and
answer
about
the
pictures.
1.
Look
at
the
pictures
and
talk
about
the
people
in
2a
with
a
partner.
S1:
He's
playing
basketball.3.
Ss
work
in
pairs.
Ask
and
answer
about
the
pictures.
进行听力指导：抓关键词，让学生多关注重点词汇。
巩固运用
师示范生练习生展示师生评价
T:
What's
Uncle
Joe
doing?
S1:
He's
playing
basketball.
3.
Ss
work
in
pairs.
Ask
and
answer
about
the
pictures.
多数学生都会积极参与其中，借助语言支架。教师巡视指导。学生互教。
将1c和2c内容融合，在对话中运用、输出重难点知识，为本单元后续练习奠定基础。
总结归纳
引导学生完成本课归纳小结。
生归纳
借助板书，学生能够总结出来。
回顾本课知识，进行再一次梳理。
作业
将练习的对话在作业本上写出来，第二天上交，老师批改。
板书设计：1.
—How's
the
weather
in
Beijing?
—It's
sunny.
2.
—What's
Uncle
Joe
doing?
—He
is
playing
basketball.
2c:
—What's
Uncle
Joe
doing?
—He's
playing
basketball.
—What's
Aunt
Sally
doing?
—She's
cooking.
—What's
Mary
doing?
—She's
watching
TV.
课后反思：
第二课时
课型：综合型活动课
授课时间：
年
月
日
一、学习内容：Section
A
2d-3c
二、学习目标
1．知识与技能：
1)
继续练习运用描述天气情况、描述正在发生的动作。
2)
通过多种形式的练习方式来让学生们熟练掌握描述天气情况及描述正发生的事情。
2.
过程与方法：通过情景创设，体验学习，以听说训练，对话练习等方式让学生在轻松的氛围中学会用英语谈论正在进行的动作。
3.
情感态度价值观：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。
三、学习重点：
1)
总结掌握询问及描述天气所用的语言及句子结构。
2)
会运用所学的知识在实际对话中描述天气及他人正做的事情。
四、学习难点：
能根据情境提示来描述天气或他人正在做的事情。
五、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
六、学法：自主、合作、交流、展示。
七、学习过程：
学习内容
教师活动
学生活动
预设措施
设计意图
复习导入
师生问好
师生问好。?
认真倾听,并做相应互动。
生能听懂语速适中
亲近学生
师导入语生模仿回答
1.
Ask
Ss
to
read
the
conversation
and
answer
the
questions:
①
What's
Steve
doing?
②
What's
Rick's
brother
doing?
2.
Let
Ss
role-play
the
conversation
in
pairs.
1.
Ss
read
the
conversation
and
answer
the
questions:
Ss
read
the
conversations
and
answer
the
questions.
Then
check
the
answers
together.
2.
Role-play
the
conversation
in
pairs.
通过与学生用重点句型问答互动，让学生模仿教师互相交流与本科时话题相关的信息。
用紧扣本课时重点学习内容的话题导入，自然进入新课。
呈现新知
学习生词学习重点句型
Grammar
Focus.
1.
学生阅读Grammar
Focus中的句子，然后做填空练习。
____________________
2.
Ss
fill
in
the
blanks
and
check
the
answers
themselves.
3.
探究乐园①
疑问副词how
用来询问天气。②
how
用于问候，打招呼
③
how
用来询问方式或手段。④
how
用来询问年龄⑤
how
用于询问价格4.
Ss
read
the
sentences
and
learn
by
themselves.
Grammar
Focus.
1.
学生阅读Grammar
Focus中的句子，然后做填空练习。①
天气怎么样？
_____________________
天气多云。/天气晴朗。/天在下雨。
____________________②
你在做什么？
___________________
我在做饭。
___________________③
他们在做什么？
____________________他们正在公园里打篮球。
_____________________④
他在做什么？
_________________________________
他在他朋友家里学习。
_______________________________⑤
情况怎么样？
___________________
很好！/不错。/
糟糕！
_________________2.
Ss
fill
in
the
blanks
and
check
the
answers
themselves.
3.
探究乐园
今天天气怎么样？
_______
the
weather
today?
【拓展】询问天气还可以说：_______
the
weather
_______
?②
how
用于问候，打招呼
你好吗?_____________________你那里情况如何？
__________________
③
how
用来询问方式或手段。
你怎样去上学？
_______do
you
go
to
school?④
how
用来询问年龄
你弟弟多大年龄？
_______
_______
is
your
brother?⑤
how
用于询问价格那件紫色的毛衣多少钱？
_____________
are
the
purple
sweater?4.
Ss
read
the
sentences
and
learn
by
themselves.
versation.
大部分的学生可以对重点词汇句型理解透彻，部分人可能会有一定的困难。组内的优等生教读、教说。
把重点词汇融入重点句型中学习，词不离句，感知理解重点句型。为后面的听说训练作铺垫。
语法训练
师出示例子生练习生展示
1.
Work
on
3a.
Fill
in
the
blanks
with
the
correct
forms
of
the
verbs
in
the
box.
Then
practice
the
conversations
with
a
partner.
2.
Check
the
answers
with
the
class.
3.
Ask
some
pairs
role-play
the
conversation.
1.
指导：根据上下文的问句和答语来确定空格处的意思,
特别是每个空格后面的词汇。根据上下文的时态及时间状语来确定句子的时态。如:
right
now
为现在进行时态的时间状语。而
usually，every
Saturday
及
every
day
是一般现在时态的时间状语。现在进行时态的句子结构：be
(am,
is,
are)
+
动词的ing形式;
一般现在时态的句子用动词的原形或第三人称单数形式。如:
第一题由问句可知答句为现在进行时。后一句为一般现在时。2.
Ss
read
the
conversations
and
fill
in
the
blanks.
3.Ss
practice
the
conversation
in
pairs.
部分学生可能会有一定的理解困难教读难点词汇。借助板书指导。
以听说为主的方式输入重点句型，在情景中练习理解重点，并辅以笔头练习，为输出做准备。同时，学生在感知、理解、运用的基础上，突破难点。
学生问题不大，个别辅导。进行指导：抓关键词，让学生多关注重点词汇。
巩固运用
师指导生练习核对答案
1.
Work
on
3b.
Yuan
Yuan
from
CCTV
is
interviewing
people
in
five
different
places.
Fill
in
the
chart
below.
2.
Make
a
model
for
the
Ss:
—How's
the
weather
in
Picture
a?
—It's
sunny.
—What's
the
boy
doing?
—He's
playing
the
guitar.
3.
Check
the
answers
with
the
class.
1.
Work
on
3b.
Ss
work
in
groups.
Discuss
the
pictures
and
talk
about
the
weather
and
what
the
people
doing.2.
Ss
ask
and
answer
about
the
pictures.
Then
fill
in
the
blanks.3.
Check
the
answers
with
the
class.
多数学生都会积极参与其中，借助语言支架。教师巡视指导。学生互教。
在对话中运用、输出重难点知识，检测重点单词句型的使用情况。
总结归纳
引导学生完成本课归纳小结。
生归纳
借助板书，学生能够总结出来。
回顾本课知识，进行再一次梳理。
作业
将练习的对话在作业本上写出来，第二天上交，老师批改。
板书设计：1.
—How's
it
going?
—Great!
/
Not
bad./
Terrible.—What
are
they
doing?
—They're
playing
basketball
in
the
park.
3a:
1.
am
doing;
do;
is
playing,
plays;
3.
Is,
studying;
is
studying
4.
are
making,
make;
5.
Is,
talking;
talks
3b:
—It's
sunny.
—He's
playing
the
guitar.
—It's
windy.
—They're
walking
to
school.
—It's
cold.
—They're
making
soup.
课后反思
第三课时
课型：听说课
授课时间：
年
月
日
一、学习内容：Section
B
1a-1e
二、学习目标
1．知识与技能：
1)
能掌握以下单词：dry,
cold,
hot,
warm,
visit,
Canada,
summer,
sit,
juice,
soon,
vacation,
hard,
Europe,
mountains,
country
2)
能掌握以下句型：
①
—How's
it
going?
—Not
too
bad.
②
Are
you
studying
hard
or
having
fun?
③
I'm
having
a
great
time
in
Europe.
2.
过程与方法：通过情景创设，体验学习，以听说训练，对话练习等方式让学生在轻松的氛围中学会用英语表达在某种天气状况下正在发生的事情。
3.
情感态度价值观：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。
三、学习重点：
1)
继续学习有关天气的词汇，运用所学的词汇来描述天气。
2)
描述在不同的天气情况中人们正在做的事情。
3)
阅读短文，提高获取相关信息的能力。
四、学习难点：
1)
进行听力训练，培养学生们的听说能力。
2)
阅读短文，提高学生们的阅读能力。
五、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
六、学法：自主、合作、交流、展示。
七、学习过程：
学习内容
教师活动
学生活动
预设措施
设计意图
复习导入
师生问好
Warming-
up
and
revision1.
Ask
about
the
weather.
2.
Ask
what
sb.
is
doing.
Warming-
up
and
revision1.
Answer
about
the
weather.
2.
Answer
what
sb.
is
doing.
学生能与老师交流。
亲近学生
师导生听生模仿
Presentation1.
Show
some
pictures
on
the
big
screen.
Present
the
new
words.
dry,
cold,
hot,
warm
…
2.
Give
Ss
some
time
and
try
to
remember
the
new
words
and
expressions.
Presentation1.
Ss
learn
the
new
words
and
expressions
and
try
to
understand
the
expressions.
2.
Ss
try
to
remember
the
new
words
and
expressions.
通过与学生用重点句型问答互动，让学生模仿实际情况谈论单元话题。
用紧扣本课时重点学习内容的话题导入，自然进入新课。
呈现新知
学习生词学习重点句型
Matching
1.
Have
ss
read
the
words
in
the
box
in
1a.
Then
look
at
the
pictures.
Match
the
words
with
the
pictures.
2.
Check
the
answers.
Matching
1.
Ss
match
the
words
with
the
picture.2.
Check
the
answers.
几乎所有的学生可以读会重点词汇，组内的优等生教读、教说。
把重点词汇融入重点句型中学习，为后面的听说训练作铺垫。
听说训练
师指导生练习展示
work
on
1c:
1.Play
the
tape
for
the
Ss
to
listen
and
write
what
Mary
and
Eric
answer
to
"How's
it
going?".
2.
Play
the
recording
twice.
work
on
1c:
1.
Read
the
chart
in
1c.
Listen
and
write
what
Mary
and
Eric
answer
to
"How's
it
going?".
2.
Ss
only
listen.
For
the
second
Ss
listen
and
write
down
the
words
in
the
blanks.
部分学生对个别重难点词汇发音不准。教读难点词汇。
以听说为主的方式输入重点句型，在情景中练习理解重点，为输出做准备。同时，学生在感知、理解、运用的基础上，突破难点。
师播放听力生听核对答案
Work
on
1d:
1.
What
does
Eric
answer
to
"What
are
you
doing?"
&
"How's
the
weather?"
2.
Play
the
recording
twice.
The
first
time
Ss
only
listen.
For
the
second
Ss
listen
and
write
down
the
words
in
the
blanks.
3.
Check
the
answers.
Work
on
1d:
Listen
again.
2.
The
first
time
Ss
only
listen.
For
the
second
Ss
listen
and
write
down
the
words
in
the
blanks.
3.
Check
the
answers.
用边听边按暂停键的方法，只要是小学学过英语的学生都能听懂。
师播放听力生听核对答案
Work
on
1e:T:
Now
I
will
play
a
recording
of
a
conversation.
2.
Ss
listen
and
write
the
places.
3.
Play
the
recording
again
for
the
Ss
to
check
the
answers.
Work
on
1e:1.
This
time
write
the
places
you
hear
in
the
chart.
2.
Ss
listen
and
write
the
places.
3.
Check
the
answers.
大多数学生能听懂并配好对。
巩固运用
师出示语言支架生练习生展示师生评价
1.
Now
let's
make
a
conversation
using
the
information
in
the
chart.
2.
Ss
work
with
their
partners
and
make
their
conversations.3.
Let
some
Ss
act
out
their
conversation.
1.
Now
let's
make
a
conversation
using
the
information
in
the
chart.
Ask
some
Ss
to
give
a
model:
S1:
Is
Alice
playing
basketball?S2:
No,
she
isn't.
She's…
2.
Ss
work
with
their
partners
and
make
their
conversations.3.
Let
some
Ss
act
out
their
conversation.
多数学生都会积极参与其中，借助语言支架。教师巡视指导。学生互教。
在对话中运用、输出重难点知识，为本单元后续练习奠定基础。
总结归纳
引导学生完成本课归纳小结。
生归纳
借助板书，学生能够总结出来。
回顾本课知识，进行再一次梳理。
作业
将练习的电话号码用英文单词写出来，第二天上交，老师批改。
板书设计：—How's
the
weather
in
picture
d?
—It's
warm.
—How's
the
weather
in
picture
a?
—It's
cold
—How's
the
weather
in
picture
b?
—It's
cool.
—How's
the
weather
in
picture
c?
—It's
hot.
—How's
the
weather
in
picture
d?
—It's
dry.
课后反思
第四课时
课型：综合型阅读课
授课时间：
年
月
日
一、学习内容：Section
B
1a-1e
二、学习目标
1．知识与技能：
1)
能掌握以下单词：dry,
cold,
hot,
warm,
visit,
Canada,
summer,
sit,
juice,
soon,
vacation,
hard,
Europe,
mountains,
country
2)
能掌握以下句型：
①
—How's
it
going?
—Not
too
bad.
②
Are
you
studying
hard
or
having
fun?
③
I'm
having
a
great
time
in
Europe.
2.
过程与方法：通过情景创设，体验学习，以听说训练，对话练习等方式让学生在轻松的氛围中学会用英语表达在某种天气状况下正在发生的事情。
3.
情感态度价值观：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。
三、学习重点：
1)
继续学习有关天气的词汇，运用所学的词汇来描述天气。
2)
描述在不同的天气情况中人们正在做的事情。
3)
阅读短文，提高获取相关信息的能力。
四、学习难点：
1)
进行听力训练，培养学生们的听说能力。
2)
阅读短文，提高学生们的阅读能力。
五、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
六、学法：自主、合作、交流、展示。
七、学习过程：
学习内容
教师活动
学生活动
预设措施
设计意图
复习导入
师生问好
师生问好。?
认真倾听,并做相应互动。
学生能与老师交流。
亲近学生
师导入生听理解完成练习任务
1.
Show
some
pictures
on
the
big
screen
to
present
some
of
the
new
words
in
the
postcards
in
2b.2.
Teach
Ss
the
new
words.
Then
let
Ss
read
the
new
words
after
the
teacher.
1.
Show
some
pictures
on
the
big
screen
to
present
some
of
the
new
words
in
the
postcards
in
2b.2.
Teach
Ss
the
new
words.
Then
let
Ss
read
the
new
words
after
the
teacher.
结合学习材料，通过与学生用重点句型问答互动，教师提示指导。
直奔课题，切入课时重难点
呈现新知
师指导，生听并理解完成练习
1.
Look
at
the
pictures
in
2a.
Talk
about
the
pictures
with
a
partner.
How's
the
weather?
What
are
the
people
doing?
Make
a
model
to
the
Ss.S1:
How's
the
weather
in
picture
a?
S2:
It's
sunny
and
warm.S1:
What's
the
girl
doing?S2:
She's
sitting
near
the
pool
and
drinking
some
juice.2.
Ss
work
in
pairs
and
talk
about
the
pictures.
3.
Let
some
pairs
ask
and
answer
the
pictures
aloud.
1.
Look
at
the
pictures
in
2a.
Talk
about
the
pictures
with
a
partner.
How's
the
weather?
What
are
the
people
doing?
Make
a
model
to
the
Ss.S1:
How's
the
weather
in
picture
a?
S2:
It's
sunny
and
warm.S1:
What's
the
girl
doing?S2:
She's
sitting
near
the
pool
and
drinking
some
juice.2.
Ss
work
in
pairs
and
talk
about
the
pictures.
3.
Let
some
pairs
ask
and
answer
the
pictures
aloud.
几乎所有的学生可以读会重点词汇，组内的优等生教读、教说。
把重点词汇短语融入重点句型中学习，为后面的阅读训练作铺垫。
阅读训练
师要求师指导生展示评价
1.
Fast
Reading
Read
the
postcards
in
2b
and
math
each
postcard
with
the
correct
picture
in
2a.
Ss
read
the
postcards
quickly
and
match
the
postcard
the
correct
picture.
Then
check
the
answers.
1.
Fast
Reading
Read
the
postcards
in
2b
and
math
each
postcard
with
the
correct
picture
in
2a.
Ss
read
the
postcards
quickly
and
match
the
postcard
the
correct
picture.
Then
check
the
answers.
学生几乎所有人都能将姓名找出来并准确配对。
以阅读训练方式训练学生快速阅读并提取有效信息的能力。同时，学生在练习、巩固、运用的基础上，突破难点。
师指导生要求生展示
Careful
reading:
Read
the
first
postcard
again
and
find
the
answers
to
these
questions.
①
Where
is
Su
Lin
now?
②
What
is
Su
Lin
studying
here?③
Is
she
visiting
some
of
his
old
friends
there?④
What’s
she
doing
right
now?
⑤
How’s
the
weather
there?Read
the
second
postcard
again
and
find
the
answers
to
these
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?Ss
read
the
postcards
and
try
to
find
the
answers
to
the
questions.Then
check
the
answers
with
the
class.
Careful
reading:
Read
the
first
postcard
again
and
find
the
answers
to
these
questions.
①
Where
is
Su
Lin
now?
②
What
is
Su
Lin
studying
here?③
Is
she
visiting
some
of
his
old
friends
there?④
What’s
she
doing
right
now?
⑤
How’s
the
weather
there?Read
the
second
postcard
again
and
find
the
answers
to
these
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?Ss
read
the
postcards
and
try
to
find
the
answers
to
the
questions.Then
check
the
answers
with
the
class.
几乎所有的学生都能完成阅读任务，少数学生进行个别辅导。
巩固运用
师示范生练习展示师生评价
After
Reading
1.
Read
the
postcards
again
and
fill
in
the
chart
with
the
information
from
the
postcards
in
2b.
2.
阅读指导：1)
先看表格，可知本题要求我们读明信片，完成Sun
Lin和Wen
Wei现在在哪里在、那里的天气如何以及他们正在做的事情这三项内容。
2)
带着三个问题，分别去在Sun
Lin和Wen
Wei所写的明信片中去寻找相关内容。3)
找到相关依据后，再认真分析这三个问题的正确答案，然后填写在空格处。3.
Check
the
answers
with
Ss.
After
Reading
1.
Read
the
postcards
again
and
fill
in
the
chart
with
the
information
from
the
postcards
in
2b.
2.
阅读指导：1)
先看表格，可知本题要求我们读明信片，完成Sun
Lin和Wen
Wei现在在哪里在、那里的天气如何以及他们正在做的事情这三项内容。
2)
带着三个问题，分别去在Sun
Lin和Wen
Wei所写的明信片中去寻找相关内容。3)
找到相关依据后，再认真分析这三个问题的正确答案，然后填写在空格处。3.
Check
the
answers
with
Ss.
多数学生都会积极参与其中，借助语言支架。教师巡视指导。学生互教。
在对话中运用、输出重难点知识，为本单元后续写作训练奠定基础。
总结归纳
引导学生完成本课归纳小结。
生归纳
借助板书，学生能够总结出来。
回顾本课知识，进行再一次梳理。
作业
将练习的电话号码用英文单词写出来，第二天上交，老师批改。
板书设计：①
Where
is
Su
Lin's
uncle
work?②
What
is
Su
Lin
doing
in
Canada?③
Are
Wen
Wei
and
family
having
a
great
time?④
Why
can't
Wen
Wei
call
Jane?
课后反思
第五课时
课型：综合写作课
授课时间：
年
月
日
一、学习内容：Section
B
3a-Self
Check
二、学习目标
1.
语言知识目标
1)
复习与运用所学的有关天气的相关知识来描述天气。
2)
能正确地描述他人正在进行的活动。
3）能根据所提供的相关材料描写某地的天气情况及某人正在进行的活动。
2.
过程与方法：通过情景创设，体验学习，描述天气。
3.
情感态度价值观：
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。
三、
学习重点：
1)
综合运用所学的知识，完成短文，描述某地的天气及某些人物正在进行的活动。
2)
能运用所学的知识，来描述某地的天气及某人正在进行的活动。
四、学习难点：
能运用所学的知识，来描述某地的天气及某人正在进行的活动。
五、教法：情景教学法、多媒体辅助教学、写作训练、结对合作。
六、学法：自主、合作、交流、展示。
七、学习过程：
学习内容
教师活动
学生活动
预设措施
设计意图
复习导入
师生问好
Warming-
up
and
revision1.
Have
a
dictation
of
the
new
words
and
expression
learned
in
Section
B.
2.
Let
some
Ss
read
the
postcards
in
2b.
Warming-
up
and
revision1.
Have
a
dictation
of
the
new
words
and
expression
learned
in
Section
B.
2.Watch
a
video
program
about
the
weather
forecast.
学生能与老师交流。
亲近学生
师导入生听理解模仿
Presentation1.Show
some
pictures
on
the
big
screen
and
present
some
new
words
and
expressions
in
this
period.
(skate,
snowy,
winter,
Russian,
snowman)
Presentation1.Ss
read
the
new
words
and
try
to
remember
them.
教师指导方法，巡视，检查
用紧扣本课时重点的话题导入，自然进入新课。
写作训练
师指导生练习展示核对答案
Writing
1.
T:
Here's
another
postcard
from
Kate
to
Xiao
Lu.
Look
at
the
pictures
on
the
postcard.
How's
the
weather
there?
And
what
is
the
girl
doing?Let
some
Ss
answer
the
two
questions.
2.
Let
some
Ss
read
the
words
in
the
box.
Explain
the
meaning
of
the
words
that
they
don't
know.
3.
学生们在老师的指导方法下，读信的内容，然后补全短文内容。4.
Check
the
answers.
Writing
1.
T:
Here's
another
postcard
from
Kate
to
Xiao
Lu.
Look
at
the
pictures
on
the
postcard.
How's
the
weather
there?
And
what
is
the
girl
doing?Let
some
Ss
answer
the
two
questions.
2.
Let
some
Ss
read
the
words
in
the
box.
Explain
the
meaning
of
the
words
that
they
don't
know.
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。3.
学生们在老师的指导方法下，读信的内容，然后补全短文内容。4.
Check
the
answers.
很多学生会用英语读，但写单词存在较大困难。将订正后的正确答案在默写一遍。
把重点词汇融入重点句型中学习，为写作训练作铺垫。
师指导生配对核对答案
Writing
1.
Imagine
you
are
on
vacation.
Write
notes
about
your
vacation.
Let
some
Ss
read
the
questions
aloud.
2.
Make
sure
Ss
know
the
meaning
of
the
questions.3.
Ss
think
and
write
down
some
notes
about
their
vacations.
4.
Let
Ss
read
out
their
own
vacation
notes.
Writing
1.
Ss
read
the
questions
aloud.
2.
Make
sure
Ss
know
the
meaning
of
the
questions.3.
Ss
think
and
write
down
some
notes
about
their
vacations.
4.
Let
Ss
read
out
their
own
vacation
notes.
学生几乎所有人都能准确完成。
以写作训练方式训练学生由简到难，逐步进入文本写作训练，从局部到整体，层层推进。同时，学生在练习、巩固、写作的基础上，突破重难点。
师导生补充生展
Writing
1.
Write
a
postcard
to
a
friend.
Tell
your
friend
about
your
vacation
and
what
you
are
doing.
2.
Let
Ss
read
their
postcard
to
the
class.
Writing
1.
Write
a
postcard
to
a
friend.
Tell
your
friend
about
your
vacation
and
what
you
are
doing.
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,
做为写作的内容。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。2.
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。
Ss
read
their
postcard
to
the
class.
几乎所有的学生都能完成句子，个别困难较大的结对辅导。
师引导生写展示
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
Let
some
Ss
read
their
words.
Let
other
Ss
add
more
words.
1.
Now
discuss
with
your
partners.
Add
more
words
in
the
box.
2.
Ss
work
in
pairs
and
add
more
words
in
the
box.
学生都能完整的写出来。个别组内辅导。
拓展运用
师出示语言支架师指导生练习生展示
Self
Check
2
1.Read
the
sentences
below
on
the
left
and
find
the
responses
on
the
right.
2.
Ss
read
the
sentences
below
and
find
the
responses.3.
Check
the
answers
with
the
class.
Then
let
the
Ss
practice
the
conversation
with
a
partner.
Self
Check
2
1.Read
the
sentences
below
on
the
left
and
find
the
responses
on
the
right.
.思路指导：首先，应通读所有选项，掌握对话的大意。可知本对话是一个打电话的情景，由打电话的常识可知左栏第一句话为首句，句意为“你好，我是詹妮”可知答语应是右栏中的第二句话。由左栏第二句末的“我可以给她带个话吗？”一句可以确定其答语为右栏中的第三句话，“好的。你可以让她打电话876-54321吗？”。当A方回答“没问题”后，B方应当表示感谢。
2.
Ss
read
the
sentences
below
and
find
the
responses.
3.
Check
the
answers
with
the
class.
Then
let
the
Ss
practice
the
conversation
with
a
partner.
多数学生都会积极参与其中，借助语言支架。教师巡视指导。学生互教。
在介绍的过程中运用、输出重难点知识，对本单元重点知识进行拓展性学习。
总结归纳
Self
Check
3
1.
Put
these
sentences
in
order
to
make
a
conversation.
Then
write
your
own
conversation.
2.
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。
Self
Check
3
1.
Put
these
sentences
in
order
to
make
a
conversation.
Then
write
your
own
conversation.
本题要求将一对话排列正的说话顺序。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。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。2.
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。
借助板书，学生能够总结出来。
回顾本课知识，进行再一次梳理。
作业
将拓展运用环节的内容写出来，第二天上交，老师批改。
板书设计
3a:
snowy,
windy;
buying,
playing,
skating,
talking
Self
Check
2:
A：Hello?
Jenny
speaking.
B:
Hi,
Jenny.
It's
Steve
here.
May
I
speak
to
Lucy,
please?A：Sorry,
she's
not
at
home.
Can
I
take
a
message?B:
Yes.
Could
you
ask
her
to
call
me
at
8765-4321?A:
Sure.
No
problem.B:
Thank
you.
Bye.
课后反思
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