七年級下冊英語教學設計

　　教學目標設計：

　　1、基礎性目標：談論天氣和正在發(fā)生的事情。

　　2、發(fā)展性目標：運用賞識策略培養(yǎng)學生合作意識和交際能力。

　　目標制定依據(jù)：

　　1、對學生狀態(tài)的分析：學生對天氣感興趣, 愿意與同學談論天氣情況和想了解親人和朋友在干什么。

　�。�、對教材的分析：

　　A、本課的知識點: 1) sunny; windy; cloudy; raining; snowing; hot; cold; humid; warm, cool

　　2) How’s the weather? It’s raining. What’s she（he） doing? She (He)is cooking. What are they (you) doing?They (You) are watching TV.

　　B、新舊知識的鏈接和運用

　　由在Unit 5 I’ m watching TV. 重點就是學習現(xiàn)在進行時。所以本課現(xiàn)在進行時是進一步鞏固和運用。并通過正在畫太陽或云以此可以引出天氣的學習 。

　　教學準備：

　　1、對課堂可能發(fā)生的`情況的預測和對策：

　　A、學生在復習現(xiàn)在進行時做動作時可能會拘束，開頭先鼓勵學生大膽表演，后面學生就會表演比較到位。

　　B、玩猜詞游戲時可能會出現(xiàn)失誤， 所以要多備幾個詞。

　　2、課件制作

　　在課件制作中注意使用動畫表達現(xiàn)在進行時，讓學生容易理解。使用氣象圖示讓學生很容易理解天氣的情況。

　　3、其他：

　　為了更好地讓課程走進學生的生活世界，用照片介紹﹑電話交談同多媒體結合更有效地調動學生的熱情。

　　教學過程的設計：

　　1、教學活動：

　　Step 1: warm up

　　Sing the song Rain, rain, go away.

　　Step 2: pre—task

　　T:What am I doing?

　　S:I am playing basketball (watching TV, running, writing)

　　T:What is he (she) doing?

　　S:He (She) is swimming (dancing, cooking, playing soccer…)

　　T:Look at the pictures. Let’s play a guessing game and guess what he or she is doing.Let’s see who is clever?

　　T: What are they doing?

　　S: They are playing the drum (reading, talking, walking)

　　--------------------------------------------------------------------------------

　　T: They are walking. What are you doing?

　　S: I’m reading (singing, eating, running…) (Do actions while speaking.)

　　T: Here are two of my photos. In the first photo, I’m drinking. In the second photo, my friends are dancing. Can you say anything about yours?

　　(Ask students to introduce their photos)

　　Step 3: While—task 1

　　T: Look. What am I doing? I’m drawing. What am I drawing? I’m drawing a cloud. Can you see clouds in the sky?

　　S: Yes, I can.

　　T: How is the weather? It’s cloudy. Look at the pictures. How is the weather? It’s sunny (windy, raining, snowing).

　　(Work in pairs. Ask and answer questions about weather.)

　　Step 4While—task 2

　　T: Look at the picture. How is the weather? It’s sunny, so it’s hot.

　　How is the weather? It’s windy, so it’s cool. )

　　How is the weather? It’s cloudy, so it’s warm.

　　How is the weather? It’s raining, so it’s humid.

　　How is the weather? It’s snowing, so it’s cold.

　　T: Let’s play a guessing game like Lucky 52. One acts, one guesses.

　　Step 5While—task 3

　　T: Do you know which cities are they? They are Beijing, Shanghai, Toronto, Moscow , Boston. How is the weather in Beijing or other cities? Look at the weather map, please give a weather reporter like a weatherman.

　　(Practicing by themselves, then let students give a weather report. )

　　Step 6Post—task

　　T: I have a pen pal in Toronto. I’m calling him now.

　　(Have a conversation talking the weather and what he is doing. )

　　(Work in pairs and make up a conversation)

　　T: No matter how the weather is , we are still happy. Let’s sing the song together in Rabbit Dance tune.

　　Raining, raining, it’s raining.

　　Windy, windy, it’s windy.

　　How is the weather? How is the weather?

　　T: At last, send you a sentence : Storms make trees take deeper roots. That’s all.

　　Step 7Homework

　　1. Remembering the words and sentences by your heart.

　　2. Make up a conversation between you and your pen pal, talking about the weather and the events that you are doing.

　　2、設計意圖： 通過單元內容的整合，讓課程面向學生生活世界。運用賞識策略培養(yǎng)學生合作意識和交際能力。采用歌曲﹑猜動作和天氣﹑當氣象員﹑打電話等活動途徑，讓學生積極有效參與，為學生提供充足的自主學習和合作學習的時間和空間， 使學生在活動中互相影響，促進了語言實際運用能力的提高，同時關注了學生的情感，幫助他們建立成就感和自信心。增強了實踐能力，展現(xiàn)了學生個性。

　　3、開放式總結：最后以和朋友的電話交談為總結， 使學生通過交談運用所學知識，并在活動中培養(yǎng)其交際能力。

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