Unit 7 It’s raining! Section B(2a--2c)教学设计2023-2024学年人教版七年级英语下册

Unit 7 It’s raining! Section B(2a-2c)教学设计 教学目标: 语言能力: 1.学生能正确识记和运用以下词汇及常用表达:visit, summer, sit, juice, soon, vacation, hard, Canada, Europe, mountain, country, on (a) vacation. 2.学生能用更丰富的语言进行交际:How's it going?/How's your summer vacation going? 3.学生能正确描述不同天气状况中人们的活动。 4.通过本课时学习,理解现在进行时表示一段时间内正在进行的动作或状态的用法。 学习能力: 1.学生能够运用预测、扫读、寻读、猜测等阅读策略理解语篇。 2.学生能初步建立语篇框架并理解明信片文体的特点。 思维品质: 1.通过自主学习、合作学习、探究学习培养学生合作意识与协作能力。 2.通过阅读等课堂活动,感受大自然的美好,合理安排假期、乐于分享。 文化意识:了解外国学生的暑假生活,加强对中外生活方式的理解。 教学重难点: 教学重点:巩固描述天气的词汇和现在进行时的用法。 教学难点:培养和提高学生通过阅读技能获取主要信息的能力。初步了解明信片的文体 教学过程: Step 1 Lead-in 1.Greeting. Teacher asks: How's the weather today? Are you happy today? S: ... Teacher: I'm very happy today. Because of the weather and because of you.(设计意图:闲谈“天气”导入新课,制造轻松愉悦的课堂氛围。) 2.Game time Quick response: Appreciate some classical Chinese poems and talk about the weather that the poems describe? (设计意图:复习描述天气的形容词。加强英语和语文学科的融合,提升语言素养,提升学生语言文化自信。) Step 2 Pre-reading Let's predict: Task1: Free talk: Let Ss talk about three pictures: How's the weather? What are they doing? Which season is it? (设计意图:通过谈论图片,进行阅读前预测) Task 2: Brain storm. Ask: How do you get in touch with your friends? The ways: QQ, Wechat, e-mail, phone, letter, postcard. Learn the new word: postcard (设计意图:联系生活,激发学生的学习兴趣,同时引出下文明信片文体。)Step 3 While-reading 1、Read two passages: Task1: Skim and choose Let Ss skim the passages and think about: What kind of article is it? (Postcards) (设计意图:通过略读,让学生捕捉关键信息,了解文本体裁。) Task 2: Skim and match. Let Ss skim the passages and match each postcard below with the correct picture. (设计意图:通过略读,让学生初步整体感知文章内容。) 2、Read Passage 1 Task 1: Scan and answer the questions. 1.Where is Su Lin? 2.How's the weather? 3.How's the vacation? (设计意图:寻读,寻找细节,了解文本内容) Task 2.: Scan and circle. Let Ss read the passage again. Let Ss find out: What's Suling doing in Canada? (设计意图:寻读策略,通过连词和副词寻找细节) Task 3: Read the passage aloud and do the class activity.( 设计意图:再读课文,通过课堂活动加深对语篇理解,特别是现在进行时态的用法。) 3、Read Passage 2. Task 1: Let Ss read Passage 2 to