小學(xué)教學(xué)教案

七年級下冊It is raining教學(xué)設(shè)計(jì)。

學(xué)生們有一個(gè)生動有趣的課堂，離不開老師辛苦準(zhǔn)備的教案，大家在認(rèn)真寫教案課件了。將教案課件的工作計(jì)劃制定好，就可以在接下來的工作有一個(gè)明確目標(biāo)！適合教案課件的范文有多少呢？請您閱讀小編輯為您編輯整理的《七年級下冊It is raining教學(xué)設(shè)計(jì)》，歡迎閱讀，希望您能夠喜歡并分享！

Unit6Itisraining!教學(xué)設(shè)計(jì)設(shè)計(jì)理念：通過學(xué)習(xí)本單元的內(nèi)容，掌握表示天氣情況的詞語，使學(xué)生學(xué)會描述不同的天氣狀況,表達(dá)自己的情感。并且了解英語文化背景下天氣話題的內(nèi)涵。本單元主要談?wù)撎鞖猓梢越Y(jié)合地理方位，國家名稱來擴(kuò)大學(xué)生的知識范圍。充分利用多媒體和真實(shí)場景的設(shè)計(jì)，使學(xué)生切實(shí)理解現(xiàn)在進(jìn)行時(shí)的用法。學(xué)習(xí)目標(biāo)：認(rèn)知目標(biāo)重點(diǎn)詞匯：WindycloudyrainsnowsunnycoldcoolwarmhumidwinterweathercoolprettyEgyptEgyptianwintervacationtakephotosridecamelscarftower目標(biāo)語言1.Howistheweather?It’sraining(rainy)/windy/cloudy/sunny/snowing(snowy)/cold/hot/wet/dry.2.Howisitgoing?It’sgreat.3.IsAuntSarahhere?Yes,sheis.4.What’sshedoing?Sheiscooking.所需語言結(jié)構(gòu)：現(xiàn)在進(jìn)行時(shí)Whatareyoudoing?I’mwatchingTV.Whatishe/shedoing?He/Sheisplayingbasketball.Whataretheydoing?They’restudying.語言功能Talkabouttheweather.Talkaboutwhatyouaredoing.交際目標(biāo)通過學(xué)習(xí)本單元的內(nèi)容，使學(xué)生學(xué)會描述不同的天氣狀況。并且了解英語文化背景下天氣話題的內(nèi)涵。學(xué)會表述并且堅(jiān)持自己正在做的事情。素養(yǎng)目標(biāo)使學(xué)生學(xué)會描述不同的天氣狀況,同時(shí)可以恰當(dāng)?shù)乇磉_(dá)自己的情感。知道自己正在做什么，而且體會自我行為和事態(tài)發(fā)展的密切關(guān)系。學(xué)習(xí)重點(diǎn)：實(shí)現(xiàn)認(rèn)知目標(biāo)和語言目標(biāo)學(xué)習(xí)難點(diǎn)：實(shí)現(xiàn)交際目標(biāo)和素養(yǎng)目標(biāo)教學(xué)準(zhǔn)備：1.準(zhǔn)備有關(guān)天氣和表現(xiàn)“現(xiàn)在進(jìn)行時(shí)”的圖片和視頻資料。2.制作課堂教學(xué)所需要的課件。3.設(shè)計(jì)、準(zhǔn)備每一項(xiàng)調(diào)查所需要的語言項(xiàng)目。4．制作課堂任務(wù)表格或者設(shè)計(jì)任務(wù)型教學(xué)方案，在課前準(zhǔn)備或上課時(shí)供師生使用任務(wù)設(shè)計(jì):任務(wù)設(shè)計(jì)一：我看天氣預(yù)報(bào)（forecast）范例：Forecast:fromJuly31,200408:00toJuly32,200408:00!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Beijingfine--fineDalianovercast--cloudyQingdaolightrain--moderaterainYantaishower--showerZiboshower--moderaterainPuyangcloudy--cloudy任務(wù)要求：(7citiesatleast)WeatherforecastformajorChinesecitiesCityWeatherBeijingChangchunChangshaChengduChongqingDalianZibojAb88.com

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七年級下冊英語It's raining教案

教案課件是每個(gè)老師工作中上課需要準(zhǔn)備的東西，大家在細(xì)心籌備教案課件中。必須要寫好了教案課件計(jì)劃，新的工作才會如魚得水！你們知道多少范文適合教案課件？為了讓您在使用時(shí)更加簡單方便，下面是小編整理的“七年級下冊英語It's raining教案”，希望能對您有所幫助，請收藏。

Unit6:Itsraining!
Languagegoals
Inthisunitstudentslearntotalkabouttheweatherandtalkaboutwhatpeoplearedoing.
Newlanguage
Whatareyoudoing?ImwatchingTV
Whatshedoing?Hesplayingbasketball.
Whatsshedoing?Shescooking.
Whataretheydoing?Theyrestudying.
Howstheweather?Itsraining.
SectionA
Writethequestion.Whatareyoudoing?ontheboard.Readthequestionandasktheclasstorepeatit.Thenactoutanactivitystudentsarealreadyfamiliarwith,pointtothequestionandhavestudentsrepeatit.Answerthequestionusingthetargetlanguage.
Forexample,youmightpretendtobereadingabook,playingsoccer,playingtheguitarorwritingyourname.Whentheclassasks,Whatareyoudoing?,youanswer,Imreadingabook,andsoforth.
1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthecitiesinthepicture.Ask,Whatstheweatherlikehere?Iftheycantanswer,supplythewordandasktheclasstorepeatit.Sayasentenceortwoabouteachkindofweather.Forexample,Itsraining.Isitrainingheretoday?
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeatthewordsagain.
Thenaskstudentstomatcheachwordwithoneofthecitiesinthepicture.Say,Writetheletterofeachcitynexttooneoftheivords.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearfourdifferentconversations.Eachoneisabouttheweatherinadifferentcity.Pointtoeachcityinthepictureasitcomesuponthetape.
Playtherecordingasecondtime.Askstudentstowritethenameofthecityinthepictureofitsweather.Say,Thefirstonehasbeendoneforyou.Beijingiswritteninthepictureofsunnyweather.ItissunnyinBeijing.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointouttheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.
Say,Nowworkwithapartner.Makeyourownconversationsabouttheweatherinthesefiveplaces.
Asthepairstalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded.
Askseveralpairstopresenttheirconversationstotheclass.
2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothefourpictures.Askstudentstotellwhateachpersonisdoingineachpicture.Forexample,Thisboyistalkingonthephone.Thismanisplayingbasketball.Supplyvocabularywordsasneeded.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistime,askstudentstolistentotherecordingandnumberthepictures1through4toshowwhateachpersonisdoing.
Correcttheanswers.
2bThisactivityprovideslisteningpracticeusingthetargetlanguage.
Pointoutthelistofnamesandthelistofactivities.Askadifferentstudenttoreadeachlisttotheclass.
Say,NowIwillplaytherecordingagain.Thistime,pleasematcheachnamewithanactivity.Writetheletterofanactivityinfrontofeachname.Pointoutthesampleanswerfornumber1.
Playtherecordingandhavestudentsfillintherestoftheanswers.,
Correcttheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothefourpeopleinthepictureinactivity2a.Askstudentstosaysomethingabouteachperson.Guidestudentstousethewordsandphrasesplayingbasketball,cooking,ivatchingTV,andplayingcomputergames.
Pointoutthesampleconversationinthespeechbubblesandhaveapairofstudentsreadittotheclass.
Say,Nowpleaseworkwithapartner.Makeconversationslikethisone.TalkaboutthepeopleintheIpictures.Asstudentsworkinpairs,movearoundtheroommonitoringprogressandofferingassistance,ifneeded.
Asksomepairstopresenttheirconversationstotheclass.
3aThisactivityintroducesmorekeyvocabulary.
Callattentiontothefaces.Askstudentstopointtoanddescribeeachfaceusingwhatevervocabularytheycan.Helpstudentstoidentifyhoweachpersonisfeeling.Forexample,askastudent.Lookatthisface.Isithappy?Isitunhappy?
Thenpointtothefourwords.Saythewordsandaskstudentstorepeateachone.Useyourtoneofvoiceandfacialexpressionstoreinforcethemeaningofeach.Addyourownsimpleexplanationsofwhateachonemeans.Forexample:Notbad.Thismeanssomethingisnotverygood,butitsalsonotverybad.Itsinthemiddle.
Afterthat,askstudentstomatcheachnumberedphrasewithafacebywritingtheletterofeachfaceintheblankinfrontofthecorrectphrase.Asstudentswork,movearoundtheroomanswering
questionsasneeded.
Checktheanswers.
3bThisactivityprovidesoralpracticeusingthetargetlanguage.
Pointouttheconversationinthelargepictureandasktwostudentstoreadittotheclass.AskstudentstoexplainwhatHowsitgoing?means.(ItissimilartoHowareyou?orHowiseverything?)
Askstudentstopracticetheconversationinpairs.Movearoundtheroommonitoringtheirprogress.
Thencallattentiontotheexampleinthesmallspeechbubbles.Havetwostudentsreadittotheclass.
Say,Nowwellchangesomeofthewordsandmakeourownconversations.Wecanuseourownnames.Wecangivetrueanswersorwecanmakeupanswers.
Askpairsofstudentstomakeuptheirownconversations.Movearoundtheroomofferinglanguagesupportasneeded.
Asksomepairstopresenttheirconversationstotheclass.

4.Thisgameprovidesoralpracticeusingthetargetlanguage.
Say,Nowletsworkinpairsagain.Onestudentlooksatthepictureonpage85andtheotherlooksatthepictureonpage87.Pleasedontlookatyourpartnerspicture.
Say,Eachpicturehasthesamepeopleinit,buttheyaredoingdifferentthings.Taketurnstalkingaboutwhatthepeoplearedoinginyourpicture.IfIamstudentA,Iwillsay.Inmypictureitissunny.GuideoneofthestudentsBstorespond.Inmypictureitisraining.
Asstudentswork,movearoundtheroom,monitoringprogressandofferingassistanceasneeded.

SectionB
Newlanguage
Morewordsusedtodescribeweather:cold,hot,cool,warm,humid
Additionalmaterialstobringtoclass:
weathermapfromanEnglishlanguagenewspaper
1aThisactivityintroducesmorekeyvocabulary.
Focusattentiononthefivepictures.Askstudentstotellwhattheweatherislikeineachplace,iftheycan.Ifnot,supplythewordandasktheclasstorepeatit.Sayasentenceortwoabouteachkindofweather.Itscoldinthispicture.Isitcoldheretoday?
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeatthewordsagain.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivityprovidesoralpracticeusingthetargetlanguage.

Callattentiontotheexampleinthespeechbubbles.Readtheconversationwithastudent.
Askstudentstoworkinpairs.Havestudentsaskandanswerquestionsabouttheweatherinthepicturesinactivityla.
2aThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Readtheheadingsonthecharttotheclass.Pointouttheanswerblanks.
Say,ListentothisconversationbetweenSamandMaria.Listencarefullytotheirquestionsandanswers.
Playthetapethefirsttime.Studentsonlylisten.Playthetapeagainandhavestudentswritetheiranswers.
Playthetapeagainandhavestudentswritetheiranswers.Say,Thistime,pleasewritetheanswersMariaandSamgivetothequestion"Howsitgoing?"Youmaywishtoplaythetapemorethanonceatthispoint.
Correcttheanswers.
2bThisactivityprovidesmorelisteningandwritingpracticeusingthetargetlanguage.
Pointtoandreadthesecondtwoheadingsonthechart:Whatareyoudoing?Howstheweather?
Askstudentstolistentotherecordingagainandwritetheanswerstothesetwoquestionsintheblanksinthechart.
Playtherecording.Studentsfillintheblanks.
Correcttheanswers.
2cThisactivityprovidesguidedlisteningandspeakingIpracticeusingthetargetlanguage.
Pointouttheexampleinthespeechbubbles.Asktwostudentstoreadittotheclass.
Pointoutthethreequestionsin2a.Askindividualstudentseachquestionandrepeattheiranswers.Acceptanyreasonableanswers.
Say,Nowworkwithapartner.Makeyourownconversations.StudentAisMaria.StudentBisSam.Atheytalk,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Callattentiontothespeechbubbleandthepicture.Askstudentstosaywherethereporteris.AskthemtotellwhattheyknowaboutEgypt.
Readthespeechbubbletotheclass,oraskastudenttodoso.Answeranyquestionsstudentsmayhave.Usedrawingsontheboardand/ortranslationtoclarifythemeaningsofanynewvocabularywords.
Askstudentstoworkalone.Say,Underlinethewordsinthespeechbubblethatsaywhatpeoplearedoing.Thencirclethewordsthatdescribetheweather.Twoexamplesaredoneforyou.
3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
DrawattentiontothepicturesofFranceandthedescriptionbelow.Readthedescriptiontotheclassoraskastudenttodoso.Saythewordblankeachtimeyoucometoablankline.
Answeranyquestionsstudentsmayhaveaboutthenewwords.Usedrawingsontheboardand/ortranslationtoclarifythemeaningsofanynewvocabularywords.
Askstudentstoworkalone.Havestudentsfillintheblanks.Pointoutthesampleanswerandreadthatsentence.
Correcttheanswers.
3cThisactivityprovideswritingpracticeusingthetarget
language.
Askoneortwostudentstodescribetheweatherintheirhometown,andtosaywhatoutdooractivitiespeoplethereliketodo(e.g.playingfootball,flyingkites,fishing).

Askstudentstoworkalone.Astheywork,movearoundtheclassmonitoringprogressandofferinghelpasnecessary.Providethestudentswithanynewvocabularytheyneed(e.g.fordescribingactivities),orencouragethemtouseadictionary.
Askseveralstudentstoreadtheirreportstotheclass.
4Thissurveyprovideslistening,speaking,andwritingpracticeusingthetargetlanguage.
Callattentiontothedialogueinthespeechbubbles.Asktwostudentstoreadittotheclass.Askotherstudents,Whatdoyoudowhenitsraining?
Substituteanothertypeofweatherfor"raining"andaskotherstudentswhattheydo.Acceptallreasonableanswersandwriteeachoneontheboard.
Introducetheuseofpresenttenseinbothhalvesofanswerssuchas,Whenitssunny,Igotothebeach.(Seegrammarnote.)
Nowaskstudentstointerviewtheirclassmates.Askeachstudenttochooseonetypeofweatherandaskasmanyclassmatesaspossiblewhattheydointhatkindofweather.Remindstudentstowritedowntheanswers.
Askseveralstudentstoreadtheirquestionsandanswerstotheclass.Writeanynewvocabularyitemsontheboardanddiscussthesewords.Studentsmaywishtocopysomeofthewordsontotheirnotebooks.
Alternative:Ifyoudonotwantstudentstogetupandwalkaroundtheclassroom,thenaskthemtodothisactivityingroupsoffour.

七年級英語下冊It’s raining教案

Unit6It’sraining!

Languagegoals
Inthisunitstudentslearntotalkabouttheweatherandtalkaboutwhatpeoplearedoing.

Newlanguage
Whatareyoudoing?ImwatchingTV
Whatshedoing?Hesplayingbasketball.
Whatsshedoing?Shescooking.
Whataretheydoing?Theyrestudying.
Howstheweather?Itsraining.

SectionA
Writethequestion.Whatareyoudoing?ontheboard.Readthequestionandasktheclasstorepeatit.Thenactoutanactivitystudentsarealreadyfamiliarwith,pointtothequestionandhavestudentsrepeatit.Answerthequestionusingthetargetlanguage.
Forexample,youmightpretendtobereadingabook,playingsoccer,playingtheguitarorwritingyourname.Whentheclassasks,Whatareyoudoing?,youanswer,Imreadingabook,andsoforth.
1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthecitiesinthepicture.Ask,Whatstheweatherlikehere?Iftheycantanswer,supplythewordandasktheclasstorepeatit.Sayasentenceortwoabouteachkindofweather.Forexample,Itsraining.Isitrainingheretoday?
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeatthewordsagain.
Thenaskstudentstomatcheachwordwithoneofthecitiesinthepicture.Say,Writetheletterofeachcitynexttooneoftheivords.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearfourdifferentconversations.Eachoneisabouttheweatherinadifferentcity.Pointtoeachcityinthepictureasitcomesuponthetape.
Playtherecordingasecondtime.Askstudentstowritethenameofthecityinthepictureofitsweather.Say,Thefirstonehasbeendoneforyou.Beijingiswritteninthepictureofsunnyweather.ItissunnyinBeijing.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointouttheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.
Say,Nowworkwithapartner.Makeyourownconversationsabouttheweatherinthesefiveplaces.
Asthepairstalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded.
Askseveralpairstopresenttheirconversationstotheclass.
2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothefourpictures.Askstudentstotellwhateachpersonisdoingineachpicture.Forexample,Thisboyistalkingonthephone.Thismanisplayingbasketball.Supplyvocabularywordsasneeded.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistime,askstudentstolistentotherecordingandnumberthepictures1through4toshowwhateachpersonisdoing.
Correcttheanswers.
2bThisactivityprovideslisteningpracticeusingthetargetlanguage.
Pointoutthelistofnamesandthelistofactivities.Askadifferentstudenttoreadeachlisttotheclass.
Say,NowIwillplaytherecordingagain.Thistime,pleasematcheachnamewithanactivity.Writetheletterofanactivityinfrontofeachname.Pointoutthesampleanswerfornumber1.
Playtherecordingandhavestudentsfillintherestoftheanswers.,
Correcttheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothefourpeopleinthepictureinactivity2a.Askstudentstosaysomethingabouteachperson.Guidestudentstousethewordsandphrasesplayingbasketball,cooking,ivatchingTV,andplayingcomputergames.
Pointoutthesampleconversationinthespeechbubblesandhaveapairofstudentsreadittotheclass.
Say,Nowpleaseworkwithapartner.Makeconversationslikethisone.TalkaboutthepeopleintheIpictures.Asstudentsworkinpairs,movearoundtheroommonitoringprogressandofferingassistance,ifneeded.
Asksomepairstopresenttheirconversationstotheclass.
3aThisactivityintroducesmorekeyvocabulary.
Callattentiontothefaces.Askstudentstopointtoanddescribeeachfaceusingwhatevervocabularytheycan.Helpstudentstoidentifyhoweachpersonisfeeling.Forexample,askastudent.Lookatthisface.Isithappy?Isitunhappy?
Thenpointtothefourwords.Saythewordsandaskstudentstorepeateachone.Useyourtoneofvoiceandfacialexpressionstoreinforcethemeaningofeach.Addyourownsimpleexplanationsofwhateachonemeans.Forexample:Notbad.Thismeanssomethingisnotverygood,butitsalsonotverybad.Itsinthemiddle.
Afterthat,askstudentstomatcheachnumberedphrasewithafacebywritingtheletterofeachfaceintheblankinfrontofthecorrectphrase.Asstudentswork,movearoundtheroomanswering
questionsasneeded.
Checktheanswers.
3bThisactivityprovidesoralpracticeusingthetargetlanguage.
Pointouttheconversationinthelargepictureandasktwostudentstoreadittotheclass.AskstudentstoexplainwhatHowsitgoing?means.(ItissimilartoHowareyou?orHowiseverything?)
Askstudentstopracticetheconversationinpairs.Movearoundtheroommonitoringtheirprogress.
Thencallattentiontotheexampleinthesmallspeechbubbles.Havetwostudentsreadittotheclass.
Say,Nowwellchangesomeofthewordsandmakeourownconversations.Wecanuseourownnames.Wecangivetrueanswersorwecanmakeupanswers.
Askpairsofstudentstomakeuptheirownconversations.Movearoundtheroomofferinglanguagesupportasneeded.
Asksomepairstopresenttheirconversationstotheclass.
4.Thisgameprovidesoralpracticeusingthetargetlanguage.
Say,Nowletsworkinpairsagain.Onestudentlooksatthepictureonpage85andtheotherlooksatthepictureonpage87.Pleasedontlookatyourpartnerspicture.
Say,Eachpicturehasthesamepeopleinit,buttheyaredoingdifferentthings.Taketurnstalkingaboutwhatthepeoplearedoinginyourpicture.IfIamstudentA,Iwillsay.Inmypictureitissunny.GuideoneofthestudentsBstorespond.Inmypictureitisraining.
Asstudentswork,movearoundtheroom,monitoringprogressandofferingassistanceasneeded.

SectionB
Newlanguage
Morewordsusedtodescribeweather:cold,hot,cool,warm,humid
Additionalmaterialstobringtoclass:
weathermapfromanEnglishlanguagenewspaper
1aThisactivityintroducesmorekeyvocabulary.
Focusattentiononthefivepictures.Askstudentstotellwhattheweatherislikeineachplace,iftheycan.Ifnot,supplythewordandasktheclasstorepeatit.Sayasentenceortwoabouteachkindofweather.Itscoldinthispicture.Isitcoldheretoday?
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeatthewordsagain.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivityprovidesoralpracticeusingthetargetlanguage.
Callattentiontotheexampleinthespeechbubbles.Readtheconversationwithastudent.
Askstudentstoworkinpairs.Havestudentsaskandanswerquestionsabouttheweatherinthepicturesinactivityla.
2aThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Readtheheadingsonthecharttotheclass.Pointouttheanswerblanks.
Say,ListentothisconversationbetweenSamandMaria.Listencarefullytotheirquestionsandanswers.
Playthetapethefirsttime.Studentsonlylisten.Playthetapeagainandhavestudentswritetheiranswers.
Playthetapeagainandhavestudentswritetheiranswers.Say,Thistime,pleasewritetheanswersMariaandSamgivetothequestion"Howsitgoing?"Youmaywishtoplaythetapemorethanonceatthispoint.
Correcttheanswers.
2bThisactivityprovidesmorelisteningandwritingpracticeusingthetargetlanguage.
Pointtoandreadthesecondtwoheadingsonthechart:Whatareyoudoing?Howstheweather?
Askstudentstolistentotherecordingagainandwritetheanswerstothesetwoquestionsintheblanksinthechart.
Playtherecording.Studentsfillintheblanks.
Correcttheanswers.
2cThisactivityprovidesguidedlisteningandspeakingIpracticeusingthetargetlanguage.
Pointouttheexampleinthespeechbubbles.Asktwostudentstoreadittotheclass.
Pointoutthethreequestionsin2a.Askindividualstudentseachquestionandrepeattheiranswers.Acceptanyreasonableanswers.
Say,Nowworkwithapartner.Makeyourownconversations.StudentAisMaria.StudentBisSam.Atheytalk,movearoundtheroommonitoringtheirwork.Offerlanguagesupportasneeded.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Callattentiontothespeechbubbleandthepicture.Askstudentstosaywherethereporteris.AskthemtotellwhattheyknowaboutEgypt.
Readthespeechbubbletotheclass,oraskastudenttodoso.Answeranyquestionsstudentsmayhave.Usedrawingsontheboardand/ortranslationtoclarifythemeaningsofanynewvocabularywords.
Askstudentstoworkalone.Say,Underlinethewordsinthespeechbubblethatsaywhatpeoplearedoing.Thencirclethewordsthatdescribetheweather.Twoexamplesaredoneforyou.
3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
DrawattentiontothepicturesofFranceandthedescriptionbelow.Readthedescriptiontotheclassoraskastudenttodoso.Saythewordblankeachtimeyoucometoablankline.
Answeranyquestionsstudentsmayhaveaboutthenewwords.Usedrawingsontheboardand/ortranslationtoclarifythemeaningsofanynewvocabularywords.
Askstudentstoworkalone.Havestudentsfillintheblanks.Pointoutthesampleanswerandreadthatsentence.
Correcttheanswers.
3cThisactivityprovideswritingpracticeusingthetarget
language.
Askoneortwostudentstodescribetheweatherintheirhometown,andtosaywhatoutdooractivitiespeoplethereliketodo(e.g.playingfootball,flyingkites,fishing).

Askstudentstoworkalone.Astheywork,movearoundtheclassmonitoringprogressandofferinghelpasnecessary.Providethestudentswithanynewvocabularytheyneed(e.g.fordescribingactivities),orencouragethemtouseadictionary.
Askseveralstudentstoreadtheirreportstotheclass.
4Thissurveyprovideslistening,speaking,andwritingpracticeusingthetargetlanguage.
Callattentiontothedialogueinthespeechbubbles.Asktwostudentstoreadittotheclass.Askotherstudents,Whatdoyoudowhenitsraining?
Substituteanothertypeofweatherfor"raining"andaskotherstudentswhattheydo.Acceptallreasonableanswersandwriteeachoneontheboard.
Introducetheuseofpresenttenseinbothhalvesofanswerssuchas,Whenitssunny,Igotothebeach.(Seegrammarnote.)
Nowaskstudentstointerviewtheirclassmates.Askeachstudenttochooseonetypeofweatherandaskasmanyclassmatesaspossiblewhattheydointhatkindofweather.Remindstudentstowritedowntheanswers.
Askseveralstudentstoreadtheirquestionsandanswerstotheclass.Writeanynewvocabularyitemsontheboardanddiscussthesewords.Studentsmaywishtocopysomeofthewordsontotheirnotebooks.
Alternative:Ifyoudonotwantstudentstogetupandwalkaroundtheclassroom,thenaskthemtodothisactivityingroupsoffour.

七年級下冊英語《Its raining!》學(xué)案分析

教案課件是老師工作中的一部分，大家在著手準(zhǔn)備教案課件了。將教案課件的工作計(jì)劃制定好，這樣我們接下來的工作才會更加好！你們知道適合教案課件的范文有哪些呢？下面的內(nèi)容是小編為大家整理的七年級下冊英語《Its raining!》學(xué)案分析，歡迎閱讀，希望您能夠喜歡并分享！

七年級下冊英語《Itsraining!》學(xué)案分析

Unit7Itsraining!
第一課時(shí)SectionA(1a-1c)

1．重點(diǎn)單詞：rain,重點(diǎn)句式：
1．掌握描繪天氣狀態(tài)的形容詞2．學(xué)會如何詢問天氣及回答
1．掌握描繪天氣狀態(tài)的形容詞學(xué)會如何詢問天氣及回答
一、預(yù)習(xí)課本P37新單詞并識記完成下面的漢譯英。下雨雨水________2.多風(fēng)的________多云的________4.晴朗的________下雪雪6.天氣________二、認(rèn)真預(yù)習(xí)1a找出下列句型。北京的天氣怎么樣？________________________________________________________________________很晴朗。________________________________________________________________________
Step1情景導(dǎo)入Cloudycloudycloudy,Itscloudy.
Rainingrainingraining,Itsraining.
Snowingsnowingsnowing,Itssnowing.
Doyoulikethissong?Canyoutellmehow
theweatheristoday?Itssunny...
Doyouwanttoknowabouttheweather?
環(huán)節(jié)說明：利用當(dāng)時(shí)的實(shí)際天氣情況來導(dǎo)入句型Howstheweathertoday？這個(gè)句型的出發(fā)點(diǎn)是以實(shí)際生活引入課堂以舊知識引出新知識符合學(xué)生的認(rèn)知能力的發(fā)展。Step2完成教材1a-1c的任務(wù)觀察1a圖片中2分鐘)教師領(lǐng)讀1a中的單詞學(xué)生識記并且將單詞和圖片中的天氣情況相匹配。(3分鐘)學(xué)生朗讀并熟記圖片中的對話。(3分鐘)讀城市的名字然后認(rèn)真聽錄音將城市的名字填在圖片中的方框里完成課本上1b的聽力任務(wù)。(3分鐘)再聽一遍錄音并跟讀模仿語音語調(diào)。(2分鐘)仿照1c中的對話兩人一組來談?wù)撐鍌€(gè)城市的天氣情況并邀請一些小組表演對話。(5分鐘)參考案例：HowstheweatherinShanghai?：Itssnowing.小結(jié)訓(xùn)練。(5分鐘)(對畫線部分提問)weatherthere?
Whatstheweatherlikethere?
2．—Howistheweatherthere?
—Itssunny(sun)．Shelikesreadingonwindy(wind)days.
環(huán)節(jié)說明：聽說結(jié)合第一時(shí)間向?qū)W生傳達(dá)語言目標(biāo)通過結(jié)對對話練習(xí)和小結(jié)訓(xùn)練使語言目標(biāo)得以強(qiáng)化。Step3問題探究的用法)雨很大_a_heavy_rain)雨下得大。It_is_raining_heavily.既可作動詞又可作名詞。此外rain也可加后綴y變成形容詞英語中有許多名詞可以加y這樣的后綴變成形容詞如wind-windy,_。
請同學(xué)們做前面課時(shí)訓(xùn)練部分。第二課時(shí)SectionA(2a-2d)

1.重點(diǎn)單詞：cook,重點(diǎn)短語：takeamessage,noproblem重點(diǎn)句式：—Howisitgoing？—Notbad.
CanItakeamessageforhim?
Couldyoujusttellhimtocallmeback?

1.掌握與天氣有關(guān)的詞匯和句型用現(xiàn)在進(jìn)行時(shí)態(tài)詢問對方的狀況
1．掌握與天氣有關(guān)的詞匯和句型用現(xiàn)在進(jìn)行時(shí)態(tài)詢問對方的狀況
一、預(yù)習(xí)課本P38新單詞并識記完成下面的漢譯英。做飯________2.壞的________3．公園________4.信息________能可以________6.回來________問題________二、認(rèn)真預(yù)習(xí)2a和2d找出下列短語和句型。捎個(gè)口信________________________________________________________________________沒有問題________________________________________________________________________情況怎么樣？________________________________________________________________________4．聽起來你們玩得很高興。________________________________________________________________________我能給他捎個(gè)口信嗎？________________________________________________________________________.你能告訴他給我回個(gè)電話嗎？
Step1情景導(dǎo)入(Showsomepicturesofdifferentweatherandpeoplesactivities)．a(chǎn)chershowsonepictureandasks“Howstheweather？”Student1：Itssunny.Teacher：Whatshedoing?Student1：Hesplayingbasketball.(Showthesecondpicture)
Teacher:Whatstheweatherlike?
Student2：Itsraining.Teacher:Whatshedoing?
Student2：Hesreadingathome.環(huán)節(jié)說明：通過情景導(dǎo)入激發(fā)學(xué)生用英語表達(dá)的欲望同時(shí)又對所學(xué)的知識起到了鞏固復(fù)習(xí)的作用對提高學(xué)生的口語表達(dá)能力也起到較好的效果。Step2完成教材2a-2c的任務(wù)認(rèn)真觀察圖片兩人一組用現(xiàn)在進(jìn)行時(shí)態(tài)談?wù)撘幌聢D片中人物的活動。(3分鐘)聽錄音根據(jù)所聽內(nèi)容給圖片標(biāo)號完成2a。(3分鐘)再聽2b。(3分鐘)聽第三遍錄音學(xué)生跟讀。(2分鐘)兩人一組根據(jù)2b中的信息來練習(xí)對話談?wù)撊藗兊幕顒印?5分鐘)參考案例WhatsUncleJoedoing?
B:Hesplayingbasketball.
環(huán)節(jié)說明：通過聽、說、讀、寫學(xué)習(xí)訓(xùn)練讓學(xué)生掌握了解了要掌握的語言目標(biāo)學(xué)生的口語表達(dá)能力在這一環(huán)節(jié)得到提升。Step3完成教材2d的任務(wù)學(xué)生自讀對話回答下面的問題：)判讀正誤正確T,錯(cuò)誤F。2)3)回答問題)英譯漢。(5分鐘))StevewantsRicktocallhimback.(T)
2)WhatsStevedoing?
Hes_playing_basketball_with_some_friends.
3)WhatsRicksbrotherdoing?
Hes_studying_at_his_friends_home.
4)你能告訴他給我回電話嗎？大聲朗讀2d對話讀熟后與同伴結(jié)對練習(xí)分角色表演對話。(3分鐘)3分鐘)小結(jié)訓(xùn)練。(3分鐘)(C)1.—Hello,Bob.________
—Hello,Jeff.(電話用語)ThisisJeff.
D．Whosthatspeaking?
(B)2.—Hello！________？(B)3.—________thingsgoing?
—Prettygood.
A．HowisB．Howare
C．WhatisD．Whatare
(C)4.—MayIspeaktoJim?
—Imsorry,heisntin.CanI________amessage________him?
A．give，forB．gives，to
C．take，forD．take，to
環(huán)節(jié)說明：將對話以任務(wù)型Step4問題探究最近怎么樣？不錯(cuò)。Hows_it_going?_Not_bad.該句是由疑問副詞how引導(dǎo)的問候句型意為“怎么樣”。答語根據(jù)情況可選用：Not_bad(相當(dāng)不錯(cuò)Bad(糟糕！)Great！(太棒了！)等。go在句子中的意思是進(jìn)展。聽起來你玩得很高興。Sounds_like_youre_having_a_good_time.意為玩得開心玩得愉快。干某事很高興的句型是haveagoodtimedoing_sth.其同義詞組為enjoy_oneself。的句型我的父母告訴我要努力學(xué)習(xí)。告訴某人做某事tell_sb._to_do_sth.告訴某人不要做某事tell_sb._not_to_do_sth.
請同學(xué)們做前面課時(shí)訓(xùn)練部分。第三課時(shí)SectionA(GrammarFocus-3b)
*源%庫

1.重點(diǎn)單詞：again重點(diǎn)短語：talkonthephone,重點(diǎn)句式：Heisplayingsoccer.Theycanmakeverygoodsoup.

1.現(xiàn)在進(jìn)行時(shí)態(tài)一般現(xiàn)在時(shí)態(tài)與現(xiàn)在進(jìn)行時(shí)態(tài)的區(qū)別
一般現(xiàn)在時(shí)態(tài)與現(xiàn)在進(jìn)行時(shí)態(tài)的區(qū)別
一、預(yù)習(xí)課本P39新單詞并識記完成下面的漢譯英。又再________二、認(rèn)真預(yù)習(xí)Grammar和3b找出下列短語和句型。電話交談________2.現(xiàn)在________做湯________4.踢足球________5．約翰正在做什么？__________________*源%庫

Step1情景導(dǎo)入Welearnedsomewordsaboutweatherandtheconversationsaboutweather?Doyourememberthem?Andwealsolearnedhowtotalkaboutactivitiesthatpeoplearedoing.Firstletshaveadictation.聽寫單詞(老師說漢語學(xué)生寫單詞))下雨雨水2)多風(fēng)的3)多云的4)晴朗的)下雪雪……聽寫句子)今天的天氣如何？晴朗。2)他正在做什么？他正在踢足球。3)事情進(jìn)展如何？環(huán)節(jié)說明：通過聽寫檢查讓老師了解學(xué)生對上節(jié)課所學(xué)知識的掌握情況從而促使學(xué)生更加努力地去學(xué)這一節(jié)課的內(nèi)容。Step2完成教材GrammarFocus的任務(wù)列舉大量現(xiàn)在進(jìn)行時(shí)態(tài)的特殊疑問句及答語詢問天氣句型及答語讓學(xué)生觀察討論其特點(diǎn)。(2分鐘)小結(jié)訓(xùn)練。(3分鐘)
Howstheweather？Itscloudy(多云的)sunny(晴朗的).Whatareyoudoing？Iamcooking(做飯).Whataretheydoing？Theyreplayingbasketballinthepark.Whatishedoing？Heisstudying(學(xué)習(xí))athisfriendshome.Howisitgoing？Great(太好了)!(不錯(cuò))．(糟糕)！環(huán)節(jié)說明：通過對GrammarFocus句型的填空練習(xí)能夠使學(xué)生更好地來理解掌握本單元的重點(diǎn)語法和句型。Step3完成教材3a3b的任務(wù)利用所給動詞的適當(dāng)形式填空完成后小組內(nèi)訂正答案并且討論一般現(xiàn)在時(shí)態(tài)和現(xiàn)在進(jìn)行時(shí)態(tài)的用法區(qū)別以及情態(tài)動詞can的用法教師點(diǎn)撥。(5分鐘)教師創(chuàng)設(shè)情景讓學(xué)生體會兩種不同時(shí)態(tài)。(3分鐘)仔細(xì)觀察圖片把圖片中的天氣情況和人們的活動填寫在表格中然后兩人一組練習(xí)對話并邀請幾組學(xué)生表演對話。(5分鐘)參考案例Howstheweatherinpicturea?
B:Itssunny.
A:Whatstheboydoing?
B:Heisplayingtheguitar.
4．小結(jié)訓(xùn)練。(2分鐘)
A：Hi,ThisisEmily.
B：Hi,__1__itgoing?
A：Prettybad.B：Why?__2__theweatherthere?A：__3__.Its__4__thesedays.B：Oh,arentsdoing?
A：Nothingmuch.Theyareonly__5__TVintheroom.2.Hows3.Rainy5.watching環(huán)節(jié)說明：通過語法學(xué)習(xí)對話練習(xí)和習(xí)題練習(xí)讓學(xué)生很熟練地掌握了詢問天氣和談?wù)撊藗兓顒舆@一語言目標(biāo)并且能準(zhǔn)確地運(yùn)用到實(shí)際生活中去。Step4問題探究________．B．justnow答案選B。justnow意為“現(xiàn)在”其同義詞為now同義詞組為atthemoment＝atthistime。此外rightnow還有“立刻馬上”之意。同義詞組為rightaway＝atonce。
請同學(xué)們做第四課時(shí)SectionB(1a-1e)

1.重點(diǎn)單詞：dry,重點(diǎn)句式：wstheweatherinpictured?
—Itsdry.
—Howsitgoing?
—Nottoobad.

1.談?wù)撎鞖獾膯卧~和句型學(xué)問狀況的句型及答語現(xiàn)在進(jìn)行時(shí)態(tài)
1．談?wù)撎鞖獾膯卧~和句型學(xué)問狀況的句型及答語現(xiàn)在進(jìn)行時(shí)態(tài)
一、預(yù)習(xí)課本P40新單詞并識記完成下面的漢譯英。干燥的________2.冷的________熱的________4.溫暖的________
Step1情景導(dǎo)入Weallknowthattherearefourseasonsinayear.Theyarespring,Yes,wefeelwarm,hot,coolandcoldinspring,summer,autumnandwinter.Butdoyouknowhowtospellwarm,hot，coolandcold?Afterthislesson,youcanspellthem.Letslearntogether.
環(huán)節(jié)說明：通過這個(gè)環(huán)節(jié)不僅讓學(xué)生知道了一年四季英語的表達(dá)方法還引出來本節(jié)課要學(xué)的單詞自然導(dǎo)入新課。Step2完成教材1a-1b的任務(wù)認(rèn)真觀察1a中的圖片將圖片和單詞匹配集體核對答案。(2分鐘)根據(jù)1a圖片中的信息仿照1b來練習(xí)對話并請一些同學(xué)表演出對話。(5分鐘)參考案例：Howstheweatherinpicturea?：Itsverycold.小結(jié)訓(xùn)練。(C)1.—________inChangchun?
—Itsrainy.
A．Howistheweatherlike
B．Whatistheweather
C．Howistheweather
D．Whatdoestheweatherlike
(A)2.—Howistheweathertoday?
—Oh,lotsofpeoplearewearingwarmclothes，soguessitis________．環(huán)節(jié)說明：單詞學(xué)習(xí)、對話練習(xí)、習(xí)題精練鞏固復(fù)習(xí)所學(xué)知識。Step3完成教材1c-1e的任務(wù)認(rèn)真聽錄音寫出Mary關(guān)于Howsitgoing的答語完成1c。(3分鐘)再聽一遍錄音寫出Mary和Eric關(guān)于Whatareyoudoing和Howstheweather的答語。(3分鐘)再細(xì)心聽錄音并跟讀整體感知對話。(2分鐘)一個(gè)學(xué)生扮演Mary另外一個(gè)學(xué)生扮演Eric利用1c表格中的信息練習(xí)對話完成1e。(5分鐘)參考案例：Howsitgoing?：Oh,Whatareyoudoing?
A：…環(huán)節(jié)說明：通過對描述天氣單詞的學(xué)習(xí)讓學(xué)生熟練掌握關(guān)于對天氣情況提問的句型；通過聽Step4問題探究________aChineseclasstoday.We________anEnglishclassnow.
A．a(chǎn)renthaving；arehaving；have；havearehaving
答案選D。根據(jù)句意可知本題考查一般現(xiàn)在時(shí)態(tài)和現(xiàn)在進(jìn)行時(shí)態(tài)的區(qū)別一般現(xiàn)在時(shí)態(tài)主語非單三的否定句構(gòu)成：主語＋dont＋動詞原形＋其它成分?，F(xiàn)在進(jìn)行時(shí)態(tài)構(gòu)成為be＋doingsth.＋其它成分。
請同學(xué)們做前面課時(shí)訓(xùn)練部分。第五課時(shí)SectionB(2a)-SelfCheck

1．重點(diǎn)單詞：visit,2．重點(diǎn)句式：
重點(diǎn)句型
重點(diǎn)句型
一、預(yù)習(xí)課本P41－42新單詞并識記完成下面的漢譯英。參觀________2.加拿大________夏天________4.坐下________果汁________6.不久________假期________8.努力地________歐洲________10.高山________國家________12.滑冰________下雪的________14.冬天________俄羅斯的________16.雪人________二、認(rèn)真預(yù)習(xí)2a和SelfCheck的內(nèi)容找出下列句型。我在加拿大拜訪我姑姑的時(shí)間很愉快。我將去暑期學(xué)校。你們國家現(xiàn)在很熱是不是？她知道這對她不好但是它品嘗起來很好。__________________________________________________________________
5．我可以和Lucy通話嗎？你能告訴他給我打8765-4321這個(gè)電話嗎？__________________

Step1情景導(dǎo)入Janeisveryhappytoday,becauseshegottwopostcardsfromherfriends.Doyouwanttoknowwhatthepostcardsareabout?Letsreadthepostcards.
環(huán)節(jié)說明：以信件為本節(jié)課的導(dǎo)入線索由信件引出本節(jié)課要學(xué)的兩篇信件這樣能夠激發(fā)學(xué)生的學(xué)習(xí)興趣并能充分發(fā)揮學(xué)生自主學(xué)習(xí)的積極性使得這節(jié)課有了一個(gè)好的開頭。Step2完成教材2a-2c的任務(wù)認(rèn)真觀察每幅圖片兩人一組根據(jù)圖片所提示的信息來練習(xí)對話。(3分鐘)參考案例Howstheweatherinpicturea?
B:Itssunny.
A:Whatsthegirldoing?
B:Sheisdrinkingbythepool.
2．快速朗讀2b的小短文了解短文內(nèi)容根據(jù)明信片內(nèi)容在2a中選出正確的圖片。(2分鐘)仔細(xì)閱讀短文根據(jù)短文內(nèi)容完成2c表格。(5分鐘)兩人一組根據(jù)2c表格內(nèi)容練習(xí)對話。(2分鐘)小結(jié)訓(xùn)練。(2分鐘)(C)1.Theboysarehavingagreattime________．(A)2.JacksfriendisinCanada,heoftenwrites______Jack.
A．toB．for
C．inD．a(chǎn)t(C)3.Ourparentsoftenaskus________hard.
A．studyB．studying
C．tostudyD．study
(A)4.He________toLondontomorrow.
A．isgoingB．go
C．goesD．togo
環(huán)節(jié)說明：通過這個(gè)環(huán)節(jié)的學(xué)習(xí)讓學(xué)生對現(xiàn)在進(jìn)行時(shí)態(tài)有了更進(jìn)一步的理解并且對明信片的格式也有了一定的認(rèn)識。同時(shí)還通過對話練習(xí)提高了學(xué)生的口語表達(dá)能力。Step3完成教材3a-3b的任務(wù)請學(xué)生們讀3a的便條然后從方框中選詞將便條的內(nèi)容補(bǔ)充完整。小組核對答案然后大聲朗讀短文。(3分鐘)根據(jù)所給提示來寫一篇小短文介紹你的假期活動。(5分鐘)參考案例o.Theweatherissunny.Therearemanypeopleonthebeach.Iamlyingonthebeach.Myparentsarewalkingonthebeach.Myfriendsareswimminginthesea.Thisisourfirsttriptothesea.Wereallhavingfun.
環(huán)節(jié)說明：這一環(huán)節(jié)通過讀寫的訓(xùn)練有助于學(xué)生的寫作水平的提高鞏固所學(xué)的知識。Step4完成教材SelfCheck的任務(wù)認(rèn)真觀SelfCheck1表格中的單詞或短語然后在相應(yīng)的方框內(nèi)添加相同類別的單詞或短語越多越好小組內(nèi)相互交流補(bǔ)充。(3分鐘)讀句子將左邊句子和右邊答復(fù)匹配組成對話然后兩人一組練習(xí)組好的對話。(3分鐘)讀句子將句子按正確的順序排列成一個(gè)對話然后仿照該形式寫出自己的對話小組內(nèi)交流教師抽查學(xué)生的掌握情況。(3分鐘)參考案例Hi.Howsitgoing?
B:Great.
A:WhatstheweatherlikeinCanada?
B:Itssunnyandhot.
A:Whatareyoudoinginthehotweather?
B:Iamswimmingintheswimmingpoolwithmybrother.
環(huán)節(jié)說明：通過這個(gè)環(huán)節(jié)的學(xué)習(xí)不僅對本單元的重點(diǎn)單詞短語和句型起到了一個(gè)復(fù)習(xí)作用同時(shí)也提高了學(xué)生的總結(jié)概括能力。Step5問題探究的用法)許多的學(xué)生在水里玩得很高興。)干某事很高興＝have_fun_doing_sth.的用法)我經(jīng)常給我的朋友寫信。I_often_write_to_my_friend．)給某人寫信＝write_a_letter_to其反義詞組“收到某人的來信”為getaletterfromsb.＝hearfromsb.的句型)我的媽媽讓我好好學(xué)習(xí)。My_mother_asks_me_to_study_hard.)我媽媽不讓我上課聽音樂。My_mother__asks_me_not_to_listen_to_music_in_class.告訴某人做某事ask_sb._to_do_sth.告訴某人不要做某事ask_sb._not_to_do_sth.
請同學(xué)們做前面課