七年级英语下册 Unit 7 It’s raining Section A（1a-1c）教案 （新版）人教新目标版-（新版）人教新目标版初中七年级下册英语教案.doc

Unit 7 Its raining Section A（1a-1c）重点1.Key phrase.2.Target language.难点Master the key sentence structure教法情景交际法学法自主学习合作学习相结合课前准备课本，录音机，多媒体课件，实物，学案教学目标1. Words : weather, sunny, windy, cloudy, rainy, snowy2. Can use the structures: -How is the weather in.? -Its .教学过程：Step 1. Warming-up and Lead-in1. Let Ss listen to a song “Rhythm of the rain” 2. T: Do you like this song?T: Do you know the song? Ss: 雨中旋律T: Yes. What kind of sound do you hear in this song?Ss: 打雷，下雨3. T: Yes. Its raining in this song. Today well learn Unit 7. Its raining.Step 2. Presentation1. Show some picturesT: Whats this in English? （ Its the sun.）2. Then show some other pictures.T: Hows the weather in the picture? Ss: Its sunny.(In the same way, finish teaching the words “sun, cloud, wind, rain, snow”“windy, cloudy, raining, snowing”)Step 3 Play a song Let Ss try to find the answers to the two questions. How many kinds of weather are there in the song?What are they?Step 4 work on 1a1 Show some signs of the weather to the students and get them to know the signs.2. teacher ask and students answer “Hows the weather? Its.”(Show more pictures about the weather in different places)T: Look, hows the weather in.? Ss: Its raining in .T: Hows the weather in .? S1: Its cloudy in .3.Ask students to match the words with the picturesStep 5. Listening1b. Listen and write these city names in the boxes above.(Before listening, show pictures of the five cities and teach the places. Get Ss to familiar with these places.Step 6. Pair work1c. Imagine you are in one of the places. Talk about the weather with your partner on the phone.A: Hi! Hows the weather in the Beijing? B: Its sunny.Step 7. Weather reportShow a map of China. Ask Ss to talk about the weather in some cities in China.Report: Good morning. Here is CCTV weather report. Itsin Beijing. Itsin Guangzhou. Itsin Shanghai. And itsin Ningbo. Thank you.Step 8 Summarize and homework.1. 本节课我学会了哪些词汇？2. 询问天气状况的句型有哪些？个人随笔教学反思及自我完善：1. 词汇部分处理方式略显单一；2. 学生对功能句的理解尚可，但运用起来易出错，需要给予学生更多的操练机会。