Unit 7 Teaching Design It's raining

(1) The core topic of this unit involves talking about the weather. The content of this lesson focuses on listening, speaking, reading and writing. Through the study of this lesson, students can master the basic vocabulary to describe the weather and ask questions about the weather, and learn to make weather forecasts, so that students can experience the richness and authenticity of expression.

Talking about the weather is related to our daily life. By describing the weather in real situations, students can have corresponding situational communicative language skills.

(3) Complete the target language input through video import, picture observation, independent inquiry, topic discussion, scene display and other learning methods, and combine the teaching content with the students' life. Make students experience the fun of learning English in practice, use the target language more actively, and cultivate students' comprehensive ability to use language in real life.

Second, the analysis of learning situation:

(1) For the students in the next semester of Grade 7, after studying English in primary school and the first half semester of Grade 7, they have already acquired a certain English learning foundation. I also have some rough understanding of western countries, which is very helpful for students to learn this lesson and has the cognitive premise of learning this lesson.

(2) Middle school students are lively and active. Talking about the weather is a common topic in people's lives, so students like to express such knowledge in English.

(3) The construction of learning groups for seventh-grade students needs to be improved, and there may be some difficulties in cooperative learning.

Third, teaching objectives and teaching difficulties:

(A) Teaching objectives

1. Knowledge and skills objectives

Master the expressions and adjectives of asking about the weather, such as rainy day, snowy day and snowy day, and can use the learned sentence patterns to complete various language tasks.

2. Process and method objectives

Relying on the language materials in this unit, improve students' listening, speaking, reading and writing abilities. Cultivate students' good listening and speaking habits and learning ability.

3. Emotional attitudes and values goals:

Use pictures and videos to fully mobilize students' senses and cultivate their observation and attention.

Through active cooperation with others in group activities, we can help each other and complete the learning task together. Learn to get along well with others.

(B) Teaching focus and difficulties

1. teaching focus: master adjectives that indicate the weather and sentence patterns that ask about the weather.

2. Teaching difficulties: use the sentence patterns you have learned and be proficient in language situational communication.

(C) Teaching strategies

1. Learning style: autonomous learning, group cooperative inquiry and discussion.

2. Teaching methods: situational teaching method, learning plan guidance method, task-based teaching method, etc.

Fourth, the teaching process and methods

Step 1. Create situations and introduce new lessons.

Play the video "What's the weather like?" Students watch.

The topic of this lesson is to talk about the weather. The video What's the Weather is to meet the core theme of this course. Moreover, the introduction of video can fully mobilize students' senses, stimulate students' interest in learning, and make students enter the classroom happily and actively. )

Step two. Self-study, discussion and communication

Show the lesson plans, let the students complete lesson plans 1 and lesson plan 2 independently, and discuss the rules of adjectives indicating weather changes in groups.

Write the following adjectives

One: sunny, windy and cloudy,

Rain, snow,

Two: the sun, clouds, rain,

Wind, snow,

Thirdly, according to the second question of the learning plan, we can see that the law of nouns changing into adjectives is: ().

(In this link, the designed learning task is relatively simple. Students basically complete the first to third questions of the learning plan and give the answers smoothly. The design of this link cultivates students' ability of independent thinking and group cooperation, and also enhances students' sense of accomplishment and self-confidence in learning. )

Step three. Task learning, breaking through difficulties

Activity 1: Show pictures and illustrate that it is windy. This sentence is an adjective that modifies the structure of the main family table of the be verb, which students have learned before. Therefore, it is easy to give a sentence describing the weather for the picture given below. It is cloudy. It's sunny. It is raining. It's snowing. (After the students described it, the teacher said it was raining. It is raining. /It's snowing. It is snowing. )

Read the sentences according to the pictures.

Activity 2: Play a video (ask about the weather)

Students watch the video. In the first class, the students have mastered the sentences describing the weather. Through the repeated weather question-and-answer dialogues in video conversations, students can easily sum up the sentence patterns asking about the weather: What's the weather like? .

Activity 3: Give pictures and show the dialogue about the weather. Students practice the dialogue in pairs according to the first group of examples given by the teacher and the three groups of dialogues given later, and show them in class.

This link is the starting point of this lesson. In the design of this link, I mainly give examples for students to observe, think and summarize. Complete the breakthrough of knowledge points. Teachers only play a leading role, making students the main body of learning. Give full play to students' subjective position and initiative in learning. )

Step four. Show communication and summarize knowledge.

1. Presentation and communication (presiding over the weather forecast): The teacher shows the map of the world, marking the regions and their corresponding weather conditions. Play the background music of the weather forecast, and ask the students to act as small weathermen to broadcast the weather around the world in front of the whiteboard.

The design intention is: let the students stand in front of the whiteboard and play the role of weather forecaster, and use the sentence patterns learned in this lesson to represent the weather and introduce the weather around the world to the students. Fully mobilize the enthusiasm of students to participate, effectively improve students' oral expression ability, and students unconsciously learn to use this sentence pattern in the process of activities, so that the teaching difficulties of this class can be transformed into the most profound knowledge points in students' memory. )

2. Knowledge summary: Students * * * summarize the sentence patterns asking about the weather:

What's the weather like?

It is+an adjective indicating the weather.

Knowledge summary: Students * * * summarize the sentence patterns asking about the weather:

What's the weather like?

It is+an adjective indicating the weather.

(The design intention of this link is to let students consolidate exercises on the basis of mastering the key knowledge points of this lesson, and cultivate self-confidence and language expression ability through students' independent display, thus consolidating the key points of this lesson.

The fifth step is knowledge detection and timely consolidation.

In this lesson, two exercises are designed:

(1) Listening practice:

Unit 7 of the textbook-Part A-1b, listen to the passage and fill in the blanks.

(2) Classroom exercises:

Fill in the blanks with the proper forms of the given words.

1. Today is _ _ _ _ _ _ (the sun).

The weather is not good now. It is _ _ _ _ _ _ _ (wind).

3. Now it is _ _ _ _ _ _ (cloud). Is it going to rain?

What's the weather like now?

-:Now _ _ _ _ _ _ (It's raining).

5. Now the winter in Harbin is _ _ _ _ _ _ _ (snow).

word

1.- How's the weather today?

-It's cloudy.

2.- How's the weather today?

-It's raining.

(through practice, strengthen the consolidation of knowledge points, let students master the knowledge points of this lesson skillfully, and be more impressed by the knowledge of this lesson. )

Step six. Watch the video and sublimate your emotions.

Import Chai Jing's video "Under the Dome" for the students to watch. After reading it, the teacher showed the question with multimedia: "What should we do?" Students think deeply and discuss, and give the view that "we must protect the environment". On this basis, the teacher continued to ask questions: "So, how should we protect the environment in our daily life and study?" Students speak freely and put forward ideas and suggestions.

The design of this link is because the environment in which we live is getting worse and worse, and the smog covers the land of China, which has brought great harm to our health. Protecting the environment starts with me, from now on, from bit by bit. Let the students understand the truth of "sharing the same breath and common destiny". Stimulate students' environmental awareness and sense of ownership. )