英语七年级下册Section B教学设计

这是一份英语七年级下册Section B教学设计，共4页。

G Fr It7B Unit 7 Sectin B 2a-3c
Analysis f teaching material
What:
The tpics f this unit are "describe the weather" and "what are yu ding?". The reading in this unit shws what Su Lin and Dave wrte t Jane in the frm f pstcards, shwing their clrful hliday life. They first express their greetings t their friend, and intrduce their gegraphical lcatin, then they describe their life f summer vacatin in the present prgressive tense, and then describe the weather cnditins in their lcatin, and finally express their lnging fr meeting their friend.
Why:
By shwing the cntent f the pstcards, students are guided t master the frmat f the pstcards and strengthen their attentin t the weather and natural eclgy arund the wrld. And t guide students t enjy their hliday life and encurage them t share with their friends t frm gd interpersnal relatinships and interpersnal cmmunicatin.
Hw:
This article is a pstcard which has the characteristics f a clear letter structure, that is at the beginning, it expresses greetings, in the main part it states the purpse f the letter r what the writer wants t share, and at the end it expresses thughts and gd wishes fr the recipient f the letter. The main cntent f this unit fllws the frmat f a letter, starting with a crdial greeting t a friend, fllwed by a descriptin f ne's hliday life, a descriptin f the weather in the lcatin, and finally an expressin f lnging fr the friend. In the bdy f the letter, the letter writers mainly use the present prgressive tense t describe what they are experiencing during their vacatin (like “am having”, “am studying”, “am sitting and drinking”, “is wrking”, “am writing”), and use wrds abut the weather cnditins (like warm, sunny, ht, cl, cludy) t describe the weather at the lcatin and relate the weather t the activity.
Teaching bjectives
By the end f the sessin, mst students will be able t learn and understand the meanings f the wrds abut weather and the structure f a letter, grasp the cntent f tw passages, use what they learned t intrduce their vacatin t thers in pstcard frmat with present prgressive tense. This will be achieved by:
teaching students vcabulary f weather, such as warm, sunny, ht, cl, cludy and sme ther wrds.
guiding students t find the structure f writing a letter.
lead students t read the passages n the bk carefully with questins, and help students t answer these questins.
helping students grasp the usage f prgressive tense, and guiding them t simulate the reading in the textbk t talk abut their wn vacatin.
Teaching fcus
Vcabulary: warm, sunny, ht, cl, cludy and s n.
Structure: the structure f a letter.
Grammar: present prgressive tense.
Anticipated difficulties
Students may feel it difficult t fllw the structure f a letter.
Students may feel it difficult t use the present prgressive tense prperly.
Teaching prcedure
Step 1 Lead-in
Ask students “Hw is the weather tday?”, and let the students t describe tday’s weather with the wrds they learned in the last lessn. By interacting with the teacher, students can quickly mve n t the tpic f this lessn.
Matching game
Shw pictures and wrds abut weather, ask students t match the pictures with the right wrds. In the last class, students have already learned the wrds like raining, windy, cludy, sunny, snwing, ht, warm, cl, cld. Thrugh playing matching game, students can quickly review the wrds they have learned quickly.
Step 2 Lk and say
Shw three pictures and ask students t describe the pictures frm these tw questins “Hw’s the weather?” and “What is the girl ding?/ What are they ding?” Students shuld ask the first questins with the wrds they have learned and ask the latter questins with present prgressive tense.
Step 3 Read fr the first time
Read and answer questins
Read tw passage n the bk, and underline the answers f these three questins: “Where are they?” “Hw is the weather?” “What are they ding?” This step is clsely related t step tw, they bth need t answer the questins abut weather and what they are ding.
Read and fill in the blanks
Invite students t answer these three questins and ask students t fill in the blanks with what they underlined n the bk. Then the teacher shw the crrect answers, and students need t check the answers.
Match the pictures frm step tw with these tw passages frm the textbk.
Ask students t find ut the main idea f these tw passages.
Step4 Read fr the secnd time
Grup discussin
Ask students “Hw d they intrduce their hliday?” Then ask students t read these tw passages fr the secnd time and have a discussin with their partners abut this questin. (They intrduce their hliday by shwing their greetings at first. Secnd, they talk abut their lcatins. And then, they shw their their life in summer vacatin and the weather. At last they express their lnging fr meeting their friends.)
Learn the structure f a letter
Help students find ut the structure f a letter. The writer will write the name f receiver at the beginning. And the main cntent in the middle and they will sign their names at last.
Intrductins
Step 1 (5minutes)：This step activates students’ riginal schema, cnnects the teaching cntent with their real life, and helps them learn and understand the meanings f the wrds abut weather.
Step2 (8minutes): This step will help students grasp wrds abut the weather, help review present prgressive tense, and set the stage fr the fllwing reading f the text.
Step3 (15minutes): This step helps students grasp the cntent f the passages and guides them t explre the authr's real intentin in writing.
Step 4 (12minutes): This step helps students learn and understand the structure f the letter by asking questins and then having them slve the prblem, fully respecting students’ learning autnmy and helping t deepen their impressins f what they have learned.
Hmewrk
Write a letter:
Ask students t write a letter t their friends abut their life f summer vacatin. They need t fllw the structure f the letter and have the main cntent written in imitatin f the cntent f the letters n the bk.
Blackbard design
Reflectin
This reflectin will fcus n bth the strengths and weaknesses f the curse:
Strengths:
1. At the beginning f the intrductin, I create a situatin and cnnect students’ real life with the theme f this lessn, fllwed by leading students t review the wrds abut weather. This is a step-by-step apprach, which helps t stimulate students’ interest in learning and helps them t better review what they have learned.
2. Draws a specific table when explaining the structure f the letter, which is relatively clear and cncise.
Weaknesses:
1. There is nly ne questin in the intrductin, which is nt cnducive t testing all students’ mastery f the knwledge they have learned.
2. When students were asked t describe the pictures frm tw questins, the angle was limited t the range given, and the knwledge was nt expanded. I shuld add mre activities t this part.
3. When leading students t read the cntents f the bk, it is better t first read fr main idea, and then read fr details.