《GO for it!》Book2 七年级下册说课稿稿 Unit

2）T: OK, do you like it? How do you like it? Would you like to watch it again?

Please answer these questions.

How’s the weather?

What are they doing?

How’s it going?

T: Let’s say: who has a best memory?

Ss:

3）Fill in the blanks

A: Hello, Kitty!

B: Hi, Emma!

A:                    ?

B: Pretty good!

A: How’s the weather today?

B:                    ?

A: What are you doing now?

B:                    ?

A: What can you see in the cartoon?

B                   ?

A: What are they doing in it?

B                   ?

设计这个活动的目的在于：通过以上几个环节，学生的听、说、读都得到一定发展的同时，再让学生做一个笔头练习，能进一步落实学生写的能力。

Step4 Make a survey and Draw a nice picture

让学生观看海啸灾区的情景，对比不同环境下人的活动，激起学生内在的情感，对他们进行爱的教育，鼓励他们为灾区献爱心，可以为灾区人们描绘一幅美好的家园。

Step5 Homework

关于海啸话题编写一对话。

第三课时

一、教学目标

1、知识目标

1）单词和词组：vacation lying group beach surprised heat

               relaxed winter scarf everyone man

2）句型：复习前几课句型

2、能力目标：学会用英语描述不同地方的天气和人的活动

3、情感目标：学习不同地方的天气和人的活动，来对学生进行不同文化意识的渗透。

二、教学重点：复习和运和本单元的单词及句型。

二、教学难点：用英语综合描述不同的季节及气候背景下人的活动。

四、教学设计

Step1 Revision

在这个复习环节中，我考虑在回顾单词、句型的同时，适当的融入一些新的、学生未知的内容，不至于复习好像是一项简单的“抄冷饭”式的工作。我设置几种情况，期待学生能在这个环节中自如地运用天气用语，一般现在时和现在进行时都得到复习巩固。

Situation1

T: How’s it going?

  How’s the weather now?

Ss:

T: What are you wearing?

Ss: I’m wearing scarf sweater, gloves…

T: When is it now?

Ss: It’s winter.

T: What can you do in winter?

Ss: I can…

T: What’s he doing in winter?

Situation2

T: How’s the weather in the picture?

Ss: Warn.

T: When is it?

Ss: Spring.

T: What can you do in spring?

Ss:

T: Look, what is he doing in spring?

Ss:…

Situation3

T: How is the weather is it?

Ss: Hot/cool.

T: When is it?

Ss: Summer/autumn.

T: What can you do it summer/autumn?

Ss:

T: Look, what are they doing?

Ss:

Ss: He is lying on the beach./ They are playing beach volleyball.

T: I’m surprised the can play in this heat. What do you think of them?

Ss:…relaxed.

T: Where and when can they be so relaxed?

Ss: When he is free, he is on holiday, he is on vacation…

T: But how do you know the different weather?

Ss: From The radio/ the weather forecast/ the 114/ CCTV.

Step2 完成P35, 3b

T: Right, a program called Around The World show in CCTV often show us some beautiful cities. It tells us something about the weather and what the people are doing. Look How’s the weather in France and what are they doing?

Ss: Fill in the blanks.

让学生了解法国的天气情况以及那里人们所做的事情。

Step3 完成P35, 3a

考虑到前面是让学生通过边看边读来完成填空，为了避免教学步骤的单调性和调节学生的积极性，这部分的阅读我是这样做的：

T: You know it is winter in France. What about in Australia?

1）Listen and answer: How’s the weather in Australia? How do you know?

2）Read the passage quickly and underline the things that people are doing. Circle the words that describe the weather.

T: When it is winter in France, it is summer in Australia. So we know in different countries have different weather. 目的是对学生进行不同文化意识的渗透。

Step4 Describe the pictures

为了来拓展阅读教学，我让学生展示为灾区人们描绘的画，让其他学生欣赏的同时，要求学生四人一组合作讨论并派代表对画进行描述，时间限定为一分钟。

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