《It's raining!（第4課時(shí)）》教學(xué)設(shè)計(jì)

教學(xué)設(shè)計(jì)課題It’sraining！科目英語(yǔ)年級(jí)七下課時(shí)第4課時(shí)課型閱讀和寫作授課人教學(xué)分析課程標(biāo)準(zhǔn)分析能夠根據(jù)不同的閱讀目的運(yùn)用簡(jiǎn)單的閱讀策略獲取信息；理解和領(lǐng)悟詞語(yǔ)的基本含義及其在特定語(yǔ)境中的意義。強(qiáng)調(diào)教師要通過(guò)創(chuàng)設(shè)接近實(shí)際生活的各種語(yǔ)境，采用循序漸進(jìn)的語(yǔ)言實(shí)踐活動(dòng)，以及各種強(qiáng)調(diào)過(guò)程與結(jié)果并重的教學(xué)途徑和方法，培養(yǎng)學(xué)生用英語(yǔ)做事情的能力。教學(xué)內(nèi)容分析本部分內(nèi)容是讀寫練習(xí)，通過(guò)明信片的讀寫練習(xí)，進(jìn)一步深化了本單元的話題。學(xué)情分析學(xué)生在SectionA和SectionB（1a-1e）的學(xué)習(xí)中已經(jīng)熟知了對(duì)天氣的談?wù)摚静糠痔峁┝艘粋€(gè)更為真實(shí)的語(yǔ)篇語(yǔ)境，讓學(xué)生繼續(xù)對(duì)天氣這一話題的學(xué)習(xí)。對(duì)學(xué)生們來(lái)說(shuō)如何拓展自己天氣這一話題的圖式，會(huì)有一定的難度。資源環(huán)境分析黑板、多媒體設(shè)備教學(xué)準(zhǔn)備教學(xué)目標(biāo)通過(guò)學(xué)習(xí)，學(xué)生能夠：1.了解明信片的文體特點(diǎn)2.掌握現(xiàn)在進(jìn)行時(shí)的表示一段時(shí)間內(nèi)正在進(jìn)行的動(dòng)作和狀態(tài)3.給自己的家人或朋友寫一張明信片重點(diǎn)難點(diǎn)重點(diǎn)：教學(xué)目標(biāo)1、2、3難點(diǎn)：教學(xué)目標(biāo)2教法學(xué)法教法：講授法、討論法、練習(xí)法學(xué)法：探究學(xué)習(xí)法和合作學(xué)習(xí)法教具資源PPT、黑板設(shè)計(jì)思路從beforereading，到whilereading（包括fast-reading和detailed-reading），最后到postreading，一步步引導(dǎo)學(xué)生學(xué)會(huì)書寫明信片，同時(shí)也深化對(duì)天氣這一話題的掌握。教學(xué)過(guò)程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)資源應(yīng)用BeforereadingGuidestudentstotalkaboutthepicturesin2atopresentthenewwordssummer,sit,sitting,juice.Studentstalkaboutthepicturesin2aandlearnthenewwordssummer,sit,sitting,juice.PPT、黑板Fast-readingLeadinthetopicaboutpostcardsandthenaskstudentstoreadquicklyandmatcheachpostcardin2bwiththecorrectpicturein2a.Askstudentstoanswerthequestion:Whoiswritingtowhom?1.Studentsreadthepassagequicklyandmatcheachpostcardin2bwiththecorrectpicturein2a.2.Studentsanswerthequestion:Whoiswritingtowhom?PPT、黑板Detailed-readingAskstudentstoreadthepostcardsagainandfillinthechartin2candthencheckanswerswiththestudents.Askstudentstounderlinethepresentprogressivesentencesinthepostcardsandtrytofindoutthedifferentusagesofpresentprogressive.Askstudentstoworkingroupsoffourandfindoutthecharacteristicsofpostcards.Studentsreadthepostcardsagainandfillinthechartin2candthencheckanswersinopenclass.Studentsunderlinethepresentprogressivesentencesinthepostcardsandtrytofindoutthedifferentusagesofpresentprogressive.Studentsworkingroupsoffourandfindoutthecharacteristicsofpostcards.Post-readingGuidestudentstomakeupaconversationaccordingtothepostcardsin2bwithonestudentactingasSuLinorDave,andtheotheroneMary.Askstudentstoworkon3aandthenreaditaloud.Teachthenewwordsin3a.Askstudentstoreadthepostcardin3aagainandanswerthequestion:Whatkindofinformationismentionedinthepassage?Askstudentstoworkinpairstodiscussthequestionsin3b.Askstudentstowriteapostcardtoafriend.Studentsmakeupaconversationaccordingtothepostcardsin2bwithonestudentactingasSuLinorDave,andtheotheroneMary.Studentsworkon3aandthenreaditaloud.Studentslearnthenewwordsin3a.Studentsreadthepostcardin3aagainandanswerthequestion:Whatkindofinformationismentionedinthepassage?Studentsworkinpairstodiscusstheques