學科English主備人蔣敏總課時課題Unit6RainorShineSectionA1a1d分課時1課型聽說課教學目標1.Languageability1)Masterweatherrelatedvocabularies:sunny,rainy,windy,cloudy,stormy,dry,lightning,snowy.2)Sentencepatterns:"What’stheweatherlike?"/"How’stheweather?""It’s...".2.Learningability1)Understandkeyinformationfromweatherreportsanddailyconversationsthroughlistening.2)Usethepresentcontinuoustenseandsimplepresenttensetotalkaboutweatherrelatedactivities.ThinkingqualityUsethepresentcontinuoustenseandsimplepresenttensetotalkaboutweatherrelatedactivities.4.CulturalawarenessGuidestudentstopayattentiontotheimpactofweatheronlifeandcultivatetheirobservationandexpressionabilities.教學重點難點Importantpoints：Correctpronunciationandapplicationofweathervocabulary,andmasteryofcoresentencepatterns.Difficultpoints：e.g.gthepresentcontinuoustensetodescribeactivities(e.g."Sheiswateringflowers.").教學過程二次備課Step1.Leadin(5minutes)1.PictureDiscussion:Showthepictureof"childrenplayingintherain"fromthecoursewareandask:?Howdoyouthinkthechildrenfeelabouttheweather??Doyoulikerainyweather?Whatdoyouusuallydoonrainydays?2.Brainstorming:Studentsquicklysaytheweathervocabularytheyknow,andtheteacherwritesthemontheblackboardandcorrectsthepronunciation.Step2.Presentation(10minutes)1.VocabularyLearning:e.g.layweatherpictures(sunny/rainy,etc.)fromthecourseware.Studentsrepeatthevocabularyaftertheteacher,andtheteacheremphasizesspelling(e.g.,rainyvs.raining).Minigame:"GuesstheWeather"e.g.teachermakesactions(e.g.,wavinghandsforwindy),andstudentsguessthewordstostrengthenmemory.3.SentencePatternExplanation:pare"What’stheweatherlike?"and"How’e.g.eweather?".Practiceansweringwithexamplesentences(e.g.,It’ssunnyinShanghai.).4.PairWork：Studentspracticedialoguesinpairsusingthecitypictures(Shanghai,Beijing,Guangzhou)fromthecourseware.Step3Listeningpractice(10minutes)1a:Studentsobservethepictures,matchtheweathervocabularywiththepictures,checktheanswers,andreadthemaloud.1b:ListentotheweatherreportandmatchtheweatherconditionswithdifferentpartsofAustralia.pletethetableandcheckthenumbers(e.g.,35℃correspondstosunnyandhot).e.g.ListentotheconversationbetweenLucyandGrandpa,circlethecorrectanswers,andfocusonthepresentcontinuoustense(e.g.,What’sLucydoing?Sheisstayingin.).Step4SpeakingPractice(10minutes)1.1d:Situationalsimulation:Studentsworkinpairstoimitatethedialogueinthecoursewareandcreateconversationsusingthefollowingsentencepatterns:A:What’stheweatherlike?B:It’swarmandsunny.A:Whatareyoudoing?B:Iamreadingabook.2.PresentationandSharing:Invite23groupsofstudentstoperformonstage.Theteachergivesmentsandcorrectsgrammaticalerrors.Step5SummaryandHomework(5minutes)1.Summary:e.g.teacherandstudentsjointlyreviewtoday'svocabulary(e.g.,stormy,lightning)andsentencepatterns,andemphasizethestructureofthepresentcontinuoustense(be+doing).2.Homework:1.Mustdo:Copytheweathervocabularyandrecitethem,listentoandreadthetextrecording.2.Choosetodo:Writeashortpassagedescribingdifferentweatherconditionsandcorrespondingactivitiese.g.e.g.,Onsnowydays,Ilikemakingsnowmen.).作業(yè)布置1.Mustdo:Copytheweathervocabularyandrecitethem,listentoandreadthetextrecording.2.Choosetodo:Writeashortpassagedescribingdifferentweatherconditionsandcorrespondingactivities.板書設計Unit6RainorShineSectionA(1a1d)WeatherVocabulary:sunny/rainy/windy/cloudy/stormy/dry/lightning/snowySentences:—What’stheweatherlike?/How’stheweather?—It’s...—Whatareyoudoing?—Iam...教學反思分層任務合理，從詞匯跟讀、圖片匹配到對話表演，逐步引導學生運用核心句型“What’stheweatherlike?”，符合七年級學生從輸入到輸出的認知規(guī)律。聽力訓練扎實，1b、1c聽力任務結合天氣報告和日常對話，滲透“抓關鍵詞”策略（如溫度與天氣匹配），強化信息獲取能力。本堂課還存在一些需要改進的地方，差異化關注不足