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視頻課題：人教版Go for it 七年級下冊Unit 7 It’s raining Section B (2a-2c) Reading河北省
教學設計、課堂實錄及教案：人教版Go for it 七年級下冊Unit 7 It’s raining Section B (2a-2c) Reading河北省
人教版Go for it 七年級下冊Unit 7 It’s raining. Section B (2a-2c) Reading教學設計
課型 A new lesson about reading
教學內容分析 The topic of Unit 7 is about weather. Students can learn how to describe the weather and describe what people are doing in this unit. In section A, students have learned some words like sunny, windy, cloudy, raining and snowing to describe the weather. And students have known the basic usage of the present continue tense. In section B, students have learned more adjective words like warm, dry, cool, hot and cold. So in this class, students will read two passages which are written on the postcards. In each passage, students can find the information about weather and things what people are doing in different place from the passage. Students can talk about the weather freely, use the present continue tense correctly and know how to write an English postcard after learning this lesson.
教學目標
Language goals: First, learn and understand the new words (e.g. visit, juice, soon, mountain, sit, Canada, Europe, country, soon, hard, summer, vacation, on a vacation) in the sentences or the passage. Second, try to understand the passages and find out the information with the teacher’s help.
Ability goals: Students enable to get the key words through listening; Students enable to scan the passage to get the information and fill in the blanks; Students enable to guess and understand some of the new words according to the contest; Students are made to improve their writing abilities.
Moral goals: Know about postcards, tell students do something meaningful and write to their friends when they’re on a vacation.
教 學 過 程
Step 1. Free-talk and lead in 開場白：I’m a your new teacher this class. We’re going to learn unit 7 It’s raining! Section B (2a-2c). Let’s talk about weather first. Do you like rainy days? How’s the weather today? 【設計意圖】由于借班上課，為了出示新課題目和熟悉學生，利用師生自由交談形式談論天氣，溫暖課堂氣氛。
情境圖問答：The girl is my friend’s daughter. Look at the picture! Can you guess who she is? How’s the weather there? What is she doing now?
問答結束后，教師說Susan sent me a postcard. Let’s read what she writes to me. Jane has got two postcards, too. This class let’s read these two postcards.
【設計意圖】通過復習舊知“How’s the weather in Beijing? What is he/she doing? Where is she?”來鞏固已學內容，同時訓練學生的口語表達能力，自然導入，為本節課閱讀篇幅內容做好準備。
Step 2. Before reading
讀前激活：Look at the three pictures in 2a carefully and describe the weather and describe
what they are doing.
【設計意圖】緊密結合復習環節的語言知識，來繼續描述圖中的天氣及任務活動，做好語言儲備和閱讀前的準備。 Step 3. While reading
Task One: Listen and match 師提示： Listen to the first postcard, find out who write this postcard to Jane and then match the right picture. When you’re listening, you’d better listen these key information like “who, where and weather”, fill in the form.
【設計意圖】給出第一個明確任務，從聽導讀入手，不僅訓練學生聽力，聽的過程中學會抓住主要關鍵信息，以便完成圖片匹配。體現了聽讀想結合進行語言輸入的理念并從七年級就開始抓起。 Task Two: Read and answer
師提示：Read the first postcard careful again, try to answer the question “What is Su Lin doing in Canada?”. I’ll give you some tips. When you find the answer, underline the sentences in the passage first, and then think how to answer the question correctly. If you have problems, you can ask me or your group leader for help.
【設計意圖】給出第二個明確任務，仔細閱讀短文，抓住本段的重點內容，訓練了學生尋讀的閱讀策略。
Task Three. Read and fill in
師提示及要求: After reading the first postcard, you may know some good ways to understand the passage, now read the second postcard by yourself, pick out the information and fill in the blanks. Name Where are they? How’s the weather? What are they doing?
Su Lin
in Canada
Warm and sunny visiting her aunt
studying English and learning a lot visiting some of her old friends
sitting by the pool and drinking orange ju
Dave
【設計意圖】給出第三個明確任務，第一段短文學生在教師的幫助下運用了“關注key words”和“scanning”等閱讀策略獲取了短文信息，明白的短文意思。那么，在第二段的語篇中讓學生獨立運用這些方法獨立閱讀，培養和提高學生的閱讀能力。 Task Four. Read and guess
Name ___________writes to Jane.
Where She is in ____________.
Weather It’s __________ and __________.
師提示及要求: When you’re reading, you may meet some words or grammar you don’t understand, don’t worry, you can guess the meaning by read more in the sentences or in the context. Now let’s read these sentences and try to guess the meaning of the underlined words.
1. I want to call you but my phone isn’t working. ( )
2. The weather here is cool and cloudy, just right for walking. ( ) 3. I’m having a great time visiting my aunt in Canada. ( ) 4. It’s hot in your country now, isn’t it? (知識了解：肯定陳述句+簡略否定問句構成反義疑問句，這里用在閑聊中一種禮貌的用語。意思是：你們的國家現在天氣熱，是嗎？) 【設計意圖】目的在于訓練學生在閱讀中要學會根據句意及上下文內容猜測詞義和在句子中理解句子結構及語法形式。 Step 4: Post reading Task One: Look and say
師要求: Try to complete the postcard according to the pictures and the information in the tables.（Girls代表Su Lin，Boys代表Dave, Let’s have a PK. See which team can do better!）
Su Lin
in Canada
warm and sunny
visiting her aunt
studying English and learning a lot visiting some of her old friends
sitting by the pool and drinking orange juice
Dear Jane,
How’s it going? [I’m having a great time _______. She’s working here and I’m going to summer school. I’m______. I’m also______. I’m so happy to see them again. It’s afternoon right now, and I’m ______. It’s ______ and it’s…] See you soon. Su Lin
Dave in Europe
cool and cloudy
in the mountains walking/climbing… writing to Jane
Dear Jane,
How’s (your summer vacation) going? Are your____, or are you____? [I’m having a great time ____! My family and I are ____. I want to call you but ____, so I’m ____. The weather here is ______, just right for…] See you next month. Dave
【設計意圖】設置讀后的一個明確任務，鞏固對短文的理解，通過圖片和重點短語的提示降低表述的難度，學生不但易完成，PK賽還能調動學生語言表達的積極性。 Task Two: Read and find
T：Can you find the form of writing a postcard? Let’s see what we’re going to write. Dear Jane (收信人),
How’s… going?/Are you having fun? (問候語)
接下來正文也是重點（注意表述正確連貫和時態使用正確） See you soon/next month. (結束語) Su Lin/Dave (寫信人)
【設計意圖】通過閱讀和朗讀，教師幫助學生學會總結寫明信片的格式和要表達的內容，為學生的書面表達組好語言準備，也為訓練學生對所學內容進行主動歸納的學習策略。
Task Three: Writing practice
情景設置：設想你在某個地方度假或學習，根據本課所學知識寫信給Jane，看誰寫的好，展示給大家看看！！
【設計意圖】讀后的重要任務，進行讀寫結合，明確閱讀的目的，有利于提高學生的綜合語言運用能力。從七年級就重視讀后的寫作能力的訓練。 Step 5: Self-evaluation
同學們，這節課你都學到了那些語言知識和語言技能？自我總結和評價一下吧！ 當堂自我評價 Good OK Not good
描述天氣；運用現在進行時
visit, juice, soon, mountain, sit, Canada, Europe, country, soon, hard, summer, vacation, on a vacation
理解短文；能表述其內容 運用所學會寫明信片（writing）
【設計意圖】在本課結束前，讓學生自我評價，結合小組評價和教師評價，并要求學生回憶所學內容，整理筆記本，養成總結反思的好習慣。 Step 6: Homework
1. 把課上完成的小作文修改后上交。 2. 完成同步練習測的相應習題。 3. 熟讀課文。 教學反思
本節課的思路清晰，學生在教師所安排的各環節活動中積極表現，課堂氣氛和諧融洽，我和學生的配合較為到位，能較好的完成本節課所設定的學習目標。我認為本節課的亮點是一節閱讀課能很好把聽說、閱讀和寫作融為一體，很好地培養了學生的綜合語言運用能力；新詞匯的學習貫穿了讀前和讀中，讓學生學會在句中篇中理解和記憶以及訓練了學生的猜詞能力。本節課的欠缺是讀后環節時間較為緊，學生的語言的輸出能力有待提高，作文的表達受了時間的限制，只有少數學生展示了自己的作品。
板書設計
Unit 7 It’s raining. Section B (2a-2c) Reading
Dear Jane,
How’s it going?/Are you having fun?...
Write to me soon/next month. Su Lin/Dave
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