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视频课题：人教版Go for it 七年级下册Unit 7 It’s raining Section B (2a-2c) Reading河北省
教学设计、课堂实录及教案：人教版Go for it 七年级下册Unit 7 It’s raining Section B (2a-2c) Reading河北省
人教版Go for it 七年级下册Unit 7 It’s raining. Section B (2a-2c) Reading教学设计
课型 A new lesson about reading
教学内容分析 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.
教学目标
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 学 过 程
Step 1. Free-talk and lead in 开场白：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? 【设计意图】由于借班上课，为了出示新课题目和熟悉学生，利用师生自由交谈形式谈论天气，温暖课堂气氛。
情境图问答：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?
问答结束后，教师说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.
【设计意图】通过复习旧知“How’s the weather in Beijing? What is he/she doing? Where is she?”来巩固已学内容，同时训练学生的口语表达能力，自然导入，为本节课阅读篇幅内容做好准备。
Step 2. Before reading
读前激活：Look at the three pictures in 2a carefully and describe the weather and describe
what they are doing.
【设计意图】紧密结合复习环节的语言知识，来继续描述图中的天气及任务活动，做好语言储备和阅读前的准备。 Step 3. While reading
Task One: Listen and match 师提示： 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.
【设计意图】给出第一个明确任务，从听导读入手，不仅训练学生听力，听的过程中学会抓住主要关键信息，以便完成图片匹配。体现了听读想结合进行语言输入的理念并从七年级就开始抓起。 Task Two: Read and answer
师提示：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.
【设计意图】给出第二个明确任务，仔细阅读短文，抓住本段的重点内容，训练了学生寻读的阅读策略。
Task Three. Read and fill in
师提示及要求: 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
【设计意图】给出第三个明确任务，第一段短文学生在教师的帮助下运用了“关注key words”和“scanning”等阅读策略获取了短文信息，明白的短文意思。那么，在第二段的语篇中让学生独立运用这些方法独立阅读，培养和提高学生的阅读能力。 Task Four. Read and guess
Name ___________writes to Jane.
Where She is in ____________.
Weather It’s __________ and __________.
师提示及要求: 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? (知识了解：肯定陈述句+简略否定问句构成反义疑问句，这里用在闲聊中一种礼貌的用语。意思是：你们的国家现在天气热，是吗？) 【设计意图】目的在于训练学生在阅读中要学会根据句意及上下文内容猜测词义和在句子中理解句子结构及语法形式。 Step 4: Post reading Task One: Look and say
师要求: 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
【设计意图】设置读后的一个明确任务，巩固对短文的理解，通过图片和重点短语的提示降低表述的难度，学生不但易完成，PK赛还能调动学生语言表达的积极性。 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? (问候语)
接下来正文也是重点（注意表述正确连贯和时态使用正确） See you soon/next month. (结束语) Su Lin/Dave (写信人)
【设计意图】通过阅读和朗读，教师帮助学生学会总结写明信片的格式和要表达的内容，为学生的书面表达组好语言准备，也为训练学生对所学内容进行主动归纳的学习策略。
Task Three: Writing practice
情景设置：设想你在某个地方度假或学习，根据本课所学知识写信给Jane，看谁写的好，展示给大家看看！！
【设计意图】读后的重要任务，进行读写结合，明确阅读的目的，有利于提高学生的综合语言运用能力。从七年级就重视读后的写作能力的训练。 Step 5: Self-evaluation
同学们，这节课你都学到了那些语言知识和语言技能？自我总结和评价一下吧！ 当堂自我评价 Good OK Not good
描述天气；运用现在进行时
visit, juice, soon, mountain, sit, Canada, Europe, country, soon, hard, summer, vacation, on a vacation
理解短文；能表述其内容 运用所学会写明信片（writing）
【设计意图】在本课结束前，让学生自我评价，结合小组评价和教师评价，并要求学生回忆所学内容，整理笔记本，养成总结反思的好习惯。 Step 6: Homework
1. 把课上完成的小作文修改后上交。 2. 完成同步练习测的相应习题。 3. 熟读课文。 教学反思
本节课的思路清晰，学生在教师所安排的各环节活动中积极表现，课堂气氛和谐融洽，我和学生的配合较为到位，能较好的完成本节课所设定的学习目标。我认为本节课的亮点是一节阅读课能很好把听说、阅读和写作融为一体，很好地培养了学生的综合语言运用能力；新词汇的学习贯穿了读前和读中，让学生学会在句中篇中理解和记忆以及训练了学生的猜词能力。本节课的欠缺是读后环节时间较为紧，学生的语言的输出能力有待提高，作文的表达受了时间的限制，只有少数学生展示了自己的作品。
板书设计
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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