七年級英語下冊Unit6教案

1、Unit 6 Its rainingLanguage goalsIn this unit students learn to talk about the weather and talk about what people are doing.New languageWhat are you doing? Im watching TVWhats he doing? Hes playing basketball.Whats she doing? Shes cooking.What are they doing? Theyre studying.Hows the weather? Its rai

2、ning.Section AWrite the question. What are you doing? on the board.Read the question and ask the class to repeat it. Then act out an activity students are already familiar with, point to the question and have students repeat it. Answer the question using the target language.For example, you might pr

3、etend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,Im reading a book, and so forth.1 a This activity introduces the key vocabulary.Focus attention on the cities in the picture. Ask, What s the weather like here? If

4、they cant answer, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, Its raining.Is it raining here today?Point out the numbered list of words. Say each one and ask students to repeat the words again.Then ask students to match each word with

5、 one of the cities in the picture. Say, Write the letter of each city next to one of the ivords. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Play the recording the first time. Students only listen

6、.Say, You will hear four different conversations. Each one is about the weather in a different city. Point to each city in the picture as it comes up on the tape.Play the recording a second time. Ask students to write the name of the city in the picture of its weather. Say, The first one has been do

7、ne for you. Beijing is written in the picture of sunny weather. It is sunny in Beijing.Correct the answers.1 c This activity provides guided oral practice using the target language.Point out the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Ma

8、ke your own conversations about the weather in these five places.As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.Ask several pairs to present their conversations to the class.2a This activity gives students practice in understanding th

9、e target language in spoken conversation.Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed.Play the recording the first time. Students only liste

10、n.Play the recording a second time. This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.Correct the answers.2b This activity provides listening practice using the target language.Point out the list of names and the list of activiti

11、es.Ask a different student to read each list to the class.Say, Now I will play the recording again. This time,please match each name with an activity. Write the letter of an activity in front of each name. Point out the sample answer for number 1.Play the recording and have students fill in the rest

12、 of the answers. ,Correct the answers.2c This activity provides guided oral practice using the target language.Call attention to the four people in the picture in activity 2a. Ask students to say something about each person. Guide students to use the words and phrases playing basketball, cooking, iv

13、atching TV, and playing computer games.Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.Say, Now please work with a partner. Make conversations like this one. Talk about the people in the I pictures. As students work in pairs, move around the r

14、oom monitoring progress and offering assistance, if needed.Ask some pairs to present their conversations to the class.3a This activity introduces more key vocabulary.Call attention to the faces. Ask students to point to and describe each face using whatever vocabulary they can.Help students to ident

15、ify how each person is feeling. For example, ask a student. Look at this face. Is it happy? Is it unhappy?Then point to the four words. Say the words and ask students to repeat each one. Use your tone of voice and facial expressions to reinforce the meaning of each. Add your own simple explanations

16、of what each one means.For example: Not bad. This means something is not very good, but its also not very bad. Its in the middle.After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move ar

17、ound the room answeringquestions as needed.Check the answers.3b This activity provides oral practice using the target language.Point out the conversation in the large picture and ask two students to read it to the class. Ask students to explain what Hows it going? means. (It is similar to How are yo

18、u? or How is everything?)Ask students to practice the conversation in pairs.Move around the room monitoring their progress.Then call attention to the example in the small speech bubbles. Have two students read it to the class.Say, Now well change some of the words and make our own conversations. We

19、can use our own names. We can give true answers or we can make up answers.Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.Ask some pairs to present their conversations to the class.4. This game provides oral practice using the target

20、 language.Say,Now lets work in pairs again. One student looks at the picture on page 85 and the other looks at the picture on page 87. Please dont look at your part ners picture.Say, Each picture has the same people in it, but they are doing different things. Take turns talking about what the people

21、 are doing in your picture. If I am student A, I will say. In my picture it is sunny. Guide one of the students Bs to respond. In my picture it is raining.As students work, move around the room, monitoring progress and offering assistance as needed.Section BNew languageMore words used to describe we

22、ather:cold, hot, cool, warm, humidAdditional materials to bring to class:weather map from an English language newspaper1 a This activity introduces more key vocabulary.Focus attention on the five pictures. Ask students to tell what the weather is like in each place, if they can. If not, supply the w

23、ord and ask the class to repeat it. Say a sentence or two about each kind of weather. Its cold in this picture. Is it cold here today?Point out the numbered list of words. Say each one and ask students to repeat the words again.Then ask students to match each word with one of the pictures. Say, Writ

24、e the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides oral practice using the target language.Call attention to the example in the speech bubbles.Read the conversation with a student.Ask students to work in pairs. Have student

25、s ask and answer questions about the weather in the pictures in activity la.2a This activity provides listening and writing practice using the target language.Read the headings on the chart to the class. Point out the answer blanks.Say, Listen to this conversation between Sam and Maria. Listen caref

26、ully to their questions and answers.Play the tape the first time. Students only listen. Play the tape again and have students write their answers.Play the tape again and have students write their answers. Say, This time, please write the answers Maria and Sam give to the question Hows it going?You m

27、ay wish to play the tape more than once at this point.Correct the answers.2b This activity provides more listening and writing practice using the target language.Point to and read the second two headings on the chart: What are you doing? Hows the weather?Ask students to listen to the recording again

28、 and write the answers to these two questions in the blanks in the chart.Play the recording. Students fill in the blanks.Correct the answers.2c This activity provides guided listening and speaking I practice using the target language.Point out the example in the speech bubbles. Ask two students to r

29、ead it to the class.Point out the three questions in 2a. Ask individual students each question and repeat their answers. Accept any reasonable answers.Say, Now work with a partner. Make your own conversations. Student A is Maria. Student B is Sam. Athey talk, move around the room monitoring their wo

30、rk.Offer language support as needed.3a This activity provides reading practice using the target language.Call attention to the speech bubble and the picture.Ask students to say where the reporter is. Ask them to tell what they know about Egypt.Read the speech bubble to the class, or ask a student to

31、 do so. Answer any questions students may have. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.Ask students to work alone. Say, Underline the words in the speech bubble that say what people are doing. Then circle the words that describe the weather.

32、Two examples are done for you.3b This activity provides reading and writing practice using the target language.Draw attention to the pictures of France and the description below. Read the description to the class or ask a student to do so. Say the word blank each time you come to a blank line.Answer

33、 any questions students may have about the new words. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.Ask students to work alone. Have students fill in the blanks. Point out the sample answer and read that sentence.Correct the answers.3c This activity

34、 provides writing practice using the targetlanguage.Ask one or two students to describe the weather in their home town, and to say what outdoor activities people there like to do (e.g. playing football, flying kites, fishing).Ask students to work alone. As they work, move around the class monitoring progress and offering help as necessary. Provide the students with any new vocabulary theyneed (e.g. for describing activities), or en