1、Unit 7 Its raining! SectionB 3a-3c a writing period By Hu Hanling from Dongcheng No.1 Middle School in Xian Part. The analysis of the Teaching material: The tile is Unit 7 Its raining! . This unit is from Go for it Grade 7B of Junior Middle school. The topic of this unit is about weather and activit
2、ies. The grammar is the present progressive tense, how questi ons for weather, how questions for greeting and what questions .They a re presented by talking on the phone or talking about vacation on the postcard . These situations make the students have a better understandin g of the present progres
3、sive tense. Also the topic is very close to the s tudents real life. So it can arouse the students interest. Interest is very important for the students following study. This period is the last peir od of this unit. Its a writing period. The students will learn to talk ab out their vacation and writ
4、e postcards about their vacation. Through the se activities , students will consolidate the key words and the present p rogressive tense in this unit. Students will also improve their listening, speaking, reading and writing abilities. After class, students can enjoy t he healthy and meaningful vaca
5、tion . Part. The analysis of the students: On the one hand, the students have learned the present progressive tense in unit 6. They can use the present progressive tense. On the ot her hand, they have stored many vocabulary about activities in Unit 2 and Section A and B of this unit. The topic is ab
6、out vacation. Its clos 教学设计教学设计 e to the students life. It is easy and intersting for the students, too. Th ey must be interested in the learning activities. Part. The analysis of the teaching aims: 1.The students will learn and grasp the words like winter, skate, R ussian, snowman and consolidate t
7、he present progressive tense by talkin g about pictures, asking and answering and doing writing practice. 2.The students will learn to talk about their vacation and write do wn their vacation by asking and answering questions in pair , making a mind map. 3.The students will improve their listening,
8、speaking, reading and writing abilities and communicative competence by asking and answeri ng questions in pair or in group , by doing writing practice and by ma king comments in pair or in group. 4.The students can enjoy the life and have healthy and meaningful lifestyle by talking about different
9、vacations and writing about their o wn vacation . Part . The analysis of teaching key and difficult points: Teaching key points： A: Help the students use the where, what , how questions and the present progressive tense to make some conversations about vacati on by themselves. B: Help the students w
10、rite down their vacation according to the an swers to where, what , how questions by useing the present progressive tense. Teaching difficult points: Help the students learn to write a postcard about their vacation by usi ng the progressive tense correctly. Part V. The analysis of the teaching metho
11、ds: A. Mind map teaching method. When talking about vacation , the te acher shows the students the aspects about talking vacation: where, wea ther and activities. B. Communicative and situational teaching method. I will design so me situations like talking about three peoples vacation . The students
12、 a sk and answer questions about their vacation meaningfully. C. Task-based teaching method. I will design some tasks like making conversations, writing and making comments to make the students take an active part in the class learning activities. D. Group work teaching method. I will divide the stu
13、dents into pairs or groups to make every student work in class E. Comment teaching method . I will give the students comment stand ards to help the students write correctly. Part VI. Teaching aids: Multimedia , a textbook , exercises. Part VII. The analysis of teaching procedures: Step 1: Greeting T
14、he teacher will greet the students like this: T: Good morning, boys and girls. S: Good morning. T: (ask one student): Hows it going？ S:Great, thanks. Step 2: Warming up and lead-in: The teacher shows a picture for the students to watch. After watchin g it, ask the following questions: Who, where , w
15、hat and how question s. Students answer the questions. After that, show the following convers ation . Then let the students read together. A: Who is the man? B: Hes Jackie Chan. A: Where is he? B: He is in Beijing. A: How is the weather? B: Its sunny. A: What is he doing? B: He is having a vacation.
16、 He is visiting the Great Wall. He is taking photos. A：Is he having fun? B: Yes, he is . (I design this activity to arouse the students interest , help the stu dents to review the key sentences and lead in the topic-vacation .) Step 3: Presentation of the mind map of talking about vacation: Activity
17、 1: The teacher shows the students a passage about her frie nds vacation . Let a student read it out . When finishing reading, th e teacher asks the following questions about her vacation-1.Where is sh e? 2.Whats the weather like? 3.What are people doing? Students answe r. Activity 2: Then the teach
18、er leads the students to write it into a po stcard. (I design these activities to help the students know the main points of talking vacation where ,weather and activities. Also help the stude nts know how to write a postcard.) Step 4. Presentation of the new words . Present the new words by showing
19、some pictures. Teach the pronu nciation and help the students to memorize them. (I design this activity to help the students learn and grasp the new words with meaningful situation. This will help the students grasp the new words quickly and easily. Also, if the students grasp the new wo rds ,they c
20、an finish the following task easily.) Step 5. Practice : The teacher lets the students fill in the blanks with the words in th e box. Then check the answers with the students by letting a student r ead out. (I design this to help the students consolidate the new words. It is al so a model compositio
21、n for the students. This can help the students fin ish the following writing task.) Step 6. Production Task 1 .Make some conversations about their own vacation in pairs. While students are working in pairs, the teacher walks around the cla ssroom. If necessary, the teacher offers some language suppo
22、rt. Then a sk some pairs to act out their conversations in front of the whole clas sThe teacher writes down some key information on the blackboard (I design this task to help the students learn to outline writing mat erial , to help the students review some key vocabulary . When student s ask and an
23、swer questions , it improves their listening and speaking s kills as well as cooperating.) Task 2 . Writing. The teacher asks the students write a postcard about his/her vacation to his or her friend . One student writes on the blackboard, the others write on a piece of paper. (I design this task to
24、 help the students improve their writing skills, help them grasp the progressive tense and the postcards form. ) Task 3. Comments in pair. The teacher shows the the students the comment standard. Then ch eck the one on the blackboard with the students . After that, students work in pairs to check th
25、eir composition by using the standard. (I design this task to help the students learn to cooperate and learn to make comments. ) Task 4 . Groupwork: Read your postcard in your group. Choose the best one in your grou and read it out in class. (I design this task to help the students learn to cooperat
26、e and learn fro m each other. ) Step 7.Summary. Weve learned to talk about vacation with where, weather and activi ties by using the progressive tense in this class. Step 8.Homework 找一张你度假时的照片, 以My vacation为题写一封信向你的朋友介 绍一下当时你度假的情况。包括以下内容： 在何地度假 天气情况 你们正在进行的活动 你对假期的感受 Part VII. Blackboard design: Par
27、t VIII. Teaching reflection: In this class , Ive mainly used mind map teaching method to help the students outline their writing . I show the students the aspects abou t talking about vacation: where, weather and activities. Ive also used c omment teaching method to help the students write well. At
28、the same t ime, Ive designed many learning activities and tasks -student-teacher activity , student-student activity , pair work and group work . Ive des igned them into logical learning steps -Jackie Chans vacation , Gina s vacation , Kates vacation and the students own vacation . In clas s, most s
29、tudents can master the target languages, and can use the target languages to make up their own conversations and write about their o Unit 7 Its raining! Section B 3a-3c A possible composition where : in Harbin weather: snowy activities: swim ,dance, watch vacation wn vacation, and almost all the stu
30、dents can take an active part in the class activities. But a few students still have difficulties in making c onversations and writing a postcard, and some students still make mista kes when they use the progressive tense. So teachers should give the st udents more exercises to practice, I believe practice makes perfect.
