仁爱英语七年级下册Unit8Topic1SectionC参考教案
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Unit8 Topic1 SectionC 参考教案
Ⅰ. Material analysis
本节课是一节阅读课，主要活动是1a和2a。通过让学生阅读一个旅行指南，复习巩固表示计划的表达“plan to …”以及描述天气的表达、表示建议和劝告的表达方式“The weather gets warm.” “You need to ...” “Please remember to ...”学习新的表示建议的用语“You’d better...”以及穿戴衣物的表达：wear sunglasses,
a T-shirt and shorts，还将通过阅读短文拓展描述自己眼中的四季。语法部分主要呈现的是由形容词构成副词的规则；语音板块将学习多音节单词的重音以及复习动词变为一般过去式加-ed的读音规则。
Ⅱ. Teaching aims
1. Knowledge aims
能够根据已学语音、音标及发音规则，正确朗读和拼写下列词汇：holiday,
umbrella, shorts, travel, wear, shine, better等；
能够熟练应用表示建议和劝告的表达方式，如：You need to ... /Please
remember to ...
能够正确使用穿戴衣物的表达：wear sunglasses, a T-shirt and shorts;
能够掌握由形容词构成副词的规则，如：bright—brightly, sudden—suddenly,
heavy—heavily, strong—strongly;
能够掌握多音节单词的重音以及复习动词变为过去式的读音规则。
2. Skill aims
能够听懂谈论季节和天气状况的对话和短文；
能够使用英语询问和描述季节和天气；
能够在图画的帮助下进行阅读，理解大意，并从阅读材料中获取所需要的信息；能够写出谈论四季和天气的对话或短文。
3. Emotional aims
能够和同伴积极合作，共同完成任务；
能够认真、规范的读出单词重音；
能够欣赏四季的美丽景色。
Ⅲ. The key points and difficult points
1. Key points 2 / 7
熟练掌握表示建议的表达方式：
You need to .../You’d better...
Please remember to ....
能够熟练掌握穿戴衣物的表达；
掌握由形容词构成副词的规则；
能够掌握多音节单词的重音以及复习动词变为过去式的读音规则。
2. Difficult points
能够掌握由形容词构成副词的规律：
（1）一般情况下直接加-ly，如quick—quickly；
（2）以y结尾的先将y改成i，再加-ly，如：happy—happily；
（3）少数以e结尾的形容词，要去掉e再加-ly，如：true—truly等；
（4）但绝大多数以e结尾的形容词仍然直接加-ly，如polite—politely，
wide—widely等。
Ⅳ. Learning strategies
1.能够从同伴处获取反馈，修改小作文；
2.借助构词法能够帮助学生学会更多的单词。
Ⅴ. Teaching aids
教学挂图、多媒体和黑板
Ⅵ. Teaching procedures
Step Interaction
patterns Student activity Teacher activity
Introduction
(6 minutes) 1.The whole
class work.
2.Individual
work.
1.Focus their
attention on the
teacher and sing the
song together.
2.Answer the
questions：
T:What’s the
weather like today? 1.Greet with students. Play the
tape and let students sing the
song—The Four Seasons
together.
2.Ask some students some
questions to revise the
expressions of talking about
the weather. 3 / 7
3.Pair work.
S1: It is...
T:How many
seasons are there in
a year?
S2:There are four
seasons.
T:Which season do
you like best?
S3:I like ...best.
T:Why do you like
the season?
S3:Because I
can ..../ It is the best
season to ...
3.Share your
dialogs to the whole
class:
A:What’s the
temperature in ...?
B:The lowest
temperature is ...
The highest
temperature is ...
3.Show a table of some cities,
including the lowest
temperature and the highest
temperature, to students on
the screen and let students
make up a new conversation.
Presentation
(15 minutes) 1.Individual
work.
2.Individual
work. 1.Do 1a. Read the
passage and try to
guess the meaning
of the words in 1a.
2.Ask the questions
in 1a: If you plan to 1.Show the words in 1a. Let
students read the passage and
try to guess the meaning of
new words first.
2.Let students point out the
questions in 1a and give 4 / 7
3.Individual
work.
4.Individual
work.
5.Individual
work.
6.Individual
work.
travel... In most
areas of ...是什么意思？Then listen
to the teacher
carefully.
3.Look at the screen
and remember the
key points by
yourselves.
4.Do 1b. Read and
complete the table
by yourselves.
5.Check the
answers in class.
Read the passage
again and retell the
passage in 1a.
6.Summarize the
changing rules of
adverbs from
adjectives. answers to the questions.
3.Show the key sentences on
the screen and let students try
to remember them. e.g. If you
plan to... You need to take ...
Please remember to ...
4.Let students read the
passage again, then show the
table in 1b on the screen.
5.Choose some students to
check the answers in the table
and let students read the
passage in 1a again by
themselves.
6.Point out the words:
bright—brightly,
sudden—suddenly on the
screen and let students tell the
changing rules.
Consolidation
(10 minutes) 1.Pair work.
2.Pair work. 1.Do 1c. Work in
pairs. Talk about the
place and the
weather in pairs.
2.Do 2b. Look at 1.Let students talk about the
place you are going to visit
and the weather there, then ask
him or her to give you some
suggestions.
2.Show the pictures in 2b and
