Unit 6 Rain or Shine全单元5课时公开课一等奖创新教学设计（6份打包）人教版（2024）英语七年级下册

Unit6RainorShine全单元5课时公开课一等奖创新教学设计（6份打包）人教版（2024）英语七年级下册第三课时SectionA(GrammarFocus3a—3d)

Activity1Warmingupandrevision(感知与注意)

(Showseveralpicturesabouttheweatherandpeopledoingdifferentactivitiesonthescreen.Thengetstudentstoaskandanswerquestionslikethis：

—What'stheweatherlike？—It's…

—What'stheboydoing？—He's…

Afterthat，getthewholeclasstohaveachant.)

What'stheweatherlike？It'ssunny.

Whatareyoudoing？I'mrunning.

What'stheweatherlike？It'srainy.

What'shedoing？He'sreading.

设计意图：通过复习旧知识，为新课内容做铺垫，自编的chant能激发学生学习兴趣，chant的内容能为后续深入学习语法规则做好铺垫，同时培养学生的观察和表达能力。

Activity2Presentation(概括与整合)

T：Let'sworkon3a.Readthesentencesinthechartcarefully.Whilereading，pleasethinkwhattensestheyuseandwhenyouuseeachtense.

T：Inthesentence“It'srainingheavily.”，whattenseisused

S1：It'sthepresentcontinuoustense.

T：Correct.Andwhydoweusethistensehere

S2：Becauseit'sdescribinganactionthatishappeningnow.Therainisfallingatthemoment.

T：Verygood.Nowlet'sanalyzetheothersentences.

(Theteacherguidesstudentstorecognizethetensesandknowhowtousethem.Encouragethemtoexpressthemselvesbravelyandgivethempositiveassessment.)

设计意图：帮助学生辨认一般现在时和现在进行时，培养学生归纳总结语法规则的能力，提高学生对语法知识的理解和运用意识。通过讨论如何使用该语法来培养学生的分析能力。

Activity3Practice(分析与判断)

T：Let'sworkon3b.Now，completetheconversationswiththecorrectformsoftheverbsinbrackets.Payattentiontothetenses.

T：Inthefirstconversation，fortheblank“Look，it______(snow)！”，whatdidyouwrite

S1：Iwrote“issnowing"becauseit'stalkingaboutanactionthatisinprogressnow.

T：Good.Andforthesecondblank“It______(notsnow)hereinwinterusually.”，whatdidyouput

S2：Iput“doesn'tsnow"becauseit'sageneraltruthabouttheweatherhereinwinter，soweusethesimplepresenttense.

T：Verygood.Let'schecktheotheranswerstogether.

(Theteacherguidesstudentstofinishtheexercises.Thenaskstudentstopracticeinpairs.Especially，getthemtopayattentiontothetensesandhowtousethem.)

设计意图：通过完成句子填空练习，让学生在具体语境中运用所学时态知识，加深对时态构成和用法的理解，提高学生的语法运用能力，同时培养学生分析句子结构和逻辑的能力。

Activity4Practice(内化与运用)

T：Let'sworkon3c.Completethepassagewiththecorrectformsoftheverbsinbrackets.Trytousethetenseswejustlearnedcorrectly.

T：Inthesentence“Itis2January.Itisfreezing.Thetemperature______(be)－20℃.”，whatverbformdidyouuse

S1：Iused“is"becauseit'sstatingthecurrenttemperature.

T：Good.Andforthesecondone

S2：Iwrote“arevisiting”becauseit'sanactionhappeningnow.

T：Verygood.Let'scontinuecheckingthepassage.

(Theteacherguidesstudentstousethepropertensestofillintheblanksandgetthemainideasofthepassage.)

设计意图：提供语篇让学生综合运用所学时态进行填空，帮助学生理解两种时态的意义。学生在语篇提供的情境中正确运用时态有利于提高学生的语言综合运用能力。

Activity5Pairwork(内化与运用)

T：Let'sworkon3d.Inpairs，imaginethatyouareatabeautifulplaceoutdoors.Tellyourpartnerwhattheweatherislikeandwhatactivitiespeoplearedoing.Letyourpartnerguesswhereyouare.

(Showamodelonthescreen.)

S1：What'stheweatherlike

S2：Itissunnyandwarm.

S1：Whatarepeopledoing

S2：Peopleareswimmingintheseaandplayingbeachvolleyball.

S2：Iguessyouareatabeach.

S1：Yes，youareright.Nowit'syourturn.

S2：It'swindy.Somepeopleareflyingkitesandothersarehavingapicniconthegrass.

(Theteachermonitorsandensuresthatstudentsusecorrectgrammaticalstructuresintheirconversations.Thengetseveralpairstoshowinclass.)

设计意图：通过相互合作编写谈论天气和人们活动的对话，能有利于巩固目标语言，提高语言运用能力。不同的小组想象不同的天气和活动，可使对话内容多样，能培养学生的发散思维，有利于发展他们的思维品质。

Activity6Homework(分层作业)

必做题：Talkabouttoday'sweatherandwhatyourclassmatesaredoingontheplaygroundduringthebreak.Thenwriteseveralsentencesaboutwhatyouaretalkingabout.

选做题：Writeashortpassageabouttheweatherandtheactivitiesthatpeoplearedoinginabeautifulplaceoutdoors.

第三课时SectionA(GrammarFocus3a—3d)Keysentencepatterns：1．—What'stheweatherlike？/How'stheweather—It'srainingheavily./It'scoldandsnowy./…2．—Whatareyoudoing？—Iamsunbathing.3．—What'syourbrotherdoing？—Heisplayingbeachvolleyball.4．—Isheplayingfootball？—Yes，heis./No，heisn't.

Duringthislesson，studentsactivelyparticipatedinvariousactivitiesbutstillhaddifficultiesusingsentencepatternsaboutweatherandgrammaticalstructuresinrealconversations.Infutureteaching，theteachershouldincreasemorepracticaldialoguepracticetohelpstudentsbettermasterandapplythesestructures.Also，theteachershouldpayattentiontoindividualdifferencesamongstudentsandprovidemorepersonalizedguidance.第四课时SectionB(1a—1d)

Activity1Warmingupandrevision(感知与注意)

T：Goodmorning，class！Beforewebegin，let'sgooverwhatwe'velearnedabouttheweatherinpreviouslessons.Canyoutellthedifferentweatherandtheactivitiesindifferentweather

S1：Inwinter，itiscoldoutside，soplayingbasketballindooriswonderful.

T：That'sagreatpoint，S1！Playingbasketballindoorisexcellent.Howaboutyou，S2

S2：Insummer，itisveryhot，somanyofuslikeswimming.Swimmingcanmakeusfeelcool.

T：Cool，S2！Now，let'sseeSectionB.

设计意图：这项活动旨在激活学生已有的知识，并让他们思考在不同的天气下学生从事的活动。师生之间谈论既能自然引入新课，又能为学生提供语言表达的机会，有利于培养语言运用能力。

Activity2Presentation(获取与梳理)

T：Let'sworkon1a.Lookatthepicturesonthispage.Whatdoyouthinkyoucansee，hearorfeelwhenyouclimbamountain？Pleaseshareyourideas.

T：Lookatthefirstpicture.Whatcanyousee

S1：Icanseealotofgreentreesandasteepmountainpath.

T：Good.Andwhatcanyouhear

S2：Maybeyoucanhearthewindblowingandbirdssinging.

T：Verygood.Howaboutthefeeling？Whatwouldyoufeel

S3：Iwouldfeelexcitedandalittlescaredbecauseit'shigh.

T：Great.

(Thentheteacherdiscussestheotherpictureswiththestudents.)

设计意图：本活动旨在培养学生的观看“viewing"的能力。不同的学生对同一幅图片可能有不同的感受，能有效激活学生的发散思维。师生之间的讨论可以培养学生口语表达能力。

Activity3Beafastfinder(获取与梳理)

Workon1b.

(AskstudentstoreadHelen'sandPeter'spostscarefullyandtellwhethertheyarevisitingthesameplaceandtheyfeelthesameaboutit.Tellstudentstounderlinekeyinformationthatsupportstheiropinions.)

T：So，aretheyvisitingthesameplace

S1：Yes，theyarebothatMountHuangshan.

T：Good.Anddotheyfeelthesameaboutit

S2：No，theydon't.

T：Excellent.Let'sreadsomepartsofthepoststosupportyouranswers.

设计意图：让学生阅读帖子并回答问题，培养他们快速提取信息的能力，引导学生关注不同人对同一地方的不同感受，培养学生的批判性思维和比较分析能力。

Activity4Beasmartreader(分析与判断)

T：Now，let'smoveonto1c.IwantyoutoreadthepostsagainandcompleteHelen'sandPeter'sdescriptionsaboutthetrip.Thenusehappyfaceorunhappyfacetoshowhowtheyfeel.Usetheinformationyouunderlinedearliertohelpyou.

(Studentsreadthepostsandcompletethetable.)

T：ForHelen'sdescriptionat6：35—7：22，whatdidyouwrite

S1：Iwrote“amagicalplace”，and“apainting"．

(Then，getstudentstochecktheanswerseachother.Theteachermovesaroundandoffershelpifnecessary.)

设计意图：通过完成描述和标记感受的任务，帮助学生进一步梳理文章内容，深入理解Helen和Peter在登山过程中的不同体验和感受，同时锻炼学生的口语表达能力和对情感态度的理解判断能力。

Activity5Beadeepthinker(内化与运用)

Workon1d.

First，askstudentstoreadthepostsagainandcompletethequestionswiththequestionwordsinthebox.Checktheanswerstogether.

Then，getstudentstoaskandanswerinpairs.Theteacherwalksaroundandseesiftheycangettherightinformationfromtheposts.Finally，invitesomepairstoshowtheirconversations.

设计意图：本活动旨在训练学生正确使用疑问词，学生之间的问答活动能帮助学生进一步理解文本内容，掌握和运用目标语言，同时能培养学生合作意识。

Activity6Homework(分层作业)

必做题：Makeupfourshortconversationsin1d.

选做题：Writeashortpassageaboutoneofyourtripsincertainweather.Youcanwritetheactivitiesintheweatherandhowyoufeelabouttheweatherandtheactivities.

第四课时SectionB(1a—1d)Keywords：MountHuangshan，cloud，magicalplace，BrightPeak，rock，restarea，fog，experience，atthetop，disappointed，tired，excited，satisfiedKeysentencepatterns：Whatdoyouthinkyoucansee/hear/feel…？Howdoyoufeelabout…？Whydoyouthink…？

Inthislesson，theteacheraimedtoengagestudentsinameaningfulexperienceofhowtheyfeelabouttheweatherorthetrip.Throughavarietyofactivities，includingpartnerdiscussion，readingcomprehension，andmindmapping，studentswereabletodeepentheirunderstandingoftheweather，theactivitiesintheweatherandtheirfeelingexperience.Overall，thelessonwaswellreceivedandstudentswereactivelyengaged.However，infuturelessons，theteachercouldincorporatemorediverseperspectivesontheweatherandpeople'sactionsindifferentcountriestobroadenstudents'horizons.Additionally，theteachercouldprovidemoreguidanceonhowtoeffectivelyusemindmapsasatoolfororganizinginformation.第五课时SectionB(2a—Reflecting)

Activity1Warmingupandrevision(感知与注意)

T：Goodmorning，class！TodaywearegoingtocontinuelearningSectionB2a.Let'sfirstreviewwhatwetalkedaboutinthelastclass.HowdidHelenandPeterfeelabouttheweatherduringtheirtriptoMountHuangshan

S1：Helenlikestheamazingclouds.Shethinksthetreesandrockslooklikeapartofapainting.Peterdoesn'tliketheheavyfog.Hethinkseverythinglooksgrey.

T：Verygood.Andwhatwordscanweusetodescribetheweatherandtheirfeelings

S2：Wecanusewordslike“clouds”“sunlight"and“heavyfog”todescribetheweather，andforfeelings，“inhighspirits”，“glad”．

T：Great.Now，let'smoveontotoday'slessonandexploremoreabouthowwefeelaboutdifferentweatherconditions.

设计意图：通过复习上节课的内容，巩固学生对天气与感受进行描述的相关知识，激活学生已有的知识储备，为新课学习做好铺垫，同时自然地导入新课。

Activity2Presentation(获取与梳理)

T：Now，let'sworkon2a.You'llneedtocompleteapassagewiththecorrectformsofthewordsinbrackets.Thepassageisaboutactionsinahugestorm.Let'scompletethepassageindividuallyfirst.

(Aftercompletingtheexercises，theteachercheckstheanswersbyaskingquestions.)

T：Forthefirstblank，whatworddidyouwriteandwhy

S1：Iwrote“looking"becauseitsays“Iamsittingintheroomand…”．Itmeans“Iamlookingoutofthewindowatthemoment"．

T：Good.Andforthesecondblank

…

(Thenaskstudentstodiscusstheanswerslikethisinpairs.Theteachermovesaroundtogiveproperhelpifnecessary.Next，letstudentsreaditonebyoneandtheteachermovesaroundtocorrecttheirpronunciationandintonation.Afterthat，getthestudentstoreadthepassagetogether.Finally，askthemtodiscusswhatweshoulddoinsuchterribleweather.Guidethemtopayattentiontotheirsafetyinbadweather.)

设计意图：通过填空练习，帮助学生掌握和巩固现在进行时，提高学生的语言运用能力。谈论如何应对恶劣天气有利于引导学生理解人与自然之间应该和谐共存。

Activity3Practice(描述与阐释)

T：Now，let'smoveonto2b.You'llneedtodrawapictureofsomepeopleexperiencingaheavystormoranothertypeofweather.Writeadescriptionoftheiractions.Beforewriting，thesequestionsmayhelpyou：What'stheweatherlike？Whatarethepeopledoinginthepicture？Howdotheyfeelabouttheweather

(Theteacherwalksaroundandobservesstudents'work.)

T：Whatareyoudrawinghere

S1：I'mdrawingpeoplerunningintherain.Theyareholdingumbrellas，butthewindisblowingveryhard，sotheumbrellasarealmostturningupsidedown.

T：That'sagreatidea.Andwhatwillyouwriteinthedescription

S1：Iwillwrite“Thepeoplearerunninginahurryintheheavyrain.Thestrongwindismakingitdifficultforthemtoholdtheirumbrellas.Theirclothesaregettingwetandtheylookabitpanicky.”

T：Verygood.Let'sseewhatotherinterestingpicturesanddescriptionsyouhave.

(Thengetthestudentstodiscussinpairsandinviteseveraltosharetheirworksanddescriptioninclass.)

设计意图：通过绘画这种跨学科活动，培养学生的动手能力。对所画内容进行描述的练习，能进一步巩固目标语言，有利于提高他们的写作能力和语言表达能力。

Activity4Project(描述与阐释)

T：Let'sworkon3a.Nowlet'sdiveintoourproject—Givealiveweatherreport.

(Getthestudentstodothetaskin3a.Afterreading，checkwithstudents.)

T：WhatseasonisitinChengduaccordingtothereport

S1：It'sspring.

T：Good.Andwhat'stheweatherlike

S2：It'srainy.

T：Verywell.Whataboutthetemperature

S3：It's20℃.

…

(Guidethestudentstodiscusstheactivitiesandadviceusingsomequestions.)

设计意图：通过阅读文本并画出关键信息，学生能进一步巩固描述天气以及相应活动的能力，也为制作相似表格奠定基础。师生依据表格信息开展对话，为学生提供了目标语言输出的机会，能提升学生获取信息和语言表达的能力。

Activity5Makeyourowntableoftheweatherinformation(内化与运用)

T：Now，let'smoveontothenextpartofourproject.Pleaseworkingroups.You'llchooseacityandfindinformationaboutitsweatherconditionsonacertaindaythroughtheInternet.Makeasimilartabletotheonein3a，includingseason，month，weather，temperature，activitiesandadvice.

(Getthestudentstoworkingroupsoffour.Theninvitesomegroupstosharetheirtablesinclass.)

T：Nowlet'sseethetableofGroupOne.

Harbin

Seasonwinter

MonthNovember

Weathersnowy

Temperature－5℃

Activityskate，makesnowmen

Advicepackwarmclothes

设计意图：这个活动鼓励学生通过他们自己的思考来选择不同季节的城市，能帮助他们对城市特征的理解，培养他们跨学科的学习能力。展示表格能提升他们的目标语言运用能力。

Activity6Givealiveweatherreport(内化与应用)

T：Let'sworkon3c.Writeaweatherreportwiththeinformationfromyourtablein3b，andthenchooseonefromthegrouptospeakouttheweatherreporttothewholeclass，andwe'llvoteforthebestgroup.

(Afterwriting，getsometosharetheirwritinginclass.)

S(Group1)：GoodmorningfromHarbin.It'saverycoldwintermorninginNovember.It'ssnowingtodayandthetemperatureis－5℃.Everythingisfrozen，butmanypeopleareplayingoutside.Look，somepeopleareskating.Manychildrenaremakingsnowmen.Lotsoftouristsareenjoyingthewonderfulicesculptures.HereIwanttotellyouanimportantthing—don'tforgettobringyourthickclothesandgloves.

T：Wow，yourpresentationisexcellent，Group1！Harbinisabeautifulcity.You'vedoneagreatjob.Nownextgroup.

…

(Votingprocess)

T：Alright，it'stimetovoteforyourfavouritereport.Pleaseraiseyourhandforthebestgroup.

(Classvote.)

T：CongratulationstoGroup1！You'vereceivedthemostvotes，andyourreportaboutHarbinistrulyimpressive.Greatjobtoallthegroupsfortheircreativeandthoughtfulexpression.

设计意图：本次活动旨在巩固学生对天气表达和现在进行时等知识的实际运用，以及拓展学生的地方特色相关知识。通过小组合作和互动，培养了学生的合作意识，提升了他们的写作能力。

Activity7Reflecting(分析与评价)

Aftergroupwork，encouragethestudentstoevaluatetheirperformancesinthegroup.Theycandescribehowwelltheydidjustnowaccordingtotheevaluationscale.

Forexample，Icantalkaboutdifferenttypesofweatherverywell.Icanusethepresentcontinuoustenseandthesimplepresenttensetodescribeweatherrelatedactivities…

设计意图：通过量表，学生可以清楚地知道自己在哪些方面做得好，哪些方面存在不足。这样能帮助学生养成反思的习惯，提升思维品质，培养学习能力。

Activity8Homework(分层作业)

必做题：Writeanothershortweatherreportbasedonthereportyouwroteintoday'sclass.

选做题：LookthroughtheInternetandgetmoreinformationabouttheweatherandactivitiesinsummerinyourcity.Thenwriteareportwiththeinformation.

第五课时SectionB(2a—Reflecting)Keyvocabulary：Words：end，storm，pour，wind，shoutPhrases：lookoutof，runafterKeysentencepatterns：Thereisahugestormtoday.Itisdifficultforpeopleto…

Grammarfocus：thepresentcontinuoustense：be＋v.ingGivealiveweatherreport：season，month，weather，temperature，activity，advice

Thestudentsactivelyparticipatedinthediscussioninclassandshowedstronginterestsinthetopicofweather.Throughtheactivityofgivingaliveweatherreport，thestudentsnotonlyconsolidatedthevocabularyandsentencepatternslearnedinclassbutalsoexercisedtheircreativity.Intermsofblackboarddesign，itcanbefurthersimplifiedtohighlightkeyinformationandteachingstepsforbetterunderstandingandmemorizationbystudents.Wewillcontinuetoexploremoretopicsandactivitiesrelatedtoweathertostimulatestudents'interestsinlearningandcreativity.Unit6RainorShine

Thethemeofthisunitis“theweather"．Throughaseriesofactivitiesandtasks，itaimstoguidestudentstorecognizeandunderstanddifferentkindsofweather，cultivatetheirobservationanddescriptionskills，andatthesametimestimulatetheirloveandparticipationawarenessforactivitiesindifferentweather.Byexploringtheweather，activities，andfeelings，thisunitaimstohelpstudentsestablishemotionalconnectionswiththeweatherandtheactivities，atthesametimetorecognizetheimportanceoftheweatherintheecosystem.

UnitContentAnalysis(单元内容分析）

◆VocabularyandSentencePatterns

Vocabulary：Itinvolvesthewordsofvariousweather(suchaslightning，storm，fog，etc.)，aswellasadjectivesdescribingtheweatherandtheactivitiesindifferentweather(suchasrainy，snowy，cloudy，etc.).

SentencePatterns：Use“What'stheweatherlikein…？”toaskothersabouttheweatherindifferentplacesand“It'ssunny/rainy/…"toanswerthequestions；use“Whatareyoudoing？”toaskabouttheactivitiespeoplearedoingindifferentplaces，and“Guesswhereitis？"toaskabouttheplacesaccordingtotheactivities.

◆ListeningandSpeaking

Listeningactivitiesincludelisteningtoaweatherreporttomatchtheplaceswiththeweatherconditions，answeringquestionsafterlisteningtodialogues，fillingintheblankswhilelisteningtodialogues，etc.，aimingtoimprovestudents'listeningcomprehensionandinformationextractionabilities.

Speakingactivitiesincludetalkingaboutdifferentweather，expressingtheactivitiesindifferentweather，roleplaying，etc.，aimingtocultivatestudents'speakingexpressionabilityandlanguageorganizationability.

◆ReadingandWriting

Readingmaterialsincludeconversationsabouttheweatherandtheactivities，andthepostsbyHelenandPeteraboutvisitingMountHuangshan，aimingtoimprovestudents'readingcomprehensionandinformationacquisitionabilities.

Writingactivitiesincludecompletingshortpassagesabouttheweatherandtheactivitiesintheweather，writingweatherreportswiththeinformationfromthetablegiven，etc.，aimingtocultivatestudents'writingabilityandcreativity.

◆GrammarandPronunciation

GrammarFocusincludeshowtoaskabouttheweather(“What'stheweatherlike？”or“How'stheweather？")，simpleanswers(“It'srainy/sunny…”)，andthepresentcontinuoustense(describingtheactivitiesthatarehappening).

Pronunciationexercisesincludevowellettercombinationpronunciation(ar，er，ir，or，ur)，stressedwordsinthesentencepronunciationandtraining.

KeyPoints1.Masterthewordsabouttheweatherandactivitywordsinvolvedinthisunit.2．BeabletotalkaboutdifferentactivitiesindifferentweatheraroundtheworldinEnglish，anddescribeatripindifferentplaces.3．Cultivatestudents'speakingexpressionabilityandlanguageorganizationability.

KeyDifficulties1.AccuratelyexpresstheactivitiesthatarehappeninginEnglish.2．Cultivatestudents'writingabilityandcreativitybywritingadescriptionoftheactionsindifferentweatherconditionsinEnglish.

1．Masterthedifferentwordsaboutweatherandactivitiesandsentencepatternsinvolvedinthisunit.

2．BeabletolistentoandunderstandconversationsandarticlesaboutweatherandactivitiesinEnglish.

3．Beabletotalkabouttheweather，anddescribeactivitiesindifferentweatherinEnglish.

4．BeabletowriteashortpassageabouttheweatherandactivitiesinEnglish.

1．Encouragestudentstolearnaboutvariousactivitiesindifferentweatheraroundtheworldandstimulatestudents'thinkingawarenesstowardsweather.

2．Guidestudentstolearntochooseappropriateactivitiesbasedontheweathercharacteristicstomakethelivescolourful.

Learntodiscussandcommunicatewithothersabouttheweatherandtalkabouttheactivitiesindifferentweather.Makereasonablehypothesis，andexpressthecommentslogically，dialecticallyandinnovatively.Realizethetransferofknowledgeandthinkingability.

1．Stimulatestudents'interestsinEnglishlearningbytalkingaboutweather.

2．Learntoexpresstheactivitiesinvariousweather.

3．MasterlearningstrategiesandimprovelearningabilitybysearchingtheweathercharacteristicsofdifferentcountriesandregionsontheInternet.

LearningSituationAnalysis(学情分析）

1．Studentsmayhavecertainunderstandingandinterestinweather，buttheirabilitytoexpresstheweatherandvariousactionsinEnglishislimited.

2．Studentsmayhavedifficultiesinpronunciationandgrammar，requiringtargetedguidanceandtrainingfromteachers.

3．Studentsmaylackwritingexperience，requiringguidanceonwritingtechniquesandmethodsfromteachers.

1．Utilizemultimediaresources(suchaspicturesaboutdifferentcities'weather，videosaboutweatherandpeople'sactivities，etc.)toassistinteaching，stimulatingstudents'interestinlearning.

2．Adoptthesituationalteachingmethodandtaskdrivenmethod，encouragingstudentstodescribedifferentweatherandpeople'sactionsinrealcontexts.

3．Focusonthepronunciationofvowellettercombinationsandgrammar(thepresentcontinuoustense)training，improvingstudents'languageaccuracythroughdifferentkindsofpractice.

4．Encouragestudentstowriteapassageaboutexperiencingdifferentweatherconditionsandpeople'sactions，providingwritingtemplates，guidingstudentstoimitateandcreate.

第一课时SectionA【(1a—1d)&Pronunciation1—2】

第二课时SectionA(2a—2e)

第三课时SectionA(GrammarFocus3a—3d)

第四课时SectionB(1a—1d)

第五课时SectionB(2a—Reflecting)第一课时SectionA【(1a—1d)&Pronunciation1—2】

Activity1Warmingupandrevision(感知与注意)

T：TodaywearegoingtolearnUnit6.First，let'slookatthetitleandthepicture.Whatarewegoingtolearninthisunit

Ss：Wearegoingtolearnsomethingabouttheweather.

T：Yes，you'reright.Wearegoingtolearnaboutdifferentweatherandtheactivities.Lookatthepictureandsharethethreequestionswithme.

S1：Ithinkthekidsinthephotomayfeelexcitedbecauseitlookslikearainydaybuttheycanplayoutside.

T：Goodanswer.Whataboutyou，S2

S2：Idon'tlikerainyweather.Ilikesunnyandwarmweatherbest.Iusuallygoforawalkorplaybasketballinsunnyweather…

设计意图：通过观察标题、图片并回答问题，激发学生对本单元主题“天气"的兴趣，激活学生已有的关于天气和相关活动的背景知识，为后续学习做好铺垫，同时培养学生观察、思考和表达的能力。

Activity2Presentation(获取与梳理)

T：Now，let'sworkon1a.Therearesomepicturesofweatherdescriptionshere.Pleasewritethewordsintheboxunderthepictures.

(Theteachershowspictures，andstudentswritedowntheweatherdescriptions：cloudy，dry，lightning，stormy，windy.Then，playaguessinggame.Theteachermakesamodelfirst.)

T：Itissunny.Thetemperatureisveryhighandthereisnowaterhere.Whatadjectivecanyouthinktodescribeit

S：Dry

T：Yes.

(Askstudentstopractiseinpairs.)

设计意图：通过识别图片，帮助学生巩固关于天气的词汇。猜测活动能为学生提供目标语言输出的机会，有利于巩固所学描述天气的形容词，能培养学生的口语表达能力，发展他们的思维。

Activity3Listening(获取与梳理)

T：Listentotheweatherreportin1b.MatchthedifferentpartsofAustraliawiththeweatherconditions.

(Thentheteachercheckstheanswersbyaskingquestionsandstudentsanswerquestionsbasedonthelisteningcontent.Forexample，

T：What'stheweatherlikeinthenorthofAustralia

S：It'sstormy.Thetemperatureisaround20℃

Theteachercanplayseveraltimestohelpstudentsgetexactanswersandpractisetheirlistening.)

设计意图：该环节能培养学生从听力材料中获取关键信息的能力，学生将地区与相应的天气状况进行匹配，能加深对天气词汇的理解。教师通过问答来检测听的效果，将输入变为输出，有利于提升听力理解能力和语言表达能力。

Activity4Beasharplistener(获取与梳理)

T：Let'sworkon1c.Now，let'slistentotheconversationandcirclethecorrectanswers.

(Helpstudentsgetageneralunderstandingofthelistening，andplaythelisteningtwicetohelptogettherightanswers.)

T：WhereisGrandpanow

S1：Icircled“A.InAustralia.”

T：Whydoyouthinkso

S1：Becauseintheconversation，itmentioned“Howareyou？HowistheweatherinAustralia？"．

T：Goodreasoning.

(Theteacherchecksotheranswerslikethis.)

设计意图：通过听力练习，培养学生捕捉细节信息的能力，同时复习和巩固关于地点、天气和活动的表达方式，提高学生的听力理解和语言综合运用能力。

Activity5Practice(概括与整合)

T：Let'smoveonto1d.OK，let'sactoutaphoneconversationabouttheweather.Pleaseusethesentencepattern：“—What'stheweatherlike？—It'swarmandsunny…—Whatareyoudoing？—I'mplayingfootball/…”

(Studentspractiseaphoneconversationinpairs，andthensharewiththewholeclass.)

S1：Hello，thisisS1.How'stheweather

S2：Hi，S1.It'scloudyhere.Whatabouttheweatherthere

S1：It'ssunnyandwarm.I'moutsideplayingfootball.Whatarepeopledoingthere

S2：Somepeoplearewalkinginthepark.AndI'mjustreadingabookathome.

T：Verygood.Youtwodidagreatjob.Let'slistentoanotherpair.

设计意图：通过对话练习，帮助学生掌握介绍天气的句型，提高口语表达能力，同时培养学生的合作学习能力。

Activity6Pronunciation(归纳与应用)

◎Vowelpronunciationpractice

T：Now，let'smoveontoPronunciation.First，let'spractisethepronunciationofvowellettercombinations.Listenandrepeatafterme.

(Theteacherdemonstratesthepronunciationofvowellettercombinations.Thestudentsfollowalongandtheteachercorrectstheirpronunciation.)

T：Good！Now，let'saddonemorewordtoeachgroupandpractiseagain.

T：Next，let'spractisethewordswith“ar"er”“ir"or”and“ur”．Listenandrepeat.

(Theteacherdemonstratesthepronunciationofthewords，andthestudentsrepeat.)

◎Practisethepronunciationofstressedwords

T：Finally，listentothechantandpayattentiontotheboldsyllables.

(Askstudentstoreadthechanttogether.Thestudentsclapwhenreadingtheboldsyllables.)

设计意图：通过发音练习，帮助学生掌握元音、元音字母组合以及重读单词的正确发音，提高学生的口语表达能力。

Activity7Homework(分层作业)

必做题：SearchtheInternettofindoutwhattheweatherislikeinfourcitiesandwritethemdown.

选做题：Writeashortpassageusingthelearnedweathervocabularyandsentencepatternstodescribetheweatherofyourfavouriteday.

第一课时SectionA【(1a—1d)&