【新教材】人教版（2024）七年级下册英语Unit 6 Rain or Shine 单元教学设计

第第页【新教材】人教版（2024）七年级下册英语Unit6RainorShine单元教学设计一、单元整体分析主题:WeatherandItsInfluence语法重点:Presentcontinuoustense(2)&Simplepresenttense(contrast)核心词汇:sunny,rainy,cloudy,windy,stormy,snowy,temperature,sunbathe,snowman,heavily...核心技能:Describingweatherconditions;Talkingaboutweather-relatedactivities;Readingaboutpersonalexperiencesaffectedbyweather;Givingasimpleweatherreport.二、单元教学目标Bytheendofthisunit,studentswillbeableto:1.Describebasicweatherconditionsandtemperatures.2.Talkaboutwhatpeoplearedoingorusuallydoindifferentweather.3.Understandhowweathercanaffectpeople‘sactivitiesandmoods.4.Readandcomparedifferentperspectivesonthesameweatherexperience.5.Giveasimpleliveweatherreport.分课时教学设计Period1:SectionAListening&Speaking(Weather&Activities)教学内容分析:本课时为单元导入课，核心目标是建立关于天气的基本词汇库，并学会询问和描述天气。学生将学习各种天气现象（sunny,rainy,cloudy,windy,snowy等）及温度表达，掌握核心句型“How‘stheweather?”和“What’sthetemperature?”，并能够将天气与简单的活动建议（如“It‘sagooddayfor...”）初步关联。教学重难点:重点:Learningbasicweatheradjectives;Askingandanswering“What‘stheweatherlike?”难点:Distinguishingbetween`stormy`,`cloudy`,`windy`.Understandingtemperatureexpressions(`around20°C`,`minus3°C`).教学方法与教学准备:方法：直观演示法（天气图标）、视听法、情景问答法。准备：各种天气的图片/图标卡片、世界主要城市天气预报视频或音频、温度计道具或图片、教材听力录音。教学流程:1.Warm-up&Lead-in(5mins)Showiconsofdifferentweather(sun,cloud,rain,snow).Ask:“Whatweatheristhis?Whatdoyouwear/doonasunnyday?”Transition:“Good!Weatheraffectsourliveseveryday.Let‘slearnmorewordstodescribeit.”2.Vocabulary&Listening(15mins)Presentweathervocabularywithcleariconsandpictures.Drillpronunciation.Do1a:matchwordstopictures.Listento1b(weatherreport).MatchpartsofAustraliatotheweather.Listento1c(phonecall):CirclethecorrectanswersaboutGrandpaandLucy.Transition:“Weheardaboutweatherindifferentplaces.Now,let‘stalkabouttheweatherhereandwhatwedo.”3.ControlledPractice(15mins)DrillQ&A:“What‘stheweatherliketoday?”“It’ssunnyandwarm.”“How‘stheweatherinSydney?”“It’srainy.”Pairwork:Usepicturecardsshowingweatherandactivities.Ask:“What‘stheweather?Whatishe/shedoing?”Transition:“Great!Youcandescribeweatherandactions.Now,let‘slistentoaconversationwherepeopletalkabouttheirholidaysindifferentweather.”4.Wrap-up&Assignment(5mins)Reviewkeyweatherwords.Assignhomework:Drawapictureofyourfavoriteweatherandwriteonesentence:“Ilike(sunny)daysbecauseIcan(playfootball).”Transition:“Remember,rainorshine,everydayisgoodifyouknowwhattodo!”Homework:必做：1.抄写并记忆本课学习的天气词汇和图标。2.听录音，模仿跟读核心句型，并完成课本上的听力练习。选做：1.查看手机天气APP或电视天气预报，记录今天和明天你所在城市的天气和温度，并用英语写一句话。如：“Todayissunnyandhot.It‘s30°C.”2.画出两种不同的天气图标，并标注英文单词。Blackboarddesign:```Unit6RainorShine(Period1)Weather:sunny/rainy/cloudy/windy/snowyTemperature:It‘s25degrees(Celsius).It‘swarm/cool/cold/hot.KeySentences:--How‘stheweather(inBeijing)?--It‘ssunnyandwarm.--What‘sthetemperature?--It‘s22°C.--It‘sagooddayforawalk/playingsoccer.```教学反思关注点:Werestudentsabletodifferentiatebetweensimilar-soundingadjectiveslike`cloudy`and`stormy`?Didtheyunderstandtheconceptofnegativetemperature(`minus`)?Couldtheycombineweatherandactivitydescriptionsinsimplesentences?Period2:SectionAPronunciation&Dialogue(2a)教学内容分析:本课时整合语音训练与情景对话。重点学习元音音素/ɑː/（如car），/ɜː/（如bird），/ɔː/（如sport）的发音。通过2a对话（两人对比各自度假地的天气），学生在真实交际中巩固发音，并深入练习天气描述与对比的句型（如“It‘s...here,butit’s...there.”），同时复习一般过去时在描述假期经历中的用法。教学重难点:重点:Pronouncingvowelsoundsin`ar`,`er`,`ir`,`or`,`ur`;Role-playingadialoguecomparingholidayactivitiesindifferentweather.难点:RhythminEnglishsentences.Thenaturalflowoftheconversationcontrastingpresentcontinuous(`I‘msunbathing`)withsimplepresent(`weusuallystayin`).教学方法与教学准备:方法：对比模仿法、角色扮演法、信息对比活动。准备：音标卡片及例词、两个气候迥异地点的图片（如海南与哈尔滨）、对话录音、角色卡。教学流程:1.PronunciationFocus(15mins)Model:`/ɑː/`(hard),`/ɜː/`(verb,world),`/ɔː/`(short).Pointout`er`,`ir`,`ur`oftenmakethesame`/ɜː/`sound.Listenandrepeat.Practicethechantinthebook,clappingtotherhythm.Transition:“Goodrhythm!RhythmmakesEnglishsoundnatural.Now,let‘slistentoaconversationwithgreatrhythm.”2.DialogueLearning(20mins)Listento2a(AnnaandBill).Firstlistening:Wherearethey?What‘stheweatherlike?Secondlistening:CompletethetablecomparingAnna‘sandBill’splaces,weather,andactivities.Practicereadinginpairs,focusingoncopyingtherhythmandintonation.Transition:“Now,youareAnnaandBill.Actoutthischatbetweentwofriendsindifferentpartsoftheworld!”3.Role-play&Expansion(10mins)Pairsperform.Then,changethelocationsandweather(e.g.,“I‘minBeijing.It’swindy!”)tocreateanewshortdialogue.Transition:“Talkingaboutweatherisagreatwaytostartaconversation.Butsometimes,thesameweathercanmakepeoplefeeldifferently.We‘llreadaboutthatnext.”Homework:必做：1.跟读录音，熟练朗读2a对话，注意长元音的发音。2.从对话中找出描述天气的句子和对比句型（but...），并抄写下来。选做：与同伴合作，模仿2a对话结构，编一段新对话，内容为比较北京（干燥）和伦敦（多雨）的天气。Blackboarddesign:```Unit6(Period2)Pronunciation:/ɑː/car,park/ɜː/bird,turn/ɔː/sport,yourDialogue(2a):WeatherComparison--Howwasyourvacation?How‘stheweatherthere?--It‘sgreat!It‘ssunnyandhothere.--Really?It‘srainingandcoolhere.```教学反思关注点:Didstudentsgrasptheconceptofsentencerhythm?Couldtheyimitateit?Weretheyabletocatchthecontrastbetweenthetwoholidayscenarios?Didthenewdialoguessuccessfullyreusethecomparativestructure?Period3:SectionBReading(DifferentFeelingsabouttheSameWeather)教学内容分析:本课时为阅读课，文本探讨“天气如何影响人的感受与活动”。文章可能通过几个小段落，描述不同人在同一种天气下的不同反应（如有人爱雨天读书，有人因此郁闷）。目标是训练学生理解作者观点和态度，区分事实与感受，并完成观点匹配或原因查找的阅读任务，引导学生认识主观感受的差异性。教学重难点:重点:Readingpostsaboutclimbingamountain;Understandingthatthesameweathercanleadtodifferentfeelingsandexperiences.难点:Understandingdescriptivelanguageforscenery(`magical`,`grey`,`foggy`).Inferringcharacterfeelingsfromtheirwords(`enjoying`,`tiring`,`inhighspirits`).教学方法与教学准备:方法：任务型阅读法、观点梳理图（T-chart）、小组讨论。准备：阅读文本、T-chart图表（Weathervs.People‘sFeelings/Actions）、情绪表情卡片。教学流程:1.Pre-reading(5mins)Showapictureofamountaininfogandinsunshine.Ask:“Howdoyouthinkyouwouldfeelineachsituation?”Transition:“Twosiblings,HelenandPeter,climbedthesamemountainonthesameday.Let‘sreadtheirpoststoseehowtheyfelt.”2.While-reading(20mins)ReadHelen‘sandPeter’spostssidebyside.Firstreading:Aretheyenjoyingthetrip?(Helenmostlyyes,Peternoatfirst).Secondreading:Completethecomparisonchart(Time/Place|Helen‘sthought&feeling|Peter’sthought&feeling).Transition:“So,theirexperienceswereverydifferent!WhatchangedPeter‘sfeelingintheend?”(Thesuncameout).3.Post-reading(10mins)Discuss:Haveyoueverhadanexperiencewhereweatherchangedyourmoodorplans?Transition:“Thisstoryshowsustheconnectionbetweenweatherandmood.Totalkaboutthis,weneedtobeveryclearaboutwhentouse’israining‘(now)andwhentouse’rains‘(often).”Homework:必做：1.完成课本上的阅读理解练习。2.根据课文，完成一个简单的T-chart，列出至少两种天气及对应文中人物不同的感受或活动。选做：写一小段话（3-4句），描述你最喜欢的一种天气，说明它带给你的感受以及你通常会在这种天气里做什么。Blackboarddesign:```Unit6(Period3)WeatherandFeelingsSameWeather,DifferentFeelings:Weather:ArainydayPersonA:feelsrelaxed->readsabookathomePersonB:feelsbored->can‘tplayoutsideKey:Theweathercanaffecthowwefeel.```教学反思关注点:Couldstudentssuccessfullycompletethecomparativechart?Weretheyabletoinferfeelingsfromadjectivesandphrases?Didthediscussionallowthemtoconnectthetexttopersonalexperience?Period4:GrammarFocus(PresentContinuousvs.SimplePresent)教学内容分析:本课时系统梳理和对比一般现在时与现在进行时在描述天气与活动时的不同用法。重点在于：1）一般现在时描述经常性、规律性的天气特征或日常活动（Itoftenrainsinspring.）；2）现在进行时描述此刻正在发生的天气变化或当前正在进行的活动（Itisrainingnow.）。通过对比练习，帮助学生根据时间状语和语境准确选择时态。教学重难点:重点:Contrastingthepresentcontinuous(actionshappeningnow/temporarily)withthesimplepresent(habits,facts,generaltruths).难点:Choosingthecorrecttensebasedontimemarkers(`now`,`atthemoment`,`usually`,`often`,`everyday`).Verbconjugationinthesimplepresent(3rdperson`-s`).教学方法与教学准备:方法：对比分析法、图表归纳法、情境判断练习。准备：时态对比表格、典型时间状语卡片（always,now,atthemoment等）、情境句子卡片（需判断时态）、练习卷。教学流程:1.GrammarPresentation(10mins)Writetwosentencesfromtheunitontheboard:“Itisrainingnow.”/“Itoftenrainsinspring.”Circletimewordsandverbs.Elicittherule:`Now`->PresentContinuous.`Often`->SimplePresent.Useatimelineorcontrastingpictures(apersonrunningnowvs.apersonwhorunseveryday).Transition:“Let‘spracticechoosingtherighttense.”2.ControlledPractice(15mins)Exercise1:Completesentenceswiththecorrecttenseoftheverb,basedonthetimemarkergiven.Exercise2:Lookatpictures.Writeonesentenceinthepresentcontinuousandoneinthesimplepresentabouttheperson‘shabit(e.g.,Picture:Agirlswimmingnow.1)Sheisswimming.2)Sheswimseveryweekend.)Transition:“Good.Nowlet‘splayagametoseeifyoucanthinkfast!”3.GuidedPractice(10mins)Activity:“TenseToss”.Teachersaysatimewordorphrase(`Rightnow!`,`EveryMonday!`,`Look!`).Studentstossasoftballtoaclassmate,whomustsayacorrectsentenceusingthatcue.Transition:“Excellentreflexes!KnowingwhichtensetousemakesyourEnglishmuchclearer.Nowyoucanwritebetterdescriptions.”Homework:必做：1.完成语法专项练习卷，重点练习两个时态的判断和转换。2.制作一个对比表格，列出一般现在时和现在进行时在描述天气和活动时的结构、标志词和例句。选做：观察一周的天气，用一般现在时写一句总结（如“ItisusuallywindyinMarch.”），并用现在进行时写一句描述此时此刻天气的句子。Blackboarddesign:```Unit6(Period4)Grammar:TenseReview&ContrastPresentSimplevs.PresentContinuous|Aspect|PresentSimple|PresentContinuous||||||Weather|Itsnowsinwinter.|Look!It‘ssnowing!||Activity|Ioftenruninthepark.|I‘mrunningnow.||TimeWords|often,usually,everyday|now,atthemoment,rightnow|教学反思关注点:Wasthecontrastbetweenthetwotensesclearlyunderstood?Didstudentsforgetthe`-s`inthe3rdpersonsimplepresentduringpractice?Wasthegameeffectiveinpromotingquickandaccuratetenseselection?Period5:SectionBWriting(DescribingWeatherandActivities)教学内容分析:本课时是写作课，主题为“描述天气及相关活动”。学生将学习撰写一篇结构清晰的段落，描述某一天或某个季节的天气，并叙述人们（或自己）相应的典型活动。重点在于使用正确的时态（一般现在时为主），并运用连接词（如Inthemorning,Afterthat,Intheevening）使叙述流畅。教学重难点:重点:Writingashort,coherentdescriptionlinkingweathertopeople‘sactivities;Usingbothpresentcontinuousandsimplepresentappropriately.难点:Startingdescriptionsengagingly(e.g.,`It‘sarainyday...`).Logicallygroupingactivities(e.g.,`Somepeopleare...`,`Othersare...`).方法：范文分析、头脑风暴（天气-活动联想）、过程写作、同伴互评。准备：不同季节的范文、写作提纲框架、词汇支持表（天气词+活动词）、同伴互评检查表（侧重时态准确性和连贯性）。教学流程:1.Model&Structure(10mins)Lookatthestormdescriptionframeworkin2a.Analyzehowitlinksweatherandactions:“Thereisastorm...Iamsitting...Itisraining...Thewindisblowing...Amanisrunning...”Transition:“Now,chooseanotherweathercondition.Let‘sbrainstormwhatpeopleusuallydoANDwhattheymightbedoingrightnowinthatweather.”2.Planning&Drafting(15mins)Studentschooseaweathertype(sunny,snowy,etc.).CreateaT-chart:`WhatpeopleUSUALLYdo`(SimplePresent)|`WhatpeoplearedoingNOWinmypicture`(PresentContinuous).Studentsdrawasimplepictureshowingthe“now”activities.Usetheplanandpicturetowritethedescription.Transition:“Useyourchartandpicturetowriteyourfirstdraft.Remembertodescribetheweatherfirst,thentheactivities.”3.Writing&Peer-check(10mins)Studentswritedrafts.Then,swapwithapartnertocheck:1)Istheweatherclearlystated?2)Arethe“now”activitiesinpresentcontinuous?3)Isthereatleastone“usually”habitinsimplepresent?Transition:“Sharingyourwritinghelpsyouseeitwithneweyes.Makeitperfectforyourportfolio.”Homework:必做：以“MyFavoriteSeason”或“A______Day”为题，写一篇不少于6句话的短文，描述天气和活动。选做：1.为你的短文录制一段配乐朗读。2.以天气预报员的身份，将你的短文改写成一段口语化的天气播报稿。Blackboarddesign:```Unit6(Period5)Writing:WeatherandActivitiesTitle:APerfectSpringDay/WinterinMyCityPara1:总体天气描述(Springinmycityiswarmandwindy.)Para2:人们的活动(Peopleliketoflykitesinthepark.Childrenoften...)Para3:我的活动与感受(Iusually...Ilovespringbecause...)教学反思关注点:DidtheT-charthelpstudentsorganizetheirideasandtenseusage?Weretheyabletoincorporateatleastoneexampleofeachtense?Didpeer-checkhelpidentifytenseerrors?Period6:Project–GiveaLiveWeatherReport教学内容分析:本课时为项目式学习课，是单元知识的综合应用与创意输出。学生小组合作，选择国内外几个城市，收集（或虚构）其天气信息，编写一份简单的天气预报稿，并进行模拟播报。任务融合了信息整理、脚本写作、公开演讲和肢体语言，极具挑战性和趣味性。教学重难点:重点:Preparinganddeliveringashort,structuredweatherreport;Integratingweather,temperature,andactivitysuggestions.难点:Speakingfluentlytocamera/classwithoutjustreading.Usingpersuasiveandinformativelanguage(`It‘sagooddayto...`,`Don’tforgetto...`).教学方法与教学准备:方法：项目式学习、合作探究、角色扮演、展示评价。准备：世界地图、城市卡片、天气预报视频范例、播报稿模板、评价量表（内容、语言、表现力）。教学流程:1.ProjectLaunch(5mins)Watchashortclipofasimpleweatherreport(orshowthemodelin3a).Pointouttheparts:Greeting->Place/Time->Weather&Temp->ActivityAdvice.Transition:“Now,youaretheweatherreporter!Ingroups,youwillreportontheweatherinaChinesecity.”2.GroupWork(20mins)Groupschooseacityandseason.Theyresearch/findoutthetypicalweatherandtemperature(canusetextbooktablein3aasamodel).Theywriteashortscriptfollowingthestructure.Theypracticedeliveringit,withonepersonasthereporteron“liveTV”.Transition:“Reportsready?Let‘sgolive!”3.Presentation&Sharing(15mins)Eachgrouppresentstheirweatherreport.Encouragethemtousegesturesandpointtoanimaginarymap.Classvotesfor“TheClearestReport”or“TheMostUsefulAdvice”.Transition:“Fantasticreporting!You‘velearnedtoinformandadvisepeopleabouttheweather—averyusefulskill!”Homework:必做：与小组成员共同完成天气预报稿的编写，并熟读自己负责的部分。选做：1.担任小组的“首席气象播报员”，负责开场、串联和结尾，并练习播报时的仪态和手势。2.为你们的天气预报制作简单的背景图（地图和天气图标）。Blackboarddesign:```Unit6(Period6)Project:WeatherReport[GroupName]WeatherForecastGoodmorning!Hereistheweatherfortoday.InBeijing,it‘ssunnyand25°C.Aperfectdayfor...InLondon,it‘srainyandcool,about15°C.Don‘tforgetyourumbrella!...That‘sallfortoday‘sweather.Haveaniceday!```教学反思关注点:Didgroupsfollowthestructureeffectively?Werethereportsdeliveredwithsomesenseofperformance,orweretheyjustreadflatly?Didtheprojectfeellikeaauthenticuseoflanguage?Period7:Review&ExtendedReading教学内容分析:本课时进行单元综合复习与拓展。通过“天气转盘”、“时态抢答”等游戏，高效复习核心词汇和语法难点。拓展阅读部分提供一篇关于“天气如何影响人的情绪”的科普短文，从科学角度深化单元主题，增加阅读深度，并完成相关的阅读理解与词汇推断任务。教学重难点:重点:Reviewingweathervocabularyandtensecontrast;Readingaboutthescientificandemotionaleffectsofweather.难点:Understandingtheconceptof“weatheraffectingmood”andrelatedidioms(`undertheweather`,`feeldown`).教学方法与教学准备:方法：游戏竞赛法、任务型阅读法。准备：复习游戏材料（天气转盘、时态判断卡）、拓展阅读文本及练习题、单元综合小测卷。教学流程:1.ReviewGame(15mins)Game:“WeatherCharades+Tense”.Astudentpicksacard