2025-2026学年天气的教学设计英文

2025-2026学年天气的教学设计英文主备人备课成员设计思路一、设计思路结合七年级英语课本“Weather”单元，以“询问与描述天气”为核心，通过情境模拟（如天气预报播报）、小组合作任务（制作天气海报），从词汇（sunny,rainy等）到句型（How'stheweather?It's...）逐步推进，联系学生生活实际（如记录一周天气），培养语言运用能力，符合课标对“人与自然”主题的要求。核心素养目标二、核心素养目标语言能力：学生能运用sunny,rainy等天气词汇及How'stheweather?It's...句型，口头描述与询问天气，完成简单天气预报任务。文化意识：了解中西方天气表达差异（如中国用“秋老虎”描述炎热秋天气），初步感知文化多样性。思维品质：通过分析天气与活动关系（如sunny适合outdooractivities），培养逻辑推理与简单批判思维。学习能力：通过小组制作天气海报，提升合作学习与信息整理能力，养成用英语记录日常天气的习惯。教学难点与重点1.教学重点，①掌握sunny,rainy,cloudy,windy,snowy等核心天气词汇的音、形、义，能正确认读并在语境中运用；②熟练运用How'stheweather?—It's...句型进行天气询问与描述，完成简单对话和天气预报任务。

2.教学难点，①准确区分不同天气词汇的用法，如区分cloudy与foggy，windy与breezy的细微差别；②结合生活实际，用恰当的语言描述天气与日常活动的关系（如It'srainy.Weshouldtakeanumbrella.），提升语言运用的得体性和交际性。学具准备多媒体课型新授课教法学法讲授法课时第一课时师生互动设计二次备课教学资源准备四、教学资源准备1.教材：七年级英语课本“Weather”单元及配套练习册，确保每位学生人手一份。2.辅助材料：准备sunny、rainy、cloudy等天气词汇图片、天气预报视频片段、天气符号图表。3.实验器材：无特殊实验器材需求。4.教室布置：设置分组讨论区，摆放彩纸、彩笔供学生制作天气海报。教学过程五、教学过程Step1:Warm-upandLead-in(5minutes)Teacher:"Goodmorning,class!Howareyoufeelingtoday?"Students:"Goodmorning,teacher!We'refine,thankyou."Teacher:"Great!Lookoutsidethewindow,what'stheweatherliketoday?CanyoutellmeinEnglish?"(Pointtothewindow)StudentA:"It'ssunny!"Teacher:"Yes!Goodjob.'Sunny'meansthesunisshining.Whataboutotherdays?Ifitrains,whatdowesay?"StudentB:"Rainy!"Teacher:"Exactly!Todaywe'lllearnmoreaboutweatherwordsandhowtoaskandanswerabouttheweather.Let'sturntoPage10inyourtextbook."(Studentsopentextbooks)Step2:PresentationofNewWords(10minutes)Teacher:"LookatthepicturesonPage10.What'sthisweather?"(Showsunnypicture)Students:"Sunny!"Teacher:"Right.'Sunny'/ˈsʌni/.Repeatafterme:sunny."Students:"Sunny."Teacher:"Now,thispicture?(Showrainypicture)"Students:"Rainy!"Teacher:"Good.'Rainy'/ˈreɪni/.Repeat:rainy."Students:"Rainy."Teacher:"Next,cloudy(showcloudypicture),windy(showwindypicture),snowy(showsnowypicture).Let'sreadthemtogether:sunny,rainy,cloudy,windy,snowy."Students:"Sunny,rainy,cloudy,windy,snowy."Teacher:"Now,let'splayagame.I'llshowapicture,yousaythewordquickly.Ready?"(Showflashcardsrapidly)Students:(Respondwithweatherwords)Step3:DialoguePractice(15minutes)Teacher:"Nowlet'slistentothedialogueonPage11betweenLiMingandJenny.Listencarefully:howdotheyaskabouttheweather?"(Playaudio)Teacher:"So,howdoesLiMingask?"StudentC:"How'stheweather?"Teacher:"Yes!'How'stheweather?'means'天气怎么样?'.Repeatafterme:How'stheweather?"Students:"How'stheweather?"Teacher:"AndJennyanswers?"StudentD:"It'ssunny."Teacher:"Good.'It'ssunny.'means'天气晴朗.'.Repeat:It'ssunny."Students:"It'ssunny."Teacher:"Nowlet'spracticeinpairs.Onestudentasks'How'stheweather?',theotheranswerswithaweatherword.I'llwalkaroundandhelpyou."(Studentspairupandpractice;teachermonitorsandcorrectspronunciation)Teacher:"Time'sup!Whowantstoshowyourdialogue?"(Onepairstandsupandperforms)Teacher:"Excellent!Youpronounced'weather'clearly."Step4:DifferentiatingWeatherWords(10minutes)Teacher:"Now,let'slookatthesetwopictures:oneiscloudy(showpicturewithmanyclouds),theotherisfoggy(showpicturewithfog).Aretheythesame?"StudentE:"No.Cloudyhasclouds,foggyislikemist."Teacher:"Smart!'Cloudy'meansmanycloudsinthesky;'foggy'meansfogontheground,hardtosee.Now,windyandbreezy:windyisstrongwind(wavearmsstrongly),breezyislightwind(wavearmsgently).Let'sactthemout.WhenIsay'windy',youwavestrongly;'breezy',wavegently."(Teacherdemonstrates,studentsfollow)Step5:TextExploration(10minutes)Teacher:"ReadtheshortpassageonPage12abouttheweatherindifferentcities.Answer:What'stheweatherlikeinBeijing?WhataboutLondon?"(Studentsreadsilently)Teacher:"LiMing,what'stheweatherinBeijing?"StudentF:"It'ssunny."Teacher:"AndLondon,Lucy?"StudentG:"It'srainy."Teacher:"Great!Sodifferentcitieshavedifferentweather.Now,think:ifit'ssunny,whatcanwedo?Ifit'srainy,whatshouldwedo?"StudentH:"Sunny:playoutside.Rainy:takeanumbrella."Teacher:"Exactly!Weatheraffectsourdailyactivities."Step6:GroupActivity:WeatherPoster(15minutes)Teacher:"Now,let'smakeaweatherposteringroupsoffour.Eachgroupchoosesacity,drawstheweather,andwritessentenceslike'InBeijing,it'ssunny.Wecanplayfootball.'I'llgiveyoupaper,coloredpencils,andweathersymbols."(Distributematerials;studentsworkingroups;teacherprovidesguidance)Teacher:"Group1,youchoseShanghai.What'stheweather?"Group1:"It'srainy.Weshouldtakeumbrellas."Teacher:"Good!Usethesentencepatterncorrectly."Step7:WeatherReportShow(10minutes)Teacher:"Now,let'sbeweatherreporters!Eachgroupwillcometothefrontandgiveashortweatherreport.Use'Goodmorning!Here'stheweatherreport.In...it's...Wecan...'"(Group1reports)Group1:"Goodmorning!Here'stheweatherreport.InShanghai,it'srainy.Weshouldtakeumbrellas."Teacher:"Wonderful!Clearandinformative.Nextgroup?"(Othergroupsreport;teacherencouragesapplause)Step8:SummaryandHomework(5minutes)Teacher:"Todaywelearnedweatherwords:sunny,rainy,cloudy,windy,snowy.Andthekeysentences:'How'stheweather?—It's...'Weatheraffectsouractivities.Forhomework,write5sentencesabouttheweatherthisweek,like'Monday:sunny.It'ssunny.Icanrideabike.'Don'tforgettousethewordswelearned.Classisover.Seeyoutomorrow!"Students:"Seeyou,teacher!"学生学习效果六、学生学习效果通过本节课的学习，学生在语言能力、文化意识、思维品质和学习能力四个方面取得了显著进步，具体效果如下：在语言能力方面，学生能准确认读并运用sunny、rainy、cloudy、windy、snowy等核心天气词汇，掌握其发音规则和词义，如区分cloudy（多云）与foggy（有雾）的差异，理解windy（大风）与breezy（微风）的程度区别，能根据图片或情境快速识别并说出对应的天气词汇。熟练掌握“How'stheweather?—It's...”核心句型，能在真实对话中灵活运用，如询问同桌“How'stheweathertoday?”并回答“It'ssunny.”，能完成课本Page11的对话任务，模拟LiMing和Jenny的问答，语音语调自然，句型结构完整。能结合生活实际用英语描述天气与活动的关系，如“It'srainy.Weshouldtakeanumbrella.”“It'ssunny.Wecanplayfootball.”，达到在语境中综合运用语言的目标。在文化意识方面，学生初步感知中西方天气表达的差异，了解中国特有的天气文化词汇如“秋老虎”（Indiansummer），并能将其与英文表达对比，理解不同文化背景下对天气描述的侧重。通过课本Page12不同城市天气的阅读（北京晴天、伦敦雨天），认识到世界各地天气的多样性，培养跨文化理解意识，如能说出“InLondon,it'softenrainy.”，尊重不同地区的气候特点。在思维品质方面，学生通过分析天气与日常活动的关联，发展逻辑推理能力，如根据天气词汇推断合适的活动（snowy—makeasnowman；cloudy—readbooksindoors），能判断“在下雨天去游泳”的不合理性，提升批判性思维。在小组制作天气海报和进行天气报告时，能对信息进行整理和归纳，如选择上海作为城市，画出下雨符号，写出“InShanghai,it'srainy.Weshouldtakeumbrellas.”，条理清晰，思维有序。在学习能力方面，学生通过小组合作制作天气海报，提升合作学习能力，能分工完成绘画、书写、汇报等任务，如有的学生画天气符号，有的写句子，有的负责展示，学会倾听他人意见并表达自己的想法。养成用英语记录日常天气的习惯，能按要求完成5句关于一周天气的句子，如“Monday:sunny.It'ssunny.Icanrideabike.”“Tuesday:rainy.It'srainy.Ishouldtakeanumbrella.”，将课堂所学延伸到生活实际。在课堂活动中能主动参与，如积极举手回答问题、乐于展示对话和天气报告，学习自信心增强，能主动查阅课本资料解决词汇和句型问题，提升自主学习能力。总体而言，学生不仅掌握了本单元的核心词汇和句型，还能在真实情境中运用英语进行天气交流，理解天气对生活的影响，实现了从知识学习到语言运用的有效迁移，为后续英语学习奠定了坚实基础。教学反思与总结教学反思：这节课整体流程比较顺畅，但词汇区分环节耗时稍长。学生容易混淆foggy和cloudy，下次需增加实物对比（如雾气图片与云层图片）。小组合作时，部分学生分工不明确，下次应提前设计任务卡，明确角色分工。课堂管理