Unit 2 Rain or Shine Section A 教学设计 2025-2026学年鲁教版（五四学制）（2024）七年级英语上册

Unit 2 Rain or Shine-Section A Unit 2 Rain or Shine focuses on weather and daily activities. In Section A, students will be exposed to vocabulary related to different weather conditions such as "sunny", "rainy", "cloudy", "windy" and "snowy". They will also learn key sentences for talking about the weather like "What's the weather like...?" and "How's the weather...?". Through listening, speaking, reading and writing exercises, students are guided to describe the weather and their own or others' activities in different weather situations. This section helps students build a basic language foundation for daily communication about weather topics. 教学目标 A. Knowledge Objectives Students are able to master the new vocabulary about weather: sunny, rainy, cloudy, windy, snowy, weather, report, cook, study, bad, terrible, pretty good, great, not bad, etc. Students can understand and use the key sentence patterns for asking and describing the weather: "What's the weather like...?" / "How's the weather...?" and responses like "It's + adj." B. Ability Objectives Enable students to listen for specific information about weather and activities in listening materials, and improve their listening comprehension skills. Develop students' speaking ability by encouraging them to freely communicate about the weather and their daily activities in pairs or groups. Cultivate students' reading skills, such as skimming and scanning for main ideas and details in simple texts related to the topic. Guide students to write short passages to describe the weather and their own activities, enhancing their writing ability. C. Emotional Objectives Stimulate students' interest in learning English by connecting the learning content with their daily life experiences. Foster students' sense of cooperation through pair work and group work activities, and improve their communication and teamwork skills. 教学重难点 A. Key Points The new vocabulary and key sentence patterns for talking about the weather. How to use the correct sentence structures to describe weather and activities. B. Difficult Points Helping students to use the learned language knowledge flexibly in real - life communication situations. Guiding students to distinguish and correctly use different verb tenses when describing ongoing activities in different weather conditions. For example, the present continuous tense "be + V - ing" which might be a bit challenging for Grade - 7 students who are just starting to learn this tense. A. Vocabulary Weather - related words sunny /ˈsʌni/ adj. full of sunshine; bright with sunlight rainy /ˈreɪni/ adj. with rain falling; wet because of rain cloudy /ˈklaʊdi/ adj. covered with clouds; not bright windy /ˈwɪndi/ adj. with a lot of wind; having a strong wind snowy /ˈsnəʊi/ adj. with snow falling or lying; covered with snow weather /ˈweðə(r)/ n. the condition of the atmosphere at a particular place and time, such as temperature, and if there is wind, rain, sun, etc. report /rɪˈpɔːt/ v. to give people information about something that has happened or is happening; n. a spoken or written description of something Activity - related words and phrases cook /kʊk/ v. to prepare food by heating it study /ˈstʌdi/ v. to spend time learning about a subject, especially by reading books, going to school, etc. bad /bæd/ adj. not good; of low quality terrible /ˈterəbl/ adj. very bad; causing great shock, fear, or unhappiness pretty good /ˈprɪti ɡʊd/ quite good; fairly satisfactory great /ɡreɪt/ adj. very good; excellent not bad /nɒt bæd/ fairly good; acceptable B. Key Sentence Patterns Asking about the weather What's the weather like + 地点 + 时间？ How's the weather + 地点 + 时间？ Answering about the weather It's + adj. (+ 时间) e.g. What's the weather like in Beijing today? / How's the weather in Beijing today? It's sunny. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Then show some pictures of different weather on the PPT, such as a sunny day with people playing on the beach, a rainy day with people holding umbrellas, a snowy day with children making a snowman. While showing the pictures, ask students some simple questions like "What can you see in the picture?" and "How is the weather in the picture?". Encourage students to answer in simple English words they know. This activity can quickly attract students' attention and lead them into the topic of weather. B. Presentation (10 minutes) Vocabulary teaching Present the new vocabulary about weather on the PPT one by one. Pronounce each word clearly and ask students to repeat after the teacher several times. For example, when teaching "sunny", say "sunny, /ˈsʌni/, it means full of sunshine". Then let students read the word aloud in chorus and individually. Use some simple ways to help students remember the words. For "rainy", you can say "rain is the noun, when we add - y, it becomes an adjective, rainy, like it's rainy today". After teaching all the weather - related words, play a "Word - guessing game". The teacher describes the meaning of a word in simple English, for example, "It's a kind of weather. The sky is full of clouds. It's not bright." and ask students to guess which word it is. Sentence pattern teaching Write the two key sentence patterns for asking about the weather on the blackboard: "What's the weather like...?" and "How's the weather...?". Explain the usage and meaning of these two sentence patterns. Then give some examples, such as "What's the weather like in Shanghai today? How's the weather in your hometown now?". Teach students how to answer these questions with "It's + adj." Let students practice asking and answering questions about the weather in pairs using the new vocabulary they just learned. Walk around the classroom to monitor and offer help if necessary. C. Listening (10 minutes) Tell students that they are going to listen to a weather report. Before listening, show some pictures of a TV weatherman or a weather report scene on the PPT to give students a general idea. Play the recording of the weather report for the first time. Ask students to just listen and get a general idea of what the report is about. Play the recording again. This time, ask students to listen carefully and fill in the blanks on the handout. The blanks can be about the weather conditions in different cities, for example, "The weather in Beijing is _____. It's _____ in Shanghai." Check the answers with the whole class. Play the recording one more time if necessary for students to clarify any misunderstandings. D. Speaking (10 minutes) Divide students into groups of four. Each group is given a set of cards. On each card, there is a picture of a weather condition and an activity. For example, one card has a picture of a sunny day and children flying a kite, another card has a picture of a rainy day and a person reading a book at home. Students in each group take turns to pick up a card and describe the picture using the learned sentence patterns. For example, "The weather is sunny. The children are flying a kite." Others in the group can ask some questions, such as "Do you like flying a kite on a sunny day?" or make comments like "That sounds interesting." Walk around the classroom to observe each group's discussion. Encourage students to use as much English as possible and correct their language mistakes in time. E. Summary and Homework (10 minutes) Summary Summarize the key points of this class with students. Review the new vocabulary about weather and the key sentence patterns for asking and answering about the weather. Ask students to recall what they have learned in class, such as new words' spellings, pronunciations and meanings, and how to use the sentence patterns correctly. Select some students to share their experiences in the group work speaking activity, and give them positive feedback and encouragement. Homework Ask students to write a short weather report about their city tomorrow. They need to use at least five new words and the key sentence patterns they learned in class. Tell students to watch the weather report on TV or on the Internet tonight, and try to understand more about how to describe the weather in English. 教学反思 In this class, the use of pictures and games in the warming - up and presentation stages can effectively arouse students' interest in learning, and most students can actively participate in class activities. However, in the vocabulary - learning part, some students still have difficulty in remembering the spellings of some words, especially those with complex letter combinations like "cloudy" and "snowy". In the future, more spelling - memory methods should be introduced, such as word - building analysis and more spelling practice. During the listening practice, some students had trouble catching the key information quickly, which indicates that their listening skills need to be further improved. In the following classes, more listening materials with different speeds and topics can be provided for students to practice, and some listening - skill - training methods like predicting before listening can be taught. In the speaking activity, most students can use the learned language knowledge to communicate, but there are still a few students who are too shy to speak in groups. More individual attention should be given to these students in class to encourage them to overcome their shyness and actively participate in speaking activities. The overall teaching process is in line with the teaching plan, but the time control in some parts can be more accurate. For example, the group - speaking activity took a little longer than expected, which led to a relatively hasty summary at the end. In future teaching, more strict time management should be carried out to ensure that each teaching link can be completed smoothly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $