Unit 2 Rain or Shine Section B 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 B This section in Unit 2 Rain or Shine of the 2024 edition of the English textbook for Grade 7 (Five - Four School System, Shandong Education Press) focuses on enhancing students' understanding and usage of vocabulary and expressions related to weather conditions. It further develops their listening, speaking, reading, and writing skills within the context of weather - related conversations and texts. Through various activities, students will learn to describe different weather situations, talk about how the weather affects people's daily lives, and express their preferences for different weather. 教学目标 A. Knowledge Objectives Students will be able to master the following new words and phrases related to weather: storm, snowstorm, ice, thick, freeze, temperature, degree, below, zero, rise, drop, etc. They can understand and use the key sentence patterns for talking about weather, such as "There will be a storm/snowstorm.", "The temperature will drop/rise to... degrees.", "It's going to be + adj. (like cold, hot, sunny, etc.) tomorrow." B. Ability Objectives Listening: Students can understand short conversations and passages about weather reports, picking out specific information like weather conditions, temperature, and upcoming weather changes. Speaking: They are able to describe the current weather and predict future weather accurately and fluently in daily conversations. Also, they can discuss how the weather impacts their activities and feelings. Reading: Students can read weather - related texts, including weather forecasts and articles about the influence of weather on different aspects of life, and understand the main ideas and important details. Writing: They can write a simple weather report or a short passage about their favorite weather, using the learned vocabulary and sentence structures. C. Emotional Objectives Foster students' interest in learning English by connecting the topic to their daily lives. Develop students' awareness of observing and caring about the weather and its impact on human activities. 教学重难点 A. Key Points New vocabulary and phrases related to weather, especially the correct pronunciation, spelling, and usage. Key sentence patterns for describing and predicting weather. Improving students' listening, speaking, reading, and writing skills in the context of weather - related topics. B. Difficult Points Helping students use the new vocabulary and sentence patterns flexibly in real - life situations. Training students to understand different accents and intonations in listening materials about weather reports. Guiding students to write a coherent and well - organized weather - related passage, with proper grammar and rich content. A. New Words and Phrases storm /stɔːm/n. 暴风雨 e.g. A storm is coming. We'd better stay at home. snowstorm /ˈsnəʊstɔːm/n. 暴风雪 e.g. The snowstorm made the roads very slippery. ice /aɪs/n. 冰 e.g. The river is covered with ice in winter. thick /θɪk/adj. 厚的；浓的 e.g. Wear a thick coat. It's very cold outside. freeze /friːz/v. （使）冻结；结冰 e.g. The water in the lake froze last night. temperature /ˈtemprətʃə(r)/n. 温度 e.g. The temperature is rising today. degree /dɪˈɡriː/n. 度；度数 e.g. It's 25 degrees Celsius today. below /bɪˈləʊ/prep. 在…… 下面；低于 e.g. The temperature will be below zero tonight. zero /ˈzɪərəʊ/num. 零 e.g. The thermometer shows zero degrees. rise /raɪz/v. 上升；升起 e.g. The sun rises in the east. drop /drɒp/v. 下降；落下 e.g. The price of vegetables has dropped recently. B. Key Sentence Patterns There will be + weather condition. e.g. There will be a heavy rain tomorrow. The temperature will + verb (rise/drop) + to + number + degree(s). e.g. The temperature will drop to - 5 degrees tomorrow. It's going to be + adj. + tomorrow. e.g. It's going to be sunny tomorrow. 教学过程 A. Lead - in (5 minutes) Greet the students as usual. Then, show some pictures of different weather conditions on the PPT, such as sunny, rainy, cloudy, windy, stormy, etc. Ask students to describe the weather in the pictures in English. For example, "It's sunny. The sun is shining brightly." Encourage as many students as possible to participate. B. Presentation (10 minutes) Vocabulary Teaching Present the new words and phrases one by one on the PPT. For each word, show a corresponding picture to help students understand the meaning. For example, when teaching "storm", show a picture of a storm with strong winds and heavy rain. Teach the pronunciation of each word carefully, asking students to repeat several times. Pay attention to the difficult pronunciation points, such as the /ɔː/ in "storm" and the /əʊ/ in "snowstorm". Explain the usage of some words briefly. For example, for "freeze", explain that it can be used as "The water freezes when the temperature is low." or "It's freezing cold outside." Sentence Pattern Teaching Write the key sentence patterns on the blackboard. Explain the structure and usage of each pattern. For example, for "There will be + weather condition.", explain that it is used to predict the weather in the future. Give some examples for students to imitate. For example, "There will be a snowstorm this weekend. What shall we do?" Then, ask students to make their own sentences using the patterns. C. Listening (10 minutes) Pre - listening Tell students that they are going to listen to a weather report. Ask them to think about what information they might hear in a weather report, such as the current weather, the temperature, and the weather forecast for the next few days. Show some pictures of different weather symbols on the PPT and teach students how to read them, like the symbol for sunny, cloudy, rainy, etc. While - listening Play the recording of the weather report for the first time. Ask students to listen carefully and try to get the general idea of the report. Play the recording again. This time, ask students to take notes and write down the important information, such as the current weather condition, the highest and lowest temperatures, and the weather for the next day. Post - listening Check the answers with the students. Ask some students to share their notes. Then, play the recording one more time if necessary for students to clarify any misunderstandings. D. Speaking (10 minutes) Pair Work Divide students into pairs. Ask them to have a conversation about the weather. One student can act as a weather reporter and report the weather, and the other can ask some questions, such as "What's the temperature like today?", "Will it be sunny tomorrow?", etc. Encourage students to use the new vocabulary and sentence patterns they have just learned. Walk around the classroom to monitor and offer help if needed. Group Discussion Form groups of four. Give each group a topic related to the weather, such as "How does the weather affect our daily lives?" or "What's your favorite weather and why?" Ask students to discuss the topic in their groups. Each group member should express their opinions. After the discussion, ask each group to choose a representative to report their group's discussion results to the whole class. E. Reading (10 minutes) Pre - reading Show a short passage about the influence of weather on sports on the PPT. Before students read, ask them to look at the title and the pictures (if any) in the passage and predict what the passage might be about. Teach some new words or phrases that might appear in the passage if they are not in the knowledge list, such as "outdoor activities", "be suitable for", etc. While - reading Let students read the passage quickly for the first time to get the main idea. Then, ask them some general questions, such as "What is the main idea of the passage?" or "How many kinds of sports are mentioned in the passage?" Ask students to read the passage carefully for the second time. This time, ask them some detailed questions, such as "What kind of weather is suitable for football?", "Why is skiing suitable for snowy days?" etc. Post - reading Check the answers to the questions. Have a discussion with the students about the content of the passage. Encourage students to express their own opinions on how weather affects different activities. F. Writing (Optional, if time permits) (10 minutes) Pre - writing On the blackboard, write a simple outline for a weather report: The current weather condition (including temperature) The weather forecast for the next day or two Some suggestions for people according to the weather Brainstorm with students about what to write in each part. For example, for the current weather condition, they can describe the weather they see outside today. While - writing Ask students to write a short weather report according to the outline. Encourage them to use the new words and sentence patterns they have learned. Walk around the classroom to offer help and guidance, such as correcting grammar mistakes and suggesting better expressions. Post - writing Ask several students to read their weather reports aloud. After each student reads, give some positive comments and also point out some areas for improvement. G. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the new vocabulary, sentence patterns, and the main ideas of the listening, speaking, reading, and writing activities. Ask students to recall what they have learned and share their learning gains in class. Homework Ask students to watch the weather report on TV or online tonight and write down the weather conditions of their city and another city they like. Require students to make a weather - related poster. They can draw pictures of different weather conditions and write some descriptions and sentences about the weather on the poster. 教学反思 After this class, it is necessary to reflect on the teaching process and effectiveness. During the class, students showed great interest in the topic of weather as it is closely related to their daily lives. The use of pictures, recordings, and group activities effectively motivated students to participate in class. However, there are still some areas that need improvement. In vocabulary teaching, although using pictures can help students understand the meaning, more real - life examples could be given to deepen their understanding and usage. For listening, some students still had difficulty catching the numbers of temperature accurately. Maybe more targeted listening exercises on numbers should be designed in future classes. In speaking activities, most students could actively participate, but a few students were a bit shy and less involved. In the future, more encouragement and individual guidance should be provided to these students. For reading and writing, some students had problems with understanding complex sentences in the reading passage and writing coherent paragraphs. More training on reading skills and writing structure should be carried out in the following classes. Overall, through continuous reflection and improvement, the teaching quality can be further enhanced to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $