Unit 2 Rain or Shine Over to yo 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-Over to yo This unit focuses on the theme of "Rain or Shine", exploring various aspects related to weather and daily life under different weather conditions. The "Over to You" part is designed to further engage students in practical language use and creative thinking. It provides students with opportunities to consolidate the vocabulary, grammar, and sentence patterns learned in the previous sections, and encourages them to express their own ideas and experiences in the context of weather. Through a series of tasks such as role - play, discussion, and writing, students can enhance their language proficiency in listening, speaking, reading, and writing, as well as improve their cross - cultural communication awareness and problem - solving abilities. 教学目标 A. Knowledge Objectives Students can master and correctly use the key vocabulary related to weather, such as "rainy", "sunny", "cloudy", "windy", "snowy", etc., and some new words and phrases in this part, like "weather forecast", "umbrella", "raincoat", etc. Students are able to review and apply the simple present tense to describe weather conditions and daily activities in different weather, for example, "It is sunny today. We often go to the park on sunny days." Students can understand and use some expressions about giving and asking for advice regarding weather - related situations, such as "What should I wear if it rains?" "You should take an umbrella." B. Ability Objectives Develop students' listening skills by listening to weather reports and conversations about weather - related topics, and enable them to extract key information accurately. Improve students' speaking skills, making them able to communicate fluently about weather conditions, daily plans in different weather, and give and receive advice in real - life scenarios. Enhance students' reading skills, helping them to understand weather - related texts, including weather forecasts and simple articles, and summarize the main ideas. Train students' writing skills, guiding them to write short passages about their favorite weather, weather - related experiences, or a simple weather - based plan. C. Emotional Objectives Cultivate students' interest in learning English by connecting the learning content with real - life weather experiences, making them realize the practicality of English. Encourage students to actively participate in group work and class discussions, improving their cooperation spirit and confidence in using English to express themselves. Raise students' awareness of environmental protection through the discussion of extreme weather and its impact on daily life. 教学重难点 A. Key Points Mastery of key vocabulary and expressions related to weather and daily life in different weather. Correct application of the simple present tense in the context of weather description. Ability to conduct conversations about weather, daily plans, and advice - giving. B. Difficult Points How to guide students to use English freely and flexibly in real - life - like weather - related communication, avoiding literal translation from Chinese. Helping students to understand and use some idiomatic expressions related to weather, such as "rain or shine", "it never rains but it pours", etc. Training students to write organized and meaningful passages about weather - related topics, with correct grammar and rich content. A. Vocabulary Weather - related words: "rainy" (adj. 下雨的) - It's rainy today. Don't forget your umbrella. "sunny" (adj. 晴朗的) - We will have a picnic if it is sunny tomorrow. "cloudy" (adj. 多云的) - The sky is cloudy. It might rain later. "windy" (adj. 有风的) - It's too windy to fly a kite in this park. "snowy" (adj. 下雪的) - Children like to make snowmen on snowy days. "stormy" (adj. 暴风雨的) - The ship had to stay in the port during the stormy weather. "foggy" (adj. 有雾的) - Driving is dangerous in foggy conditions. Other relevant words: "weather forecast" (天气预报) - Let's check the weather forecast before we go on a trip. "umbrella" (n. 雨伞) - She always carries an umbrella in her bag. "raincoat" (n. 雨衣) - You need to wear a raincoat when it rains heavily. "boots" (n. 靴子) - Put on your boots. The ground is wet. "sunglasses" (n. 太阳镜) - Wear your sunglasses on sunny days to protect your eyes. B. Grammar Simple present tense for weather description: Structure: Subject + be + adjective (weather - related) + other elements. Examples: It is sunny today. The weather is windy in spring here. Subject + verb (base form / -s/-es form) + other elements (when describing habitual actions in different weather). Examples: I often play football on sunny days. He usually stays at home when it rains. Expressions for giving and asking for advice: Asking for advice: What should I do...? / What do you think I should...? Giving advice: You should... / You'd better... / It's a good idea to... Examples: What should I wear if I go hiking on a sunny day? You should wear a hat and comfortable shoes. C. Sentence Patterns How's the weather today? / What's the weather like today? - It's + adj. (weather - related). What do you usually do on + adj. (weather - related) days? - I usually + verb + other elements. If it + verb (base form)..., I will + verb + other elements. It's a + adj. + day to + verb + other elements. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different weather conditions on the PPT, such as sunny beaches, rainy streets, snowy mountains, etc. And ask students to quickly say the corresponding English words for the weather they see. For example, when showing a picture of a sunny day, students say "sunny". This activity can quickly arouse students' interest and review the previously learned weather - related vocabulary. B. Revision (5 minutes) Invite several students to come to the front of the class. Give each of them a card with a weather - related sentence written on it, such as "It is rainy today. I stay at home and read books." or "On sunny days, we often go to the zoo." The students need to read the sentence aloud and then act it out. The rest of the class watches and guesses which weather condition the sentence is about. This activity helps students review the use of the simple present tense in weather - related sentences and also trains their speaking and acting abilities. C. Presentation (10 minutes) Present the new vocabulary and expressions in this part. Use real objects (such as an umbrella, a raincoat) or pictures to teach words like "umbrella", "raincoat", "weather forecast", etc. Explain the meanings and usages of these words in simple English. For example, when teaching "weather forecast", say "We can know what the weather will be like in the next few days from the weather forecast. For example, the weather forecast says it will be sunny tomorrow." Teach some idiomatic expressions related to weather. Explain the meaning of "rain or shine" with examples, like "He goes to school by bike every day, rain or shine." which means no matter what the weather is like, he still goes to school by bike. Also introduce "it never rains but it pours", and give an example: "First, I lost my keys. Then, I fell down on the way home. It never rains but it pours." to help students understand the meaning of "bad things happen one after another". Use some short dialogues to present the expressions for giving and asking for advice in weather - related situations. For example: A: What should I wear if it snows tomorrow? B: You should wear a thick coat, a scarf and gloves. Write these dialogues on the blackboard and let students read them aloud several times to get familiar with the patterns. D. Practice (15 minutes) Listening practice: Play a short weather report recording. Before playing, ask students to read the questions on the worksheet first, such as "What will the weather be like tomorrow in [city name]?" "What is the temperature range?" Then play the recording. Students listen carefully and write down the answers. After that, check the answers together and play the recording again if necessary for students to clarify any misunderstandings. Speaking practice: Divide students into pairs. Give each pair a set of situation cards. Each card has a weather - related situation written on it, such as "It's a windy day and you want to go for a walk. What should you wear?" or "It's going to rain this afternoon. You have a football match. What should you do?" Pairs take turns to pick a card, ask and answer questions according to the situation on the card, using the expressions they have learned. Walk around the classroom to monitor and offer help if needed. After a few minutes, invite some pairs to come to the front and act out their dialogues for the whole class. Reading practice: Provide students with a short passage about a person's daily life in different weather. The passage contains some new words and the key sentence patterns learned. Ask students to read the passage silently first and then answer some comprehension questions, such as "What does the writer usually do on rainy days?" "Why does the writer like sunny days?" Let students work in groups to discuss the answers. Then, call on some groups to report their answers. Explain any difficult points in the passage. E. Production (10 minutes) Writing task: Assign a writing task to students. Ask them to write a short passage about their favorite weather. They need to include the reasons why they like this kind of weather, what they usually do on such days, and what they should pay attention to. Provide a writing outline on the PPT to help students organize their thoughts, such as: My favorite weather is... The reasons why I like it are... On [favorite weather] days, I usually... I should... After students finish writing, ask them to exchange their passages with their partners. They read each other's passages and give some simple comments, such as "Your passage is very interesting. You can add more details about what you do." Then students can make some revisions according to their partners' comments. Finally, invite several students to read their passages aloud to the class. F. Summary and Homework (5 minutes) Summary: Summarize the key points of this class with students, including the new vocabulary, grammar, sentence patterns, and idiomatic expressions. Ask students to recall and repeat some important knowledge points. Homework: Ask students to make a weather - related poster. They can draw pictures of different weather conditions, write the corresponding English words, and some simple sentences about what people can do in that weather. Require students to watch the weather forecast on TV or online tonight and write down the weather conditions of several cities in English. 教学反思 After teaching this class, I need to reflect on the following aspects: Teaching effectiveness: Overall, most students seemed to be actively involved in the class activities. They showed a good understanding of the new vocabulary and could use the sentence patterns to communicate about weather - related topics to some extent. However, in the production part, some students still had difficulties in writing a complete and well - organized passage. This indicates that more writing training and guidance are needed in future classes. Student participation: The group work and pair work activities promoted students' participation. But a few students were relatively passive. In the future, I should find more ways to encourage these students to actively engage in class, such as giving more individual attention and setting more interesting tasks that suit their levels. Teaching methods: The use of real objects, pictures, and multimedia materials was helpful in making the teaching content more vivid and easy to understand. However, for some idiomatic expressions, students might still need more real - life examples and practice to fully master them. I can consider using more stories or short videos in which these idiomatic expressions are used. Time management: The time for each part of the class was generally well - controlled. But in the speaking practice part, some pairs spent too much time on one situation card, which led to a bit of rush at the end. Next time, I should be more strict with the time limit for each activity to ensure a more balanced progress of the whole class. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $