Unit 3 Rain and Shine Topic Talk 教学设计 2024-2025学年北师大版（2024）七年级英语下册

Unit 3 Rain and Shine-Topic Talk Unit 3 Rain and Shine - Topic Talk serves as an introduction to the overall theme of weather in this unit. It mainly focuses on equipping students with the necessary vocabulary, expressions, and grammar knowledge related to weather. Through various activities and discussions, students will be able to start expressing and sharing their ideas about different weather conditions, laying a solid foundation for further exploration of weather-related topics in the subsequent lessons of this unit 教学目标 1. Knowledge Objectives Students will be able to master key vocabulary for describing weather, such as "sunny", "rainy", "cloudy", "windy", "snowy", etc. Students can understand and use common expressions for inquiring about the weather, like "What's the weather like?" and "How's the weather in...?" Students will learn the structure and usage of tag questions related to weather descriptions, e.g., "It's a beautiful day, isn't it?" 2. Ability Objectives Students are expected to be able to accurately describe the current weather and the weather in different places using the learned vocabulary and expressions in both speaking and writing. Students can engage in simple conversations about weather, sharing their personal feelings and preferences regarding different weather conditions. Students will improve their listening skills by understanding weather-related dialogues and instructions. 3. Emotional Objectives Foster students' interest in learning English through the exploration of a familiar and practical topic - weather. Encourage students to be more observant of the natural world around them and enhance their awareness of the impact of weather on daily life. 教学重难点 1. Teaching Key Points The acquisition and correct usage of weather-related vocabulary. Mastery of common sentence patterns for inquiring about and describing weather. Understanding and proper application of tag questions in weather discussions. 2. Teaching Difficult Points Distinguishing and correctly using different adjectives to precisely describe various degrees of weather conditions, for example, differentiating between "light rain" and "heavy rain", "gentle wind" and "strong wind". Helping students to use tag questions spontaneously and accurately in real - life conversations, as the concept might be new and a bit tricky for some students. 1. Key Vocabulary Weather - related adjectives: sunny, rainy, cloudy, windy, snowy, foggy, stormy, hot, cold, warm, cool Nouns: weather, sun, rain, cloud, wind, snow, fog, storm, temperature 2. Key Expressions Inquiring about weather: What's the weather like? / What's the weather like today? How's the weather in...? / How's the weather in Beijing? Describing weather: It's sunny/rainy/cloudy/windy/snowy/foggy/stormy. It's hot/cold/warm/cool. The temperature is... degrees. Tag questions: It's a beautiful day, isn't it? It's cold today, isn't it? 3. Grammar Focus Tag questions: Structure: Statement + short question (auxiliary verb + subject). The short question part has the opposite polarity of the statement. For example, in a positive statement like "It's sunny", the tag question is "isn't it"; in a negative statement like "It isn't rainy", the tag question is "is it". 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, play a short video clip about different weather scenes around the world, such as a sunny beach in Hawaii, a rainy day in London, a snowy landscape in the North Pole, and a windy desert. While playing the video, ask students to watch carefully and think about what kind of weather they see. After the video, start a simple interaction with students. Ask: "What did you see in the video? Can you name some of the weather conditions?" Encourage students to respond with words like "sunny", "rainy", "snowy", etc. 2. Presentation (15 minutes) Vocabulary teaching Use flashcards with pictures of different weather conditions on one side and the corresponding English words on the other side. Show the flashcards one by one, for example, show the picture of a bright sun and say "This is sunny. S - U - N - N - Y, sunny." Then ask students to repeat after you several times. Do the same for other weather - related words like "rainy", "cloudy", "windy", "snowy", etc. Write the words on the blackboard. While writing, emphasize the spelling and pronunciation of each word. For example, when writing "rainy", point out the pronunciation of the "ai" sound and how the "y" at the end changes the word from the noun "rain" to the adjective "rainy". Conduct a quick vocabulary drill. Randomly point to a word on the blackboard and ask students to quickly pronounce it. Then, randomly call a student and show a flashcard, asking the student to say the word without looking at the English on the card. Expression and grammar teaching Write the sentence "What's the weather like today?" on the blackboard. Read it aloud clearly and explain to students that this is a very common way to ask about the weather. Let students repeat the sentence several times. Then, change the time adverb "today" to other words like "tomorrow", "yesterday", "next week", etc., and ask students to make sentences accordingly. Teach the response "It's sunny/rainy/cloudy...". Use real - time weather information. For example, if it's sunny outside, point to the window and say "Look, it's sunny today. So we can answer 'It's sunny' when someone asks 'What's the weather like today?'". Let students practice answering the question with different weather conditions. Introduce the tag question "It's a beautiful day, isn't it?" Explain the structure and function of tag questions in this context. Write more examples on the blackboard, such as "It's cold today, isn't it?" and "It isn't windy, is it?" Let students observe the patterns and practice reading these sentences. 3. Practice (15 minutes) Pair - work Divide students into pairs. Give each pair a set of cards. On each card, there is a picture of a certain weather condition on one side and a short description or a question related to weather on the other side. For example, one card might have a picture of rain on one side and the question "What's the weather like?" on the other side; another card might have a picture of a sunny day and the sentence "It's a lovely day, isn't it?" In pairs, students take turns to pick a card. If the card has a picture, the student holding the card asks the partner the relevant question about the weather, and the partner answers. If the card has a sentence, the student reads the sentence and the partner responds appropriately, adding a tag question if necessary. Walk around the classroom to monitor and offer help when needed. Group discussion Group students into groups of four or five. Pose a discussion topic: "If you could choose any weather to have for the whole week, what would it be and why?" Ask each group to discuss this topic. Encourage students to use the vocabulary and expressions they have just learned. For example, they can say "I would choose sunny days because I can play outside" or "I like rainy days because it's so refreshing, and I can read books at home, isn't it?" After about 5 minutes of discussion, ask each group to select a representative to share the group's ideas with the whole class. Listen carefully to the representatives' presentations and give positive feedback and corrections if there are any language mistakes. 4. Production (7 minutes) Weather report Assign each student to be a "weather reporter". Provide them with some simple information about the weather in different cities around the world, including the city name, weather condition, and temperature. For example, "New York, sunny, 25 degrees Celsius", "Sydney, rainy, 18 degrees Celsius", etc. Ask students to prepare a short weather report within 2 - 3 minutes. They need to use the correct expressions to describe the weather in each city. For example, "Hello, everyone! Here is the weather report. In New York, it's sunny today. The temperature is 25 degrees Celsius. It's a great day to go out and enjoy the sunshine." Invite several students to come to the front of the class and give their weather reports. The rest of the students listen carefully and can ask questions if they have any doubts. 5. Summary and Homework (3 minutes) Summary Summarize the key points of this class with students. Review the weather - related vocabulary, expressions for asking and describing weather, and the usage of tag questions. Write the key words and sentences on the blackboard again for emphasis. Ask students to recall the main content of the class by randomly calling some students to answer questions like "What are the ways to ask about the weather?" and "Give some examples of tag questions related to weather." Homework Ask students to write a short paragraph about the weather in their hometown. They should describe the typical weather in different seasons and their favorite season and weather, using at least five of the words and expressions learned in this class. Encourage students to watch the weather forecast on TV or online in English and try to understand the weather information. They can share interesting weather news with the class in the next lesson. 教学反思 After this class, overall, students showed great interest in the topic of weather, which was beneficial for their learning enthusiasm. The use of multimedia resources like the video in the warming - up stage successfully attracted students' attention and quickly engaged them in the class. In vocabulary teaching, the use of flashcards and various drills helped students to remember the words more effectively. However, during the practice of tag questions, some students still had difficulties in using the correct auxiliary verbs and subject forms. In future classes, more targeted exercises and real - life examples should be provided to strengthen their understanding and application. Also, in group discussions, some students were a bit shy and less active. Teachers need to create a more relaxed and inclusive atmosphere to encourage every student to participate actively. In general, this class achieved most of the teaching objectives, but there is still room for improvement in teaching methods and student participation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $