Unit 3 Rain and Shine-Lesson 1 Whatever the Weather 教学设计 2024-2025学年北师大版（2024）七年级英语下册

该初中英语教学设计聚焦天气话题，围绕词汇、句型与跨文化认知展开，通过图片导入激活旧知，借助情境对话搭建语言支架，逐步引导学生从理解到输出，实现从感知到运用的自然过渡。 本课亮点突出核心素养融合，以“语言能力”为根基，通过听、说、读、写四维训练强化表达与理解；以“文化意识”为纽带，借伦敦、悉尼等地天气差异拓展国际视野；以“思维品质”为抓手，用对比提问和小组讨论激发批判性思考。例如，学生在描述不同城市活动时需分析天气与行为的关系，提升逻辑推理能力。教师可直接套用结构化流程，课堂互动性强，学生参与度高，既发展语言技能又培育全球意识，助力高效教学落地。

Unit 3 Rain and Shine-Lesson 1 Whatever the Weather This lesson is from Unit 3 Rain and Shine of the 2024 version of the English textbook for Grade 7, Beijing Normal University Edition. The main topic of this unit is weather. In this lesson, students will be exposed to various weather conditions around the world. They will learn new vocabulary related to weather, such as "sunny", "cloudy", "rainy", "windy", "snowy", etc., and key sentence patterns like "What's the weather like?" and "It's...". Through reading passages about the weather in different cities like Ottawa, London, Sydney, and Buenos Aires, students can understand how people in different places engage in various activities under different weather conditions. This lesson aims to improve students' language skills in listening, speaking, reading, and writing related to the topic of weather. 教学目标 A. Knowledge Objectives Students are able to master the new vocabulary about weather, including "weather", "sunny", "cloudy", "rainy", "windy", "snowy", "freezing", "temperature", etc. Students can learn and use the sentence patterns for asking about and describing weather, such as "What's the weather like?", "How's the weather?", and "It's + adj. (+ temperature)". Students understand the general present tense used to describe weather conditions and people's activities under different weathers, for example, "It's snowy here in Ottawa and the temperature is around –15°C. Some kids are building snowmen." B. Ability Objectives Develop students' listening ability to understand conversations and passages about weather. Improve students' speaking ability to describe the weather and talk about people's activities in different weather conditions in daily communication. Enhance students' reading ability to extract key information from texts about weather in different regions. Train students' writing ability to write short passages about the weather in a certain place. C. Emotional Objectives Cultivate students' interest in learning English by discussing the familiar topic of weather. Raise students' awareness of observing the weather and understanding the influence of weather on people's lives. Foster students' cross - cultural awareness as they learn about the weather and people's activities in different countries. 教学重难点 A. Key Points The new vocabulary and sentence patterns related to weather. Teachers can use various teaching methods such as pictures, real - life examples, and multimedia resources to help students remember these words and sentence patterns. For example, showing pictures of different weather conditions and asking students to say the corresponding words. Using the general present tense correctly to describe weather and daily activities. Teachers can design more sentence - making exercises and oral practice to strengthen students' understanding and application. B. Difficult Points Distinguishing the usage of "What's the weather like?" and "How's the weather?" accurately. Teachers can give more examples and let students practice in pairs to feel the difference. Describing people's activities in different weather conditions vividly and accurately. Teachers can guide students to think about their own experiences and provide more adjectives and adverbs to help students enrich their descriptions. Vocabulary Weather - related words: weather (n.) 天气 sunny (adj.) 晴朗的 cloudy (adj.) 多云的 rainy (adj.) 下雨的 windy (adj.) 有风的 snowy (adj.) 下雪的 freezing (adj.) 极冷的 temperature (n.) 温度 Activity - related words: build (v.) 建造（如 build snowmen 堆雪人） play (v.) 玩耍 walk (v.) 散步 hold (v.) 拿着（如 hold umbrellas 撑伞） enjoy (v.) 享受（如 enjoy themselves 玩得开心） Sentence Patterns Asking about weather: What's the weather like? How's the weather? Describing weather: It's sunny/cloudy/rainy/windy/snowy. It's + adj. (+ temperature). For example, It's freezing cold and the temperature is around –15°C. Describing people's activities: Some kids are building snowmen. Others are playing in the snow. Most people are staying at home. Grammar The general present tense is used to describe current and regular weather conditions and people's activities. For example, "It rains a lot in spring." "People often go swimming in summer." 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 days with people playing in the park, rainy days with people holding umbrellas, and snowy days with kids making snowmen. Then ask students: "Do you know what kind of weather it is in these pictures? Can you describe it in English?" Encourage several students to answer. This activity can arouse students' interest and review some simple weather - related words they learned before. B. Presentation (15 minutes) Vocabulary teaching Present the new vocabulary about weather one by one on the PPT. For each word, show a vivid picture related to it. For example, when teaching "sunny", show a picture of a bright sun in the blue sky; for "rainy", show a picture of raindrops falling. Read the words aloud clearly and ask students to repeat after the teacher several times. Then play a vocabulary game. The teacher says a weather - related word, and students need to quickly draw the corresponding picture on the blackboard. The first one who finishes correctly gets a small reward. This can help students remember the words better. Sentence pattern teaching Write the sentence pattern "What's the weather like?" on the blackboard. Explain its meaning and usage to students. Then show some pictures of different weather again and ask students to ask and answer in pairs using this sentence pattern. For example, one student asks: "What's the weather like?" The other answers: "It's sunny." Similarly, introduce the sentence pattern "How's the weather?" and let students compare the two sentence patterns. Through more practice, students can master their usage. Text introduction Tell students: "Today, we are going to travel around the world and see what the weather is like in different cities." Then show the pictures of Ottawa, London, Sydney, and Buenos Aires on the PPT. Briefly introduce these cities to students, such as their locations. Read the text about the weather in these four cities aloud for the first time, and ask students to listen carefully and get a general idea of the text. Then read the text again sentence by sentence, and explain the new words and difficult sentences in the text. For example, when reading "It's freezing cold, but people aren't staying at home!", explain the meaning of "freezing cold" and why people still go out in such cold weather. C. Practice (15 minutes) Listening practice Play a short audio about the weather report of some cities. After playing, ask students some questions, such as "What's the weather like in [city name]?" and let students answer according to what they heard. This can train students' listening ability. Speaking practice Divide students into groups of four. Each group gets some cards with different weather conditions and city names on them. Students need to take turns to pick a card and describe the weather in that city using the learned sentence patterns. Others in the group can ask follow - up questions, such as "What are people doing there?" This activity can improve students' speaking ability and their ability to communicate with each other in English. Reading practice Give students a short passage about the weather in another city. Ask them to read it quickly and answer some questions, such as "What's the main idea of this passage?", "What's the temperature in this city?", etc. This can enhance students' reading comprehension ability. D. Production (7 minutes) Writing task Ask students to write a short passage about the weather in their hometown. They need to describe the typical weather in different seasons, the temperature, and what people usually do in different weathers. Teachers can give some hints on the blackboard, such as key words and sentence patterns. After students finish writing, ask several students to read their passages aloud in class, and other students can give their comments. Group discussion Organize a group discussion. The topic is "If you can choose any weather to live in every day, what kind of weather would you choose and why?" Each group discusses for about 3 minutes, and then selects a representative to share their group's ideas with the whole class. This can not only practice students' speaking ability but also encourage them to express their personal opinions. E. Summary and Homework (3 minutes) Summary Summarize the key points of this lesson with students, including new vocabulary, sentence patterns, and the main content of the text. Ask students to recall what they have learned in class. Homework Ask students to watch the weather report on TV tonight and write down the weather conditions of three cities in their notebooks. Let students make a weather - related poster. They can draw pictures of different weather conditions, write down the corresponding English words and sentence patterns, and share it with their classmates tomorrow. 教学反思 Positive aspects The warming - up activity using pictures successfully attracted students' attention and activated their prior knowledge of weather - related words, which made it easier for them to enter the learning state. The vocabulary and sentence pattern teaching methods, such as using pictures, games, and pair - work, were effective. Students showed high enthusiasm in learning new words and practicing sentence patterns, and most of them could master the key vocabulary and sentence patterns. The practice and production parts provided students with sufficient opportunities to practice listening, speaking, reading, and writing skills. The group work and discussion activities promoted students' cooperation and communication ability, and they were able to express their ideas in English to a certain extent. Areas for improvement In the listening practice, some students had difficulty in catching the key information quickly. In the future, more listening materials with different speeds and topics can be provided, and listening skills training, such as predicting, listening for specific information, can be strengthened. During the group discussion, a few students were relatively passive and did not actively participate in the discussion. Teachers need to pay more attention to these students in the future, encourage them to express their opinions, and create a more inclusive and active classroom atmosphere. In the writing assessment, some students made grammar mistakes when describing the weather. Teachers should strengthen grammar teaching in writing classes and provide more writing guidance and feedback to improve students' writing accuracy. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $