Unit 3 Rain and Shine-Speaking Workshop 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-Speaking Workshop This speaking workshop is from Unit 3 "Rain and Shine" of the 2024 edition of the English textbook for Grade 7 published by Beijing Normal University. The unit focuses on the theme of weather, which is closely related to students' daily lives. In this speaking workshop, students will further practice and improve their speaking skills related to weather topics. They will learn to describe different weather conditions, talk about their preferences for various weathers, and discuss how weather affects people's daily life and activities. By the end of this workshop, students are expected to be able to communicate fluently and accurately about weather in different situations. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary and phrases related to weather, such as "sunny", "rainy", "cloudy", "windy", "snowy", "What's the weather like...?", "How's the weather in...?", "be ready for", "all year round", etc. They can correctly use sentence patterns for describing weather and expressing personal feelings about weather, like "It's + adj. today." and "I love... days because...". B. Ability Objectives Improve students' oral English communication ability, enabling them to describe weather conditions and share their opinions about weather freely and accurately in daily conversations. Develop students' listening comprehension skills in the context of weather topics, helping them to understand others' descriptions and questions about weather. Train students' ability to cooperate and communicate in groups, and let them complete group tasks related to weather discussions smoothly. C. Emotional Objectives Cultivate students' interest in learning English through the exploration of the weather theme, which is full of real - life scenarios. Enhance students' awareness of observing nature and environmental changes by discussing the relationship between weather and daily life. 教学重难点 A. Teaching Key Points Key vocabulary and sentence patterns for describing weather and expressing personal feelings about weather. Make sure students can remember and use them proficiently. Train students to carry out conversations about weather in different situations, such as asking about the weather, describing the current weather, and sharing plans according to the weather. B. Teaching Difficult Points Help students use the learned vocabulary and sentence patterns flexibly in real - life communication, not just recite them mechanically. Guide students to express their opinions and feelings about weather vividly and with details, rather than just making simple statements. Improve students' ability to communicate with each other in English during group work, especially for those students with relatively weak English foundations. A. Vocabulary Weather adjectives sunny, rainy, cloudy, windy, snowy, foggy, stormy Phrases What's the weather like...? = How's the weather in...? be ready for... take an umbrella in different seasons all year round from... to... be famous for... affect our lives depend on... stay healthy B. Sentence Patterns It's + adj. today. For example, "It's sunny today." I love... days because... For example, "I love sunny days because I can play outside." What's the weather like in + place? / How's the weather in + place? For example, "What's the weather like in Beijing?" "How's the weather in Sydney?" In + season, it's usually + adj. For example, "In summer, it's usually hot and sunny." The weather is different in different parts of the world. Bad weather can cause problems. C. Grammar Simple present tense Used to describe general truths, habits, and current weather conditions. For example, "It rains a lot in spring." "It's sunny today." Adverbial clauses of time Clauses introduced by "when", "while", "as" to show time relationships. For example, "When it's winter in China, it's summer in Australia." 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of different weather conditions on the PPT, such as a sunny beach, a rainy street, a windy field, and a snowy mountain. Ask students to call out the names of the weather they see in Chinese first, and then guide them to recall the English words. Encourage students to actively participate and create a lively classroom atmosphere. B. Lead - in (3 minutes) Show a short video about the weather report on TV. After watching the video, ask students some simple questions, like "What did you see in the video?" "Do you often watch the weather report?" Lead in the topic of this class - talking about the weather, and tell students that in this class, they will learn more ways to talk about the weather in English. C. Knowledge Presentation (10 minutes) Vocabulary teaching Present the key weather - related vocabulary on the PPT one by one. For each word, show a vivid picture and read the word aloud clearly, then ask students to repeat several times. For example, when teaching "sunny", show a picture of the bright sun and say, "This is a sunny day. S - U - N - N - Y, sunny." Teach some phrases related to weather at the same time. Explain the meaning and usage of each phrase with examples. For "be ready for", say, "We should be ready for the rain. That means we should prepare something like an umbrella before it rains." Sentence pattern teaching Write some important sentence patterns on the blackboard, such as "What's the weather like...?" and "It's + adj. today." Explain the structure and usage of each sentence pattern. Let students make sentences with the given words and sentence patterns. For example, give students the word "cloudy", and ask them to make a sentence using "It's + adj. today." They should say, "It's cloudy today." D. Practice (15 minutes) Pair work Divide the students into pairs. Give each pair a set of cards with different weather conditions written on them (such as sunny, rainy, snowy, etc.). One student picks a card and describes the weather on the card to the other student without showing the card. The other student has to guess what the weather is by asking questions like "What's the weather like?" The two students then exchange roles. Walk around the classroom to monitor and offer help if necessary. Group discussion Group the students into groups of four. Give each group a topic related to weather, such as "How does the weather affect our daily life?" or "What do you usually do in different weathers?" Let the students discuss in groups. Each student in the group should express their opinions. Encourage students to use the vocabulary and sentence patterns they just learned. After the discussion, ask each group to choose a representative to report their discussion results to the whole class. E. Production (8 minutes) Role - play Set up some real - life scenarios related to weather, such as two friends planning an outdoor activity and discussing the weather, a tourist asking a local about the weather in a new place, etc. Let students choose a scenario they like and form groups to prepare a short role - play. They can create their own dialogues according to the scenario. After a few minutes of preparation, invite some groups to come to the front of the classroom and perform their role - plays. The rest of the students watch and listen carefully. Weather report Ask students to pretend they are weather reporters. Each student should choose a city (it can be a real city or a made - up one) and prepare a short weather report. They need to describe the current weather, the temperature, and give some advice on what people should do according to the weather. Let several students come to the front to give their weather reports. After each report, other students can ask questions if they have any. F. Summary (2 minutes) Summarize the key vocabulary, sentence patterns, and grammar points about weather that have been learned in this class. Write them on the blackboard again to reinforce students' memory. Praise students for their good performance in class and encourage them to keep practicing English speaking in their daily lives. G. Homework (2 minutes) Ask students to make a weather diary. They need to write down the weather condition of each day in a week, and briefly describe what they did that day and how the weather affected their mood or activities. Tell students to watch the weather report on TV or online in English every day this week, and try to imitate the weather reporters' expressions and intonations. 教学反思 After this class, I first reflected on the teaching process. The warming - up and lead - in parts were effective in attracting students' attention and arousing their interest in the topic. The use of pictures and videos made the introduction more vivid. However, during the vocabulary and sentence pattern teaching, some students might have had difficulty in quickly grasping and memorizing all the new knowledge. Maybe I could have used more games or real - life examples to make the learning process more engaging. In the practice and production parts, most students actively participated in pair work, group discussions, role - plays, and weather report presentations. This shows that students are gradually improving their speaking ability. But for some students with relatively weak English foundations, they still seemed a bit shy and less confident in expressing themselves. In the future, I need to provide more opportunities for these students to practice and give them more individual guidance. The summary part helped students review the key points of this class, but it could be more interactive. I could ask students to summarize first and then I supplement and correct. Regarding the homework, it is designed to help students consolidate what they have learned in class and keep practicing English in their daily lives. I will carefully check students' weather diaries to see if they can correctly use the knowledge about weather to describe their experiences. Overall, this class has achieved certain teaching goals, but there are still areas that need to be improved in future teaching. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $