Unit 3 Rain and Shine-Reading Club1&2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-Reading Club1&2 Unit 3 Rain and Shine in the 2024 Beijing Normal University Edition English textbook for Grade 7 focuses on the theme of weather. Reading Club 1&2 is designed to help students improve their reading skills while learning about different weather conditions around the world. The reading materials may include texts about various weather phenomena, how people in different regions deal with different weather, and the impact of weather on daily life. Through these readings, students will expand their vocabulary related to weather, understand different sentence structures used to describe weather, and enhance their comprehension ability. 教学目标 1. Language Knowledge Objectives Students will be able to master key vocabulary related to weather, such as sunny, cloudy, rainy, snowy, windy, hot, cold, warm, cool, temperature, climate, etc. They will learn and be able to use sentence patterns for describing weather, like "It's + adj. today.", "How's the weather today?", "What's the weather like today?", "The weather is... in...". Students will understand and be able to apply some reading strategies, such as skimming for the main idea, scanning for specific information, and inferring meaning from context. 2. Language Skill Objectives Improve students' reading skills, including the ability to quickly understand the main idea of a text, find detailed information, and make inferences. Develop students' speaking skills by enabling them to describe weather and talk about activities in different weather conditions. Enhance students' writing skills, for example, writing a short passage about the weather in their hometown. 3. Emotional Attitude Objectives Cultivate students' interest in learning English by connecting the topic to their daily lives. Encourage students to pay attention to the weather and develop an awareness of adapting to different weather conditions. 4. Learning Strategy Objectives Guide students to learn independently and cooperatively. For example, in group work, students can share their ideas and learn from each other. Help students develop effective reading strategies, which can be applied to their future reading. 5. Cultural Awareness Objectives Let students understand the different attitudes towards weather in different cultures and the influence of weather on cultural activities. 教学重难点 1. Teaching Key Points Key vocabulary and sentence patterns for describing weather. Reading strategies to improve reading comprehension, such as skimming and scanning. How to use the learned knowledge to describe weather and related activities. 2. Teaching Difficult Points Understanding and using some abstract weather - related vocabulary accurately, like "climate". Making inferences and understanding implicit information in the reading materials. Organizing thoughts and expressing ideas clearly when speaking and writing about weather. 1. Key Vocabulary Weather adjectives: sunny, cloudy, rainy, snowy, windy, foggy, stormy, hot, cold, warm, cool Weather - related nouns: weather, climate, temperature, season, rain, snow, sun, wind, cloud, fog, storm Others: degree, Celsius, Fahrenheit, forecast, umbrella, raincoat, sunglasses, boots 2. Sentence Patterns Describing the weather: It's sunny/cloudy/rainy/snowy/windy/foggy/stormy today. The weather is nice/terrible/hot/cold/warm/cool in... Asking about the weather: How's the weather today? What's the weather like today? What's the weather like in...? Relating weather to activities: When it's sunny, we can go for a picnic. If it rains, we need to take an umbrella. In winter, it often snows, and we can play with snowballs. 3. Reading Strategies Skimming: Read quickly to get the general idea of the text, such as the main topic, the general situation described. Scanning: Look for specific information, like numbers (temperature), names of places, or key events. Inferring from context: Guess the meaning of new words or phrases according to the context of the sentence or the whole passage. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different weather conditions on the PPT, such as a sunny beach, a rainy street, a snowy mountain, and a windy field. Ask students to quickly tell what kind of weather each picture shows. For example: T: Look at this picture. What's the weather like? Ss: It's sunny. Then ask students some simple questions about their favorite weather. For instance: T: Which weather do you like best? S1: I like sunny days best because I can play outside. 2. Pre - reading (10 minutes) Vocabulary teaching Present the new vocabulary related to weather on the PPT. Teach the pronunciation, meaning, and usage of each word. For example, when teaching "temperature", show a thermometer picture and explain: "Temperature tells us how hot or cold it is. We use degrees to measure temperature. For example, today's temperature is 25 degrees Celsius." Let students read the words after the teacher several times, and then practice reading them in pairs. Predicting Show the title and some pictures related to the reading passage (if there are any in the textbook). Ask students to predict what the passage might be about. For example: T: Look at the title "Weather Around the World" and these pictures of different cities. What do you think we will read about in the passage? S2: Maybe we will read about the different weather in these cities. 3. While - reading (15 minutes) Skimming Let students quickly read the passage without stopping to look up new words. Set a question for them to answer: "What is the main idea of the passage?" Give them about 2 - 3 minutes to read. After reading, ask some students to share their answers. For example: S3: The passage is mainly about the different weather in different parts of the world. Scanning Present some detailed questions on the PPT, such as "What's the weather like in Sydney? What's the temperature in Ottawa?" Ask students to read the passage again carefully to find the answers. Give them about 3 - 4 minutes. Check the answers with the whole class. For example: T: Who can tell me the answer to the first question? S4: It's hot and sunny in Sydney. Inferring and understanding difficult sentences Pick out some difficult sentences from the passage, like "In some tropical regions, it rains almost every day during the rainy season." Explain the key words "tropical" and "rainy season", and then let students try to understand the meaning of the whole sentence. Ask students to find sentences in the passage that they don't understand, and then explain them one by one. 4. Post - reading (10 minutes) Group discussion Divide students into groups of 4 - 5. Give each group a topic related to the reading, such as "If you can choose any place in the world to live according to the weather, where will you choose and why?" Let students discuss in their groups for about 5 minutes. Each group member should express their opinions. Then ask each group to choose a representative to share their discussion results with the whole class. Summary Summarize the key points of the reading passage, including the main idea, important vocabulary, and sentence patterns. Write them on the blackboard. For example: Main idea: Different weather in different parts of the world. Key vocabulary: tropical, temperature, season, etc. Sentence patterns: "What's the weather like in...?" 5. Homework (5 minutes) Ask students to write a short passage about the weather in their hometown. They should use at least 5 sentences and the vocabulary and sentence patterns learned in this class. Tell students to listen to the recording of the reading passage after class to improve their listening skills. 教学反思 Positive aspects The warming - up activity was effective in attracting students' attention and arousing their interest in the topic. The pictures of different weather conditions made it easy for students to recall the related vocabulary. The pre - reading vocabulary teaching and predicting activities helped students prepare for the reading. They could better understand the reading passage with the prior knowledge. During the while - reading process, students actively participated in skimming, scanning, and understanding difficult sentences. The reading strategies were well - practiced. The group discussion in the post - reading part provided students with an opportunity to communicate in English, which improved their speaking skills and cooperation ability. Areas for improvement Some students still had difficulty in using the new vocabulary accurately when speaking and writing. In the future, more practice activities, such as vocabulary games and writing exercises, should be designed. During the group discussion, a few students were a little shy and did not actively participate. In the next class, more encouragement and guidance should be given to these students to make them more involved. The time for checking the homework in this class was not sufficient. In the future, more time should be allocated to review students' homework to ensure they have mastered the knowledge. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $