Unit 6 Rain or Shine Section A (1a－1d)教学设计-2024-2025学年人教版（2024）七年级英语下册

人教新版英语七年级下册Unit 6 Rain or Shine Section A (1a－1d)教学设计 Teaching aims From this lesson, teach the students to learn: 1. read and weather-related words 2. Understand conversations about weather and activities 3. Talk about weather, activities and feelings 4. Cultivate students’ logical thinking ability and innovative thinking 5. Learn about the diversity of weather and the impact on people Teaching Key points 1．Master weather related words and sentence patterns 2．Understand the conversation about weather, activities and feelings Teaching difficulties 1．Use the present continuous tense to describe people’s activities 2．Understand the expressions of weather in different regions Teaching methods Scenario teaching method Task driven method Cooperative learning method Teaching Processes activities personalisation Work together Lead in 1. Play a short video about different weather, such as sunny, rainy, windy, etc., ask the students: " What can you see in the video?" Guide the students to predict what we are going to learn today 2. play a short song about weather sentence patterns and let students be familiar with them 3. Show some pictures of different weather, and write down the sentence patterns to let students make new conversations How is the weather?/ What’s the weather like? "It's sunny / cloudy / windy..." 4. Present the picture, let the students observe the weather in the picture, and then write the words "cloudy, dry, lightning, stormy, windy" in the activity 5. Ask students a question How can we know the weather and then introduce the weather report; And then ask students how to make a weather report’ Show a video about weather report and let students to find and summarize and then invite some students to show their opinions Good morning, everyone. Here is the weather report from CCTV. Today is … It’s … in … The temperature is... Suggestions… Thanks for listening. See you tomorrow. 6. Let the students see the map and weather information of 1b to briefly introduce the location and weather conditions in different regions of Australia. 7. Play the listening materials, and the students will connect the different areas to the corresponding weather conditions and temperatures while listening for the first time. Play the listening system again, check the answers, and let the students tell the detailed information they heard. Listen to the conversation, Circle the correct answers. ①.Where is Grandpa now? A. In Australia. B. In his hometown. ②. What's the weather like at Grandpa's place? A. It's stormy. B. It's sunny. ③. What's Lucy doing? A. She is staying in. B. She is watering flowers. ④. Is the weather making Grandpa sad? B. NO.A. Yes. Grandpa and Lucy. ⑤.Who are talking in this conversation? ⑥.What are they talking about? The weather, activities, and feelings. HPC 8. Play another video to let students finish the task by guiding students to another places When listening, ask students to pay attention to the key words and what/when/how/why and so on. 9. After listening about this video, give students a discussion task to let students think about the relationship among weathers, people’s daily activities and the impact on their feelings. 10. Let students do the interview Now imagine you are a reporter, please interview your group members what kind of weather they like best, what they are doing, and how do they feel in this weather condition. Now imagine you are a reporter, please interview your group members what kind of weather they like best, what they are doing, and how do they feel in this weather condition 11. Homework Please search for the weather in different places and make a report to our class. 1.Develop Interest 2.improve their speaking ability 3.develop students’ listening skills 4.Encourage more students to speak out. Blackboard design Unit 6 Rain or Shine Section A (1a－1d) What’s the weather like?/ How’s the weather? It’s sunny/windy/ cloudy... Weather report include: 听说课教学反思 本节课通过视频导入、词汇练习听力理解、对话模拟和小组讨论、采访等多个环节,有 效地帮助学生掌握了与天气相关的词汇和句型，并能够在实际对话中加以运用。在听力理解环节,通过多次播放音频和引导学生讨论，提高了学生的听力理解能力。在对话模拟环节,通过小组合作和采访扮演,激发了学生的参与热情,锻炼了学生的口语表达能力，增强了课堂的趣味性。并通过创设一系列的问题引导学生根据自身情况主动思考、积极思考，培养了学生的思维能力和推理能力。然而，也存在一些不足之处。部分学生在听力理解环节存在一定的困难，我将在今后的教学中加强听力训练，提高学生的听力水平。此外，在对话以及采访环节，虽然大多数学生能够积极参与，但仍有少数学生较为沉默，我将给予更多的鼓励和引导，帮助他们克服害羞心理，大胆开口说英语。 学科网（北京）股份有限公司 $