Unit6 SectionA (1a～pronunciation)教案 2025-2026学年人教版英语七年级下册

,年级科目 2025新人教七下英语 科 目 英语 授课名称 Unit 6 Rain or Shine 授课课时 第一课时Section A (1a-pronunciation2) 授课类型 听说语音课 授课文本 一、教材分析 Analysis of teaching material 【What】本单元的主题为“Rain or Shine”，主题图通过描绘两个外国小男孩在雨中尽情玩耍的场景，生动地展现了天气对人们情绪和活动的影响。单元的核心问题是“How does the weather affect us?”，旨在引导学生深入探讨天气如何塑造和影响人们的日常生活、情绪状态以及活动选择。在主题图下方的学习目标中，明确了本单元的教学重点：谈论不同类型的天气、使用现在进行时和一般现在时谈论与天气相关的活动，以及探索天气对人们生活的影响。在“Look and share”环节，学生需观察并分析照片中孩子们对天气的反应，分享自己对雨天或其他天气的喜好，并描述在不同天气下的活动。Section A的1b部分通过一段天气预报，概述了澳大利亚不同地区的天气状况，而1c部分则通过Lucy和Grandpa之间的对话，展示了如何在具体情境中运用语言来询问和分享天气及活动情况。 【Why】本单元选择“Rain or Shine”作为主题，旨在培养学生的观察力和分析能力，使他们能够敏锐地捕捉到天气变化对人们生活的细微影响。通过大问题“How does the weather affect us?”，本单元引导学生认识到天气不仅是自然现象，更是塑造人们生活方式和情绪状态的重要因素。通过观察和分享，学生能够增强对天气变化的好奇心和探索欲，学会从多个角度审视天气对人们的影响。同时，通过对话内容的呈现，学生能够在实践中学习如何用英语询问和分享天气及活动情况，提升语言运用能力。此外，本单元还旨在培养学生的跨文化意识，使他们能够理解和尊重不同地区因天气差异而形成的不同生活方式和活动习惯。 【How】本课的语篇内容主要通过天气预报和对话来呈现。在1b部分，天气预报以简洁明了的方式概述了澳大利亚不同地区的天气状况，为学生提供了丰富的天气信息，为后续对话的展开奠定了基础。在1c部分的对话中，学生角色通过打电话的方式，展示了如何在实际情境中运用语言来询问和分享天气及活动情况。对话中穿插了现在进行时和一般现在时的使用，如“It's raining cats and dogs.”、“I'm watering flowers in the garden.”等，使学生在具体情境中学习并掌握了这两种时态的用法。同时，对话还通过询问和分享活动的方式，让学生了解了天气对人们活动选择的影响，并鼓励他们思考如何在不同天气下做出合适的活动安排。 二、教学内容 Teaching content 1. 观察单元主题图、大问题“How does the weather affect us?”以及天气预报和对话内容，准确识别并理解不同天气条件下人们活动的差异，以及天气如何影响人们的日常生活和情绪状态，明确本课时学习任务。 2. 从天气预报中获取关键天气信息，并结合对话内容，理解天气对人们活动选择的影响。与同伴进行角色扮演，模拟打电话询问和分享在不同天气下的活动情况，准确使用现在进行时和一般现在时来描述当前的活动和天气状况。 3. 创编一段关于天气和活动的电话对话，对话中需包含对各自所在地区天气的描述、在不同天气下正在进行的活动的分享，以及对共同参与活动的邀请与回应。 三、教学目标Teaching objectives Language Abilities (语言能力) Students were able to accurately read and spell weather-related words like "cloudy, dry, lightning, stormy, windy". Students were able to understand conversations about weather conditions and activities in different regions and obtain key information. Students can use the sentence patterns to talk about the local weather and what people are doing. Learning Abilities (学习能力) Through listening and dialogue skills, cultivate students' listening skills and oral expression ability. Guide students to improve their cooperative learning and language use ability through group cooperation and role playing. Thinking Qualities (思维品质) Cultivate students' logical thinking ability, and be able to reason and judge according to what they hear. Encourage students to use language flexibly in communication and cultivate innovative thinking. Cultural Awareness (文化意识) Learn about the diversity of weather in different regions and the impact of weather on people's lives. 四、教学重难点Teaching important and difficult points Teaching important points: Master weather-related words and sentence patterns, such as "It's + weather adjective" and " What's the weather like?” Understand the conversation about the weather and activities, and get accurate information. Be able to communicate fluently about the weather and activities. Teaching difficult points: Use the present continuous tense accurately to describe people's ongoing activities. Understanding and expression of the weather conditions in different regions. 五、教学步骤Teaching procedures Step1. Lead in Step2. Pre-listening Step3. While-listening Step4. Post-listening Step5.Pronunciation Step6. Language Points step7.Exercise 六、教学评一体化教学过程设计Teaching process 教学步骤 教学活动 效果评价 Step1. Lead in 1. Let’s learn T presents a picture about different kinds of symbols and asks students to guess what these symbols mean. What’s more, ask the related question- How to ask about the weather to lead into today’s topic. 学生能否观察图片，准确说出图形代表的天气含义。 Step1. Lead in 2. Look and say T: “What’s the weather like? Let’s look at these pictures and listen to the sound.” 观察学生能否根据图片和生硬，运用适当的形容词描述天气。 观察学生是否对rain和snow的不同词性，进行正确的变形并描述天气。 Step1. Lead in Step2 Pre-listening Step3. While-listening Step3. While-listening Step3. While-listening Step4. Post-listening Step4. Post-listening Step5.Pronunciation Step5.Pronunciation Step6. language points Step7.Exercise “Look and listen! Now, it’s raining(V-ing). It’s a rainy(adj.) day. Now, it’s snowing(V-ing). It’s a snowy(adj.) day.” T asks the students to tell the weather in English, such as "It's a sunny /foggy/ cloudy / windy day...". Also, guide students to pay attention to the speeches of the words. T leads students to make a summary about these words and find the formation rules. 3. Look and share Look at the picture and share the three questions. How do you think the children in the photo feel about the weather? Do you like rainy weather?What weather do you like best? What do you do during such weather? Students need to answer questions according to the picture and their real situations. Then share with classmates. 【设计目的】通过展示图片，引导学生直观感知不同的天气类型，增强学生的视觉记忆。学习天气图标及对应的词汇，了解学生的前知，同时学习新知，为接下来的听力练习做铺垫。通过回答三个关于主题图的问题，学生不仅能够概括主题图的大致内容，还能为后续的单元学习提供一个清晰的框架和方向。 1.1a Read and write T presents the picture in 1a, lets the students observe the weather in the picture, and then write the words "cloudy, dry, lightning, stormy, windy" in the box below the corresponding picture. Then, invite several students to read the words, ask the teacher to correct the pronunciation, and then read with the whole class. 2. Predict T lets the students see the map and weather information of 1b to briefly introduce the location and weather conditions in different regions of Australia. Students can realize it’s a weather report of Australia. The woman is a weather reporter. 1.1b Listen and match Students will connect the different areas to the corresponding weather conditions while listening. T plays the listening system again, check the answers by using the sentence:In the north, it’s stormy. The temperature is around 20℃. 2.Repeat and imitate T presents the script of the weather report. Students need to repeat and pay attention to the colored words. Then try to practice by using these expressions. 3. Predict Students need to predict according to the picture and guess the topic they may talk about. 4. Listen and circle Before playing the recording of 1c, T guides students to circle the key words first to predict answers. Then, let the students circle the correct answer while listening. While checking the answers, students need to give the sentence they heard to prove their ideas. 【设计目的】通过将图片与天气名称相匹配，旨在检验学生对天气类型的认知程度，同时锻炼他们的匹配和分类能力。通过引导学生预测听力内容，培养他们的预测能力和思维活跃度，使他们在听力开始前就能对即将听到的信息有所期待。通过角色扮演，让学生在模拟的情境中运用所学知识，提高他们的语言实践能力和综合运用能力。 1. Analyze T leads students to analyze the conversations into four parts and summarize the language we use in the phone. 2. 1d act out a phone conversation Let the students work in groups, imitate the dialogue of 1c, adapt it according to their own ideas, and then practice the dialogue. Several groups of students were invited to show off on the stage, and the other students listened carefully and gave comments. 【设计目的】通过创编关于天气和活动的电话对话，学生需要运用所学的词汇、语法和句型来表达天气状况、描述活动以及进行邀请与回应，这有助于他们在实际情境中灵活运用语言，提高语言综合运用能力。 1.Read and think Students read the following words and observe the pronunciation characteristics of each group of words. Then, try to summarize the rules. 2.Listen and repeat Show the pronunciation rules and example words of "ar, er, ir, or, ur", and let the students listen to the recording and read it. Guide the students to come up with a word that conforms to the pronunciation rules of each group to deepen the understanding and memory of pronunciation. 3. Read and repeat Read the chant and clap when you read the bold syllables. Then listen and repeat. 【设计目的】通过让学生在听力中跟读单词，并特别关注含有特定字母组合（ar, er, ir, or, ur）的单词中元音的发音，旨在培养学生对英语语音的敏感度，使他们能够准确捕捉并模仿这些元音音素的发音。 教师通过引导，帮助学生发现这些字母组合在单词中的发音规律，并学习相应的音标（如ar[a:]、er[ɜ:]等），从而使学生能够系统地理解和记忆这些元音字母组合的发音特点。 通过了解句子中需要重读的单词，并实践拍手反应，学生可以更加直观地感受到英语句子的语音语调特点，从而提升口语表达的自然度和流畅性。 观察学生能否总结词性规律，并能举一反三类似的词。 观察学生能否通过浏览单元标题和主题图，大致预测单元的基本内容，明确单元的主要内容，能够根据单元的主题图，能否用准确的语言回答问题，并在教师的指导下，能否积极踊跃地回答问题。 观察学生能否清晰、具体地说出天气的特征。观察学生能否在教材中迅速找到与图片相对应的天气名称，并准确匹配。观察学生是否能够在核对答案时积极参与讨论是否能够倾听并尊重他人的答案。 观察学生能否结合图片，对天气预报中的信息进行简单描述，了解听力的背景信息。 观察学生是否能够从教师提供的线索中合理推断出听力材料可能涉及的主题；观察他们是否保持高度专注，能否准确捕捉到澳大利亚各个地方的天气和温度等相关的信息。语言是否准确、流畅，能否用完整的句子表达自己的答案。 观察学生能否模仿并运用对话中的描述天气的术语，并对中国各地的气象做预报练习。 观察学生是否能够准确捕捉录音中的关键信息，圈画准确的选项；观察学生在听力播放过程中是否保持专注，能否有效理解并快速响应录音内容；观察学生在核对答案时，是否能自我识别并纠正填写错误的选项。 观察学生是否能够在小组内围绕“谈论天气”的情境，积极创编对话；学生是否主动参与小组讨论，积极贡献自己的想法和意见。学生是否能够根据情境要求，构思出包含天气描述、活动分享以及活动邀请与回应的对话内容。 观察学生是否能够在听力中准确跟读单词，并特别关注含有字母组合ar, er, ir, or, ur的单词的发音。观察学生是否能在老师的指导下学习元音字母的音标书写，并在笔记本中正确默写。观察学生是否能够理解并应用字母组合的发音规则，根据已学的发音规则，在表格中正确填写一个符合该发音规则的单词。 观察学生是否能够在教师的指导下准确识别出句子中需要重读的单词；观察学生是否认真倾听录音并积极参与跟读对话的过程，听到加粗的单词时是否能拍手。 七、板书设计Blackboard design Unit 6　Rain or Shine　 Section A (1a-pronunciation2)-What’s the weather like?/How’s the weather? -It’s ... A weather report Here's the weather report. Let's look at the weather across Australia. In the north, it's... The temperature is ... In the west, ... In the south and east, ... cloud-cloudy wind-windy storm-stormy sun-sunny fog-foggy rain-rainy (It’s raining) snow-snowy (It’s snowing) 八、家庭作业Homework 必做Must-do 选做Choose-to-do Review words, phrases and sentences about weather. Watch the weather report and talk about the weather with your partner in English. 学科网（北京）股份有限公司 $