Unit 6 Rain or Shine Section B (1a-1d)教学设计-2025-2026学年人教版七年级英语下册

该初中英语教学设计聚焦天气、活动及情绪相关词汇学习，通过黄山游览语篇梳理天气影响行为与情绪的关联。以黄山游览图片导入，引导学生描述所见所闻所感，关联已学天气词汇和日常交际用语，搭建新旧知识支架。 特色在于分层学情设计与KUD目标结合，用思维导图整合文本信息（思维品质），鱼骨图分析天气对行为情绪的影响（语言能力），小组街头采访任务让学生模拟记者角色，综合运用语言和非语言表达（学习能力）。实例包括5W1H梳理文本、采访演练，提升学生信息整合与合作能力，助力教师高效落实教学目标。

Unit 6 Rain or Shine Section B (1a-1d)教学设计 教材分析 What——语篇主题与内容信息 本课语篇是一篇记录个人及家人游览黄山经历的叙述性文章，其核心内容聚焦于“黄山游览过程中的天气变化、游览体验及家庭成员的不同反应 ”。文章通过细腻的天气描绘、游览过程的艰辛与乐趣的对比，以及家庭成员情绪状态的刻画，为读者呈现了一次黄山之旅的丰富体验。文章详细描述了游览过程中遇到的浓雾、湿滑的地面、以及家庭成员对攀登的不同感受，如作者的略显失望、家人的兴奋与乐观。随着游览的深入，天气逐渐放晴，文章又转而描绘了阳光穿透云层的美景，以及到达光明顶时的喜悦与成就感。 Why——深层含义与价值导向 这篇文章旨在通过个人及家人的黄山游览经历，传达出旅行中的挑战与乐趣并存，以及家庭成员间相互支持与鼓励的重要性。同时，文章也展现了黄山自然风光的壮丽与多变，激发读者对自然美景的向往与探索欲。主题意义在于强调旅行中的体验与感受，鼓励读者珍惜与家人共度的时光，勇于面对挑战，享受旅行带来的成长与快乐。 How——组织逻辑与语言特点 在表达方式上，文章采用了第一人称的叙述视角，通过细腻的心理描写和生动的场景再现，使读者能够身临其境地感受作者的游览经历。例如，文章在描述浓雾天气时，用“Everything looks grey, and you can't see much because of the heavy fog.”来营造一种朦胧而神秘的氛围；在描述攀登的艰辛时，用“Climbing is tiring! My shoes are all wet and dirty too. ”来展现攀登的不易；在描述到达光明顶时的喜悦时，用“I'm so glad we're here at Bright Peak. ”来表达内心的激动与满足。这些描写不仅让读者感受到了作者的情绪变化，还能体会到黄山游览的独特魅力。此外，文章还通过家庭成员间的对话与互动，展现了家庭关系的温馨与和谐，增强了文章的感染力。在结尾部分，文章以“I'm tired and hungry, but it feels good to be at the top! ”作为总结，既表达了攀登后的疲惫，又强调了到达山顶后的成就感与 满足感，给读者留下了深刻的印象。 学情分析 【基础生】 本单元教学内容围绕“天气 ”展开，话题贴近学生生活和兴趣。学生已掌握了基本的日常交际用语，如问候、询问与回答等，并对现在进行时态和一般现在时态有初步了解； 【中等生】 通过日常生活、媒体等多种渠道，对不同的天气情况及其对生活的影响有一定的了解，对如何根据天气安排活动有所感知，这将有助于他们探讨天气如何影响人们的生活； 【尖子生】 已经具备了一定的听说读写能力，能够完成本单元的学习任务，如阅读天气报告、撰写与天气相关的日记等。这些经验将有助于他们更好地理解和运用本单元的知识，完成相应的学习任务，也能更好地以旧带新，创建新知与旧知的关联。 教学目标 使用KUD 模型梳理出学生本课时的学习目标 1. Know(知道）： (1) 学生能够识别并积累文中有关天气、人物活动和情绪的关键词与表达（如：foggy，cold，warm，climb, tired, happy, excited）； (2) 学生能够掌握 5W1H 等基础信息提取工具，辅助理解文本细节。 2. Understand(理解）： (1) 学生能够理解文本中“天气影响人类行为与情绪 ”深层的次语义，并用鱼骨图呈现人物在不同天气下的行为变化； (2) 学生能够体会不同人物面对同一天气的态度差异，从而形成多角度阅读思维。 3. Do(做到）： (1) 学生能够使用 5W1H 框架梳理文本内容并完成语篇重构任务； (2) 学生能够结合自身经验，以小组为单位合作完成“天气街头采访 ”任务，并以语言+非语言形式进行输出。 评价任务 评价任务设计尽可能在真实或者模拟的情境中评价，让学生运用所学知识去解决有意义的问题，提升迁移能力和参与度。根据 RAFT 模型设计本课时的大任务， 如图所示： 教学难点 学生能够使用 5W1H 框架梳理文本内容并完成语篇重构任务；学生能够结合自身经验，以小组为单位合作完成“天气街头采访 ”任务，并以语言+非语言形式进行输出。 教学过程 Step 1 Lead-in. T: My friends, Helen and Peter. They are traveling in Mount Huangshan . Let’s enjoy some pictures from Helen and Peter . T：Look at the pictures. What can you see when you climb the mountain? S1：Tree, people. S2: Fog, sea of clouds. T: There are many things or people on the mountain. What can you hear when you climb the mountain? S3: People talking and laughing. S4: Birds singing. T: Yes, different sounds in the mountain. How do you feel when you climb the mountain? S5: Tired, but happy. S6: Excited. T: Different people have different feelings about climbing. 【设计意图】在 1a 让学生观察页面上的图片讨论爬山时可能看到、听到或者感觉到的东西，形成对爬山场景的具体联想，引入天气对登山体验的影响这一主题。 Step 2. Reading T: They also share their trips to us. Let’s read together. T：Please complete Helen's and Peter's descriptions about their trip. Then use emotion faces to show their feelings. T: Please read the posts by Helen carefully first. (3minutes) （学生认真阅读Helen 的帖子，完成填空，可以跟同桌讨论） T: Now, let’s check your answers. S1: A magical place…… T ：So, how does Helen feel about her trip? S2: She likes her trip very much. T: How do you know? Can you tell us three key words? S2: Amazing, lovely, good progress T: Did good job, sit down please. Now, let’s read the posts by Peter.(3 minutes) （学生认真阅读Peter 的帖子，完成填空，可以与同桌讨论） 【设计意图】1c 要求学生完成关于 Helen 和 Peter 登山细节的表格，并用笑脸和沮丧脸图标直观地梳理他们的情感体验，从而体会文章叙事线与情感线双线并行的布局。 Step 3. Post-reading. 1.Read the posts again. Ask Ss to Complete the mind map in 1d . Check the answers then. T：Please take out your paper and discuss with your group members. Then I will invite two groups. One prepare Helen’s, the other prepare Peter’s. One student one question.（5minutes） (学生小组讨论，在导学案上用完整句子回答每个关键词对应的问题） T: When does Helen travel? Group1 S1: She travels on May first. T: What about Peter? Group3 S1: He travels on May first too. T: Where is Helen? Group1 S2: She is in Munt Huangshan. T: What about Peter? Group 3 S 2: He is in Mount Huangshan. T: Who does Helen travel with? Group1 S3: She travels with her family. T: What about Peter? Group3 S3: He travels with his family too. T: What’s the weather like in Mount Huangshan at the start? Group1 S4: It’s foggy at the start. T: How about the weather at the end? Group 3 S4: It’s sunny at the end. T: How does Helen feel about her trip? Group 1 S5: She enjoys her trip. T: What about Peter? Group 3 S5: He doesn’t really enjoy his experience at the start. He changes his feelings at the end. T:Now,think about one question. Why do they have different feelings about the same experience? Group1 S 6: Because different people have different feelings. T: Good idea. What else? Group3 S6: Because of the weather. T: Yes, because the weather changes, Peter changes his feelings too. As we all know, Life always has “foggy days”, but we can choose to be our own “Helen”or “Peter” .What should we do? S: We should be positive like Helen or never give up like Peter. 【设计意图】通过完成思维导图，学生需要将文章中的关键信息（如黄山游览过程的地点、想法、感受等）进行提炼、分类和关联，这一过程锻炼了他们的信息筛选、整合和逻辑思维能力。根据思维导图分两组对比复述文章内容,要求学生将内化的知识以清晰、连贯的语言表达出来，不仅考验其记忆力和理解能力，还锻炼其口头表达能力和自信心。通过复述，学生进一步巩固了对黄山游览过程的理解和感受 ,同时也有助于将这些知识迁移到类似的学习或生活情境中，形成更加广泛和深入的学习效果。 Step 4. Group work Ask Ss to give a live interview and think about how the weather affects us.(10minutes） T：From the passage, we can know the weather plays really important role in our daily life. But how does it affect us? How do we feel about the same weather? Now, please imagine you are a weather reporter. You are interviewing people in the street. T: You can choose your role according your English level. Look at this part carefully.(2 minutes) (学生跟组员讨论，确定角色选择） T: You can play the game by following the game steps. （学生阅读活动步骤） T: Pay attention to step 2.Think about one question. What should we report or introduce when we interview others? (教师根据学生回答张贴鱼骨图） T：For example, should we introduce where you are? S: Yes. T: What else? S7：The weather. T: Yes, because we are weather reporter. Anything else? S: How do people feel about the weather? S: Why do they have the feelings. T: Good prediction .What else? S: Activities. T: Yes, what people are doing. At last, don’t forget to greet one another, because we should…… S: Be polite to others. T: The last step, other groups should watch carefully and then you can give others points according to the check list.（2minutes) (学生观看评分标准,然后选择道具，最后抽取天气场景图） T: Discuss with your group members and make up your own weather reporter according to your tools and weather conditions. （10minutes) (学生结合道具和天气场景图编写台词并演练） 【设计意图】引导学生通过体验、参与、合作探究等方式，学习和分析与天气与活动主题相关的有效语言表达，综合运用本课所学，基于自己的道具、天气场景去提炼语言表达方式。在完成初稿之后，组织学生进行彩排，培养其合作学习能力，增强学习英语的兴趣和自信心。 Step 5. Homework Guide Ss to write down the homework. （学生记下作业） 【设计意图】 根据学生基础和能力设计不同难度层级的作业，学困生可通过基础作业巩固知识，学优生则能通过高阶题目拓展思维，有效避免“吃不饱”和“吃不了 ”的困境。 T ：We can’t change the weather, but we can change ourselves. It means we can think about something we can do. All in all, rain or shine, enjoy our life 学科网（北京）股份有限公司 $