Unit 6 Rain or Shine Section A(2a～2e)教学设计-2025-2026学年人教版 七年级英语下册
Unit2 Rain or Shine Section A(2a-2e)教学设计
【学习目标】
1. 在看、听、说的活动中，获取不同天气类型和相关活动的表达方式。
2.通过听力、阅读活动，理解和区分不同地理位置的天气差异及因此造成的活动差异。
3.通过听力模仿、角色扮演，使用准确的语音语调，恰当地表达天气和活动。
4.梳理不同的天气对应的相关活动，并能在真实的语境中谈论自己所在地的天气和活动。
【达成评价】
1.在看、听、说的活动中，获取不同天气类型和相关活动的表达方式。
2.通过听力、阅读活动，理解和区分不同地理位置的天气差异及因此造成的活动差异。
3.通过听力模仿、角色扮演，使用准确的语音语调，恰当地表达天气和活动。
4.梳理不同的天气对应的相关活动，并能在真实的语境中谈论自己所在地的天气和活动。
【教学重点难点】
1. 能够在听、说、看的活动中，获取、梳理天气的表达方式。能够理解一般现在时和
现在进行时在意义和功能上的差异。
2. 与同伴在真实情景中，谈论自己所在地的天气和相关活动，体会天气对人类活动的
影响。
【教学方法】任务型教学方法
【教具】多媒体、课本
教学过程
教学活动过程 | 设计意图 |
一、温习旧知 Before our new lesson, Let’s sing a song. While singing, think about: "What do people need to pay attention to when this weather comes?" Are you ready? 二、授课过程（主体部分） 1. Today we are going to learn Unit 2 . First let’s look at the title and the picture. What are we going to learn this unit. Yes, we are going to learn something about weather. Look at the picture and answer the question. -What’s the weather like? -It’s ... 2. Let’s learn about the objectives of this unit. By the end of the unit, we will be able to know different weathers and express the activities in different weather with people. We will explore weather differences between places and corresponding | 一、通过 AI 歌曲帮助学 生复习已学的天气词汇，建立新旧知识的联系；激发学生的学习兴趣，为新课的学习做铺垫。 二、 1. 引导学生巩固与强化 目 标句型 。 -What’s the weather like?/How’s the weather?-It’s... 并 引 导学生思考在恶劣天气 下我们应该如何照顾身 边的人。 2. 观察学生能否积极 地阅读本课目标，学生 能否明确本课的学习目 标，并能够以终为始， |
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activities, and understand to care for others according to weather changes. 3. We are going to learn Section A What’s the weather like? Wow, my phone is ringing . Oh, it’s Peter, let’s answer the phone. Do you want to go to Australia? Yes? We should finish three tasks to win the tickets! 4. Now, let’s look at the first task. Listen and watch, then answer the question: What are they talking about? Yes, they are talking about the weather and activities. Well, do you know where Anna and Bill are? Great! Anna is in Sanya, and Bill is in Stockholm. Do you know something about the two places? I found two views to introduce the two places. All in all, there are lots of differences between the two places. Actually, the distance between Sanya and Stockholm is about 8200km, so it’s not so wired that they have different weather at the same moment. 5. Now let’s explore more details about the conversation. Let’s watch and answer these questions: What’s the weather like in Sanya? How’s the weather in Stockholm? What’s Anna doing at the beach? What’s Anna’s brother doing? What’s Bill’s family doing? Let’s play a game, find out whether you catch the conversation or not. Let’s see who the winner is. 6. Let’s move to task 2. Listen to the conversation again, pay attention to the sentence rhythm. Then role-play with your partner—add a "care sentence" (e.g., "It’s cold there, wear more clothes!") to the dialogue. After practicing, show your performance in front of the class. 7. Now, let’s work in groups of 4, list the activity you can do in different weather. Tick the activity you enjoy doing the most. Good boys and girls, no matter how’s the weather, cold or hot, happy is the best! 8. Now please imagine you are having holidays in different places. Now you’re making a video call together to talk about the weather and your activities. You can use the example sentence patterns below: There are some example sentence patterns which you can choose to use. If you want to know the | 是否用以监督和评价自 己的学习的意识。 3. 通过大情景 AI Jack 的微信引导学生完成三 项任务获得去往澳大利 亚的机票，增强学生学 习动力。 4. 听第一遍回答有关 问题引出三亚和斯德哥 尔摩，普及相应知识以 达学科融合，让学生对 两地有充分的了解。 5. 细听并回答问题，引 导学生精准掌握有关知 识与对话内容。 通过希沃小游戏巩固与 强化目标句型，-What’s the weather like?/How’s the weather?-It’s... -What are you doing? 6. 让学生跟随录音读 对话，帮助学生区分重 读和弱读，体会由此产 生的节奏感，提升语言 |
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