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

Unit 6 Rain or Shine Section A (1a-pronunciation)教学设计

I. Theme of the unit

The topic of this unit is “Rain or Shine”, which focuses on weather description, weather-related communication and the connection between weather and life. It belongs to the theme category of “Nature and Life” and helps students connect English learning with daily life.

II. Analysis of the text

What：The texts in this class include weather vocabulary (sunny, rainy, snowy, stormy, etc.) with phonetic symbols, an Australian weather report listening material, a daily conversation between Lucy and Grandpa (talking about weather and daily activities), and ancient Chinese weather proverbs (e.g., “天上鲤鱼斑，晒谷不用翻”).

Why：First, help students master weather-related vocabulary and sentence patterns to communicate about weather and daily activities; second, let students understand the differences between ancient and modern weather prediction methods to expand their knowledge; third, cultivate students' optimistic attitude towards life through the sentence “I’m always happy, rain or shine!”.

How: Weather vocabulary is taught with phonetic symbols and matching pictures/GIFs to enhance memory; the listening material takes Australia’s regional weather as the content, requiring students to match regions, weather conditions and temperatures; the conversation between Lucy and Grandpa is learned through “listen and imitate” to practice pronunciation and rhythm; ancient weather proverbs are integrated to connect Chinese culture with English learning; a “weather guessing game” is designed to increase learning interest.

学情分析（KWL 分析法）

1.K (Know) — What is Known

Students have mastered some basic weather vocabulary, possess a certain foundation in everyday expressions for phone conversations, and have some understanding of the sentence structures for simple declarative and interrogative sentences. In daily life, they have intuitive experience of different weather conditions and have gone through scenarios of communicating via phone calls. They also have a certain level of listening comprehension and oral expression skills.

2.W (Wonder) — What is Wondered

Students are eager to learn more rich vocabulary and expressions for describing the weather, such as idioms like "rain cats and dogs". They hope to know how to more accurately judge the context of conversations, obtain detailed information from listening materials, and infer the speakers' feelings. Additionally, they have a learning need for how to better express language and emotions in role-plays and phone conversations.

3.L (Learn) — What will be Learned

Students will master more weather-related vocabulary and expressions, skillfully use sentence patterns for asking about and describing the weather, communicate accurately and naturally, and improve their language application skills. They will also be able to more keenly

judge the context of conversations based on what they hear, quickly obtain key information, and infer the speakers' feelings.

学习目标

1. Language abilities

(1) Students can correctly read and spell weather-related words (sunny, rainy, snowy, stormy, lightning, dry) and master their phonetic symbols (e.g., /ˈsʌni/, /ˈreɪni/);

(2) Students can use weather sentence patterns flexibly: “How’s the weather...?” “What’s the weather like...?” and present continuous tense to talk about weather and daily activities (e.g., “It’s raining. I’m staying in.”).

2. Learning abilities

(1) Students can catch key information (region, weather, temperature) from the weather report listening material;

(2) Students can complete tasks (weather guessing game, role-play) through group work and pair work;

(3) Students can make a simple weather report for Chinese cities.

3. Thinking quality

(1) Students can compare the differences between ancient weather prediction (proverbs) and modern weather forecast;

(2) Students can think about the connection between weather and daily activities (e.g., what to do on rainy days).

4. Cultural awareness

(1) Students can understand Chinese weather proverbs (e.g., “黄梅时节家家雨，青草池塘处处蛙”) and their cultural connotations;

(2) Students can cultivate an optimistic attitude towards life through the sentence “I’m

always happy, rain or shine!”.

教学方法

The Task-based Language Teaching Method, the Communicative Approach, and the Situational Approach.

教学重难点

1. Key points:

(1) Master weather-related vocabulary (with phonetic symbols) and core sentence patterns (“How’s the weather...?” “What’s the weather like...?”);

(2) Catch key information (region, weather, temperature) from the weather report listening material.

2. Difficult points:

(1) Correctly use direction words (north, west, south, east) in weather reports to describe regional weather;

(2) Express emotions in weather conversations (e.g., concern, optimism) and master English