Unit 6 Rain or Shine Project 教学设计-2025-2026学年人教版 七年级英语下册

Unit 6 Rain or Shine Project 教学设计

I. Theme of the project

The theme of this project-based learning is "Give a Live Weather Report", which falls under the sub-theme of "Information Integration and Expression" within the category of "Life Skills". Through this project, students will delve into and practice how to create and present a vivid weather report based on real-time weather information. This not only enhances their understanding of weather changes but also improves their abilities in information integration, language expression, and teamwork.

II. Analysis of the text

What ： In this class, a scenario of "applying for the weather reporter" is set up. Students will go through rounds of "interviews" and eventually present a complete weather report.

Why: This project aims to be a comprehensive one that selects weather reporters through interviews and presents a vivid weather forecast, enabling students to deeply understand the significance of weather changes to people's daily lives, as well as the importance of information integration, language expression, and teamwork.

How: Through participating in all aspects of the project, students will learn how to collect and organize weather information, how to write and present an accurate weather report and how to convey information and express emotions through language. These skills are not only crucial for students' personal growth but also lay a solid foundation for their future studies and careers.

学习目标

1. Language Proficiency

(1). Can accurately use structures such as "It’s + weather adjective" and "Temperature is + number" to describe target weather conditions and conduct communication related to weather.

(2). Can effectively collect, organize, and express information in English during project activities, and clearly explain their own viewpoints and ideas.

2. Cultural Awareness

(1). Understands the connection between weather characteristics in different regions and local lifestyles/activities; perceives the impact of the natural environment on daily life.

(2). Respects diverse lifestyles.

3. Thinking Quality

(1). Enhances the ability to integrate information and conduct logical induction by sorting out weather-related information (e.g., seasons, temperature, activities).

(2). Cultivates innovative thinking and critical thinking (e.g., optimizing the content and form of weather reports) through designing weather reports in group cooperation.

4. Learning Ability

(1). Masters learning strategies such as using tables to sort out information and relying on scaffolds (support tools) to assist in writing.

(2). Actively participates in group collaboration, and improves autonomous learning and

cooperative learning abilities through communication.

教学方法

1.情境教学法：创设 “天气播报员” 真实播报情境，驱动语言运用；

2.任务型教学法：通过 “温旧知--读信息—填表格—写报告—练播报” 阶梯任务，落实目标；

3.支架教学法：提供词汇、句型框架，辅助学生完成输出任务。

教学重难点

Key point

(1) Master the core vocabulary for weather description (such as rainy, temperature, etc.) and sentence structures;

(2) Be capable of writing and orally presenting weather reports in a standardized manner based on the information form.

Difficult points

The difficulty lies in integrating into real-life scenarios, making the weather report practical and interesting, and enhancing the authenticity of language usage.

教具

An interactive whiteboard, a classroom microphone and online resources.

学习过程

学习目标	学生活动	效果评价
Learning and understanding I can read and understand the missions.	Students read the poster to understand the situation and missions of being an English weather reporter.	自评、师评。教师 观察学生是否对申 请“天气播报员” 表现出浓厚兴趣， 能否主动参与讨 论，为后续学习奠 定良好基础
设计意图 通过招聘天气预报英语播报员发出任务激发学生兴趣，自然引出本节课撰写并播报天气预报的主题，调动学生参与课堂的积极性。
Reviewing （1）I can talk about the weather in the pictures by using the present tense. （2）I can talk about people’s activities by using the present continuous tense.	Mission 1: Different weather conditions Activity 1: Students look at the pictures and say out the weather and related activities by using the sentence pattern : It’s …(天气) in Beijing. The temperature is around ... (温度). The girl in Beijing is … (活动). Activity 2: Students brainstorm with partners: What other information can a weather report include?	自评、师评。教师观 察学生对于天气相 关词汇的掌握情况， 能否准确运用现在 进行时讨论人们的 相关活动，能否主动 参与课堂话题，为后 续活动进行奠定语 言基础。 观察学生能否积极 参与头脑风暴，小组 合作顺利，基本掌握