Unit6 Rain or Shine 1a-1d(教学设计）-2025-2026学年七年级英语下册（人教版 ）

2026年道县优质教学资源评选活动 ---七年级下册英语第6单元Section A 1a-1d教学设计 课程基本信息 主备人 曾淑靖 课型 新授课 学科 英语 年级 七年级 学段 初中 版本章节 Unit 6 SectionA 1a-1d 教学目标 At the end of the class, the students will be able to: 1. Talk about different types of weather. 2. Talk about weather-related activities by using the present continuous tense and the simple present tense. 3. Talk about their feeling about the weather. Know the importance of staying happy, rain or shine. 教学重难点 Students can talk about different types of weather. Students are able to talk about weather-related activities by using the present continuous tense and the simple present tense. 学情分析 1.词汇基础：七年级学生已掌握部分基础形容词（如 hot, cold）和日常活动动词短语（如 read books, play basketball），对天气类话题有生活认知，但系统的天气词汇（如 cloudy, windy, snowy）和表达仍需规范学习。 2.语法基础：学生已初步接触一般现在时，但对**现在进行时（结构：be + doing）**的用法、语境（描述正在发生的动作）仍不熟练，且容易混淆两种时态的使用场景，这是本节课语法学习的核心难点。 3.听说能力：七年级学生具备基础的英语听说能力，能完成简单的课堂指令和日常对话，但在“结合话题+时态”进行连贯表达时，容易出现语法错误、词汇匮乏、表达不流畅等问题。 教学准备 1.制作多媒体PPT课件，包含：天气主题图片/短视频、世界城市天气预报素材、天气词汇卡片、核心句型板书设计、分层练习任务单。 2.准备1a-1d对应的听力音频文件，提前调试播放设备，确保课堂听力环节流畅。 教学过程(表格描述) 教学环节 主要教学活动 设置意图 Step 1 Lead in 1.T sets a context for students: Here’s the weather report. Let’s see the weather in different cities around the world. 2.Students according to the weather report and the map to learn about different weather in different places. 通过设置天气预报的情境，吸引学生的兴趣同时导入本科时的主题，从情境中学习和了解重点句型和单词。 Step 2 Learn and understand 1.After the report , ask students to finish the task: Write the weather descriptions in the box under the pictures. 2.Teacher asks some students to answer the question. 3.Brainstorm: What other words can be expressed the weather? 4.Students continue watch the report and know how to express the temperature use the correct words and phrases. 5.Students watch a short report and answer the following questions: Which country’s weather is this weather report about? How many parts of this country are mentioned ? 导入之后让学生进行看图填空练习，以此来检测学生的学习情况。同时通过头脑风暴的方式让学生列出更多和天气相关的词汇，从而培养学生的小组合作能力，锻炼学生的思维品质。同时在表达的过程中通过报道的形式再让学生了解摄氏度的表达方式，通过列举的方式进一步巩固。学生通过观看另一则天气报道进入到下一主题的相关部分，并完成相应练习。 Step 3 Apply and practice 1. Students listen to the weather report, match the different parts of Australia with the weather conditions. 2. After listening ,teacher invites some students to check the answer and use the following expression: In the ___north_____, it’s________stormy_____and the temperature is around______20℃_____. 3. Teacher shows other pictures for stuedents ,students look at he picture and think about the following question : How’s the weather in Moscow? What are they doing now? 4. Teacher invites some students to answer the questions according to the pictures. 5. Ss work on1c ,learn more about Lucy and Lucy’s grandpa. 本部分是精听部分，基于前面基础上的学习以及口头表达的输出，此部分主要是以训练学生的听为主，同时以说作为辅助，检测学生的学习情况。 Step 4 Transfer and create Pair Work: Students work in pair to act out a phone conversation with a partner. 引导学生通过同伴合作的方式，以谈论天气和正在进行的活动为依据开展电话形式的对话，培养学生的口语表达能力。同时根据检测表对学生的展示进行互评和师评。 Step 5 Homework Level A: Ss draw a picture and use the words or phrases to describe the weather or activities in the picture. Level B : Ss draw a picture and use the sentences to describe the weather or activities in the picture. 设计该作业主要检测学生对天气状况的表达，以及使用现在进行时描述活动的掌握程度。 板书设计 Unit 6 Rain or Shine Section A (1a-1d) 教学反思 本节课是听说课，通过设置真实情境导入主题，快速将学生带入“天气”主题，听说主线清晰。教师的听力训练部分更多停留在“捕捉关键信息”的表层训练，可设置相关的跟读、模仿环节等锻炼学生的语音语调以及连读弱读。可采用预听-精听-跟读-模仿-复述的听力训练流程。 学科网（北京）股份有限公司 $