Unit 6 Section B (2a-3c)-【绿卡初中创新题】2025-2026学年七年级下册英语同步教案(人教版·新教材) 安徽专版

该初中英语教案聚焦现在进行时与一般现在时的用法及区别、旅行中的天气与感受描述。通过图片观察描述活动（语法课）或视频观看西藏之旅（阅读课）复习旧知，自然衔接新知，搭建由已知到未知的学习支架。 资料特色在于任务型教学贯穿始终，如语法课3d环节让学生编对话描述地点并猜测，提升语言运用能力，阅读课结合黄山文化，引导学生对比Helen和Peter的旅行感受，增强文化意识与思维品质。既帮助学生夯实语法基础、提升阅读表达能力，也为教师提供清晰的教学流程和多样化活动设计。

教学过程 Lead-inStep 1 Ask students to look at the pictures and describe what people are doing in different weather conditions. T：Look at the picture，boys and girls. Whats the weather like in Shanghai？What are people doing there? Ss：Its... They are... T：Today lets come to know more about the present continuous tense and the simple present tense. 【设计意图】通过看不同地区的天气图片并描述人们正在从事的活动，学生能够复习已学的知识，同时为接下来的新课学习做铺垫。Step 2 Grammar focus Work on 3a. 1. Ask students to read the sentences in the grammar box by themselves and underline the structures for the present continuous tense and the simple present tense. 2. Ask students to discuss in groups and tell what tenses are there in the box and when they use each tense. 现在进行时：表示说话时（瞬间）正在进行的动作，也表示现阶段一直进行的动作。*My father is jogging in the park now.与一般现在 时的比较 一般现在时：表示经常性或习惯性的动作或存在的状态，也表示主语具备的性格和能力等，还表示客观事实或普遍真理。 *My father jogs in the park in the morning. 【设计意图】通过观察、讨论及总结，学生能够加深对现在进行时和一般现在时的区别和具体使用场景的理解。 PracticeStep 3 1. Work on 3b. （1） Ask students to complete the conversations with the correct forms of the verbs in brackets. （Students must read the complete sentences.） （2） Check the answers. Answers: 1. is snowing; doesnt snow 2. rises; is rising 3. is wearing; wears 4. are flying; fly 5. is raining; rains 2. Work on 3c. （1） Ask students to complete the passage with the correct forms of the verbs in brackets. T：Look！Here is a picture of Harbin. The ice works are so beautiful. Many people are visiting Harbin. Now read the text in 3c and complete the passage with the correct forms of the verbs in brackets. （2） Ask students to share their answers in class and the teacher helps to correct their mistakes if necessary. （3） Check the answers. Answers: is; are visiting; are; enjoy; are; doing; are taking; are skating 【设计意图】通过练习，学生能够充分理解并熟练掌握目标语法。 SpeakingStep 4 Work on 3d. Ask students to work in pairs and describe a place about the weather and activities people usually do there. Then the partners guess what place it is. T：Imagine that you are at a beautiful place outdoors. Tell your partner what the weather is like and what 学科网（北京）股份有限公司 activities people are doing. Can he or she guess where you are？Make a conversation in pairs.Three minutes for you! Go! 【设计意图】通过组内成员编对话描述并猜测地点的活动，学生能够对目标语言进行口头训练，培养并提升语言运用能力。Step 5 Homework 1. Do the exercises in students workbooks. 2. Extended：Write three more sentences with the present continuous tense and the simple present tense. 板书设计 Unit 6 Rain or Shine Grammar Focus ①—Whats the weather like？/Hows the weather？ —Its raining heavily./Its cold and snowy. ②—What are you doing at the beach？—Im sunbathing. ③—Whats your brother doing？—Hes playing beach volleyball right now. ④—Whats your family doing？ —We usually stay in when it snows, but now were building a snowman outside. 教学反思 Period 4 Section B（1a—1d） 教材分析 What: 本课语篇是Helen 和Peter 与家人在黄山旅行时分别发布的几篇动态网络帖子，记录了他们在攀登黄山过程中的所见所闻，以及他们随天气和环境的变化而产生的情绪变化。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，为读者带来一次黄山之旅的丰富体验。 Why: 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，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。 How: 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 cant 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“Im so glad were 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。 教学内容 1. 谈论人们对同一次旅行的感受。 2. 从Helen 和Peter 的角度描述黄山之行。 教学目标 【知识与技能】 1. 掌握以下重点单词及短语：wet、at a rest area、in high spirits、make good progress、enjoy the experience、 look like、a part of、because of、the heavy fog、at the top、in the sunlight 2. 掌握下列句型： ①It feels like a magical place. ②The sun is shining through the clouds. ③They dont seem tired at all. 3. 学生能够学会多角度理解他人，学会准确使用与旅行、自然景观、表达人们感受有关的词汇。 【情感、态度与价值观】 尊重和接受不同文化背景下人们感受的多样性。传播和弘扬黄山本土文化，增强文化认同感。 教学重难点 重点：1. 学生能够运用丰富而准确的词汇来描述他们的旅行经历。 2. 学生能够从多个角度分析影响人们对同一次旅行感受的因素。 难点：1. 学生能够用准确的语言从Helen 和Peter 的角度描述黄山之旅。 2. 学生能够根据具体情况灵活选择合适的词汇和句型，清晰形象地阐述人的感受。 教学准备 多媒体设备、课件、学习清单等。 教学过程 Lead-in Show students a video of a trip to Xizang and ask them to describe the activities and the weather in the video.Step 1 T：My family went to Xizang this summer. Watch a video and answer the questions：What was the weather like in Xizang？What did we do there？ How do you think we felt about the trip？ 【设计意图】通过观看一段西藏之旅的视频并回答问题，学生能够回顾已学知识，同时引入主题。 Pre-readingStep 2 1. Work on 1a. Ask students to look at the pictures on Page 46 and share their climbing experiences. T：Look at the pictures here. Its Mount Huangshan. Do you climb a mountain like this？What can you see or hear when you are climbing？How do you feel about the trip？ 2. Work in pairs and practise. Let students work in pairs to tell their experiences and feelings. S1: How do you feel when you climb a mountain？ S2: I feel... S1: Whats the weather like when you climb a mountain？ S2: Its...when... 【设计意图】通过引导学生观察图片，拓展学生思维，增强学生预测文本的能力。 While-readingStep 3 1. Work on 1b. （1） Ask students to read the article and try to grasp the main idea of the passage. Then ask students to answer the following questions to help them know the posts better. T：Helen and Peter are visiting Mount Huangshan now. Do they have the same trip？How do they feel about the trip？Read the posts by them and find out the answers. （2） Ask students to share their answers and the reasons in class and the teacher helps to correct their mistakes if necessary. 2. Work on 1c. Ask students to read the article again and complete the chart in 1c. T：Helen and Peter have a lot to say about their trip. Let s read their posts again and complete their descriptions about the same trip. Then use a smiling face or a sad face to show their feelings. Students must share with complete sentences. The teacher shows the key sentence patterns on the PPT. 【设计意图】通过完成阅读任务，学生能够充分理解文本并提高抓取关键信息的能力。 Post-readingStep 4 Work on 1d. Ask students to read the post again and complete the questions with the question words in the box and then answer them. 【设计意图】通过阅读文本回答问题，学生能够充分理解文本内容。 HomeworkStep 5 1. Finish the exercises in students workbooks. 2. Extended：Share the travel experiences including the weather，activities，feelings，etc.Unit 6 Rain or Shine Section B（1a—1d） 板书设计 Time Activity Helens feeling Peters feeling 6：35－7：22 9：15－9：18 10：36－10：40 教学反思 Period 5 Section B（2a—3c） 教材分析 What: 2a 是一篇关于暴雨天气下个人观察与感受的记叙文。文章通过细腻的笔触，描绘了在一个风雨交加的天气里，作者坐在房间内观察窗外暴雨的场景。文中具体描述了雨势之大、风力之猛，以及街道上人 $