2020年春七年级英语下册Unit7It’sraining单元分析教案(新版)人教新目标版
2019-2020学年人教版英语七年级下册Unit7 It’s raining全单元教案设计
Teaching Procedures
Step1
Lead -in
一．Warming up (5mins.)
Learn the new words:
weather,rain,snow,winter,summer,vacation,
Then Check the answers with the class together.
（10-12mins）：
1. Presentation
Show the picture in 1a:
Ask Ss to talk about the weather:
—Hi!How’s the weather in Beijing?
Blackboard
Design
Unit7 It’s raining!
Section A1 (1a-2d)
weather,rain,snow,winter,summer,vacation,
Message,sunny,cloudy,windy,snowy,hot,dry,warm,skate
—How’s the weather? —It’s raining./ It’s sunny.
8．Practice and group discussion（7-8mins）：
1）Now look at the picture in 2d.
Let studentsread the dialogue with your partner.
2）Ask Ss to consolidate the key phrases in group.
七年级英语下册Unit7It’sraining教案新版
Unit 7 It’s raining!教材解读本单元主要内容是运用：How is the weather? 谈论天气以及灵活运用描述天气情况的形容词，并继续运用现在进行时来描述人们的即时活动。
教材紧紧围绕这一主题展开了各项活动旨在培养学生的听说读写技能。
单元目标一、知识与技能1. 学习常用天气词汇；rain, windy, cloudy, sunny, snow, weather, Moscow, Boston,bad, terrible, pretty cool, cold, humid, warm, hot2. 学会如何描述天气。
—How’s the weather in …? What’s the weather like? —It’s ….3. 会运用现在进行时的基本句型。
4. 提高听说、合作交流的能力。
二、过程与方法Explanation, discussion, listening, pair work.三、情感态度与价值观培养小组合作精神，锻炼他们的胆量，激发学生学习兴趣。
教法导航以学生为中心，以活动为驱动点，以任务为目标的教学方式，充分利用多媒体，让学生在活动中感知、领悟、体验和实践语言知识要点。
学法导航在实践与合作中提高语言的综合使用能力，加深对基础知识的掌握和记忆。
课时支配第1课时：Section A1a-2c第2课时：Section A 2d-3b第3课时：Section B 1a-2a第4课时：Section B 2b-Se lf Check第1课时 section A 1a-2c教学目标一、知识与技能学习一些描述天气的词语，并能听懂天气对话并进行交际。
二、过程与方法采用目标和直观教学法，调动学生的积极性，引导他们积极参与课堂。
三、情感态度与价值观培养小组合作精神，学会并掌握西方城市的天气状况。
教学重点能运用How is the weather ? It’s …进行交际。
2020年春七年级英语下册Unit7It’sraining整体分析教案(新版)人教新目标版
Unit 7 It’s raining!单元整体分析◆重点词句梳理◆教材内容解读本单元的中心话题是“谈论天气”。
Section A部分涉及两个主要语言功能项目：一是运用How's the weather？及描述天气的形容词windy, cloudy, sunny, snowy, rainy等来谈论不同城市的天气状况；二是继续运用现在进行时态来描述人们的即时活动。
这部分通过电话片段、五大城市的标志性建筑与当地天气结合在一起。
Section B部分运用dry, cold, hot, cool, warm等拓展了谈论天气的表达方法，本部分将本单元的互致问候、谈论天气、询问正在从事的活动等重点功能项目结构以明信片的形式呈现出来。
◆功能话题应用How’s the weather?It’s raining./It’s sunny.How’s it going?It’s great.What are they doing?They are playing basketball in the park.◆语法结构点击1. 现在进行时的肯定句、否定句、疑问句及回答。
2. how引导的问句询问天气和表达问候。
背景知识链接◆采用新教案P131话题相关链接。
Section A新课备课素材◆素材一新课导入设计导入一图片导入： show some pictures about the weather; lead to the new words and sentences with the pictures ; then lead to the new lesson.导入二Guessing Game：Prepare some pictures before class. Ss extract a card and do some actions; Other Ss guess the weather according to the actions; then lead to the new lesson.导入三 Enjoy the music：How’s the weather? And then lead to the new lesson.（见PPT）导入四 Brainstorming: Write down the words as many as possible about the weather, feelings and activities; And then lead to the new lesson.◆素材二新课活动案例活动 1 采用新教案P133活动设计1和活动设计2.活动 3 Role-play（分角色表演，强化巩固谈论天气和描述人们正在进行的活动为话题的情景对话。
七年级英语下册《Unit 7 Its raining》教学设计 (新版)人教新目标版
Unit 7 It’s raining!Learning Objectives一、Topics（话题）:The weather二、Functions (功能)Describe the weatherDescribe what you are doing三、Structures (结构)1. Present progressive tense2. How questions3. What questions四、Target Language (目标语言)How’s the weather?It’s raining./It’s sunny.How’s it going?It’s great.What are they doing?They’re playing basketball in the park.五、Vocabulary （词汇）weather, rain, snow, winter, summer, vacation, message, sunny, cloudy, windy, snowing, hot, dry, cold, cool, warm, visit, skatehave a good time, take a message, tell him to call me back六、Skills (技能)Listening for key informationScanning in reading七、Recycling （复习巩固）What’s John doing right now?He’s playing soccer.He plays soccer every day.八、教材分析本单元语言训练的重点是（1）谈论天气；（2）描述正在发生的动作。
重点语言结构是（1）How 引导的特殊疑问句；（2）Yes/No问句及答语；（3）现在进行时的用法。
Section A主要是听读说和基础语言运用，为目标句型提供分步示例和指导性练习；Section B知识扩展、新旧知识的运用，循序渐进的写作练习；运用所学的语言完成各种任务使学生能够对已经学过的目标句型运用自如：Self Check自我评价，词汇知识的评价，语言应用能力的评价。
七年级英语下册 Unit 7 It's raining教学设计(人教新目标版)
七年级英语下册Unit 7 It’s rning教学设计（人教新目标版）一. 教材分析人教新目标版七年级英语下册Unit 7主要讲述了天气相关的词汇和句型，通过学习本单元，学生能够掌握有关天气的词汇，如rn, sun, cloud, wind等，并能运用句型It’s rning/sunny/cloudy/windy等来描述天气。
同时，本单元还引入了祈使句和一般现在时的用法。
二. 学情分析七年级的学生已经掌握了基本的英语语法和一定数量的词汇，对学习英语有浓厚的兴趣。
但部分学生可能对天气相关的词汇和句型较陌生，因此需要在教学中加强对这部分学生的关注和引导。
三. 教学目标1.知识目标：学生能够掌握有关天气的词汇，如rn, sun, cloud, wind等，并能运用句型It’s rning/sunny/cloudy/windy等来描述天气。
2.能力目标：学生能够用英语进行简单的天气描述，提高口语表达能力。
3.情感目标：培养学生关注天气，关爱生活的意识。
四. 教学重难点1.重点：天气相关词汇的掌握和运用。
2.难点：祈使句和一般现在时的运用。
五. 教学方法采用任务型教学法，通过小组合作、角色扮演等活动，激发学生的学习兴趣，提高学生的参与度和实践能力。
六. 教学准备1.教材：人教新目标版七年级英语下册。
2.课件：利用多媒体课件进行教学。
3.道具：准备一些与天气相关的实物或图片，如雨伞、太阳、云朵等。
七. 教学过程1.导入（5分钟）利用课件展示一些天气现象的图片，如雨天、晴天、多云、有风等，引导学生用中文描述这些天气现象。
然后提问：“你们知道这些天气用英语怎么说吗？”从而引入本课的主题。
2.呈现（10分钟）教师展示教材中的词汇卡片，如rn, sun, cloud, wind等，并引导学生用中文说出这些词汇的中文意思。
然后教师用英语说出这些词汇，并要求学生跟读。
接着，教师创设一个情境，如：“It’s rning outside. Please bring anumbrella.”，让学生用所学的词汇进行回答。
七年级英语下册Unit7It’sraining教案(新版)人教新目标版
2.小组讨论成果展示：评估学生在小组讨论中的表现，包括他们的思考深度、合作程度以及提出的建议和解是否能合理地表达自己的观点。
学生练习：A: How's the weather in Beijing? B: It's very windy. You'd better wear a warm coat.
讲解：此题让学生在实际情境中运用交际策略，学会提出建议和回答天气相关的问题。通过角色扮演，学生能够提高他们的口语表达能力和交际技巧。
d.天气变化相关的词汇：start to rain, stop raining, clear up, get windy等。
2.关键句型：
a.一般现在时描述天气：It’s raining. It’s windy.
b.询问和回答天气状况：- How’s the weather? - It’s sunny.
解决办法：
1.通过图片、视频等多媒体资源，直观展示各种天气现象，帮助学生记忆和理解相关词汇。
2.设计不同层次的练习，从简单的一对一对话到复杂的场景对话，逐步提升学生运用所学知识进行交流的能力。
3.鼓励学生参与课堂活动，如小组讨论、角色扮演等，增加实践机会，提高语言运用能力。
4.提供实际情境，如模拟天气预报节目，让学生在真实语境中练习描述天气，增强语言实践能力。
学生练习：It's _______ today.
答案：cloudy
讲解：此题旨在让学生学会使用一般现在时来描述天气状况。通过模仿例子，学生能够独立构造描述天气的句子，提高他们的语法应用能力。
2020年春七年级英语下册Unit7It’srainingSectionB教案(新版)人教新目标版
Unit 7 It’s rainingSection BStep 1Warmingup and revision1．Show some pictures about the weather and lead in to the new words in 1a with the pictures.2.Ask and answer questions about the weather in the pictures in 1a and what sb. is doing.Step 2Presentation1．Show some pictures on the big screen. Present the new words.dry, cold, hot, cool, warm …2．Students learn the new words and expressions and try to understand them.3．Give students some time to remember the new words and expressions.Step 3Matching1．Read the words in the box in 1a. Then look at the pictures. Match the words with the pictures.Students match the words with the pictures.2．Check the answers.Step 4Pair work1．Look at the pictures in 1a. Ask and answer questions about the weather in the pictures in 1a.Give an example to the students：T: How's the weather in Picture d?S1: It's dry.2．Now work in pairs. Ask and answer questions about the weather in the pictures in 1a.3．Ask some pairs to roleplay their conversations.Step 5ListeningWork on 1c.1．Read the chart in 1c.2．Play the tape for the students to listen and write what Mary and Eric answer to How's it going.3．Play the recording twice. The first time students only listen. For the second time, students listen and write down the words in the blank.Work on 1d.1．Listen again. What does Eric answer to What are you doing & How's the weather.2．Play the recording twice. The first time students only listen. For the second time, students listen and write down the words in the table.3．Check the answers.Step 6Pair workWork on 1e.Roleplay a conversation between Mary and Eric.Mary: Hi! How's it going?Eric: Hello… Oh, not too bad! What are you doing?Mary: I'm having a party. My family is here.Eric: Sounds like fun. How's the weather?Mary: Terrible. It's cold and raining. How's the weather in Mexico?Eric: Hot. Hot and dry. And sunny.Mary: Sounds good. So what are you doing?Eric: I'm visiting my grandmother…Step 7Homework1．Remember the new words.2．Talk about the weather in your hometown.Step 1Warmingup and revision1．Have a dictation.2．Play a game. (参照素材一导入三)Step 2Talking1．Look at the pictures in 2a. Talk about the pictures with a partner. How's the weather? What are the people doing? Make a model to the students.S1: How's the weather in picture a?S2: It's sunny and warm.S1: What's the girl doing?S2: She's sitting by the pool and drinking some juice.2．Students work in pairs and talk about the pictures.3．Let some pairs ask and answer questions about the pictures aloud.Step 3ReadingPresentation1．Show some pictures on the big screen to present some of the new words in the postcards in 2b.2．Teach students the new words. Then let them read the new words after the teacher.Work on 2b.1．Fast Reading：(1)Read the postcards in 2b and match each postcard with the correct picture in 2a.(2)Students read the postcards quickly and match the postcard with the correctpicture.(3)Then check the answers.2．Careful reading：(1)Read the first postcard again and find the answers to these questions：①Where is Su Lin now?____________________________________②What is Su Lin studying here?③What's she doing right now?____________________________________④How's the weather there?____________________________________[答案] ①She is in Canada now.②She is studying English.③She is sitting by the pool and drinking orange juice.④It's warm and sunny.(2)Read the second postcard again and find the answers to these questions：①Where is Dave now?____________________________________②What are Dave and his family doing there?____________________________________③Are they having a good time?____________________________________④How's the weather there?____________________________________[Students read the postcards and try to find the answers to the questions.Then check the answers with the class.][答案] ①He is in Europe.②They are on a vacation in the mountains.③Yes, they are.④The weather is cool ard cloudy.Work on 2c.1．Read the postcards again and fill in the chart with information from the postcards in 2b.2．Check the answers with students.Step 4Language points (详见课堂互动探究及PPT课件)visit; have a great time; …or…； It's…isn't it; I'm sitting…and drinking…Step 5Exercises(详见PPT)Step 6Homework1．Remember the new words and expressions learned in this period.2．Retell the first postcard in 2b.Step 1Warmingup and revision1．Have a dictation of the new words and expressions you learned in Section B.2．Watch a video program about the weather forecast.Step 2WritingPresentation1．Show some pictures on the big screen and present some new words and expressions in this period.(skate, snowy, winter, Russian, snowman)2．Students read the new words and try to remember them.Work on 3a.1．Here's a postcard from Kate to Xiao Lu. Look at the pictures on the postcard.How's the weather there? And what is the girl doing?[Let some students answer the two questions. ]2．Let some students read the words in the box. Explain the meaning of the words that they don't know.3．思路指导：首先，应读方框里的单词，掌握每个单词的意思。
人教版七年级下册Unit7-It’s-raining教案设计
Unit7 It’s raining教案设计一、教学目标1、知识目标（1）学习并掌握描述天气的词汇：sunny, rainy, windy, snowy, cloudy（2）掌握句型结构：--How is the weather (+in+地名)？/What’s the weather like (+in+地名)? --It’s sunny/ rainy/ windy/ snowy/ cloudy.2、能力目标学会使用本单元的单词和句型询问天气并做出恰当的应答。
3、情感目标(1) 通过小组合作完成任务，培养学生团结合作的意识。
(2) 通过谈论天气，了解一些地理常识。
二、教学的重点和难点1、教学重点：(1)描述天气的词汇：sunny, rainy, windy, snowy, cloudy（2）句型结构：--What is the weather like in...?/How is the weather in...?--It's rainy/raining.2、教学难点：(1)名词转换成形容词的构词法，如sun-sunny, rain-rainy, wind-windy, cloud-cloudy,snow-snowy。
(2)国外城市的读音和拼写。
三、教学方法教师采用任务型教学方法让学生主动参与和小组合作探究，迅速有效地开展各项活动。
三、教学辅助工具：黑板，简笔画，多媒体教学设备四、教学过程：1、热身运动（1）师生互动寒暄。
（2）播放歌曲“Rhythm of the Rain”（雨中旋律），活跃课堂气氛，引出本课关于天气的话题。
2、导入生词（1）以weather为中心词，让学生进行头脑风暴，回忆学过的关于天气的词汇，然后利用简笔画导入本课的新单词：sunny, rainy, windy, snowy, cloudy ，并小结构词法：sun-sunny, rain-rainy, wind-windy, snow-snowy, cloud-cloudy.（2）教师带读，让学生熟记单词。
2020重点中学七年级英语下册 Unit 7 It's raining教案 (新版)人教新目标版
Unit 7 It's rainingSection AWrite the question. What are you doing? on the board.Read the question and ask the class to repeat it. Then act out an activity students are already familiar with, point to the question and have students repeat it. Answer the question using the target language.For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,I'm reading a book, and so forth.1 a This activity introduces the key vocabulary.Focus attention on the cities in the picture. Ask, What s the weather like here?If they can't answer, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, It's raining.Is it raining here today?Point out the numbered list of words. Say each one and ask students to repeat the words again.Then ask students to match each word with one of the cities in the picture. Say, Write the letter of each city next to one of the ivords. Point out the sample answer.Check the answers.1 b This activity gives students practice in understanding the target language in spoken conversation.Play the recording the first time. Students only listen.Say, You will hear four different conversations. Each one is about the weather in a different city. Point to each city in the picture as it comes up on the tape.Play the recording a second time. Ask students to write the name of the city in the picture of its weather. Say, The first one has been done for you. Beijing is wri tten in the picture of sunny weather. It is sunny in Beijing.Correct the answers.1 c This activity provides guided oral practice using the target language.Point out the example conversation. Ask two students to read the dialogue to the class.Say, Now work with a partner. Make your own conversations about the weather in these five places.As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.Ask several pairs to present their conversations to the class.2a This activity gives students practice in understanding the target language in spoken conversation.Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed.Play the recording the first time. Students only listen.Play the recording a second time. This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.Correct the answers.2b This activity provides listening practice using the target language.Point out the list of names and the list of activities.Ask a different student to read each list to the class.Say, Now I will play the recording again. This time,please match each name with an activity. Write the letter of an activity in front of each name. Point out the sample answer for number 1.Play the recording and have students fill in the rest of theanswers. ,Correct the answers.2c This activity provides guided oral practice using the target language.Call attention to the four people in the picture in activity 2a. Ask stud ents to say something about each person. Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and playing computer games.Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.Say, Now please work with a partner. Make conversations like this one. Talk about the people in the I pictures. As students work in pairs, move around the room monitoring progress and offering assistance, if needed.Ask some pairs to present their conversations to the class.3a This activity introduces more key vocabulary.Call attention to the faces. Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling.For example, ask a student. Look at this face. Is it happy? Is it unhappy?Then point to the four words. Say the words and ask students to repeat each one.Use your tone of voice and facial expressions to reinforce the meaning of each.Add your own simple explanations of what each one means.For example: Not bad.This means something is not very good, but it's also not very bad. It's in the middle.After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the co rrect phrase.As students work, move around the room answeringquestions as needed.Check the answers.3b This activity provides oral practice using the target language.Point out the conversation in the large picture and ask two students to read it to the class. Ask students to explain what How's it going? means. (It is similar to How are you? or How is everything?)Ask students to practice the conversation in pairs.Move around the roommonitoring their progress.Then call attention to the example in the small speech bubbles. Have two students read it to the class.Say, Now we'll change some of the words and make our own conversations. We can use our own names. We can give true answers or we can make up answers.Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.Ask some pairs to present their conversations to the class.4. This game provides oral practice using the target language.Say,Now let's work in pairs again. One student looks at the picture on page 85 and the other looks at the picture on page 87. Please don't look at your part ner's picture.Say, Each picture has the same people in it, but they are doing different things.Take turns talking about what the people are doing in your picture. If I am student A, I will say. In my picture it is sunny. Guide one of the students Bs to respond.In my picture it is raining.As students work, move around the room, monitoring progress and offering assistance as needed.山东省平度市灰埠中学七年级下英语教案Section BNew languageMore words used to describe weather:cold, hot, cool, warm, humidAdditional materials to bring to class:weather map from an English language newspaper1 a This activity introduces more key vocabulary.Focus attention on the five pictures. Ask students to tell what the weather is like in each place, if they can. If not, supply the word and ask the class to repeat it. Say a sentence or two about each kind of weather. It's cold in this picture. Is it cold here today?Point out the numbe red list of words. Say each one and ask students to repeatthe words again.Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 b This activity provides oral practice using the target language.Call attention to the example in the speech bubbles.Read the conversation witha student.Ask students to work in pairs. Have students ask and answer questions about the weather in the pictures in activity la.2a This activity provides listening and writing practice using the target language.Read the headings on the chart to t he class. Point out the answer blanks.Say, Listen to this conversation between Sam and Maria. Listen carefully to their questions and answers.Play the tape the first time. Students only listen. Play the tape again and have students write their answers.Play the tape again and have students write their answers. Say, This time, please write the answers Maria and Sam give to the question "How's it going?"You may wish to play the tape more than once at this point.Correct the answers.2b This activity provides more l istening and writing practice using the target language.Point to and read the second two headings on the chart: What are you doing? How's the weather?Ask students to listen to the recording again and write the answers to these two questions in the blanks in the chart.Play the recording. Students fill in the blanks.Correct the answers.2c This activity provides guided listening and spe aking I practice using the target language.Point out the example in the speech bubbles. Ask two students to read it to the class.Point out the three questions in 2a. Ask individual students each question and repeat their answers. Accept any reasonable answers.Say, Now work with a partner. Make your own conversations. Student A is Maria.Student B is Sam. Athey talk, move around the room monitoring their work.Offer language support as needed.3a This activity provides reading practice using the target language.Call attention to the speech bubble and the picture.Ask students to say where the reporter is. Ask them to tell what they know about Egypt.Read the speech bubble to the class, or ask a student to do so. Answer any questions students may have. Use drawings on the board and/or translation to clarify themeanings of any new vocabulary words.Ask students to work alone. Say, Underline the words in the speech bubble that say what people are doing. Then circle the words that describe the weather. Two examples are done for you.3b This activity provides reading and writing practice using the target language.3c This activity provides writing practice using the target language.Ask one or two students to describe the weather in their home town, and to say what outdoor activities people there like to do (e.g. playing football, flying kites, fishing).Ask students to work alone. As they work, move around the class monitoring progress and offering help as necessary. Provide the students with any new vocabulary theyneed (e.g. for describing activities), or encourage them to usea dictionary.Ask several students to read their reports to the class.4 This survey provides listening, speaking, and writing practice using the target language.Call attention to the dialogue in the speech bubbles.Ask two students to read it to the class. Ask other students,What do you do when it's raining?Substitute another type of weather for "raining" and ask other students what they do. Acce pt all reasonable answers and write each one on the board.Introduce the use of present tense in both halves of answers such as, When it's sunny, I go to the beach.(See grammar note.)Now ask students to interview their classmates. Ask each student to choose one type of weather and ask as many classmates as possible what they do in that kind of weather. Remind students to write down the answers.Ask several students to read their questions and answers to the class. Write any new vocabulary items on the board and discuss these words. Students may wish to copy some of the words onto their notebooks.Alternative: If you do not want students to get up and walk aroun d the classroom, then ask them to do this activity in groups of four.。
新人教版七年级英语下册Unit7Its-raining!教学设计
新人教版七年级英语下册Unit7Its-raining!教学设计新人教版七年级英语下册Unit7It's raining!教学设计一、教学目标（一）知识与能力：1．学习并掌握1a-2d的单词和短语（1）rain, windy, cloudy, sunny, snow, weather, cook, bad, park, message, him, could, problem（2）take a message；call ( sb ) back2．掌握并运用句型（1）How’s the weather? It’s cloudy./ It’s sunny./ It’s raining.（2）What are you doing? I’m cooking.（3）What are they doing? They’re playing basketball in the park.（4）What’s he doing? He’s studying at his friend’s home.（5）How’s it going? Great!/Not bad./Terrible.3．让学生学会如何描述天气和正在发生的事情。
（二）过程与方法：1．通过情景介绍的方式进行词汇或短语教学，让学生在情境中操练、理解并学会运用2．采取Pair work或Group work问答式的口语交际活动，让学生运用表达方式和句型互相操练“询问天气和正在做的事情”；3．采取图文配对和听力填空的方式帮助学生掌握听力技能；4．采用Role-play的学习策略，利用课件引导学生自主学习，展开课堂教学；（三）情感态度与价值观：1．通过课文教学引导学生关注天气情况，爱护环境，保护大气等自然资源的良好意识。
2．通过学习打招呼、谈论天气和所做的事时所用的交际用语，学会与人友好相处。
3．通过学习和对比不同天气背景下人的活动，激发学生的内在情感，进行爱的教育。
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Unit 7 It's raining!
Section B
本单元的中心话题是“谈论天气”。
Section A部分涉及两个主要语言功能项目：一是运用How's the weather？及描述天气的形容词windy, cloudy, sunny等来谈论不同城市的天气状况；二是继续运用现在进行时态来描述人们的即时活动。
这部分通过电话片段、五大城市的标志性建筑与当地天气结合在一起。
Section B部分运用dry, cold, hot, cool, warm等拓展了谈论天气的表达方法，本部分将本单元的互致问候、谈论天气、询问正在从事的活动等重点功能项目结构以明信片的形式呈现出来。
1．—How's the weather?
—It's raining./It's sunny.
2．—How's it going?
—It's great.
3．—What are they doing?
—They are playing basketball in the park.
1．现在进行时的肯定句、否定句、疑问句及答语(详见P 单元语法聚焦)
2．how引导的问句用来询问天气和表达问候(详见P 单元语法聚焦)
Why do British people like to talk about the weather?
English culture is founded upon politeness and a respect for another's privacy. Asking personal questions was considered impolite and it would be embarrassing to both parties if an emotional response was given to a simple question of “How are you？”
Therefore, the easiest topic to discuss that would allow both parties to be friendly and social without any risk of emotional distress is to simply discuss the weather.
Actually it comes from a time when women and men were not allowed to discuss much of anything. Talk of children, any body parts, etc. was all taboo. Weather was considered a neutral topic, and one that “womenfolk” could understand. In the 1600's &1700's, and perhaps even before that women were looked upon as delicate beings and could not hear or talk of things that were political, warlike, etc. Women were also not allowed a very good education, as it was thought to be too much for them and that they couldn't handle it. Some even thought that teaching a woman a foreign language was going to make them mad. So, there were few things that could be discussed in polite society, weather being all encompassing, and generic, so as not to offend. To this day it continues, but not as it was generally used before. Now, it is just a neutral subject for two parties, and either an “icebreaker” or filler for a lull in conversation.
为什么英国人喜欢谈论天气？
英国文化是建立在礼貌和对他人隐私尊重的基础之上的。
询问个人问题被认为是不礼貌的，如果就“你好吗”这样简单的问题产生情绪反应将会使双方感到尴尬。
因此，最简单的话题是谈论天气，它会使双方感到友好而无精神压抑之风险。
实际上，这种(文化)起源于男女不许说话、交谈的时代。
谈论孩子、人体部位等都是禁忌。
天气被认为是中立的、妇女能明白的话题。
在十七、十八世纪，或许更早时候，女性被
认为是脆弱的人，不能听或谈论类似政治、战争等话题。
当时，女性也不允许接受良好的教育，因为人们认为对她们来说太难，她们难以应付。
一些人甚至认为教她们外语会使她们发疯。
因此，在上流社会，几乎没有什么可谈，天气无处不在，是一般话题，没有什么冒犯。
直到今天，这种习惯还一直延续，但并不像以前那么普遍。
现在，天气仅是一个对双方来说中立的话题，也是破冰之语、谈话间的插段。