Unit 1 Trying new things 课时教案 2024-2025学年沪教版英语五四学制七年级册

教学设计 课题 Unit 1 Trying new things Period 3 Reading: Never give up: Solar stickers to power the world 学情分析 从语言知识和技能上来说，七年级学生对本课时的部分重点词汇如power, discuss, impossible, pizza已熟练掌握，对阅读策略(predicting, skimming, scanning, etc.)有一定的认知，可以借助图片和已知对内容进行理解，也对新媒体语篇有一定的认识；就话题准备而言，但学生对本课的科技话题不熟悉，缺乏本课话题相关的背景知识。另外，学生对其它将学词汇（如：fail, separate, troublesome, succeed, etc.）的掌握可能有困难，对语篇长度也有畏难情绪，词汇学习方法和阅读技能策略还需强化。 教学目标 在本节课后，学生能够…… 1. 基于标题、新媒体语篇特征和多模态信息，合理预测文章的话题信息，在语境中合理猜测词义； 2. 通过略读与扫读，把握文章主旨大意与细节性信息，梳理出太阳能科学家们的研究原因、科学家们遇到问题和解决问题的过程； 3. 归纳本文太阳能科学家的优秀品质，提炼科学研究之找共同点的研究方法，培养批判性思维。 重难点 教学重点：引导学生基于标题、新媒体语篇特征和多模态信息，合理预测文章的话题信息，在语境中合理猜测词义；通过略读与扫读，把握文章主旨大意与细节性信息， 学习难点：归纳文中太阳能科学家们坚持不懈的探索精神等优秀品质，提炼科学研究之找共同点的研究方法，并培养批判性思维。 教学过程 环节 学习活动 评价 预计时长 Warm-up 1. Free talk: Look at the title: Never give up and talk about the following questions: Q1: Have you found anything difficult to do before? Q2: Did you give it up? Students could give their own answers reasonably and freely according to the title. The teacher gives feedback or make a detailed inquiry. 5 mins 设计意图：To lead in the topic of “Never give up” Pre -reading Situation: Wang Yiming finds it hard to try something new, and then he finds the following story on a website. 1. Look at the slide and think about the questions: · What can Yiming probably learn from this website? · What does this icon mean? · What are these ? Students could show their opinions correctly based on the pictures on the slide. The teacher gives feedback or make a detailed inquiry. 6 mins 2. Look at the title and the pictures, and predict. Q1: What is the invention? Q2: What is it like? Q3: What is the function (功能) of it? Q4: How can we use it? 3. Read the following sentences to learn the new words. Students could guess the meaning of new words, pronounce the words correctly and take some notes. The teacher gives feedback. 3 mins 设计意图：To get students familiar with the text features and prepare for the understanding of the topic While -reading 1. Read for the 1st time and complete the sentence for the general idea. Students could fill in the blanks reasonably and match items correctly by skimming. The teacher gives feedback 15 mins 2. Match the different main ideas with each paragraph. 3. Read for the 2nd time and complete the table. Students could complete the table with relevant information properly through scanning. The teacher gives feedback 4. Read for the 3rd time and answer the questions: Q1 What can sunlight bring to people? Q2 Why did people think it was impossible to use solar energy everywhere? Q3 What inspired (启发) the solar scientists ? Q4 Did the solar scientists achieve success easily? Students could give their own answers reasonably and freely according to the whole text. The teacher gives feedback or make a detailed inquiry. 设计意图：To guide students to find out the general ideas as well as to sort out the specific information Post -reading 1. Think and say: What do you think of the solar scientists? Do you think the scientists’ idea is effective? Give your reasons. Students could summarize the precious value of scientists and think critically. 11 mins 2.Discuss with a partner: What led to the success of the solar scientists? Students could reflect themselves and update the to-do list. 3.Vocabulary focus: Fill in each blank with a word from the text. Students can fill in the blanks correctly and the teacher gives feedback. 4.Complete the table about the features of the pizza box and the layer. Which features are similar? And then show the teen skill. Students could think further about the scientific method-- finding similarities. 设计意图: To guide students to review what they learnt today and realize the spirit of scientists and scientific research 作业 1. Copy and try to spell the new words and expressions from “sticker” to “take away” on page 141, Student’s Book 7A. 2. Complete the exercises on pages 6 to 9, Workbook 7A. 学科网（北京）股份有限公司 $$ 教学设计 课题 Unit 1 Period 5 Discovery: New ideas in history 学情分析 就话题而言，学生通过对本单元前四课时的学习，已经对“科技发明”主题有了一定的熟悉度。就语篇类型而言，学生此前较少接触过同类型的文章，较为陌生。因此，本节课中可侧重于语篇结构与特点的分析，提取语篇中有关发明创新的细节信息对于学生而言较为容易，但基于此信息，归纳三类发明的共同点，及概括文章所给予读者的启发对于学生而言较难把握。就语言知识而言，学生之前未学习过相关生词，如flavor, adhensive, bandage等，但在之前的阅读学习中，已经初步掌握了结合语境推测词义的策略。故本节课中，可进一步深化此策略的应用。 教学目标 1.通过跳读与略读，把握文章主旨大意与细节性信息。梳理不同发明的发明者、描述性信息、目的等信息，并在此基础上提炼三者的共同点。 2.结合标题、小标题，合理预测文章与段落大意；结合图示、语境，推断生词的含义 3.提高发现问题、解决问题的能力，提升创新性思维 重难点 教学重点：引导学生结合图示、标题等，了解文章及段落大意；结合语境，推测生词含义 学习难点：提炼不同发明的共同点，从而明确创新产生的契机及其涵盖的重大意义，激发学生对于周边事物的洞察力与创新意识 教学过程 环节 学习活动 评价 预计时长 Warm-up Answer some questions about inventions Ss could answer the queations correctly and freely 4 mins 设计意图：To review some inventions learnt in this unit and arouse Ss’ learning interests Pre-reading Look at the pictures and try to make predictions 1. What’s this object? 2. What’s the use of it? 3. Who was the inventor of it? Ss could answer the queations correctly based on the pictures 4mins 设计意图：To help Ss have a basic impression on the three inventions and arouse Ss interests. While-reading Read the passage for the first time and check your predictions Ss can get the main idea and specific information of the passage 8 mins 设计意图：To help Ss get the main idea and specific information of the passage. Read the passage for the second time and complete the table. Find out the inventions, inventors, nationalities, descriptions, purposes Ss can find out all the information in the table through skimming and scanning 9 mins 设计意图：To help Ss sort out the specific information and put them into several categories Post-reading Think about what problems the three new ideas solve Ss can understand the value of the three inventions after reading the passage 5 mins Discuss in groups of four and find similarities among the three inventions. Ss can deeply understand how these life-changing ideas come into being 10 mins 设计意图：To help Ss have a further understanding of the passage and get some inspirations from the passage. To observe every detailed thing in their daily life and have s creative mind to solve the probilms. 作业 1. Find more information about the new ideas in history. 2. Introduce the one you are most interested in to your classmates. 学科网（北京）股份有限公司 $$ 教学设计 课题 Unit 1 Trying new things Period 1 Viewing and listening: Be curious 学情分析 七年级学生对本单元话题不熟悉，但对本课时重点词汇如magazine, feeling, traffic, board已于六年级熟练掌握；对windsurf一词以及其体现的构词法有一定了解；对本课核心语言技能Listening for main ideas已于六年级听力学习中反复锻炼，基本掌握。 教学目标 1. Understand compounding as a kind of word building and list some compounds 2. Learn to analyze pictures and tables effectively before listening 3. Review and practise the skill of listening for main ideas and organizing information 4. Realize the positive meaning of trying new things 重难点 教学重点： 1. Understand compounding as a kind of word building and list some compounds 2. Learn to analyze pictures and tables effectively before listening 学习难点： Students need to analyze the given table before listening to improve their effectiveness while listening for specific information.Students may have difficulty in fill in the blanks of the table according to the listening material because the table paraphrases the content but not remain the same. 教学过程 环节 学习活动 评价 预计时长 Lead-in 1. Look at Wang Yiming’s action calendar and answer the questions Students can understand the calendar and find specific information. 10 min 2. Circle the things you want to try and talk about other things you are interested in 设计意图：Lead in the topic of “trying new things” Pre -listening 1. Look at the title of Unit 1: Trying new things and the title of Part A: Be curious Students can learn some new words and phrases about new things 8 min 2. Look at the pictures and match them with the list of phrases 3. Conclude compounding as a kind of word building and try to list some more compounds Student can conclude the principle of compounds by themselves and practise 4. Look at the pictures again and answer the questions Students can go back to the topic for listening 设计意图：Prepare students for the 1st listening for the main idea While -listening 1. Listen for the 1st time, answer the questions, and summarize the main idea Students can summarize the main idea with the help of questions. 14 min 2. Analyze the table before listening again and learn new words Students can read the table and understand its way of processing information 3. Listen for the 2nd time and complete the table Students can learn to organize the information according to the table 4. Check the answers and analyze the text 设计意图：Lead students to learn to organize the information they hear Post -listening 1. Focus on Ms Chen’s responses to the students, conclude her attitude and think about why Students can realize the positive meaning of being curious and trying new things 8 min 2. Share with your partner about your experience of discovering something new. Write down the new things he or she discovered. Students can talk about trying new things with an open mind 设计意图: Guide students to realize the positive meaning of being curious 作业 1. Recite the new words from “curious” to “board” on page 141, Student’s Book 7A. 2. Think about 3 more compounds, write down on your notebook and share tomorrow 3. Complete the exercises on pages 2 and 3, Workbook 7A. 学科网（北京）股份有限公司 $$ 教学设计 课题 Unit 1 Trying new things Period 2 Speaking: Just do it: Asking about club experiences 学情分析 学生在六年级以及第一课时中已经学习了如roof gardening, rock climbing等活动的表达，因此对于本课时出现的社团名以及社团活动等能够较快理解掌握。对于本节课即将出现的核心句型，尽管字面意思较易理解，但是引导学生们说出其具体功能，并扩展更多句式这一任务可能会存在困难，需要作为本节课的重难点进行学习讲解。 教学目标 By the end of the lesson, students are expected to: 1. master the meaning and usage of key words like print, camp,improve and grow as well as the phrases like all sorts of and fully grown, etc. 2. maintain the general idea and detailed information of the conversation through listening and learn how to make predictions before listening and take quick notes while listening; 3. use “What made you...?” to ask for information and “What do you mean by...？”/ “Did you say...？” to ask for clarification in a conversation. 4. try some new things by knowing different clubs and talking about club experiences. 重难点 教学重点： 1. Guiding students to maintain the general idea and detailed information of the conversation through listening and master some listening skills. 2. Guiding students to use “What made you...?” to ask for information and “What do you mean by...?”/ “Did you say...?” to ask for clarification in a conversation.. 学习难点： Students may find it difficult to use the key sentence patterns to talk about club experiences. 教学过程 环节 学习活动 评价 预计时长 Lead-in Free talk: 1) Do we have clubs in our school? What are they? 2) Have you joined some of them? Why? Students can talk about clubs in our school and share some stories of themselves. 5 mins 设计意图：Lead in the topic of club experiences Pre-listening 1. Look at the member cards. Discuss the questions. Q1 What clubs can you find in the picture? Q2 Why does Wuling join the 3D printing club? Q3 What can you probably do in the 3D printing club? Q4 Which club are you interested in most? Why? Students can find the answer from the member cards and talk about the club they are most interested in. 5 mins 2. What do you want to know about these clubs? Students may ask questions beginning with “Who” , “Where”, “When”,etc. 2mins 设计意图：To help students be familiar with the contents of the cards and get ready for the listening task by making some predictions. While-listening 1. Listen to the conversation and choose the right answer. What is the conversation mainly about? R Lu Yao’s club experience £ Lu Yao’s gardening skills £ The fruit and vegetables Lu Yao grows Students can choose the right answer after the first listening 2 mins 2. Listen to the conversation again. Answer the questions. Q1 Why did Lu Yao join the club? Q2 What has she learned in the club? Students can write down some key words after the second listening and use their own words to give the answers 3mins 3. Read the conversation. Underline Yiming’s questions. Discuss why he asks these questions. Students can know the the functions of Lu Yao’s questions 3mins 4. Read the conversation again. Think about the questions. Q1 What does Yiming mean? Q2 What does it refer to? Q3 What is the meaning of “all sorts of”? Q4 What does “fully grown” mean? Students can find the answers to thee questions based on the context 4 mins 5. Read the conversation after the recording. Students can pronounce the new words correctly 1 min 设计意图：To help students get the main idea and details of the conversation through listening and learn the functions of the key sentence patterns Speaking 1. Pick a role from the club member cards in B1 and act out their conversation. Use the conversation in B2 as a model. Students can use the key sentence patterns based on the given information 5mins 2. Think of a club you have joined, fill in your own club member card. Write down the key information about the club. Students can complete the card independently 2mins 3. Share your member card with your partner and talk about your club experience. A: What club are you in? B: I’m in ... It is so much fun! A: What do you mean by ...? B: ... A: What made you join...? B: ... Students can talk about their own club experiences fluently 8mins 设计意图：To help students talk about their club experiences by using the key sentence patterns 作业 1. Copy and try to spell the new words and expressions from “print” to “grow” on page 141, Student’s Book 7A. 2. Complete the exercises on pages 4 and 5, Workbook 7A. 学科网（北京）股份有限公司 $$ 教学设计 课题 Unit 1 Period 4 Writing：Grandma’s stick 学情分析 就话题而言，学生通过对本单元前三个课时的学习，已经对“科技发明”主题有了一定的熟悉度，接下来需要学生迁移到自身的创新尝试的经历。就语篇类型而言，范文文本是一篇记叙文，学生较为熟悉。因此，本节课中可侧重于语篇类型，提取语篇中各段落的主旨，学生自主概括出记叙文的要素。就学习策略而言，本课引导学生借助图表来为本篇习作搭建写作框架，符合学生的认知规律，这样学生应该比较容易按照框架展开写作。就语言知识而言，学生之前学习过相关句型，如It’s not easy for sb to do, why not......等，也学过用一般过去时来写自己的经历，语言上应该不是难点。本篇写作的难点在于学生是否能把一般过去时叙述一件事和主题尝试新事物结合起来。 教学目标 By the end of the lesson, students are expected to: 1.plan and write a narrative with the help of the structure and elements of a narrative 2. use some sentence patterns like “ It’s not easy for sb to do/ why not do......” to write correct sentences 3.use the simple past tense to write an experience he had 4. try new things and learn how to solve the problems 重难点 教学重点： plan and write a narrative with the help of the structure and elements of a narrative 学习难点: Students may not write a narrative according to the topic trying new things 教学过程 环节 学习活动 评价 预计时长 Pre-writing Think 1. Ask：What is a forum? Who can share stories on this forum? 2. Read Jerry’s story and discuss Q1:What problem did Jerry’s grandpa have? Q2:How did Jerry solve the problem? Ss could answer the questions correctly based on the viewing and reading 1mins 3 mins Prepare Fill in the blank and find the main idea for each paragraph Find the key words for each paragraph correctly 1mins 设计意图：To lead to the topic and get prepared for the writing While-writing Plan 1. Show what a narrative is 2. Ask Ss to plan their writing by making notes in the diagram a. What difficulty I met with? b. What I did with it? c. How I felt? 3. Brainstorm some expressions of describing problems and solution Ss can summarize the structure of the writing by reading and plan their own write based on the structure 10 mins 设计意图：To help Ss summarize the structure and plan their writing. Write Write the story with the help of the plan /outline Ss can write a draft based on the plan/outline 15 mins 设计意图：To help Ss build the structure of the writing and write their draft with the help of the plan/outline Post-writing Check 1. Check the writing according to the checklist by themselves Ss can have a self-check and correct their own writing 5 mins 2. Work in group to help their group member revise their story Ss can help others to revise their writng and have a clearer understanding of the checklist 5 mins 设计意图：To help Ss revise their writing according to the checklist 作业 1. Revise your writing 2. Complete the exercise on page 11, workbook 7A 学科网（北京）股份有限公司 $$