Unit 6 The power of plants 课时课件2024-2025学年外研版英语七年级上册

Unit 6 The power of plants 第4课时 Developing ideas (Reading for writing: 1—5) 1 Activity 1: Look and answer Look at the pictures and answer the questions. Use the words to help you. What can you see in the pictures? drink tea teahouse culture home ‹#› 2 Activity 1: Look and answer Look at the pictures and answer the questions. Use the words to help you. What do these pictures have in common? drink tea teahouse culture home ‹#› 3 Activity 2: Read and think Free talk. Which one do you like best? ‹#› 4 Activity 2: Read and think Free talk. What is the most popular drink in the world after water? The answer is tea. ‹#› 5 Activity 2: Read and think Answer the questions. What’s your cup of tea? Why do you like it? What does tea mean to you? ‹#› 6 Activity 2: Read and think Read the two blogs and answer the questions. What are Feng Tao’s and Emma’s favourite tea? What does tea mean to them? What’s the importance of tea to the Chinese and the Brits. Feng Tao likes green tea. Emma likes black tea. Tea makes Feng Tao feel back home. Tea is a way of connecting to Emma. For the Chinese, tea is more than a drink. For the Brits, tea is a way of connecting. ‹#› 7 Activity 3: Read and complete Read the passage and complete the form with the words and expressions from the passage. Green tea Black tea His grandpa and grandpa’s friends. Her husband and kids. In the teahouse. At home. /In the yard. Tea makes him feel back home. It’s their way of connecting. ‹#› 8 What does “a key part” mean? What does “as many teahouses as leaves in a cup of tea” say about teahouses? What does the expression “it’s no secret” mean? Activity 4: Read and answer Read the passage and answer the following questions. It means tea is an important part of different cultures. It says that the number of the teahouses is huge. It means all people know that Brits love afternoon tea. ‹#› 9 What does the title mean? What do the two stories have in common? Do you agree that tea is “more than a drink”? Why or why not? Activity 5: Think and share Work in groups and think about the following questions. The title has two meanings. One is to ask what someone likes or is good at. The other is to ask which kind of tea someone prefers. The stories are about the importance of tea in people’s lives. They show how tea brings people together. Yes, I agree that tea is “more than a drink”. It helps families and friends connect. ‹#› 10 Activity 6: Write and share Write a short paragraph about tea and your family. ‹#› 11 Activity 6: Write and share Write a short paragraph about tea and your family. ‹#› 12 今天你学到了什么？ Activity 6: Write and share Vote for the best one according to the criteria. Include the main points in Step 1 Use the words from the reading passage Explain the importance of tea to culture       ‹#› 13 1. Write a short essay describing the role of tea in your family or your personal relationship with tea. (Required) 2. Produce a short video introducing the tea culture of your region or your personal understanding of tea culture. (Optional) Homework ‹#› 14 Thank you! 15 $$ Unit 6 The power of plants 第5课时 Presenting ideas & Reflection 1 Step 1: Plan (准备分工阶段) 结构：S(主语)+do/does (+其他). 当主语为he、she、it，可数名词单数或不可数名词时，实义动词用___________________形式。 当主语为非第三人称单数时。实义动词用_____________形式。 布置课题: 制作一幅植物海报,深入探讨植物在自然界的重要性、对人类生活的实用价值以及在文化中的重要意义。 ‹#› 2 Step 1: Plan (准备分工阶段) Work in groups. Search for information about different plants. Take a group vote to decide on the plants and find photos of them for your poster. 小组分工 (1)组长(Group leader) · 负责组织和协调小组活动,制定工作计划和时间表。 · 与教师和其他小组进行沟通。 · 对小组的最终成果进行审核和把关。 (2)资料收集员(Data collector) · 通过互联网、图书馆、学术数据库等渠道搜索关于濒危植物的科学研究 报告、新闻文章、纪录片等。 · 收集相关的图片、图表和数据。 ‹#› 3 Step 1: Plan (准备分工阶段) Work in groups. Search for information about different plants. Take a group vote to decide on the plants and find photos of them for your poster. 小组分工 (3)图画绘制员(Picture artist) · 设计并绘制海报基本结构与背景。 (4)文案撰写员(Report Writer) · 根据资料收集员整理的资料,设计有关植物的海报文案。 · 确保报告语言准确、流畅、符合英语语法和表达习惯。 ‹#› 4 Step 1: Plan (准备分工阶段) Work in groups. Search for information about different plants. Take a group vote to decide on the plants and find photos of them for your poster. Plant research survey Questions Answers Which of these plants do you like to learn about most? • Roses.　　• Sunflowers.　　• Orchids.　　 • Bamboo. • Lilies. • Others. (please write down) Do you have a particular reason for your choice in Question 1? If yes, please explain: __________________________________________________________________________________  What parts of the plant do you want to study? • How it grows.　　　　• How it has babies. • Its role in the environment. • Its use in medicine. • Its use in cooking. • Others. (please write down) ‹#› 5 Step 1: Plan (准备分工阶段) Work in groups. Search for information about different plants. Take a group vote to decide on the plants and find photos of them for your poster. Plant research survey Questions Answers Where do you want to do your research on the plant? • A garden. 　• A forest.　• A laboratory. • A botanical garden. • Online. How much time do you want to spend on this research? • Less than a week.　　　• One or two weeks. • Three or four weeks. • More than a month. What do you hope to get from this plant research? • Know more about nature. 　 • Improve my research skills. • Have fun. • Get a good score. • Others. (please write down) ‹#› 6 Step 2: Make (绘图编辑阶段) Organise your ideas with the help of the following outline and make your poster. Use the following language tips or find useful expressions or sentences from this unit. ▶ Title of the poster Give some basic facts about the amazing plants. The... of plants Powerful/Wonderful/... plants Photos of things made from plants ‹#› 7 Step 2: Make (绘图编辑阶段) Organise your ideas with the help of the following outline and make your poster. Use the following language tips or find useful expressions or sentences from this unit. ▶ Why are the plants important in nature? Animals need them for food. For example, ... We need it to… Plants influence... It’s useful for… Without plants, the natural world... ‹#› 8 Step 2: Make (绘图编辑阶段) Organise your ideas with the help of the following outline and make your poster. Use the following language tips or find useful expressions or sentences from this unit. ▶ How can we make use of the plants? We make... from... We use... for... ... come from... Another product is... ▶ What do the plants mean to cultures? It means a lot to... ... is a key part of... ... is more than a plant for... ‹#› 9 Step 3: Share (交流分享阶段) Group presentation: Each group takes turns to present your poster to the class. The presenter should explain the plant they chose, the key points of their research, and the design concept of the poster in English. They should also highlight the ecological value, practical uses, and cultural significance of the plant. ‹#› 10 Step 3: Share (交流分享阶段) Q &A session: Ask questions about the poster. The presenting group should answer these questions clearly and accurately. ‹#› 11 Step 4: Improve and evaluate (提升评估阶段) Collect others’ suggestions and make improvements. ‹#› 12 Step 4: Improve and evaluate (提升评估阶段) Vote on the best three posters and the best three presentations. Assessment Do they tell a complete description?(描述完整) Do they draw a beautiful image of a plant?(绘画清晰美观) Do they use correct language? (语言正确) Do they speak fluently? (表达流利) ‹#› 13 Step 5: Reflection (反思改进阶段) Complete the chart. Importance of plants Plants are important in the natural world. Plants are ___________ to people. Plants mean a lot to ___________. After completing this unit, I understand more about the importance of plants. ‹#› 14 Step 5: Reflection (反思改进阶段) Self-evaluate. To express my understanding, I can... 　 use words and expressions in the unit to describe plants. 　 use the simple future tense to talk about the benefits of plants. describe the importance of plants. *1=excellent　　　2=good　　　3=not yet ‹#› 15 Step 5: Reflection (反思改进阶段) I still need to improve: ‹#› 16 Thank you! 17 $$ Unit 6 The power of plants 第2课时 Understanding ideas (Grammar: 5―8) 1 Activity 1: Warming up Talk about plants using the simple future tense. What will you do to protect the environment in your winter vacation? I’m going to… ‹#› 2 Activity 2: Read and find Read the sentences from the reading passage and find the similarities between the two sentences. (a) He’s going to start work in the plant. (b) They will take a rest. 一般将来时 ‹#› 3 Activity 2: Read and find Find more sentences with these structures in the reading passage. ‹#› 4 Activity 2: Read and find Find more sentences with these structures in the reading passage. ‹#› 5 Activity 3: Read and summarise Read the sentences and summarise the grammar rules. (a) He’s going to start work in the plant. (b) They will take a rest. Which actions are planned for the future? What’s the form of the words in the future tense? 一般将来时: be going to / will be going to 表达自己打算做某事、计划做某事或者有意做某事。 be going to在句中一般用在其他动词之前。 will 描述未来的事情或表达对将来的预测等。 will不随人称和主语的单复数变化而变化。如果要表达“将来不会……”,就要用其否定形式，可以在will后直接加not，构成will not，或缩略为won’t。 ‹#› 6 Activity 3: Read and summarise Make some sentences using these forms. Then read your sentences in front of the class. I’m going to … I will… ‹#› 7 1. The sunflower seeds ________ grow into tall plants. 2. We _____________ learn different parts of plants tomorrow. 3. The leaves __________ change into different colours in autumn. Activity 4: Read and complete Complete the sentences with the simple future tense. will are going to will ‹#› 8 Activity 4: Read and complete Look at the picture and answer the question. Look at the man in the picture. Can you guess his occupation? He is a guide. Because he has a little flag in his hand. ‹#› 9 Welcome to the Great Bear Rainforest in Canada! We 1______________________ through the forest today. It’s sunny now, but please take a raincoat. I’m sure it 2_____________ later. The trees in a rainforest can make their own rain. How? Well, look up – way, way, up – and you 3_________ clouds at the top of these trees. Water comes into the air from the leaves, and 4_____________ clouds. It then rains on the forest. This 5__________ other plants very happy. These trees can live for thousands of years. They 6 _________ animals somewhere to live and food to eat... Now we can see plants are so important. They influence the climate, the animals, and the people. Activity 4: Read and complete Complete the guide’s words using the correct form of the words in the boxes. are going to/will walk will rain will see becomes makes give give make rain see walk become ‹#› 10 Activity 5: Discuss in pairs Talk with your group members. You can use the words from the reading passage. Do you know when is Planting Day? Look at the example in Part 8. What are you going to do on the next Planting Day? ‹#› 11 Activity 5: Discuss in pairs Discuss your plan for Planting Day in pairs. Use the words from the reading passage and the Useful expressions in Part 8 to help you. Useful expressions: Without plants, ... will/won’t...　　　 ... need... to... ... mean a lot to... ... can make... ... is useful for... ... influence... ‹#› 12 Activity 6: Write and share Write your plan for Planting Day according to the key words and expressions. Without plants, ... will/won’t...　　　 Useful expressions: Without plants, ... will/won’t...　　　 ... need... to... ... mean a lot to... ... can make... ... is useful for... ... influence... ‹#› 13 Activity 6: Write and share Share your Planting Day plan within your group. ‹#› 14 Activity 6: Write and share Choose one representative in your group to share the excellent plan in front of the whole class. Ask questions or express your feelings. ‹#› 15 Homework 1. Draw a mind map about this grammar. (Required) 2. To find more information about the adverbials of time for simple future tense and share with your classmates next time. (Optional) ‹#› 16 Thank you! 17 $$ Unit 6 The power of plants 第3课时 Developing ideas (Listening and speaking: 1—4) 1 Activity 1: Look, think and answer Look at the pictures and think about the questions. What plants can you see in the pictures? Which one do you like best? How do you usually eat them? ‹#› 2 Activity 2: Listen and choose Read the choices and circle the key words. a It explains the importance of corn in Mexico. b It compares corn in different countries. c It describes a famous Mexican corn dish. ‹#› 3 Activity 2: Listen and choose Listen to the opening of the vlog and choose the main idea. a It explains the importance of corn in Mexico. b It compares corn in different countries. c It describes a famous Mexican corn dish ‹#› 4 Activity 3: Listen, complete and think Look at the pictures and guess the information. What information can you get? ‹#› 5 Activity 3: Listen, complete and think Look at the pictures and answer the questions. What are the people doing? What are they celebrating? ‹#› 6 Activity 3: Listen, complete and think Listen again and complete Jason’s notes for the vlog. 40 9,000 cooking 600 culture ‹#› 7 Activity 3: Listen, complete and think Listen and pay attention to words and expressions like nearly, about, over, and more/less than. Jason: Welcome to Amazing Plants. This is Jason. I’m at the Sweet Corn Festival in Mexico. Look at this ear of corn! Can you believe the size of it?! But it’s not the biggest. The biggest one was nearly 40 centimeters long! People started growing corn in Mexico about 9,000 years ago. Today, it’s a big part of their cooking. There are over 600 corn dishes now! Corn isn’t just food. People use it in many ways. It’s also part of Mexican culture. Let’s go and see! ‹#› 8 Activity 3: Listen, complete and think Think about the cultural significance of corn in Mexico. Is it important for Mexicans to celebrate the Sweet Corn Festival? Why? ‹#› 9 Activity 4: Listen and complete Think about other uses of corn before listening to the conversation. What other uses of corn do you know? ‹#› 10 Activity 4: Listen and complete Listen to the conversation and complete the sentences. seed chips tea health dolls ‹#› 11 Jason: Can I try the taco? Jose: Sure. Jason: Yum! Are tacos a traditional Mexican food? Jose: They are! We make them from corn seeds. Jason: Is this beef inside? Jose: Yeah. You can put almost anything in a taco! Now try these chips. I made them with corn seeds, too. Jason: Oh, what’s that? Jose: It’s corn silk tea. Jason: Corn silk? Jose: It’s the “hair” of corn. People in many countries make tea with it. It’s good for your health. Try it! Jason: It’s sweet. Oh, what are these? Silvia: They’re traditional dolls. I made them with corn husks. Jason: So colorful! May I take a video of them? Silvia: Certainly! Jason: Corn has so many uses. This is amazing. There’s a saying in Mexico: without corn, there is no country. Do you agree? Activity 4: Listen and complete Listen again. Then talk about how people ask for and give permission. Ask for permission ‹#› 12 Jason: Can I try the taco? Jose: Sure. Jason: Yum! Are tacos a traditional Mexican food? Jose: They are! We make them from corn seeds. Jason: Is this beef inside? Jose: Yeah. You can put almost anything in a taco! Now try these chips. I made them with corn seeds, too. Jason: Oh, what’s that? Jose: It’s corn silk tea. Jason: Corn silk? Jose: It’s the “hair” of corn. People in many countries make tea with it. It’s good for your health. Try it! Jason: It’s sweet. Oh, what are these? Silvia: They’re traditional dolls. I made them with corn husks. Jason: So colorful! May I take a video of them? Silvia: Certainly! Jason: Corn has so many uses. This is amazing. There’s a saying in Mexico: without corn, there is no country. Do you agree? Activity 4: Listen and complete Listen again. Then talk about how people ask for and give permission. Give permission ‹#› 13 Activity 5: Summarise Summarise the uses of corn and describe it according to the mind map. the characteristics the history corn seeds the uses corn silk corn husks the culture Corn ‹#› 14 Activity 6: Role-Play Work in pairs and act out a conversation about the uses of a plant. ‹#› 15 Activity 6: Role-Play Work in pairs and act out a conversation about the uses of a plant. Sentence patterns: May I...? Could/Can I...? We can reply: Certainly/Sure/Go ahead... ‹#› 16 Activity 7: Discuss and share Work in groups. Choose one plant and create a real situation, then describe the plant from what you have learnt today. Describe the plant from the following aspects: the information of the plant (e.g. the parts, the shape, the size...) the history of the plant the uses of the plant the cultural significance of the plant ‹#› 17 Activity 7: Discuss and share Present in front of the class and vote for the best group according to the criteria. Pronunciation Intonation Fluency Contents (Three ways, Ask for and give permission)         ‹#› 18 Homework 1. Choose a plant and write a short passage about the different uses of the plant. (Required) 2. Make a video clip on how plants have impacted your life. (Optional) ‹#› 19 Thank you! 20 null 68256.805 eng - iTunNORM 000006AB 000006AB 0000589D 0000589D 00004443 00004443 00007E87 00007E87 00004429 00004429� eng - iTunSMPB 00000000 00000210 00000A8B 00000000002DE1E5 00000000 00213A20 00000000 00000000 00000000 00000000 00000000 00000000� null 66323.555 eng - iTunNORM 000006A3 000006A3 00005786 00005786 00003B7D 00003B7D 00007E87 00007E87 00003B63 00003B63� eng - iTunSMPB 00000000 00000210 000008EB 00000000002C9685 00000000 0020487E 00000000 00000000 00000000 00000000 00000000 00000000� null 57048.0 null 93552.0 null 90864.0 $$ Unit 6 The power of plants 第1课时 Starting out & Understanding ideas (Reading: 1―4) 1 Activity 1: Look and discuss Look at the picture and answer the questions. What facts about plants do you know? Do you think plants are amazing? Why or why not? ‹#› 2 Activity 1: Look and discuss Look at the pictures and answer the questions. What are the people doing? The girl is buying some vegetables. The man is working on wood. The man and the woman are weighing the herbs. The girl is drawing trees and grass. ‹#› 3 Activity 1: Look and discuss Look at the pictures and answer the questions. What can plants do for us? Plants can be our food, medicine, materials for houses and inspiration for painting. ‹#› 4 Activity 2: Look and match Look at the picture and answer the question. What is the picture about? ‹#› 5 Activity 2: Look and match Look at the picture of a plant and match the words to it. sugar leaf sunlight water ‹#› 6 Activity 3: Read and choose Choose another suitable title for the passage in Part 3. a How to make sugar b How plants work c Why plants are great d Going to the green workshop ‹#› 7 Activity 4: Think and learn Read the title and think about the meaning of it. What does “plant” mean in the title? The word “plant” has two meanings. One is about the living thing. The other is about the place the workers work in. ‹#› 8 Activity 4: Think and learn Learn about the “pun”. A pun is a word with more than one meaning. It’s a clever way to make the passage more interesting. ‹#› 9 3_________, CO₂ and sunlight will turn into 4_________ and oxygen. Oxygen is important to humans—they need it to 5._________. Activity 5: Read and complete Complete the texts with the words and expressions from the passage. Sunlight and CO₂ enter the 1________. Water from the root will 2_________ to the leaf through the stem. leaf rise up Water sugar breathe ‹#› 10 Activity 6: Retell the passage Work in groups and try to retell how photosynthesis happens within a plant according to the picture. ‹#› 11 Activity 6: Retell the passage Present in front of the class and vote for the best pair according to the criteria. Pronunciation Intonation Contents (views, reasons) Confidence                 ‹#› 12 Activity 7: Think and write Work in groups and talk about the importance of plants. In what other ways do plants help the world? Plants clean the air and help stop floods. They provide homes for animals, and reduce the effect of climate change. ‹#› 13 Activity 7: Think and write Write a short note about the importance of plants and give some advice on how to protect them. ‹#› 14 1. Introduce photosynthesis and the importance of plants to your families. (Required) 2. Search for more information about the different uses and importance of plants and share with your classmates. (Optional) Homework ‹#› 15 Thank you! 16 $$