Unit3 reading 教学设计2024-2025学年牛津深圳版英语七年级上册

7A Unit3 Reading The four seasons教学设计 Period 1 授课教师 指导教师 授课年级 七年级 教材版本 沪教版七年级上册 单元题目 Unit3 The seasons 课例名称 Reading The four seasons Period 1 I Analysis of teaching material What: This expository article introduces the diverse features of the four seasons, including weather, animal behaviors, plant growth, and human activities. Why: The author aims to highlight the unique beauty of each season and demonstrate how human activities adapt to seasonal changes. This fosters understanding about the impact of seasons on daily life and encourages reflection on harmony between humanity and nature. How: This expository text consists of five paragraphs, each beginning with a topic sentence, utilizing descriptive adjectives, and contrasting the features of each season. The language is concise and beautiful, aiding students in understanding and imitating, so as to apply and describe the seasons. II Analysis of students What students have possessed: The target students are seventh graders from Qingyuan City. On one hand, the topic of the four seasons is closely related to the students' daily lives, affecting their daily life. On the other hand, students have already been exposed to vocabulary and sentence patterns related their primary school years (for example, Module 4 Unit 12 Weather in the fourth grade), and they are able to express weather conditions simply. Therefore, students have a basic understanding which can facilitate the learning of this text. What students require assistance with: They need to acquire reading strategies like viewing, skimming, scanning, guided step-by-step. However, they might struggle with deeper cognitive activities, such as classifying information, as well as comparing and contrasting various seasons. III Teaching objectives By the end of this lesson, students will be able to: 1. acquire and classify features of winter in terms of weather, plants and animals, human activities with the help of a mind map. 2. apply to describe and discuss the features of spring, summer and autumn. 3. compare and describe the special features of winter in Qingyuan. IV Key and difficult points Key point: Describe features of seasons in terms of weather, plants and animals, human activities. Difficult point: Develop and share deeper understanding about season features. V Teaching procedures Steps Learning activities Assessment (Ss=Students) Step 1 (3min) Warm-up Guess seasons by viewing or listening to different season features. By observing Ss' performances, assess their vocabulary reserve related to seasons. Step 2 （7min） A1 View and predict (class work) View pictures of winter from textbook and predict contents of the article. A2 Read and classify (individual work) Read for descriptions to match the pictures and classify season features into a structure of weather, plants, animals and human activities in a mind map. Evaluate Ss' ability to infer by viewing images and using contextual clues. Observe how Ss acquire and organize knowledge to assess their ability to summarize and structure it. Design purpose: This step aims to help students acquire learning mission in real contexts, spark their interest and connect their knowledge/experience with the topic. Develop students' reading skills, including visual comprehension, predicting outcomes, and summarizing key points. Step 3 （15min） A3 Listen and apply (pair work) Listen and apply the structure in acquiring and classifying different features in other seasons. A4 Describe and analyze (group work) Describe the features of one season and share deeper understanding about season features. Assess Ss’ internalization of structured frameworks by observing their descriptions. Provide necessary guidance and follow-up questions as required. Design purpose: This step guides students to internalize newly acquired structured and chunks through description and interpretation, explore the main thread of life cycles by comparing different seasonal features, and lay the groundwork for further migration and innovation. Step 4 (15min) A5 Connect and compare (class work) Compare and share differences between winter in the north and winter in Qingyuan. A6 Describe and evaluate (group work) Describe Qingyuan in winter in terms of weather, plants and animals, human activities. Have peer-assessment.（语言或非语言结果；提供学生可能产出的例证 Observe how Ss relate the text to real life experiences and understand their hometown. Observe how well Ss describe with structured framework and special features, provide necessary guidance and feedback as required. Design purpose: By connecting the text to real life situations, students adapt it to reflect local seasonal characteristics, thereby fostering the development of critical and creative thinking while also enhancing their sense of identity and pride in their hometown. Homework 1. Read aloud the article. Pick three beautiful/useful sentences from textbook or the extra chunk bank. Write them down in your notebook with good handwriting. 2. Write down your favourite season in Qingyuan in terms of plants, animals, and human activities. 学科网（北京）股份有限公司 $$