Unit 3 Trees and us Section 1 Experiencing and understanding language 教学设计 2024-2025学年沪教版（2024）英语七年级下册

Unit 3 Trees and us Section 1 Experiencing and understanding language Subject English Grade Level 七年级下册 Total 1 Period Textbook 沪教版（2024） Lesson Type Language Learning Class Period 1 Textbook Analysis Textbook Analysis This section focuses on language learning related to the topic of "Trees and us". It includes various types of texts such as short paragraphs, dialogues, which contain rich vocabulary about trees, like "branch", "trunk", "leaf", etc., and sentence patterns for describing trees' functions and our relationships with them. The content also provides opportunities for students to practice language skills like reading comprehension, vocabulary usage, and sentence writing. Student Analysis Students at this stage in Grade 7 have a basic foundation in English language learning. They are familiar with some common words and simple sentence structures. However, when it comes to specific vocabulary about trees and more complex sentence patterns for expressing the relationships between trees and humans, they may face challenges. They are usually interested in topics related to nature, so the theme of trees can arouse their enthusiasm. But some students might have difficulties in understanding and using new words and sentence structures accurately. Lesson Objectives 1. Students will be able to master the vocabulary related to trees, such as "branch", "trunk", "leaf", "root", etc. 2. Students will be able to use sentence patterns for describing trees' functions and our relationships with trees correctly, like "Trees can... We need trees because...". 3. Students will improve their reading comprehension ability through reading texts about trees. 4. Students will be able to write short paragraphs about trees using the learned vocabulary and sentence patterns. Teaching Focus and Difficulties Focus 1. Mastering the vocabulary related to trees. 2. Understanding and using sentence patterns for describing trees' functions and relationships with humans. 3. Improving reading comprehension skills in the context of tree - related texts. Focus 1. Distinguishing and correctly using some similar - meaning words about trees, such as "branch" and "twig". 2. Composing logical and grammatically correct short paragraphs about trees. 3. Understanding the implicit meaning in tree - related texts. Teaching Methods and Preparation Teaching Methods Lecture, individual practice, group work, task - based learning Materials Preparation Textbook, flashcards with tree - related vocabulary, projector, worksheets Teaching Procedures Teacher Activities Student Activities Warm up (5 minutes) (1) Greet the students and start a simple chat about the weather. Then lead in the topic of nature and ask: "What can you think of when we talk about nature?" (2) Show some pictures of nature scenes on the projector, and gradually focus on pictures of trees. (3) Write the unit title "Unit 3 Trees and us" on the blackboard and briefly introduce the importance of trees. (4) Distribute flashcards with tree - related vocabulary to students randomly. 1. Respond to the teacher's questions and share their thoughts about nature. 2. Look at the pictures and listen to the teacher's introduction. 3. Receive the flashcards. Vocabulary Learning (15 minutes) Vocabulary Learning (15 minutes) (1) Ask students with flashcards to come to the front of the class one by one. Each student shows the flashcard and tries to explain the word on it in simple English or gestures. (2) After each student's explanation, write the word on the blackboard, pronounce it correctly, and explain its meaning and usage in detail. For example, when teaching "branch", show a picture of a tree with branches and say "A branch is a part of a tree that grows out from the trunk. We can see many branches on a big tree." (3) Provide some example sentences on the projector for students to understand the usage better, such as "The bird is sitting on a branch." (4) Organize a quick vocabulary - matching game. Show some pictures on the projector and write the words on the blackboard in a disorderly manner. Let students match the pictures with the words as quickly as possible. 1. Students with flashcards explain the words. 2. Listen carefully to the teacher's explanations, write down the words and their meanings. 3. Read the example sentences aloud. 4. Participate in the vocabulary - matching game. Reading and Sentence Pattern Learning (20 minutes) Reading and Sentence Pattern Learning (20 minutes) (1) Instruct students to open their textbooks and read a short paragraph about trees silently. (2) After students finish reading, ask some comprehension questions, such as "What are the main functions of trees mentioned in the passage?" "Why are trees important to us?" (3) Guide students to find sentence patterns for describing trees' functions and our relationships with trees in the text, like "Trees can... We need trees because...". Write these sentence patterns on the blackboard. (4) Explain the structure and usage of these sentence patterns, and give more examples. For example, "Trees can provide us with fresh air. We need trees because they can make our city more beautiful." (5) Provide a worksheet with some incomplete sentences. Ask students to complete the sentences using the learned sentence patterns and vocabulary. 1. Read the paragraph silently. 2. Answer the teacher's questions and share their ideas. 3. Find the sentence patterns in the text and copy them down. 4. Listen to the teacher's explanations. 5. Complete the worksheet. Group Work (15 minutes) Group Work (15 minutes) (1) Divide the class into groups of four. (2) Give each group a set of pictures showing different aspects of trees, such as a tree providing shade, a tree being cut down, etc. (3) Instruct each group to discuss and describe the pictures using the learned vocabulary and sentence patterns. Provide guiding questions like "What can you see in the picture?" "How does this show the relationship between trees and us?" (4) Walk around the classroom, monitor group discussions, and offer help when necessary. (5) Select some groups to present their discussions in front of the class. 1. Work in groups to discuss the pictures. 2. Use the learned vocabulary and sentence patterns to describe the pictures. 3. Listen to other group members' opinions and participate actively. 4. Present the group's discussion results in front of the class. Writing Practice (10 minutes) Writing Practice (10 minutes) (1) Instruct students to write a short paragraph about trees on their own. Provide a writing framework on the blackboard, such as "First, introduce what trees are. Then, describe their functions. Finally, talk about how we should protect them." (2) Remind students to use the vocabulary and sentence patterns they have learned in this class. (3) Walk around the classroom to check students' writing progress and offer some individual guidance. (4) After students finish writing, select some students to read their paragraphs aloud. Then, give feedback on grammar, vocabulary usage, and the organization of ideas. 1. Write a short paragraph about trees according to the framework. 2. Read their paragraphs aloud. 3. Listen to the teacher's feedback and make improvements. Conclusion and Homework (5 minutes) Conclusion and Homework (5 minutes) (1) Summarize the main vocabulary, sentence patterns, and key points learned in this class. (2) Emphasize the importance of trees and the significance of learning related English expressions. (3) Assign homework: Write a longer paragraph (about 100 - 120 words) about "My Favorite Tree", including its appearance, functions, and why it is your favorite. (4) Encourage students to use more new words and sentence patterns they learned in this class. (5) Thank the students for their participation and dismiss the class. 1. Listen to the summary and take notes. 2. Understand the homework assignment and ask any questions. 3. Thank the teacher and leave the classroom. Evaluation Tasks 1. Participation in class discussion: ☆☆☆ 2. Completion of the worksheet: ☆☆☆ 3. Group presentation: ☆☆☆ Design Intentions This lesson is designed to enhance students' English language skills in the context of the topic "Trees and us". Through various activities like vocabulary learning games, reading comprehension practice, group discussions, and writing exercises, students can actively engage in language learning. The use of real - life - related pictures and examples helps students better understand and apply the learned knowledge, and also cultivates their awareness of environmental protection. Homework Design Writing Task 1. Write a paragraph (about 100 - 120 words) about "My Favorite Tree". 2. Include the tree's appearance, functions, and the reasons why it is your favorite. 3. Use the vocabulary and sentence patterns learned in this class. Board Design Unit 3 Trees and us Vocabulary: branch, trunk, leaf, root, etc. Sentence Patterns: Trees can... We need trees because... Writing Framework: Introduction of trees Functions of trees How to protect trees Teaching Reflection Insufficient Individual Attention 1. During group work, it was difficult to give enough individual attention to each student. Some students might not have fully participated in the group discussion. 2. In the writing practice, due to time constraints, the feedback for some students was not as detailed as expected, which might affect their understanding of how to improve their writing. 3. Some students with weaker language skills still had difficulties in using the new vocabulary and sentence patterns correctly, and more one - on - one guidance should be provided in future classes. 学科网（北京）股份有限公司 $$