Unit 7 Integration教学设计-2025-2026学年译林版（2024）七年级英语上册

Unit 7 Integration教学设计 I. Teaching Objectives Language Knowledge Objectives Students can master vocabulary related to money history and lucky money, such as "shells", "coins", "paper money", "lucky money", "budget", "bank account", etc. Students can learn and use useful expressions for talking about money history and lucky money usage, like "How many ways to pay are there...", "I usually spend most/some of my lucky money on...", "I save... in my bank account.", "It is good to save for a rainy day." Language Skills Objectives Students can read and comprehend information about different kinds of money in history and answer related questions. Students can listen to a conversation about a money show and complete a table. Students can talk about lucky money in pairs using the given conversation model. Students can write an article about how they use their lucky money using the learned useful expressions. Affective Objectives Cultivate students' interest in money history and help them understand the importance of managing lucky money well. Improve students' ability to communicate and share about money in English. II. Key and Difficult Teaching Points Key Points Understanding and extracting information about money history and lucky money. Mastering useful expressions for talking about money history and lucky money usage. Difficult Points Writing a complete and fluent article about using lucky money. III. Teaching Methods Task - based teaching method, cooperative learning method, listening and speaking method. IV. Teaching Procedures (I) Pre - task (5 minutes) The teacher shows pictures of different forms of money in history (shells, coins, paper money) and asks students: "Do you know these forms of money? What do you know about them?" Students answer and the teacher introduces the topic of "All about money". (II) While - task (25 minutes) Activity A Students look at the timeline about different kinds of money in history and answer the questions below. Students work individually first, then check answers in pairs. The answers are: There are four ways to pay in the pictures: bartering with shells and fish, using coins, using paper money (yuan), and online payment. (Students' own answers about other kinds of money they know.) Activity B Students listen to Daniel and Millie's conversation about a money show at Sunshine Museum and complete the table below. Students listen carefully and write down the answers. Then the teacher checks answers (example answers based on typical content about the money show: (1) This weekend, (2) different kinds, (3) paper money, (4) more, (5) first, (6) talk). Activity C Students work in pairs to talk about lucky money, using the conversation between Daniel and Millie as a model. Students practice in pairs, and some pairs are invited to perform in front of the class. The teacher gives feedback and encouragement. Activity D1 Students complete the survey below with their own information about lucky money. Students fill in the survey individually. (III) Post - task (10 minutes) Activity D2 & D3 Students read Millie's article about what she does with her lucky money, then write their own articles about how they use their lucky money based on the information in Part D1, using Millie's article as a model and the useful expressions provided. Students write their articles individually. After finishing, they share their articles with a partner. Some excellent articles are selected to be read aloud to the whole class. (IV) Summary and Homework (5 minutes) Summary: The teacher summarizes the key vocabulary, phrases, and useful expressions for talking about money history and lucky money usage with students. Homework: Students polish their articles about using lucky money and share them with their family members. Students find out how their friends manage their lucky money and take notes. V. Teaching Reflection In this integration lesson, students have practiced reading, listening, speaking, and writing skills. Most students can understand the materials and complete the tasks. They also show great interest in talking about money history and lucky money and writing articles about using lucky money. However, some students still have difficulties in writing a fluent article about using lucky money. More writing practice should be arranged in future lessons. 学科网（北京）股份有限公司 $$