Unit 7 Outdoor fun Integration 教学设计-2024-2025学年译林版七年级英语下册

Unit 7 Integration 教学设计 I. Teaching Objectives Understand information about camping (reasons for liking, advertisement content) and first - time campers' experience through reading and listening, extract key details to answer questions and complete notes. Improve speaking skills by asking for advice on outdoor activities in pairs, using a model conversation. Enhance writing skills by creating a diary entry about an outdoor activity, using a model diary and useful expressions to describe time, place, people, activity process, and learning from the experience. II. Language Knowledge 1. Key words & phrases the great outdoors, camping, birdwatching, binoculars, comfortable shoes, hiking trip, first - time campers, campsite, safety tips, diary entry 2. Key sentences Simon is reading an advertisement about camping. Read it and answer the questions below. Do you ever feel like you can't focus on your work? Or do you feel a little down sometimes? Well, why not take a break and go camping? The fresh air and camping activities can be good for your body and mind. Camping is such a great activity: put up a tent, roll out your sleeping bag and then fall asleep under the stars. It will give you a chance to take a break from your busy life. You don't need to worry about anything. Just relax and enjoy nature. Come and join us! Camping will help you keep fit and make you happy! Why do people like camping? Would you like to go camping? Why or why not? Simon is listening to a radio interview with two young campers. Listen to the interview and help Simon complete his notes. Simon is asking Mr Wu for some advice before going birdwatching. Work in pairs and ask for advice on an outdoor activity. Use the conversation below as a model. Simon: What should we take with us when we go birdwatching, Mr Wu? Mr Wu: Remember to take binoculars. They'll help you see the birds more clearly. Simon: OK. Do you have any other useful tips? Mr Wu: You'd better wear comfortable shoes and take some water. People usually go birdwatching for hours. You may walk a long way and get thirsty. Simon: All right. Anything else? Mr Wu: Don't stay out after it gets dark. Simon: OK. Thanks, Mr Wu. Mr Wu: No problem. Have a safe and enjoyable trip. Mr Wu asked the Class 1, Grade 7 students to write about their outdoor experiences. Simon is making an outline for his writing. Read it and complete the table with the information about one of your outdoor experiences. Read Simon's diary entry about a hiking trip. Write a diary entry about an outdoor activity based on the information in Part D1. Use Simon's writing as a model. Useful expressions: Last summer/weekend/week, ... I went camping/cycling/hiking/horse riding/jogging/roller skating/skiing/swimming ... We went by/took ... At the beginning/To begin with, ... The first/second/last/... part of the ... We saw/enjoyed ... However/Unluckily, things became difficult because/when ... It was a great chance to ... 3. Key and challenging points Comprehend information about camping and first - time campers, extract details from reading and listening. Ask for advice on outdoor activities in pairs, using the model conversation and correct vocabulary. Write a diary entry about an outdoor activity, using a model and useful expressions to organize ideas about time, place, people, activity process, and learning. III. Teaching Procedures Learning activities: Step 1 Reading & Answering (Activity A) Read about camping advertisement T: Simon is reading a camping ad. Read and answer: “Why do people like camping?” (Fresh air and activities are good for body and mind; chance to take a break; relax and enjoy nature; keep fit and happy.) “Would you like to go camping? Why or why not?” (Invite Ss to share personal answers.) Then discuss. Step 2 Listening & Completing (Activity B) Listen about first - time campers T: Simon is listening to a radio interview about first - time campers. Listen and complete notes about time, place, things taken, weather, safety tips. Play the audio. Ask Ss to fill in blanks (e.g., time: Last weekend; place: 30 minutes by car; weather: sunny during the day, cold at night; safety tip: Put out campfires). Then check answers. Step 3 Pair Work: Asking for Advice (Activity C) Ask for advice on outdoor activities T: Simon asks Mr Wu for birdwatching advice. Work in pairs using the model conversation. Divide Ss into pairs. Ask them to practice the conversation first, then ask for advice on another outdoor activity (e.g., “What should we take with us when we go hiking? Remember to take a map and a first - aid kit. Do you have any other useful tips? You'd better wear sunscreen and take snacks. Don't stay too late.”). Walk around to help with vocabulary. Then invite pairs to share. Step 4 Reading Model Diary (Activity D2) Read Simon's hiking diary T: Read Simon's diary. Notice the structure: day, date, weather; when/where/who; activity parts (easy, difficult); what learnt. Ask Ss to read, identify structure and useful expressions (e.g., “At the beginning, ...”, “However, things became difficult because ...”, “It was a great chance to ...”). Step 5 Completing Table & Writing Diary (Activity D1, D3) Complete table and write outdoor activity diary T: Think of an outdoor activity. Complete the table (when, where, who, what, how). Then write a diary entry using Simon's model and useful expressions. Guide Ss to fill the table (e.g., cycling trip: last weekend, park, friends; first part: easy, rode bikes; second part: flat tire, fixed it). Then write the diary. Walk around to help. Invite Ss to share diaries. IV. Assessment of Teaching Effectiveness Assess Ss' comprehension via answers in A and B. Evaluate Ss' speaking skills via Activity C conversations. Assess Ss' writing skills via Activity D3 diaries, checking structure and expression use. This lesson integrates reading, listening, speaking, and writing about outdoor activities. V. Design Purpose Reading and listening tasks build knowledge about camping and first - time campers. Pair work practices asking for advice on outdoor activities. Table and diary writing integrate learned vocabulary into outdoor activity descriptions. VI. Blackboard Design “Integration” The great outdoors Camping key points: good for body/mind, break from busy life, relax, keep fit. Diary structure: Day, date, weather. When/where/who. Activity parts. What learnt. Useful expressions: At the beginning, ...; However, ...; It was a great chance to ... VII. Homework Polish the outdoor activity diary written in class. Share your diary with family and ask for their opinions on your outdoor experience description. VIII. Teaching Reflection Ss engaged in all activities. Reading and listening were understood well. Some Ss needed help with diary structure. In future, more model analysis and writing scaffolds will be provided. 学科网（北京）股份有限公司 $$