Unit 3 The seasons Section 1 Experiencing and Understanding Language 教学设计-2025-2026学年沪教版七年级英语上册.

该初中英语教学设计聚焦四季特征及相关词汇（如melt, thunder, harvest），通过补全季节诗歌、讨论季节活动激活学生已有知识，搭建学习支架，为后续阅读“四季”文章与听力理解奥克兰季节差异奠定基础。 其亮点在于整合语言技能，阅读中概括季节特征、听力中对比地域差异提升语言能力，对比中国与新西兰季节培养文化意识，词汇匹配与句子补全锻炼思维品质，预习策略与节日研究作业发展学习能力，助力学生综合素养提升，便于教师开展高效教学。

Unit 3 The seasons Section 1 Experiencing and Understanding Language 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will understand the article The four seasons, mastering vocabulary about seasons (e.g., melt, thunder, harvest) and features of each season. Students will learn to summarize season features, answer comprehension questions, and practice vocabulary through matching and sentence completion. 2. Ability Objectives Improve reading skills: Using previewing strategies (title, subtitles, pictures) to understand the text; summarizing and analyzing season descriptions. Enhance listening skills: Extracting key information about seasons in Auckland and answering detail - based questions. 3. Affective Objectives Foster appreciation for the beauty of different seasons and cultural awareness of seasonal variations worldwide. Encourage observation of nature and personal connections to seasons through discussion. II. Language Knowledge 1. Key Vocabulary & Phrases Season - related: spring, summer, autumn, winter, melt, thunder, harvest, squirrel, cicada. Descriptive: warm, hot, cool, cold, noisy, peaceful, colourful. 2. Key Sentence Patterns From the article: “Life begins again in spring. The snow melts, and nature wakes up after the long winter.” From listening: “Spring starts in September and ends in November in Auckland.” 3. Key and Challenging Points Key Points: Comprehending season descriptions in the article and listening text; using vocabulary to summarize and discuss seasons. Challenging Points: Summarizing season features concisely; understanding seasonal differences in different regions. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - reading: Activate Season Knowledge (8 Minutes) Activity 1: Complete the Poem: Students complete the season poem with autumn, spring, summer, winter (Before you read 1). Read aloud and discuss season associations. Activity 2: Seasonal Activities Discussion: Pairs talk about favourite seasonal activities (e.g., “I like flying kites in spring. What about you?”). Step 2 Reading: Understand “The four seasons” (15 Minutes) Activity 1: Preview and Read: Teach previewing strategy (title, subtitles, pictures). Students read the article, identify season features (weather, plants/animals, human activities). Activity 2: Reading Comprehension: Summarize season features in the table (Reading comprehension 1). Answer questions (Reading comprehension 2), discussing key descriptions (e.g., “Spring is best for plants as nature wakes up.”). Step 3 Vocabulary Practice (10 Minutes) Activity 1: Vocabulary Matching: Students match words to meanings (Vocabulary practice 1), e.g., “without clouds” → “clear” (line 10). Activity 2: Sentence Completion: Complete sentences with vocabulary (Vocabulary practice 2), checking form changes (e.g., “fresh fruit”). Activity 3: Word Building: Explore -y suffix (e.g., snow→snowy), give more examples (e.g., wind→windy). Step 4 Listening: Seasons in Auckland (8 Minutes) Activity 1: Pre - listen Discussion: Discuss seasonal differences worldwide (e.g., “When it’s summer in China, it’s winter in New Zealand.”). Activity 2: Listen and Complete: Students listen to Kelly’s talk, complete the Auckland season table (Listening 2). Activity 3: Answer Questions: Answer listening questions (Listening 3), comparing Auckland seasons with hometown. Step 5 Summary & Homework (4 Minutes) Summary (2 Minutes): Recap: Read about four seasons, practiced vocabulary, listened to Auckland’s seasons. Homework (2 Minutes): Write a short paragraph describing your favourite season, using 3 new vocabulary words. Research one festival related to a season and prepare to share. IV. Assessment of Teaching Effectiveness Check reading summary and comprehension answers for understanding of season features. Evaluate listening task completion and vocabulary use in sentences. V. Design Purpose Skill Integration: Combine reading (season descriptions) and listening (global seasonal differences) with vocabulary practice. Cultural & Natural Awareness: Highlight seasonal beauty and global variations, connecting to personal experiences. VI. Blackboard Design Unit 3 The seasons Section 1—Reading & Listening Season Vocabulary: melt, thunder, harvest, fresh Key Sentences: “Life begins again in spring. Spring starts in September in Auckland.” Homework: Favourite season paragraph + festival research! 学科网（北京）股份有限公司 $$