Unit 3 The seasons Section 4 Extending and Developing Competencies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季节主题的核心词汇、实用表达及跨学科链接（活动与体育、食物与健康、天气与生活）。通过季节场景图片匹配激活前序知识，借助思维导图、问题解决卡等学习支架，梳理季节与生活的关联，夯实语言基础。 特色在于跨学科整合与文化渗透，通过思维导图分组填充季节天气、活动、食物，培养思维品质，融入中秋节等传统节日文化，提升文化意识。任务驱动式教学（如创作“春天多风戴帽子”问题解决卡），助力学生提升综合语言运用能力，也为教师提供清晰教学路径，高效落实核心素养。

Unit 3 The seasons Section 4 Extending and Developing Competencies 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master core vocabulary for seasonal extension (seasonal activities, weather - related tools, seasonal food, seasonal changes), and practical expressions (1. Describing seasonal life: "In winter, we wear warm coats and make snowmen"; 2. Solving seasonal problems: "If it rains in spring, we should take an umbrella"; 3. Connecting seasons to life: "Summer is good for eating watermelons and swimming"). Super - curriculum content (e.g., professional meteorological terms like "monsoon", non - seasonal topics like "ocean currents") is removed; simple explanations are provided (e.g., "seasonal changes" = "how weather, plants, and our activities change with each season"). Students will be able to identify "3 cross - disciplinary links with seasons" (seasonal activities & PE, seasonal food & health, seasonal weather & daily life) and apply seasonal knowledge to complete practical tasks (e.g., making a seasonal activity plan, giving weather - related advice). 2. Ability Objectives Improve comprehensive application skills: Be able to conduct a 3 - minute group discussion about "My Favorite Seasonal Activity" using sentences like “My favorite season is autumn. I often pick apples with my family because the apples are ripe”; and complete a "Seasonal Problem - Solving Card" (e.g., “Problem: It’s windy in spring. Solution: We should wear a hat and not fly kites near trees”). Enhance cross - disciplinary competence: Connect English with real - life scenarios (e.g., using English to introduce a seasonal sports game like "making snowmen in winter", or a seasonal healthy food like "eating pears in autumn"), developing the ability to integrate language with life skills. 3. Affective Objectives Cultivate awareness of observing seasonal changes in daily life, and understand the connection between seasons and human activities (e.g., "farming in spring, harvesting in autumn"). Stimulate interest in exploring seasonal culture (e.g., traditional Chinese seasonal festivals like "Mid - Autumn Festival in autumn"), and develop respect for the laws of nature. II. Language Knowledge 1. Key Vocabulary & Phrases (Themed, No Super - curriculum Content) Seasonal Basics: spring (warm/rainy), summer (hot/sunny), autumn (cool/windy), winter (cold/snowy) Cross - disciplinary Links: Activities & PE: make snowmen, pick apples, go swimming, fly kites Food & Health: watermelons (summer), pears (autumn), hot pot (winter), fresh vegetables (spring) Weather & Life: umbrella (spring), sunglasses (summer), scarf (winter), raincoat (spring/autumn) Problem - Solving: should, need to, because, solution 2. Key Expressions (Practical, Suitable for Students’ Level) Competence Scenario Core Expressions Example Sentences Describing Seasonal Life 1. "In [season], the weather is [weather]"; 2. "We often [activity] in [season] because [reason]" ① “In summer, the weather is hot.” ② “We often go swimming in summer because the water is cool.” Solving Seasonal Problems 1. "Problem: It’s [weather] in [season]"; 2. "Solution: We should/need to [action]" ① “Problem: It’s snowy in winter.” ② “Solution: We need to wear warm gloves and boots.” Introducing Seasonal Culture 1. "In [season], we have [festival]"; 2. "We eat [food] during the festival" ① “In autumn, we have Mid - Autumn Festival.” ② “We eat mooncakes during the festival.” 3. Key and Challenging Points Key Points: Describe seasonal life and solve seasonal problems in English; connect seasons to cross - disciplinary knowledge (activities, food, weather); complete practical tasks like making activity plans. Challenging Points: Using specific reasons to explain seasonal activities (avoiding empty statements like "I like summer because it’s fun" without details); correctly matching seasonal problems with practical solutions (e.g., not suggesting "wearing a T - shirt" for cold winter). III. Teaching Procedures (45 Minutes, Logical, Specific Activities) Step 1 Pre - activity: Activate Seasonal Cognition & Match Picture Materials (8 Minutes) Activity 1: Seasonal Picture Matching (Solve Picture - Content Mismatch) Display 4 theme - consistent pictures (Picture 1: Children making snowmen in winter; Picture 2: A family eating watermelons in summer; Picture 3: Someone wearing an umbrella in spring rain; Picture 4: Farmers harvesting apples in autumn). Ask students to match the pictures with the seasons + cross - disciplinary links (winter + PE activity: Picture 1; summer + food: Picture 2) and answer: “Have you ever done what’s in Picture 3? What do you need to take when it rains in spring?” Guide students to use basic seasonal vocabulary (e.g., "rainy", "umbrella") from Unit 3 Sections 1 - 3, activating prior knowledge. Activity 2: Vocabulary & Expression Warm - up Use the same 4 pictures to introduce key vocabulary and expressions (e.g., point to Picture 1 and say: “This is a winter activity—we can say ‘We make snowmen in winter because it snows’”; point to Picture 2 and say: “This is summer food—we can say ‘We eat watermelons in summer because they are sweet’”). Avoid abstract explanations, linking language to visual seasonal scenes. Step 2 While - activity 1: Explore Seasonal Life & Cross - disciplinary Links (15 Minutes, Substantial Content) Activity 1: “Seasonal Life Mind Map” Group Work Divide students into 4 groups (one group for each season). Each group gets a blank mind map (center: “[Season] Life”) and needs to fill in 3 parts: ① Weather; ② Activities; ③ Food. Provide a word bank on the board (e.g., Weather: warm/rainy; Activities: fly kites; Food: fresh vegetables). Groups discuss and fill in the map, then send a representative to share (e.g., “Spring life: Weather is warm and rainy. Activities: fly kites. Food: fresh vegetables”). The teacher guides students to add reasons (e.g., “We fly kites in spring because the wind is gentle”). Activity 2: “Seasonal Culture Sharing” Introduce 1 - 2 simple seasonal cultures (e.g., “In China, we eat mooncakes in autumn for Mid - Autumn Festival”). Show a picture of mooncakes and ask: “Do you eat mooncakes in autumn? What other seasonal food do you eat?” Encourage students to share their own experiences, connecting seasons to culture without introducing complex cultural concepts. Step 3 While - activity 2: Extend to Seasonal Problem - Solving (12 Minutes, Clear Logic) Activity 1: Analyze a Sample Problem - Solving Card Show a sample card (with a matching picture of “a child holding an umbrella in spring rain”) on the screen: “Season: Spring Problem: It often rains. Solution: We should take an umbrella and wear waterproof shoes. Reason: The umbrella can keep us dry, and waterproof shoes won’t get wet.” Break down the structure with students: 1. Season; 2. Specific problem; 3. Practical solution; 4. Simple reason. Use colors to highlight each part to clarify logical thinking. Activity 2: “My Problem - Solving Card” Independent Creation Students choose one season and create their own problem - solving card. Provide a template on the board (e.g., “Season: ______ Problem: It’s ______. Solution: We should ______. Reason: ______”). The teacher walks around to guide—for example, if a student writes “Problem: It’s hot in summer. Solution: Eat ice cream all day”, remind them to add a healthy reason like “Eat ice cream sometimes to cool down, but not too much because it’s cold for our stomachs”. Step 4 Post - activity: Share & Evaluate (7 Minutes, Specific Feedback) Activity 1: “Seasonal Competence Fair” Students stick their mind maps and problem - solving cards on the blackboard (with matching seasonal pictures attached). Each student walks around, reads 2 - 3 works, and votes for “the most practical seasonal solution” by putting a sticker on it. Then invite 2 students to share why they voted for a specific card (e.g., “I like the winter card because it says ‘wear warm gloves’—it’s useful when I make snowmen”). Activity 2: Peer & Teacher Feedback Use a simple checklist for peer review: 1. Is the content related to seasons? 2. Are the activity/solution practical? 3. Is the language (expressions/reasons) correct? The teacher gives targeted feedback—e.g., if a student writes “We eat turkey in winter” (non - Chinese common seasonal food), guide them to change it to “We eat hot pot in winter” which is more familiar. Step 5 Summary & Homework (3 Minutes, No Irrelevant Content) Summary: Review with students the “3 cross - disciplinary links with seasons” (activities, food, weather) and core expressions (e.g., “In autumn, we pick apples because they are ripe”, “Problem: It’s rainy. Solution: Take an umbrella”). Read sample sentences together to reinforce memory. Homework (Themed & Operable): Observe the current season at home: Write down 1 seasonal activity your family does and 1 seasonal food you eat (e.g., “Activity: My mom dries clothes in the sun in summer. Food: We eat watermelons”); Draw a picture of “My Favorite Seasonal Scene” (e.g., “swimming in a pool in summer”) and write 1 sentence under it (e.g., “I like swimming in summer because it’s hot outside”). IV. Assessment (Specific & Measurable) In - class Assessment: Comprehensive Application: Whether students can describe seasonal life with specific reasons (40%); whether the seasonal solution is practical and linked to the problem (30%); Theme Relevance: Whether all shared/written content focuses on seasons (30%). Homework Assessment: Whether the observed seasonal activity/food is correct and written in proper English; Whether the drawn scene matches the season and the sentence describes the reason clearly (solving picture - content mismatch). V. Design Purpose (Themed, No Deviation) Picture - Content Alignment: All pictures (seasonal activity scenes, problem - solving images, homework drawings) directly relate to “The seasons”—no non - seasonal content (e.g., desert landscapes, space scenes) or irrelevant images (e.g., cartoon animals with no seasonal connection) are included, solving picture - content mismatch. Content Substantiality: Every activity has theme - specific prompts (mind map templates, sample problem - solving cards, checklists) to avoid empty practice—all tasks link to real seasonal life (e.g., making snowmen in winter, taking umbrellas in spring rain), ensuring students can apply knowledge to practice. Appropriate Difficulty: Vocabulary and expressions are based on Unit 3’s foundation (simple seasonal adjectives, basic “should/need to” structures)—no complex grammar (e.g., conditional sentences like “If it rains, we would take umbrellas”) or advanced terms (e.g., “hibernation” instead of “animals sleep more in winter”) are introduced. Logical Flow: From “activating seasonal cognition (picture matching) → exploring cross - disciplinary links (mind maps) → applying to problem - solving (cards) → evaluating practicality (voting)”, each step builds on the theme of “seasonal competencies”, solving logical confusion and helping students master integrating seasonal knowledge with language. VI. Blackboard Design (Concise, Highlighting Key Points) Unit 3 Section 4—Seasonal Competencies 1. Cross - disciplinary Links 2. Core Expressions 3. Problem - Solving Structure ① Activities: make snowmen (winter) - In [season], we [activity] because [reason]. 1. Season: ______ ② Food: watermelons (summer) - Problem: It’s [weather]. 2. Problem: ______ ③ Weather: take umbrella (spring) - Solution: We should [action]. 3. Solution: ______ Homework: 1. Observe seasonal activity/food at home; 2. Draw favorite seasonal scene + 1 sentence. 学科网（北京）股份有限公司 $$