Unit 7 Outdoor fun-Further study 教学设计 2024-2025学年译林版英语七年级下册

该初中英语教学设计聚焦七年级Unit 7“户外主题”进阶学习，核心为户外进阶词汇（如backpacking、rafting）、一般过去时（含不规则动词）的准确运用及户外经历描述能力。课堂导入通过展示paragliding等活动图片并互动提问，激活学生已知户外知识，衔接基础词汇与表达，搭建从“识别”到“运用”的学习支架。 特色在于情境化与互动融合，用视频演示rafting等词汇、小组动词时态练习，提升语言能力；读写任务结合，阅读探险文提取信息，写作引导逻辑梳理与情感表达，培养思维品质；教学反思针对性强，可据学生掌握调整活动，助力教师精准教学。能帮学生提升语言综合运用与个性化表达，为教师提供完整可操作的教学流程与反思策略。

Unit 7 Outdoor fun-Further study This further study of Unit 7 “Outdoor fun” in the 2024 version of Yilin English textbook for Grade 7 focuses on a deeper exploration of outdoor activities. It continues to build on the basic vocabulary, expressions, and grammar introduced in the previous sections. The content includes more complex descriptions of outdoor experiences, in - depth study of the past simple tense related to outdoor activities, and further discussion on the benefits and precautions of outdoor activities. Through various reading materials, writing tasks, and group discussions, students will enhance their language skills while developing a greater appreciation for outdoor fun. 教学目标 Students will be able to master more advanced vocabulary related to outdoor activities, such as “backpacking” (背包旅行), “rafting” (漂流), “rock climbing” (攀岩), etc. They can understand and use the past simple tense more accurately to describe past outdoor experiences, including both regular and irregular verbs. For example, “I went hiking last weekend. I saw a beautiful waterfall on the way.” Students will learn some useful expressions for expressing feelings and opinions about outdoor activities, like “It was an unforgettable experience.” “I really enjoyed myself during the camping.” 教学重难点 1. Teaching Key Points The in - depth understanding and correct usage of the past simple tense in the context of outdoor activities, especially the irregular verb forms. Mastery of new vocabulary and expressions related to outdoor activities and being able to use them in sentences. The ability to summarize the main idea and key details from reading materials about outdoor activities. 2. Teaching Difficult Points Helping students to use the past simple tense correctly and consistently when describing a series of past events during outdoor experiences, avoiding tense shifts. Guiding students to write a well - organized and vivid description of outdoor activities, including the use of descriptive words and logical connections between sentences. Encouraging students to express their unique feelings and creative ideas about outdoor activities in English, rather than just repeating common expressions. 1. New Vocabulary Backpacking: the activity of going on a long trip with a backpack, often involving hiking and staying in different places. Example: “My brother likes backpacking in the mountains during holidays.” Rafting: the sport of traveling down a river on a raft. Example: “Rafting is an exciting outdoor activity that requires teamwork.” Rock climbing: the activity of climbing steep rock faces, often using special equipment. Example: “Rock climbing can improve your physical strength and courage.” Unforgettable: impossible to forget. Example: “That was an unforgettable camping trip because we saw a shooting star.” Exhausted: very tired. Example: “After a day of hiking, we were all exhausted but happy.” 2. Grammar Past Simple Tense: Regular verbs form the past simple by adding “-ed” to the base form. For example, “walk - walked”, “play - played”. Irregular verbs have special past forms. Some common ones related to outdoor activities are: “go - went”, “see - saw”, “have - had”, “take - took”, “come - came”. Usage: We use the past simple tense to talk about actions or events that happened at a specific time in the past. Time expressions such as “yesterday”, “last week”, “two days ago” are often used with the past simple tense. 3. Useful Expressions “It was a great experience.” “I had a lot of fun doing sth.” “Although it was tiring, it was really worth it.” “The scenery was so beautiful that I couldn't help taking pictures.” “We set off early in the morning and arrived at the destination at noon.” 教学过程 1. Warming - up (5 minutes) Show some pictures of less common but exciting outdoor activities like paragliding, ice skating, and caving on the PPT. Ask students: “What are these activities? Have you ever tried any of them? How do you feel about them?” Encourage students to share their thoughts briefly. 2. Vocabulary Presentation (10 minutes) Teach the new vocabulary one by one. Use pictures, short videos, or real - life examples to help students understand the meaning. For example, when teaching “rafting”, show a video of people rafting on a river. After presenting each word, let students repeat it several times to practice the pronunciation. Then, do a vocabulary - matching exercise. Write the new words on the left side of the blackboard and their definitions or pictures on the right side. Ask students to match them. Check the answers together. 3. Grammar Review and Practice (12 minutes) Review the past simple tense. Write some sentences on the blackboard, both positive and negative, using regular and irregular verbs, such as “I played basketball yesterday.” “She didn't go to the park last Sunday.” “They saw a movie two days ago.” Ask students to analyze the structure and usage of these sentences. Then, divide the class into pairs. Give each pair a set of cards with different verbs (both regular and irregular). One student in the pair says the base form of the verb, and the other says the past simple form. Next, present a short passage about an outdoor activity on the PPT. The passage contains blanks for students to fill in the correct form of the verbs in brackets. Let students do it individually first, and then check the answers in class. 4. Reading Comprehension (10 minutes) Hand out a short passage about a challenging outdoor adventure, such as a mountain - climbing trip with difficulties like bad weather and getting lost. The passage should be at an appropriate level for Grade 7 students. Ask students to read the passage quickly for the first time to get the general idea. Then, read it again carefully and answer some questions on the PPT, such as “What outdoor activity did they do?”, “What problems did they meet during the activity?”, “How did they feel at the end of the activity?” After students finish answering, have a class discussion. Invite several students to share their answers and explain their thinking process. 5. Writing Guidance (8 minutes) Guide students to write a short paragraph about their own outdoor experiences or an imagined outdoor activity. First, brainstorm some key points on the blackboard, such as “What activity?”, “When and where?”, “Who went with you?”, “What happened during the activity?”, “How did you feel?” Show a sample paragraph on the PPT. Analyze the structure, sentence patterns, and the use of descriptive words in the sample. Let students start writing. Walk around the classroom to offer help and guidance as needed. 6. Summary and Homework Assignment (5 minutes) Summarize the key points of this class, including new vocabulary, grammar, and the main ideas from the reading and writing. Assign homework: Ask students to complete their writing paragraphs and make sure to use at least five new words and correct past simple tense forms. Let students prepare a short oral report about their favorite outdoor activity to share in the next class. 教学反思 After this class, I will reflect on the following aspects. First, in terms of vocabulary teaching, I will check if students can really understand and use the new words. If many students still have difficulties, I may need to design more vocabulary - practice activities in the next class, such as vocabulary games or writing sentences using new words. Second, for grammar teaching, I will see if students can apply the past simple tense correctly in their writing. If there are still many tense - related mistakes, I will strengthen the grammar - practice through more exercises and error - correction activities. Third, regarding reading and writing, I will evaluate if students can understand the reading passage well and write a relatively complete and clear paragraph. If students have problems in organizing ideas or using descriptive words, I will provide more writing templates and reading materials for them to learn from in future classes. Overall, I will adjust my teaching methods and strategies according to students' learning effects to better meet their learning needs. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$