Unit 3 Trees and us Checking your progress (Project) 教学设计- 2024-2025学年沪教版英语七年级下册

Unit 3 Trees and us-Checking your progress (Project) This project in Unit 3 "Trees and us" of Shanghai Education Edition (2024) for Grade Seven aims to deepen students' understanding of trees. Students are required to choose a type of tree they are interested in, search for relevant information, and then work in groups to make their own booklet pages about the chosen tree. The final step is to present their work to the class, which helps students integrate knowledge they have learned in this unit, such as tree - related vocabulary, the importance of trees, and how to protect trees. Through this project, students not only improve their English language skills but also enhance their awareness of environmental protection. 教学目标 Students can master specific English vocabulary and expressions for describing trees, such as "branch", "root", "bark", "species", "endangered", etc. They are able to use relevant phrases like "provide... with...", "take in", "give out", "be made of" to describe the functions and uses of trees correctly. Students can understand and use sentence patterns to introduce the characteristics, growth environment, and significance of trees, for example, "The [tree name] is a kind of... It usually grows in... It is important because...". 教学重难点 1. Teaching Key Points Guiding students to collect accurate and comprehensive information about the chosen tree. Helping students learn how to organize the collected information in a logical way and design an eye - catching booklet page. Training students to present their work clearly and fluently in English, highlighting the key features and importance of the tree. 2. Teaching Difficult Points How to help students deeply understand the complex relationships between trees and the ecosystem, and correctly express these relationships in English. Teaching students how to cooperate effectively in groups, solve possible conflicts during group work, and ensure that each group member actively participates in the project. Improving students' ability to think critically. They should be able to evaluate the information they collect and select the most relevant and valuable content for their booklet pages. 1. Key Vocabulary Tree parts: tree (树), leaf (叶子), branch (树枝), root (根), bark (树皮) Tree types: pine tree (松树), maple (枫树), ginkgo (银杏), willow tree (柳树), poplar (杨树) Related terms: human (人), create (创造), environment (环境), wood (木；木头), oxygen (氧气), carbon dioxide (二氧化碳), endangered (濒危的), species (物种) 2. Key Phrases Functions of trees: provide us with oxygen (为我们提供氧气), take in carbon dioxide (吸收二氧化碳), give out oxygen (释放氧气), create a good natural environment (创造良好的自然环境), reduce noise (减少噪音), stop the wind from blowing the earth away (阻止风把泥土吹走) Actions related to trees: cut down trees (砍伐树木), call on people to protect trees (号召人们保护树木), reuse paper (重复使用纸张), buy forest - friendly products (购买环保产品), plant trees (植树) 3. Key Sentence Patterns Trees are important to us because they provide us with many things. (树木对我们很重要，因为它们为我们提供很多东西。) We should take care of trees instead of hurting them. (我们应该照顾树木而不是伤害它们。) Many pieces of furniture are made of wood. (很多家具是由木头制成的。) Scientists are researching how to protect trees better. (科学家们正在研究如何更好地保护树木。) According to the report, some trees can communicate with each other. (据报道，有些树木能相互交流。) 教学过程 1. Warming - up (5 minutes) Show some pictures of different trees on the PPT, and ask students to name the trees they know in English. For example, "What's this tree? Do you know its English name?" Then, have a quick review of the functions of trees that students have learned before. Ask questions like "What can trees do for us? Why are they important?" to activate students' prior knowledge. 2. Introduction of the Project (8 minutes) Present the project task clearly: "Today, we are going to work in groups to make a booklet about trees. Each group needs to choose a type of tree, collect information about it, and then make a page for our class booklet." Explain what a booklet is. A booklet is a small, thin book with a paper cover that contains information about a particular subject. It usually contains important information on a subject, which can be a thing, a place, or even a person, and is usually divided into different sections. Show an example of a well - made booklet page about a tree. Analyze its structure, including the title, introduction, main body (describing the tree's characteristics, growth environment, uses, etc.), and conclusion. Also, point out the use of pictures and other decorations to make the page more attractive. 3. Grouping and Tree Selection (5 minutes) Divide students into groups of five. Let each group discuss and choose a type of tree that they are interested in. Encourage them to think about the uniqueness of the tree and the availability of information. Walk around the classroom, listen to students' discussions, and offer some suggestions if necessary. For example, if a group is having trouble choosing a tree, suggest some common and interesting trees like the ginkgo tree (because it is a living fossil) or the maple tree (famous for its beautiful leaves in autumn). 4. Information Search and Group Discussion (12 minutes) Guide students to search for information about their chosen trees. They can use their mobile devices (with Wi - Fi access), library books, or magazines provided in the classroom. Remind students to focus on important aspects such as where the tree grows, why it is important, what fruit or seeds it has, what the leaf looks like, and what it is used for. In their groups, students discuss the information they have collected. They need to decide which information is the most relevant and valuable to include on their booklet pages. Encourage them to take notes during the discussion. 5. Page Design and Creation (10 minutes) After the discussion, each group starts to design and create their booklet pages. They can use colored pencils, markers, or draw on the computer if possible. Remind students to organize the information in a clear and logical order. They can start with a title, followed by an introduction, then the main body with different paragraphs for different aspects of the tree, and finally a conclusion. Encourage students to add some pictures. They can draw the tree themselves, print pictures from the Internet, or if possible, find a real leaf of the tree and paste it on the page. 6. Presentation and Q&A (5 minutes) Each group selects a representative to present their booklet page to the class. The representative should introduce the tree they chose, the information they included on the page, and the design ideas. After the presentation, other students can ask questions. The presenting group should try their best to answer the questions. The teacher can also ask some guiding questions to help students think deeper, such as "Why do you think this tree is so important?" or "What can we do to protect this kind of tree?" 教学反思 Positive aspects: The warming - up activity effectively aroused students' interest and quickly brought them into the topic of trees. The review of prior knowledge laid a good foundation for the project. Grouping students to choose trees and search for information promoted their cooperative learning ability. Students actively participated in group discussions and showed great enthusiasm for exploring different trees. The process of page design and creation gave full play to students' creativity. They used various ways to make their booklet pages attractive, and some groups' designs were really impressive. Areas for improvement: Some students had difficulties in searching for accurate English information. In the future, more guidance on information - searching skills in English should be provided, such as how to use English search engines and how to identify reliable sources. During group work, there were a few groups where some members did not participate actively enough. In the next class, more specific group - work rules and evaluation methods should be established to ensure the full participation of each student. In the presentation and Q&A session, some students were a bit nervous when speaking in front of the class. More opportunities for oral presentation training should be given in daily teaching to improve students' confidence and oral expression ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$