Unit 7 Role models of our time-Section 4 Extending and developing competencies-Focusing on culture教学设计 2024-2025学年沪教版英语七年级下册

Unit 7 Role models of our time-Section 4 Extending and developing competencies-Focusing on culture This section, "Focusing on culture" in Unit 7 "Role models of our time", mainly introduces two different role models in special occupations. One is about Guo Chengwang, a farmer who dedicated himself to fighting desertification. He started planting trees in the desert to stop the desert from spreading, which was a huge challenge as trees had a hard time surviving there, and sandstorms often uprooted the saplings. The other role model is Fan Yuan, a smokejumper. He jumps out of airplanes to stop big forest fires from spreading in the Daxing'anling region in Heilongjiang Province. His job requires him to be brave, tough, smart, fit, and able to survive in the wild. Through these two examples, students can learn about different occupations and the qualities needed to be a role model in various fields. 教学目标 Students will be able to understand and master new words and phrases related to the two role models, such as "smokejumper", "thick", "certain", "kill", "dead", "brave", "tough", "fit", "survive", "proud", etc. Students can comprehend the texts about Guo Chengwang and Fan Yuan, and summarize the main idea and key details of their stories. 教学重难点 1. Key Points New words, phrases, and sentence patterns related to the two role models. Understanding the main content of the texts about Guo Chengwang and Fan Yuan, and grasping the key information, such as their jobs, difficulties they faced, and how they overcame them. Training students to use the learned language knowledge to express their opinions about role models in speaking and writing. 2. Difficult Points Helping students deeply understand the qualities and spirits reflected by the two role models, and connecting these qualities with their own lives. Guiding students to organize their thoughts and write a well - structured passage about a role model, with accurate grammar and rich vocabulary. 1. New Words and Phrases smokejumper /'sməʊkdʒʌmpə(r)/n. 空降消防员 thick /θɪk/adj. 茂密的 certain /'sɜːtn/adj. 某个；特定的 kill /kɪl/v. 杀死；导致死亡 dead /ded/adj. 失去生命的；枯萎的 brave /breɪv/adj. 勇敢的；无畏的 tough /tʌf/adj. 健壮的；坚韧不拔的 fit /fɪt/adj. 健壮的；健康的 survive /sə'vaɪv/v. 生存；生活 proud /praʊd/adj. 骄傲的；自豪的 2. Sentence Patterns This means that I jump out of airplanes to stop big fires from spreading in the forest! You have to be very brave, tough and smart. It is also important to be fit. However, I’m very proud of what I do. 教学过程 1. Warming - up (5 minutes) Show some pictures of different role models, such as scientists, doctors, teachers, and firefighters, on the PPT. Let students quickly say the occupations of these people. Ask students: "Who is your role model? Why do you admire him/her?" Encourage several students to share their ideas briefly in English. This activity can arouse students' interest in the topic and review the knowledge they learned before. 2. Pre - reading (8 minutes) Introduce the two new role models, Guo Chengwang and Fan Yuan, in a simple way. For example, say: "Today, we are going to meet two special role models. One is a farmer, Guo Chengwang, who has done a great job in fighting desertification. The other is a smokejumper, Fan Yuan, whose job is to jump out of airplanes to fight forest fires. Do you want to know more about them?" Then, show some pictures related to desertification and forest fires, and ask students some prediction questions, such as "What difficulties do you think Guo Chengwang may face when planting trees in the desert?" and "What qualities should a smokejumper have?" Let students think and discuss in pairs for 2 - 3 minutes, and then invite some pairs to share their ideas. This step can help students activate their prior knowledge and get ready for reading. 3. While - reading (15 minutes) Fast Reading: Let students read the two texts about Guo Chengwang and Fan Yuan quickly. After reading, ask them to answer two general questions: "What is the main idea of each text?" and "Who are the two role models and what do they do?" Give students 2 - 3 minutes to read and answer. This can train students' skimming ability. Careful Reading: Divide students into two groups. Group 1 focuses on the text about Guo Chengwang, and Group 2 focuses on the text about Fan Yuan. Let them read their respective texts carefully and answer some detailed questions on the PPT. For example, for the text about Guo Chengwang: "Why did Guo Chengwang start planting trees in the desert?", "What difficulties did his family face when planting trees in the desert?", and "What did they do when they faced difficulties?" For the text about Fan Yuan: "What are the requirements of Fan Yuan's job?", "What tools does he use to put out the fire?", and "What qualities does he need to be a smokejumper?" Give students 5 - 6 minutes to read and answer. Then, ask some students from each group to share their answers. This can help students understand the texts in depth and improve their scanning ability. Vocabulary Learning: Teach the new words and phrases in the texts. Explain their meanings, pronunciations, and usage through examples on the PPT. For example, when teaching "smokejumper", show a picture of a smokejumper and say: "Look, this is a smokejumper. He jumps out of airplanes to fight forest fires. The word'smokejumper' is composed of'smoke' and 'jumper'." After explaining, let students read the words and phrases several times to practice pronunciation. 4. Post - reading (12 minutes) Group Discussion: Divide students into small groups of 4 - 5. Each group discusses two questions: "What qualities do Guo Chengwang and Fan Yuan have in common?" and "Which role model do you admire more and why?" Give students 4 - 5 minutes to discuss. Then, ask each group to choose a representative to share their discussion results with the whole class. This activity can promote students' communication and cooperation ability, as well as their critical thinking ability. Writing Practice: Guide students to write a short passage about a role model they admire. First, show a writing framework on the PPT, such as: Introduction: Who is your role model? Body: What does he/she do? What are his/her achievements? What qualities does he/she have? Conclusion: Why do you admire him/her? What can you learn from him/her? Let students write according to the framework. Give them 5 - 6 minutes to write. Walk around the classroom and offer help if necessary. After students finish writing, ask some of them to read their passages aloud in class, and give them some simple comments and suggestions. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this class with students, including new words, phrases, sentence patterns, and the main ideas of the two texts. Emphasize the importance of learning from role models' good qualities. Homework: Ask students to rewrite their writing passages according to the comments in class, and make them more perfect. Let students collect more information about a role model they like, and prepare to share it in the next class. 教学反思 Positive Aspects: The warming - up activity effectively attracted students' attention and engaged them in the class, as most students were interested in sharing their own role models. The reading tasks were well - designed. The fast reading and careful reading steps gradually guided students to understand the texts, and the vocabulary teaching combined with examples was helpful for students to master new words. The group discussion and writing practice provided students with opportunities to communicate and express themselves in English, which improved their language output ability. Areas for Improvement: In the pre - reading prediction part, some students' English expressions were a bit limited. Next time, more guidance on relevant vocabulary and sentence patterns can be given before the discussion. During the writing practice, some students still made grammar mistakes. In future classes, more grammar reviews and writing exercises related to grammar should be arranged. The time for students to share their group discussion results was a bit short. Some groups did not have enough time to fully present their ideas. Adjust the time allocation in the next class to ensure better communication. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$