Unit 6 Trees C Helping trees (Reading & Grammar in use)教学设计 2024-2025学年沪教版（五四学制）英语七年级下册

Unit 6 Trees-C Helping trees (Reading & Grammar in use) This part of Unit 6 Trees - C Helping trees in the Shanghai Education Edition (Five - Four System) (2024) English textbook for Grade 7 focuses on the topic of helping trees. It consists of a reading passage that presents various ways to protect and take care of trees, along with grammar in use related to the language points in the text. The reading passage may include information about the importance of trees, the threats they face, and practical actions students can take to help trees. The grammar part likely reinforces sentence structures and vocabulary used in the context of discussing trees and environmental protection. 教学目标 Students will be able to understand and master the new words and phrases related to helping trees, such as "protect", "pollution", "recycle", "plant", "environment", etc. They can comprehend the main idea and detailed information of the reading passage about helping trees. Students will learn and apply the relevant grammar structures, like the present simple tense for expressing general facts about tree protection, and some sentence patterns used to give suggestions on helping trees. 教学重难点 A. Key Points The new words, phrases, and grammar related to helping trees. Understanding the reading passage and extracting useful information from it. Mastering how to express ways to help trees in English. B. Difficult Points Helping students use the learned language knowledge to express their own opinions and suggestions on tree protection fluently and accurately. Guiding students to apply the grammar structures correctly in different contexts when discussing tree - related topics. A. New Words and Phrases Protect /prəˈtekt/ v. to keep safe from harm or injury; to defend. e.g. We should protect trees from being cut down. Pollution /pəˈluːʃn/ n. the presence in or introduction into the environment of a substance or thing that has harmful or poisonous effects. e.g. Air pollution is a big problem in some cities. Recycle /ˌriːˈsaɪkl/ v. to treat (waste) so that it can be used again. e.g. We can recycle paper and plastic bottles. Plant /plɑːnt/ v. to put (a seed, plant, or bulb) in the ground so that it can grow. e.g. We will plant more trees in the park. Environment /ɪnˈvaɪrənmənt/ n. the surroundings or conditions in which a person, animal, or plant lives or operates. e.g. We need to protect our environment. B. Grammar Present Simple Tense for General Facts Structure: Subject + verb (base form or - s/es) + object. Usage: When stating general facts about tree protection, such as "Trees absorb carbon dioxide." or "People cut down too many trees." Sentence Patterns for Giving Suggestions "We should + verb base form...", e.g. We should water the trees regularly. "It's a good idea to + verb base form...", e.g. It's a good idea to use recycled paper. 教学过程 A. Lead - in (5 minutes) Show some pictures of beautiful forests and then some pictures of deforested areas. Ask students: "What do you see in these pictures? How do you feel?" Have a short discussion with students about the importance of trees. For example, ask: "Why are trees important to us?" Encourage students to share their ideas in simple English. B. Pre - reading (8 minutes) Present the new words and phrases related to helping trees on the blackboard or using a PPT. Teach the pronunciation, meaning, and usage of each word or phrase through examples and actions. For example, when teaching "plant", you can make a gesture of digging the soil and putting a seed in it. Divide students into pairs. Let them discuss and predict what they might read in the passage about helping trees. Then ask some pairs to share their predictions with the class. C. While - reading (15 minutes) Skimming Ask students to quickly read the passage for about 2 - 3 minutes to get the main idea. Then ask: "What is the main idea of this passage?" Guide students to summarize it in one or two sentences. Scanning Give students some specific questions, such as "What are the main threats to trees?" and "What can we do to help trees?" Let them read the passage carefully again to find the answers. After a few minutes, ask students to answer the questions one by one. Detailed Reading Read the passage sentence by sentence with students. Explain the difficult sentences and grammar points. For example, when encountering the sentence "Trees are important because they provide us with oxygen.", explain the usage of "provide sb. with sth." and why we use the present simple tense here. Have students read the passage aloud to practice their pronunciation and intonation. D. Grammar in Use (10 minutes) Summarize the grammar points related to the reading passage on the blackboard. Focus on the present simple tense for general facts about tree protection and the sentence patterns for giving suggestions. Give some examples of using these grammar structures, and then ask students to make their own sentences. For example, for the present simple tense, give an example like "Trees clean the air." and ask students to make similar sentences. For sentence patterns, give "We should reduce waste." and let students create their own suggestions. Divide students into groups of four. Have them make a short dialogue about protecting trees, using the learned grammar structures. Each group should choose a representative to perform the dialogue in front of the class. E. Post - reading (5 minutes) Organize a group discussion. Pose the question: "What else can we do in our daily lives to help trees?" Each group should list as many ideas as possible. After 3 minutes, ask each group to share their ideas with the class. Summarize the key points of the reading passage and grammar in use. Reinforce the importance of protecting trees and using the learned English knowledge to talk about environmental protection. F. Homework Assignment (2 minutes) Ask students to write a short passage of about 80 - 100 words about how to protect trees at home or in school. They should use at least five new words and phrases and two grammar structures learned in this class. Encourage students to plant a small plant at home or in the community and record its growth process in English. 教学反思 After this 45 - minute class, there are several aspects worthy of reflection. In terms of the teaching process, the lead - in part effectively aroused students' interest in the topic of trees, as seen from their active participation in the initial discussion. However, in the pre - reading vocabulary teaching, some students seemed to have difficulty quickly grasping the new words, especially those with more complex meanings like "pollution" and "recycle". Maybe more vivid examples or real - life demonstrations could have been used. During the while - reading stage, most students were able to understand the main idea of the passage through skimming and find specific information through scanning. But when it came to detailed reading and grammar explanation, some students lost focus. In the future, more interactive ways could be adopted, such as asking students to find and explain grammar points by themselves first. The grammar in use part was a bit rushed. Although students made sentences and had group dialogues, some of them still made mistakes in using the present simple tense and sentence patterns for suggestions. More time should be allocated for practice and correction. In the post - reading discussion, students showed creativity in coming up with ways to help trees, which is a positive sign. Regarding the homework assignment, it is hoped that it can effectively reinforce students' learning. Overall, adjustments need to be made in vocabulary teaching, grammar practice time, and class interaction to improve the teaching effect in future classes. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$