Unit 6 Trees D Trees and me (Writing & Discovery)教学设计 2024-2025学年沪教版（五四学制）（2024）七年级英语下册

Unit 6 Trees-D Trees and me (Writing & Discovery) This section of "Trees and me" in Unit 6 focuses on enhancing students' writing skills related to trees. Students will first review the knowledge about trees they have learned before, such as the functions of trees, their importance to the environment and human beings. Then, they will be guided to write a passage about their personal experiences and feelings towards trees. In the "Discovery" part, students will explore some interesting facts about trees, like the oldest tree in the world, the tallest tree, etc., which can expand their knowledge and arouse their interest in trees. This unit combines language learning with real - life topics, aiming to improve students' comprehensive language application ability. 教学目标 Students can master the key words and phrases related to trees, such as "oxygen", "provide", "shade", "protect", etc., and use them correctly in writing. Students are able to review and use the sentence patterns they have learned to describe the functions and characteristics of trees, for example, "Trees provide us with oxygen." "Trees can protect the soil from being washed away." Students will learn some new knowledge about trees in the "Discovery" part, such as specific names of famous trees and their features. 教学重难点 A. Key Points Guide students to write a passage about trees, including their functions, importance and personal experiences related to trees. Help students understand and remember the new words, phrases and sentence patterns related to trees. Enable students to master the content in the "Discovery" part, such as the special features of some well - known trees. B. Difficult Points How to help students organize their ideas and write a well - structured passage. Some students may have difficulty in connecting sentences and paragraphs, and expressing their thoughts clearly. How to make students' writing more vivid and interesting. Students may tend to use simple and repetitive expressions, lacking in creativity and variety. How to deeply arouse students' awareness of environmental protection through the study of this unit, rather than just staying on the surface understanding. A. Key Words oxygen /ˈɒksɪdʒən/n. 氧气 provide /prəˈvaɪd/v. 提供 shade /ʃeɪd/n. 树荫；阴凉处 protect /prəˈtekt/v. 保护 harmful /ˈhɑːmfl/adj. 有害的 produce /prəˈdjuːs/v. 生产；制造 furniture /ˈfɜːnɪtʃə(r)/n. 家具 B. Key Phrases provide... with... 为…… 提供…… in fact 事实上 keep... from... 阻止…… 做…… be made of 由…… 制成（能看出原材料） be made from 由…… 制成（看不出原材料） 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different kinds of trees on the PPT, and ask students to say the names of the trees they know in English. For example, "apple tree", "pine tree", "willow tree", etc. This activity can quickly arouse students' interest and review some words about trees they have learned before. B. Revision (8 minutes) Divide students into groups of four. Let them discuss and list the functions and importance of trees in their groups. Ask each group to report their discussion results. The teacher writes down the key points on the blackboard, such as "Trees give us oxygen.", "They can make the air clean.", "Trees provide food and shelter for animals." etc. Review the key words and phrases related to the functions of trees with students. For example, explain the usage of "provide... with...", and give some examples like "Trees provide animals with food and shelter." C. Pre - writing (10 minutes) Show a sample passage about "My Favorite Tree" on the PPT. The passage can include the following aspects: what the tree looks like, where it is, why the writer likes it (its functions, personal memories related to it). Read the passage aloud to students, and let them listen carefully. Analyze the structure of the passage with students. Point out that it usually has an introduction part to lead in the topic, a body part to describe the tree in detail, and a conclusion part to express the writer's feelings or the significance of the tree. Guide students to think about their own experiences with trees. Ask them some questions: "Is there a special tree in your life? Where is it? What can it do? What memories do you have with it?" Let students share their ideas with their partners. D. While - writing (12 minutes) Ask students to start writing their own passages about "Trees and Me" according to the structure and ideas they have discussed. Remind them to use the key words, phrases and sentence patterns they have learned. Walk around the classroom, observe students' writing process, and offer necessary help and guidance. For example, if a student has difficulty in spelling a word or using a sentence pattern, the teacher can give appropriate hints. E. Post - writing (5 minutes) Ask students to exchange their writings with their deskmates. Let them read each other's passages and make some simple comments, such as "I like your description of the tree. It's very vivid." or "You can add more details here." Select one or two students' passages and show them on the PPT. Read the passages aloud to the whole class, and let students give more comprehensive comments together. The teacher can also give some positive evaluations and suggestions for improvement. F. Discovery (5 minutes) Present some interesting facts about trees in the "Discovery" part on the PPT, such as the oldest tree in the world is a bristlecone pine tree which is more than 5,000 years old, and the tallest tree is a coast redwood tree reaching over 115 meters. Ask students some simple questions to check their understanding, like "What is the oldest tree in the world?" "How tall is the tallest tree?" This can expand students' knowledge about trees and arouse their further interest in exploring nature. 教学反思 After this class, overall, the teaching objectives have been basically achieved. Most students can write a passage about trees, using some key words and sentence patterns. The activities in the teaching process, such as group discussion, sample analysis and writing practice, can effectively guide students to master the writing skills. However, there are still some areas that need improvement. In the writing process, some students still have problems with grammar and spelling. Although the teacher has given on - site guidance, it shows that in daily teaching, more attention should be paid to the consolidation of basic knowledge. In the future, more grammar exercises and spelling drills can be arranged. When it comes to making students' writing more vivid, the guidance in this class is not enough. In the follow - up teaching, more methods of description can be taught, such as using adjectives, adverbs, and simile and metaphor rhetorical devices. In terms of arousing students' awareness of environmental protection, although relevant content has been involved, it can be further strengthened. For example, more real - life cases of environmental damage due to deforestation can be shown, and students can be encouraged to come up with more practical ways to protect trees in their daily lives. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$