Unit 4 Fun in the Sun!-Exploring the Topic-Thinking Skills教学设计 2025-2026学年仁爱科普版英语七年级上册

Unit 4 Fun in the Sun!-Exploring the Topic-Thinking Skills This part focuses on the thinking skill of setting. Students will learn to determine the time, place, weather, and other settings through stories or events. There are three main activities. In Activity 1, students will be introduced to the traditional Chinese sport of diabolo through pictures and a mind - map, helping them understand the setting elements of this activity, such as when and where it usually takes place and what the weather is like. Activity 2 requires students to read a short passage and complete a setting - related mind - map to consolidate what they have learned in Activity 1. Finally, in Activity 3, students will work in pairs to describe their favorite sports scenes using the setting mind - map. 教学目标 Knowledge Aims Students can understand the concept of setting in a story or activity, including time, place, and weather. Master relevant vocabulary and expressions related to settings, such as “in the park”, “on Sunday”, “sunny day” etc. Ability Aims Be able to use pictures and mind - maps to identify and describe the settings of different activities. Develop the ability to read and extract setting - related information from texts. Improve students' oral communication skills by describing their favorite sports settings to their partners. Emotional Aims Stimulate students' interest in exploring different activity settings. Cultivate students' awareness of observing and analyzing details in daily life. 教学重难点 Key Points Teach students how to determine and describe the time, place, and weather of an activity setting. Guide students to use mind - maps to organize setting - related information. Enable students to communicate about activity settings in simple English. Difficult Points Help students accurately extract and summarize setting - related information from relatively complex texts. Encourage students to use vivid and accurate language to describe their favorite sports settings. Vocabulary Time: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday; morning, afternoon, evening; in spring/summer/autumn/winter Place: park, playground, gym, swimming pool, beach, mountain Weather: sunny, cloudy, rainy, windy, snowy, hot, cold, warm, cool Expressions at + time (at 8:00) in + place (in the park) on + specific day (on Sunday) It's + adj. (It's sunny.) 教学过程 Warming - up (5 minutes) Show some pictures of different sports, such as football, basketball, swimming, etc. Ask students: “What are these sports?” “Do you like them?” to activate students' prior knowledge about sports. Then ask: “When and where do you usually do these sports? What's the weather like when you do them?” Let students think and share their ideas briefly. Presentation (10 minutes) Activity 1: Show students a picture of people playing diabolo. Ask them some questions: “What are they doing?” “Where are they?” “When do you think they play diabolo?” Write down their answers on the blackboard. Then introduce the concept of setting, explaining that setting includes time, place, and weather. Draw a simple mind - map on the blackboard with “Setting” in the middle, and branches of “Time”, “Place”, and “Weather”. Fill in the relevant information according to the students' answers about the diabolo - playing picture. For example, under “Time” write “weekends”; under “Place” write “in the park”; under “Weather” write “sunny”. Let students look at the picture and the mind - map carefully and read the sentences related to the setting together, like “They play diabolo in the park on weekends. It's sunny.” Practice (15 minutes) Activity 2: Give each student a handout with a short passage about an activity (for example, a passage about children flying kites). Ask students to read the passage carefully and complete a setting - related mind - map on their own. The mind - map has blanks for “Time”, “Place”, and “Weather”. Walk around the classroom, observe students' work, and offer help if necessary. After students finish, ask several students to come to the blackboard and fill in their completed mind - maps. Then let the whole class check and discuss whether the answers are correct. For example, if the passage is “On a sunny Sunday morning, children go to the square to fly kites. There is a gentle wind.” The mind - map should be filled with “Time: Sunday morning”; “Place: the square”; “Weather: sunny and windy”. Production (10 minutes) Activity 3: Pair up the students. Let each student draw a simple picture of their favorite sport on a piece of paper. Then, based on the picture, they should create a setting mind - map for this sport, filling in the time, place, and weather they imagine for this sport. After that, students take turns to describe their favorite sports settings to their partners using the mind - map. Their partners should listen carefully and ask some questions if they have any doubts, such as “Why do you choose this place?” “What if it rains?” Select several pairs to come to the front of the class and share their descriptions with the whole class. Encourage other students to listen attentively and give comments. Summary and Homework (5 minutes) Summary: Review the concept of setting with students, emphasizing the importance of time, place, and weather in determining the setting of an activity. Recap the key vocabulary and expressions related to settings. Homework: Ask students to write a short passage about their favorite sport setting. They should include at least three sentences describing the time, place, and weather. They can also draw a picture to go with their passage. 教学反思 Positive Aspects The use of pictures and mind - maps in the teaching process is quite effective. It helps students visualize the concept of setting, making it easier for them to understand and remember. For example, in Activity 1, when introducing the diabolo - playing picture and creating the mind - map together, students showed high interest and actively participated in answering questions. Pair - work and group - work activities in Practice and Production stages provide students with sufficient opportunities to practice speaking English. Most students were able to communicate with their partners about sports settings, which improved their oral communication skills. Areas for Improvement Some students still had difficulties in extracting accurate setting - related information from the text in Activity 2. In the future, more reading practice with different levels of texts can be provided, and specific reading strategies like skimming for general information and scanning for details can be further trained. When students were describing their favorite sports settings in Activity 3, the language they used was relatively simple. Next time, more advanced vocabulary and sentence patterns can be pre - taught before this activity to enrich students' expressions. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$