Unit 9 From Here to There Exploring the Topic Theme Reading教学设计 2024-2025学年仁爱科普版（2024）七年级英语下册

Unit 9 From Here to There-Exploring the Topic-Theme Reading The Theme Reading in Unit 9 focuses on Li Xiang's family camping experience. It is presented in a narrative form, following a clear time order. The story begins with the family's arrival at the forest park, setting up the tent, then encountering problems like lack of water and getting lost. Eventually, they find each other and enjoy the camping. Through this reading, students can learn not only new words and phrases related to camping and travel but also understand the importance of family cooperation and safety during outdoor activities. The text is full of details about the family's actions and emotions, which can vividly show the whole process of the camping trip to the students. 教学目标 Knowledge Objectives Students will be able to master new words and phrases such as “camp”, “tent”, “stream”, “map”, “safety” etc. Students will understand and be able to use the key sentence patterns for describing events in the past, like “We arrived at...”, “We set up...”, “Then we...”. Ability Objectives Develop students' reading skills, including skimming for the main idea, scanning for specific details, and inferring the meaning of new words from context. Enable students to use sequence chains to describe the process of an event, improving their logical thinking and language organizing ability. Cultivate students' oral and written communication skills by asking them to share their own travel experiences. Emotional Objectives Arouse students' interest in outdoor activities and traveling, and let them feel the joy and challenges of traveling. Enhance students' awareness of safety during traveling and the importance of family cooperation. 教学重难点 Key Points New words, phrases and sentence patterns related to the camping trip. Using reading strategies to understand the text, especially using context clues to figure out the meaning of new words and filling in the sequence chain according to the text. Learning to describe one's own travel experience with correct grammar and rich details. Difficult Points How to guide students to infer the implied meaning in the text, such as the emotions and attitudes of the characters. Helping students to organize their thoughts and use appropriate words and sentence structures to vividly describe their travel experiences. New Words camp /kæmp/v. & n. 露营；野营 tent /tent/n. 帐篷 stream /striːm/n. 小河；溪流 map /mæp/n. 地图 safety /ˈseɪfti/n. 安全 compass /ˈkʌmpəs/n. 指南针 flashlight /ˈflæʃlaɪt/n. 手电筒 forest /ˈfɒrɪst/n. 森林 arrive /əˈraɪv/v. 到达 set /set/v. (set, set) 放置；设定；设置 forget /fəˈɡet/v. (forgot, forgotten) 忘记 follow /ˈfɒləʊ/v. 跟随；遵循 miss /mɪs/v. 错过；想念 Phrases go camping 去露营 set up 搭建；建立 in front of 在……（外部）前面 look for 寻找 get lost 迷路 in the end 最后；终于 learn to do sth. 学习做某事 stand for 代表 Sentence Patterns We arrived at the forest park at 9:00 a.m. last Saturday. First, we set up our tent in front of a small stream. Then I went to look for some water, but I forgot the way back. Later, my parents found me with the help of a compass. Finally, we all sat around the campfire and shared our stories. 教学过程 Step 1: Warming - up (5 minutes) Show some pictures of different travel scenes, such as traveling by train, visiting the beach, climbing mountains and camping. Let students look at the pictures and quickly say what kind of travel it is in English. T: Look at these pictures carefully. What can you see? Ss: Camping! Traveling by train! Ask students to share their own travel experiences briefly. T: Have you ever traveled? Where did you go? What did you do there? S1: I went to Beijing. I visited the Great Wall. Step 2: Pre - reading (10 minutes) Present the title “Li Xiang’s Family Camping” and the pictures in the textbook. Let students predict what the text may be about according to the title and pictures. T: Now, look at the title and these pictures. Can you guess what will happen in Li Xiang’s family camping? S2: Maybe they will set up a tent. Teach new words and phrases. Use pictures, real objects or body language to help students understand the meaning. For example, show a picture of a tent and say “This is a tent. We use it when we go camping.” Drill the words and phrases with students by reading after the teacher, individual reading and group reading. T: Read after me, tent, tent. Ss: Tent, tent. Step 3: While - reading (15 minutes) Fast reading Let students read the text quickly and answer the general question: Where did Li Xiang’s family go last weekend? What did they do there? T: Read the text quickly and find out the answers. S3: They went to a forest park. They set up the tent and had a camping. Careful reading Read the text again with students sentence by sentence. Explain some difficult sentences and new language points. For example, when meeting the sentence “We arrived at the forest park at 9:00 a.m. last Saturday.”, emphasize the usage of “arrive at” for small places and the expression of time. T: Here, we use “arrive at” for a small place like the forest park. If it is a big city, we use “arrive in”. Understand? Ss: Yes. Let students read the text carefully again and complete the sequence chain according to the text. Then check the answers together. T: Now, find out the order of their activities and fill in the sequence chain. S4: First, they arrived at the forest park. Then they set up the tent... Deep reading Ask students some inferential questions, such as “How did Li Xiang feel when he got lost? Why do you think so?” Let students discuss in groups and then share their ideas. T: Discuss in groups. How did Li Xiang feel when he got lost? S5: He may feel scared because he was alone in the forest. Step 4: Post - reading (10 minutes) Pair work Let students make a dialogue with their partners. One acts as Li Xiang, and the other asks questions about his family camping experience, like “When did you go camping? Where did you set up the tent? What happened during the camping?” They should use the information in the text and their own imagination. T: Work with your partner. Make a dialogue about Li Xiang’s family camping. Group work Divide students into groups of four. Each group chooses a travel experience of their own and makes a short report. They need to use sequence words like “first”, “then”, “next”, “later”, “finally” to describe the experience clearly. One student in each group will report to the class. T: Now, work in groups. Share your travel experiences and make a report. Step 5: Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including new words, phrases, sentence patterns and reading skills. T: Today, we learned many new words and phrases about camping. What are they? Ss: Camp, tent, set up... Review the process of Li Xiang’s family camping and the importance of safety and family cooperation. Homework Ask students to write a passage about their most unforgettable travel experience. They should use at least five new words and phrases learned in this class and sequence words to make the passage logical. Suggest students to share their writing with their parents and listen to their parents' travel stories. 教学反思 After this class, most students showed great interest in the topic of traveling, especially camping. Through various reading activities, students improved their reading skills, such as skimming, scanning and inferring. However, some students still had difficulties in using sequence chains to describe their own travel experiences clearly. In future teaching, more guided practice and model writing should be provided. Also, when teaching new words, more real - life examples could be given to help students better understand and remember the words. The group work and pair work activities effectively promoted students' communication skills, but some groups had unequal participation. Teachers need to pay more attention to this situation and encourage every student to actively participate in class activities. Overall, this class achieved most of the teaching goals, but there is still room for improvement in teaching methods and student participation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$