Unit 7 Global warming A Getting ready 教学设计 2025-2026学年沪外教版（2024）七年级英语上册

Unit 7 Global warming-A Getting ready This part of "A Getting ready" in Unit 7 Global warming mainly focuses on introducing the topic of global warming. It presents several pictures along with short descriptions that show the impacts of global warming on the environment, such as the rising sea level affecting coastal forests, increasing water temperature causing fish to migrate, and less rain leading to wildfires. These materials aim to arouse students' initial interest in the topic and help them build a basic understanding of how global warming changes the world around us. Through pair - work activities, students are encouraged to describe the pictures and discuss the effects on animals and plants, which lays a foundation for further exploration of the causes, effects, and solutions related to global warming in the following lessons. 教学目标 1. Knowledge Objectives Students will be able to master the new words and phrases related to global warming, such as "level", "rise", "coast", "temperature", "less", "climate", "wildfire", "burn", "cause", "warming", "global", "kill", "tongue", "heat up", "dry out", etc. Students can understand the descriptions and sentences about the impacts of global warming presented in the pictures. 2. Ability Objectives Develop students' ability to describe pictures and express their opinions in English. Improve students' listening and speaking skills through pair - work and class discussions. Train students' thinking ability by analyzing the relationships between global warming and its impacts on the environment. 3. Emotional Objectives Raise students' awareness of environmental protection and the importance of addressing global warming. Encourage students to actively participate in class activities and cooperate with their partners. 教学重难点 1. Key Points The new vocabulary related to global warming. How to describe the pictures and express the impacts of global warming on animals and plants accurately. The use of simple present tense to describe general facts about global warming. 2. Difficult Points Helping students understand the complex relationships between different factors in the process of global warming, such as how rising temperature leads to a series of changes in the ecosystem. Guiding students to express their ideas clearly and fluently when discussing the impacts on animals and plants, especially using appropriate adjectives and sentence structures. New Words and Phrases level /ˈlevl/n. (与地面或过去位置相对的) 高度 e.g. The water level in the river is rising. rise /raɪz/v. 上升 e.g. The sun rises in the east. coast /kəʊst/n. 海岸；海滨 e.g. There are many beautiful beaches along the coast. temperature /ˈtemprɪtʃə(r)/n. 温度；气温 e.g. The temperature today is very high. less /les/det. (与不可数名词连用) 较少的，更少的 e.g. We should use less plastic to protect the environment. climate /ˈklaɪmɪt/n. 气候 e.g. The climate in this area is very pleasant. wildfire /ˈwaɪldfaɪə(r)/n. 野火 e.g. The wildfire burned a large area of the forest. burn /bɜːn/v. 燃烧；烧 e.g. The candles are burning brightly. cause /kɔːz/v. 使发生 n. 起因 e.g. What caused the accident? / The cause of the fire is still unknown. warming /ˈwɔːmɪŋ/n. 暖和；变暖 e.g. Global warming is a serious problem. global /ˈɡləʊbl/adj. 全球的；全世界的 e.g. We should take action to solve global problems. kill /kɪl/v. 杀死；导致死亡 e.g. The pollution is killing many fish in the river. tongue /tʌŋ/n. 舌头 e.g. The dog is sticking out its tongue. heat up 变热；变暖 e.g. The water is heating up on the stove. dry out (使) 变干，干透 e.g. The wet clothes will dry out in the sun. Sentence Patterns As the sea level rises, the forest near the coast becomes salty and dry. When water temperatures heat up, the cold - loving fish have to travel and find cooler places to live. As the climate warms, some places get less rain. The trees dry out and wildfires burn more often. This may cause further warming. 教学过程 1. Lead - in (5 minutes) Show students some pictures of extreme weather events, such as heavy rainstorms, heatwaves, and melting icebergs. Then ask them: "What do you think causes these strange weather changes?" Let students express their initial thoughts briefly. 2. Vocabulary Teaching (10 minutes) Present the new words related to global warming on the PPT one by one. For each word, show its pronunciation, meaning, and an example sentence. For example, when teaching "rise", show the sentence "The balloon is rising into the sky." and also do a simple gesture of something going up. After presenting all the words, play a word - reading game. Read the words randomly and ask students to repeat quickly. Then divide students into pairs and let them test each other on the pronunciation and meaning of the words. 3. Picture - description Activity (15 minutes) Show students the pictures in the textbook about global warming. First, ask them to look at the pictures silently for about 1 minute to get a general impression. Then, start with one picture. For example, the picture of the wildfire. Guide students to describe it step by step: "What can you see in this picture? Is there a fire? What is burning? How about the sky?" Encourage students to use the new words they just learned, like "wildfire", "burn", "smoke". Write down some useful expressions on the blackboard, such as "There is a...", "The... is/are...", "It looks...". After that, let students work in pairs. Each pair chooses one picture and describes it to each other. Walk around the classroom to offer help and guidance. Select several pairs to come to the front of the class and describe their pictures to the whole class. Other students listen carefully and can ask questions if they have any. 4. Group Discussion (10 minutes) Ask students to continue working in pairs. This time, based on the pictures they described, they need to discuss how animals or plants could be affected by global warming. For example, if they described the picture of rising sea level, they can discuss how it might affect sea - side plants and animals like crabs and mangroves. Provide some guiding questions on the PPT, such as "What will happen to the animals' habitats?", "Can the plants still grow well?", "How will the food chain be influenced?" After the pair - work, combine pairs into groups of four. Each group member shares their discussion results with the group. The group then summarizes their ideas and selects a representative to report to the whole class. During the group reports, other groups can make comments and add more ideas. 5. Summary and Homework (5 minutes) Summarize the key points of this class, including the new words, the ways to describe pictures, and the main ideas about the impacts of global warming on animals and plants. Assign homework: Ask students to draw a picture on their own about another impact of global warming that they didn't discuss in class. Then write a short passage (about 5 - 6 sentences) to describe the picture and explain the impact. They can use the words and sentence patterns learned in class. 教学反思 Positive Aspects The lead - in activity successfully attracted students' attention and activated their prior knowledge about environmental changes, which made it easier for them to engage in the following learning. The vocabulary - teaching methods, such as using examples and games, seemed to be effective. Students showed good participation in the word - reading game, and most of them could pronounce the words correctly. The picture - description and group - discussion activities provided students with sufficient opportunities to practice speaking and thinking in English. They actively communicated with their partners and groups, and some students came up with very creative ideas about the impacts on animals and plants. Areas for Improvement In the vocabulary - teaching part, although students could read the words, more practice on using the words in different contexts could be added to help them better internalize the vocabulary. During the group - discussion activity, some students dominated the discussion, while a few were less involved. In the future, more specific group - work rules could be set to ensure every student's participation. When guiding students to describe the pictures, more in - depth guidance on using complex sentence structures could be given to improve their language proficiency. Adjustment for Future Teaching Design more vocabulary - application exercises, such as filling in the blanks with the new words in a short passage or making up their own sentences. Before group - work, clarify the roles of each group member, like a discussion leader, a recorder, and presenters, to make the group - work more organized. Incorporate more grammar - focused guidance when teaching picture - description, for example, how to use different verb tenses to describe different situations in the pictures. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $