Unit 7 Global warming-F Project 教学设计2025-2026学年沪外教版（2024）英语七年级上册

Unit 7 Global warming-F Project Unit 7 “Global warming” of the 2024 edition of Shanghai Foreign Language Education Press for Grade 7 focuses on the issue of global warming. It starts with “Getting ready” part, where students observe pictures related to the impacts of global warming, like sea - level rise, wildfires, and changes in animals, to arouse their interest. In the following sections, students will read materials about the effects of global warming on polar regions and animals, listen to weather reports affected by climate change, and learn how to use the present perfect tense to describe the changes that have occurred. The project requires students to write an open letter about reducing carbon footprint, integrating all the language knowledge and information they have learned. 教学目标 1. Knowledge Objectives Students will be able to master new words and phrases related to global warming, such as “global”, “warming”, “rise”, “coast”, “temperature”, “climate”, “wildfire”, “effect”, “polar”, “melt” etc. Students will understand and correctly use the present perfect tense to talk about the impacts of global warming that have already happened. For example, “The ice in the Arctic has melted a lot.” 2. Ability Objectives Students can improve their reading ability by reading texts about global warming and be able to summarize the main ideas and key information. Through listening to weather reports and dialogues, students can enhance their listening comprehension skills, especially in understanding the descriptions of climate - related phenomena. Students are expected to develop their speaking skills to communicate about how global warming changes our world, like “Global warming has caused more extreme weather. We should take action to stop it.” Students will be able to write an open letter about reducing carbon footprint, expressing their opinions clearly and using proper grammar and vocabulary. 3. Emotional Objectives Raise students' awareness of environmental protection and the importance of addressing global warming. Encourage students to take practical actions in their daily lives to contribute to reducing carbon emissions. 教学重难点 1. Teaching Key Points New words and phrases related to global warming and their correct usage. The correct form and usage of the present perfect tense in the context of global warming. For example, the difference between “I have seen this movie.” and “The sea level has risen due to global warming.” How to extract important information from reading materials and listening materials about global warming. 2. Teaching Difficult Points Helping students understand the complex causes and far - reaching effects of global warming, such as the relationship between greenhouse gas emissions and the melting of polar ice. Guiding students to use the present perfect tense accurately, especially in distinguishing between actions that started in the past and continue to the present and actions that have just been completed with an impact on the present. Encouraging students to think critically and come up with practical and creative suggestions in the open - letter writing about reducing carbon footprint. 1. New Words Global: /ˈɡləʊbl/ adj. Relating to the whole world. e.g. Global warming is a serious problem that affects every country. Warming: /ˈwɔːmɪŋ/ n. The process of becoming warmer. e.g. The warming of the Earth's climate is mainly caused by human activities. Level: /ˈlevl/ n. A horizontal line or surface, or the height of something compared to another thing. e.g. The sea level has been rising steadily in recent years. Rise: /raɪz/ v. To move upwards or increase in amount, number, or level. e.g. Temperatures are rising due to global warming. Coast: /kəʊst/ n. The land along the edge of the sea or ocean. e.g. Many cities are located on the coast. Temperature: /ˈtemprɪtʃə(r)/ n. The degree of heat or cold in a place or in the body. e.g. The temperature in summer is much higher than that in winter. Less: /les/ det. A smaller amount of something (used with uncountable nouns). e.g. There is less rain in this area because of the climate change. Climate: /ˈklaɪmɪt/ n. The general weather conditions usually found in a particular place. e.g. The climate in the tropics is hot and humid. Wildfire: /ˈwaɪldfaɪə(r)/ n. A large, uncontrolled fire in an area of grass or bushes. e.g. Wildfires are becoming more frequent due to global warming. Effect: /ɪˈfekt/ n. A change which is a result or consequence of an action or other cause. e.g. The effects of global warming on the environment are very serious. Polar: /ˈpəʊlə(r)/ adj. Relating to the North or South Pole. e.g. Polar bears live in the Arctic polar region. Melt: /melt/ v. To change from a solid to a liquid, especially by heating. e.g. The ice in the mountains is melting because of the rising temperature. 2. Phrases As a result: Used to introduce the result of a particular situation. e.g. Many trees have been cut down. As a result, the environment is getting worse. Hunt for: To search for something or someone. e.g. Polar bears have to hunt for food in the icy sea. Let sb down: To fail to support or help someone as they had hoped. e.g. If we don't take action against global warming, we will let future generations down. 3. Grammar - Present Perfect Tense Form: Affirmative: Subject + have/has + past participle. e.g. I have seen this film. He has lived here for ten years. Negative: Subject + have/has + not + past participle. e.g. I haven't finished my homework yet. She hasn't visited that city. Interrogative: Have/Has + subject + past participle... e.g. Have you ever been to Beijing? Has he eaten breakfast? Usage in this unit: To describe actions or changes related to global warming that have occurred from the past until now. For example, “The sea ice in the Arctic has decreased significantly in the past few decades.” 教学过程 1. Lead - in (5 minutes) Show some pictures of extreme weather events, such as floods, heatwaves, and wildfires, on the PPT. Ask students: “What are these pictures about? Have you ever experienced such weather? What do you think causes these strange weather changes?” Encourage students to share their ideas and experiences briefly. Then introduce the topic of this unit - “Global warming”. 2. Vocabulary Teaching (10 minutes) Present the new words and phrases related to global warming on the PPT one by one. Pronounce them clearly and ask students to repeat after the teacher several times. Use pictures or short videos to illustrate the meaning of each word. For example, when teaching “wildfire”, show a video of a wildfire burning in a forest. Do a simple word - matching activity. Write the new words on the left side of the blackboard and their definitions or pictures on the right side. Ask students to match them. 3. Reading Comprehension (12 minutes) Give out a short reading passage about the effects of global warming on polar bears. Ask students to read it silently for the first time and try to get the general idea of the passage. After that, ask some general questions, such as “What is the main idea of this passage? What problems are polar bears facing because of global warming?” Let students read the passage again carefully. This time, ask them to find out specific information, like “Why is the sea ice melting? How does the melting of sea ice affect polar bears' hunting?” Have a class discussion. Invite several students to share their answers and opinions. Guide students to understand the cause - and - effect relationship described in the passage. 4. Grammar Explanation (8 minutes) Write some sentences in the present perfect tense on the blackboard, such as “The temperature has risen by 2 degrees in the past century.” and “Many animals' habitats have been destroyed by global warming.” Explain the form and usage of the present perfect tense in simple words. Use timelines on the PPT to show the connection between the past and the present. Do some substitution drills. Give students a sentence structure in the present perfect tense, like “Subject + have/has + past participle + object.” Then provide different subjects, verbs, and objects for students to make new sentences. 5. Group Discussion and Speaking Activity (5 minutes) Divide students into small groups of 4 - 5. Give each group a topic related to global warming, such as “What can we do in our daily lives to reduce carbon footprint?” or “How does global warming affect our local environment?” Let students discuss in groups for 3 minutes. Each group member should express their opinions. Then ask each group to choose a representative to share their group's discussion results with the whole class. 6. Summary and Homework Assignment (5 minutes) Summarize the key points of this class, including new words, phrases, and the present perfect tense. Assign homework: Ask students to write a short paragraph about the effects of global warming they have learned today, using at least 5 new words and the present perfect tense. Let students search for more information about global warming on the Internet or in books and prepare to share it in the next class. 教学反思 In this class, the use of pictures and videos in the lead - in and vocabulary teaching stages effectively attracted students' attention and helped them better understand the new words. However, in the future, more real - life examples could be added to make the content more relatable. During the reading comprehension part, most students could understand the general idea of the passage, but some had difficulty in extracting detailed information. In the following classes, more reading strategies, such as skimming and scanning, need to be taught and practiced. The grammar explanation might be a bit abstract for some students. Using more vivid examples and creating more interactive grammar exercises would be beneficial. The group discussion and speaking activity encouraged students to actively participate in class, but some students were still a little shy to speak in front of the class. More encouragement and a more relaxed speaking environment should be provided to improve students' speaking confidence. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $