Unit 2 Wonders of nature A Getting ready 教学设计- 2024-2025学年沪外教版英语七年级下册

Unit 2 Wonders of nature-A Getting ready 1. Content Overview This unit focuses on the theme of "Wonders of nature". In part A - Getting ready, students will be introduced to new words related to natural wonders, such as "bay", "canyon", "waterfall", "volcano" etc. They will also practice the pronunciation of specific consonant clusters like /sp/, /st/, /sk/, /str/, /skw/. Moreover, students are expected to use comparatives and superlatives to describe the features of natural wonders. Through various tasks, they will explore what makes natural wonders beautiful, read a travel guide - like text about Zhangye Geopark, listen to a conversation about the Great Barrier Reef, and learn about different landforms. Finally, they will be able to discuss their experiences with nature and make recommendations. 教学目标 2.1 Knowledge Objectives Students can master new words and phrases about natural wonders, such as "bay", "canyon", "waterfall", "volcano", "landform", "amazing", "natural", "view" etc. Students are able to correctly pronounce the consonant clusters /sp/, /st/, /sk/, /str/, /skw/. Students can understand and use comparatives and superlatives to describe natural wonders, for example, "The Guanabara Bay is larger than any other natural bay." 2.2 Ability Objectives Students can improve their listening skills by listening to the conversation about the Great Barrier Reef and grasping key information. Students' reading ability will be enhanced through reading the travel guide to Zhangye Geopark, being able to extract important details about the natural wonder. Students can develop their speaking ability by discussing which natural wonder they would like to visit and sharing their reasons. Students will be able to write a short description about a natural wonder they are interested in using the learned words and sentence patterns. 2.3 Emotional Objectives Cultivate students' awareness of protecting nature by appreciating the beauty of natural wonders. Encourage students to be curious about the natural world and explore more natural wonders around the world. 教学重难点 3.1 Key Points New words and phrases related to natural wonders and their correct pronunciation. The usage of comparatives and superlatives in the context of describing natural wonders. Extracting information from listening and reading materials about natural wonders. 3.2 Difficult Points Helping students use comparatives and superlatives accurately and flexibly to describe different aspects of natural wonders. Guiding students to express their own feelings and thoughts about natural wonders in English clearly and fluently. 4.1 New Words bay: A part of the sea. It has land on three sides. canyon: An arrow, deep space cut by a river through rocks. waterfall: Forms when a river falls down from a high place. volcano: A mountain with a hole in the top that sometimes sends out hot rocks. landform: The natural features of the earth's surface, such as mountains, valleys, plains etc. amazing: Causing great surprise or wonder; astonishing. natural: Existing in or derived from nature; not made or caused by humankind. view: An instance of seeing or being seen; a sight. 4.2 Pronunciation /sp/: As in "space", "spoon", "speak". When /s/ is followed by /p/, the /p/ is pronounced as /b/. /st/: As in "star", "stop", "study". The /t/ is pronounced as /d/ after /s/. /sk/: As in "sky", "skill", "school". The /k/ is pronounced as /g/ after /s/. /str/: As in "street", "strong", "strawberry". /skw/: As in "squeeze", "squirrel". 4.3 Grammar - Comparatives and Superlatives Comparatives: Used to compare two things. The general form for one - syllable adjectives is to add "-er", e.g., "tall - taller", "short - shorter". For adjectives with two or more syllables, we usually use "more + adjective", e.g., "beautiful - more beautiful", "interesting - more interesting". The structure is "A + be + comparative + than + B". For example, "The Grand Canyon is deeper than many other canyons." Superlatives: Used to compare three or more things. The general form for one - syllable adjectives is to add "-est", e.g., "tall - tallest", "short - shortest". For adjectives with two or more syllables, we use "the most + adjective", e.g., "beautiful - the most beautiful", "interesting - the most interesting". The structure is "A + be + the superlative + (in/of... )". For example, "Mount Qomolangma is the highest mountain in the world." 教学过程 5.1 Lead - in (5 minutes) Show students some pictures of famous natural wonders around the world, such as the Great Barrier Reef, the Grand Canyon, Mount Qomolangma etc. Ask them: "Do you know these places? What do you think of them?" Encourage students to share their ideas briefly. Purpose: Arouse students' interest in the topic of natural wonders and activate their prior knowledge. 5.2 New Words Teaching (10 minutes) Present the new words about natural wonders one by one on the PPT, along with their definitions and pictures. For example, show a picture of a bay and explain: "Look at this picture. This is a bay. It is a part of the sea and has land on three sides." Read the word "bay" slowly and ask students to repeat after you several times. Do the same for other words like "canyon", "waterfall", "volcano", "landform", "amazing", "natural", "view". After teaching all the words, play a word - matching game. Show the pictures of natural wonders on one side of the PPT and the words on the other side, and ask students to match them quickly. Purpose: Help students understand the meaning and pronunciation of new words related to natural wonders. The word - matching game can reinforce their memory. 5.3 Pronunciation Practice (8 minutes) Write the consonant clusters /sp/, /st/, /sk/, /str/, /skw/ on the blackboard. Explain the pronunciation rules briefly, for example, when /s/ is followed by /p/, /p/ is pronounced as /b/. Give some examples for each consonant cluster, such as "space", "star", "sky", "street", "squeeze". Read these words slowly, emphasizing the pronunciation of the consonant clusters, and ask students to imitate. Then, let students practice reading a group of words containing these consonant clusters in pairs. Walk around the classroom to monitor and correct their pronunciation. After that, conduct a pronunciation competition. Divide the class into several groups. Each group takes turns to read a set of words with consonant clusters. The group with the most accurate pronunciation wins. Purpose: Improve students' pronunciation of specific consonant clusters, which is helpful for their overall English pronunciation. The competition can increase students' enthusiasm for practice. 5.4 Grammar Explanation - Comparatives and Superlatives (7 minutes) Use the pictures of two different - sized natural wonders, for example, a small lake and a large bay. Say: "Look at this lake and this bay. The bay is larger than the lake." Write the sentence on the blackboard and underline "larger than". Explain that this is the comparative form used to compare two things. Then, show pictures of three mountains with different heights. Say: "Among these three mountains, Mount Qomolangma is the highest." Write this sentence on the blackboard and underline "the highest", and explain the usage of the superlative form. Give more examples and ask students to analyze the structures and usage. Then, let students make their own sentences using comparatives and superlatives to describe natural wonders. Invite some students to share their sentences. Purpose: Make students understand the usage of comparatives and superlatives in the context of describing natural wonders and be able to use them to express. 5.5 Listening Practice (5 minutes) Tell students that they are going to listen to a conversation about the Great Barrier Reef. Before listening, ask them to predict what information they might hear, such as the location, features, or why it is a wonder. Play the recording once. After that, ask students some simple questions, such as "Is the Great Barrier Reef an amazing natural wonder?" "What can people see there?" Play the recording again if necessary for students to answer the questions more accurately. Purpose: Train students' listening skills, especially the ability to grasp key information in a conversation about natural wonders. 5.6 Reading Practice (5 minutes) Distribute a short travel guide to Zhangye Geopark to students. Let them read it quickly and find out the main features of Zhangye Geopark. After reading, ask students to share what they have learned about Zhangye Geopark, such as its special landforms, colors etc. Purpose: Improve students' reading ability, including skimming for main ideas and scanning for specific information. 5.7 Discussion (5 minutes) Divide students into pairs. Ask them to discuss which of the Seven Natural Wonders they would like to visit and why. Encourage them to use the learned words, phrases and sentence patterns in their discussion. Walk around the classroom to listen to their discussions and offer help if necessary. Then, invite some pairs to share their ideas in front of the class. Purpose: Develop students' speaking ability and encourage them to express their own opinions and preferences about natural wonders. 教学反思 After this class, students generally showed great interest in the topic of natural wonders. The use of pictures, games, and real - life examples in the teaching process effectively attracted students' attention and helped them better understand new words, pronunciation, and grammar knowledge. However, there are still some areas that need improvement. In the pronunciation practice, although most students can master the general pronunciation rules of consonant clusters, a few students still have difficulties in accurate pronunciation. In the future, more individual guidance should be provided. When teaching comparatives and superlatives, some students had trouble using them flexibly in sentences. More exercises and real - life scenarios could be designed to strengthen their understanding and application. In the listening and reading practice, some students had problems extracting key information quickly. It is necessary to train students' skills in predicting and grasping important details before listening and reading. During the discussion part, some students were a bit shy to express their ideas. More encouragement and a more relaxed atmosphere should be created to boost their confidence in speaking English. Overall, continuous improvement in teaching methods and more targeted guidance are needed to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $