Unit 7教学设计-2025-2026学年译林版英语七年级下册

主备人 授课时间 年 月 日 总第 课时 课题 Unit 7 Outdoor fun 课型 Welcome to the unit 教 学 目 标 1.Master and use the vocabulary of outdoor activities in this unit, such as: jogging, camping, cycling, horse riding, skating, swimming, etc. 2.Understand and use the sentence patterns. " What outdoor activity would you like to try?"And its answer," I want to.........., "" I'd like to... ". 3.Use the learned sentence patterns and vocabulary to communicate with your peers about outdoor activities. 重点 1. Master the vocabulary and sentence patterns of outdoor activities in this unit. 2.Be able to use sentence patterns to talk about outdoor activities you want to try and why. 难点 1. Master the vocabulary and sentence patterns of outdoor activities in this unit. 2.Be able to use sentence patterns to talk about outdoor activities you want to try and why. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 Step 1: Leading in 1. Play a video about outdoor activities, such as mountaineering, cycling and swimming, to stimulate students' interest. 2. Ask the students: What can you see in the video?Do you like these outdoor activities? Step 2 Word learning 1. Show the pictures and teach the new words: jogging, camping, cycling, horse riding, skating, swimming. ①Combine the movements and the pictures to help the students understand and remember the meaning of the words. 2. Word exercises ①Quickly flash the word picture and ask the students to say the corresponding word. ②Give the words and let the students perform them with the action. Step3 Text study 1. Let the students read the dialogue in the textbook and understand the general idea. 2. Explain the key sentence patterns in the dialogue: ①What outdoor activity would you like to try? ②I want to... / I'd like to... ③Why? 3. Let the students imitate the dialogue, practice in pairs, and talk about the outdoor activities they want to try and why. Step4 Activity selection 1. Present the sentences from the textbook:The Class 1, Grade 7 students are talking about outdoor activities. Choose the right activity for each student below. Guide the students to answer and introduce the topic of this lesson. Lead the students to read the words aloud and correct the pronunciation. Read the dialogue in the textbook and understand the general idea. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 2. Guide students to analyze the needs and characteristics of each student, such as: ①"I want to take a break from city life and be close to nature. I'll try (1) ___", students want to get close to nature, can choose camping. ②"I need to work on my balance to become a better dancer. Maybe I can try (2) ___", to improve the balance ability, select skating. ③"I don’t want to spend my pocket money on sport. I have to save my money to take an online computer class. I might try (3) ___", do not want to spend money on exercise, can choose jogging. ④"In my free time, I want to go around our town on my own. I may try (4) ___", want to walk the town alone, choose cycling. Step5 Expansion and discussion 1. Ask the students: What other outdoor activities do you know about? Guide the students to say more outdoor activities, such as: fishing, hiking, rock climbing, etc. 2. Organize students to have group discussions: Which outdoor activity do you think is the most interesting and why? Step 6 Summary and Homework 1. Summarize the key points of this lesson: vocabulary, sentence patterns, and the choice of outdoor activities. 2. Assignment: ①Copy the new words learned in this lesson, each word five times. ②Write a short essay with the sentence patterns, introduce the outdoor activities you want to try and why, no less than 50 words. Guide students to analyze the needs and characteristics of each student. Complete the selection independently, and check and explain it. Each group chooses a representative to speak. 板 书 设 计 Unit 7 Outdoor fun Welcome to the unit What outdoor activity would you like to try? I want to go ... jogging/camping/cycling/horse riding/skating 教学 札记 主备人 授课时间 年 月 日 总第 课时 课题 Unit 7 Outdoor fun 课型 Reading A 教 学 目 标 1.Understand and master the key words and phrases in the text, such as: cycling trip, set off, get lost, be proud of, etc. 2.Understand the content of the text and grasp the general idea of the text. 3.Cultivate students' reading comprehension ability, and be able to obtain key information through reading.. 重点 1.Master the key words and phrases in the text, and understand the text content. 2.Cultivate students' reading comprehension and language expression ability. 难点 1.Master the key words and phrases in the text, and understand the text content. 2.Cultivate students' reading comprehension and language expression ability. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 Step 1: Lead in 1. Show some beautiful pictures of outdoor activities, such as cycling, hiking, picnic, etc. Ask the students: " Would you like to go on these activities?Why or why not?"Guide the students to express their ideas in English. 2. Lead to the topic of this lesson ——cycling trip, ask the students: " What do you think a cycling trip would be like?” Step2 Preparation before reading 1. Ask the students to think about: " How would you prepare for a cycling trip?"Encourage students to speak freely and share their ideas. 2. Guide the students to predict the text content and ask, " What might happen during Simon's cycling trip?” Step3 Read the text 1. Read quickly ①Let the students read the text quickly and answer the question: " Who did Simon go on a cycling trip with?” ②Check the students' answers and introduce the main characters of the text: Simon and his friends. 2. Read it carefully ①Let the students read the text carefully and complete the following tasks: ②Put the sentences in the correct order. Write the numbers a-f in the boxes. a.Sandy's bike had a problem. b.We fixed Sandy's bike. c.We arrived at the village. d.We got lost. e.We took photos. Answer the questions and express their ideas in English. Speak freely and share their ideas. Read the text quickly and answer the question. Read the text carefully and complete the following tasks. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 f.A driver showed us the way. ③Read the diary entry again and choose the correct answer. Simon went on a cycling trip with _. a his friends b his family c his neighbours On the way to the village, Simon and his friends _. a saw many flowers b got lost c had a picnic Simon used _ to learn about the flowers and plants. a a book b a phone c a laptop Sandy's bike had a problem. _ helped repair it. a Daniel b Simon c They all Simon thought the cycling trip was _. a amazing b boring c surprising ④After the students complete the task, the answers in groups, and then the teacher explained and corrects. Read the diary entry again and choose the correct answer. Complete the task, the answers in groups. 板 书 设 计 Unit 7 Outdoor fun Reading A Yesterday,I went on ... After breakfast... We cycled for...,After lunch,... On our way back... 教学 札记 主备人 授课时间 年 月 日 总第 课时 课题 Unit 7 Outdoor fun 课型 Reading B 教 学 目 标 1.Understand and master the key words and phrases in the text, such as: cycling trip, set off, get lost, be proud of, etc. 2.Understand the content of the text and grasp the general idea of the text. 3.Cultivate students' reading comprehension ability, and be able to obtain key information through reading.. 重点 1.Master the key words and phrases in the text, and understand the text content. 2.Cultivate students' reading comprehension and language expression ability. 难点 1.Master the key words and phrases in the text, and understand the text content. 2.Cultivate students' reading comprehension and language expression ability. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 Step 1: Warm up 1. Ask the students to think about: " How would you prepare for a cycling trip?"Encourage students to speak freely and share their ideas. Step2 Language point explanation 1. Explain the key words and phrases in the text, such as:cycling trip, set off, get lost, be proud of and so on. cycling trip：“cycling”是“骑行”的意思， “trip”是“旅行”，合起来就是“骑行旅行”。 例如：“I went on a cycling trip last summer.”（我去年夏天去了一次骑行旅行。） set off：“出发，动身”。可以说“set off for + 地点”，表示“动身去某地”。 比如：“They set off for Beijing early in the morning.”（他们一大早就动身去北京了。） get lost：“迷路”。“get + 形容词”表示“变得……”。像“get angry”（变得生气），“get tired”（变得累）。 be proud of：“为……感到骄傲”。“be proud of + 人/物”，例如：“I'm proud of my country.”（我为我的国家感到骄傲。） 2. Combine the sentences in the text to understand the usage of these words and phrases. Step3 Consolidate exercises 1. Let the students complete the fill-in-blanks exercises in the textbook and consolidate their vocabulary and phrases. 2. Teachers should make a tour and give students necessary guidance and help. Speak freely and share their ideas about a cycling trip. Learn the key words and phrases in the text. cycling trip set off get lost be proud of Understand the usage of these words and phrases. Complete the fill-in-blanks exercises in the textbook and consolidate their vocabulary and phrases. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 Step4 Expansion and application 1. Ask the students to think about the questions: " What do you think of Simon's cycling trip?Why?"And encourage students to express their views in English. 2. Ask the student: " What outdoor activities would you like to do with your friends?"Guide the students to share their own ideas. Step5 Summary 1. Review the key words, phrases and sentence patterns learned in this lesson with the students. 2. Summarize students' performance, praise students who actively participate, and encourage students in need of improvement. Step6 Homework assignment 1. Ask the students to write an outdoor experience in English, requiring no less than 80 words. 2. Recite the key words and phrases in the text.  Encourage students to express their views in English. Share their own ideas. Review the key words, phrases and sentence patterns learned in this lesson with the students. Write an outdoor experience in English, requiring no less than 80 words. 板 书 设 计 Unit 7 Outdoor fun Reading 1. cycling trip 2. set off 3. get lost 4. be proud of 教学 札记 主备人 授课时间 年 月 日 总第 课时 课题 Unit 7 Outdoor fun 课型 Grammar A 教 学 目 标 1. Understand and use the simple past tense correctly. 2. Form the simple past tense of regular and irregular verbs. 3. Describe past events using the simple past tense. 重点 1. Distinguishing the usage of the simple past tense and the present tense. 2. Memorizing the irregular verb forms in the simple past tense. 难点 Memorizing the irregular verb forms in the simple past tense. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 Step 1: Lead-in 1.Show a short video about a person's daily activities in the past. Ask students to pay attention to the verbs used and try to guess the time when these activities happened. Then lead to the topic of the simple past tense. Step 2: Presentation 1. Present the text about roller skating and ask students to read it carefully. Highlight the verbs in the past tense and the time expressions such as "last term", "yesterday", "the day before yesterday", etc. 2. Explain the formation of the simple past tense of regular verbs. Write some examples on the blackboard, such as "walk walked", "stay stayed", "love loved", etc. and have students summarize the rules. 3. Introduce the formation of the simple past tense of irregular verbs. List some common irregular verbs like "go went", "have had", "do did", etc. and ask students to memorize them. Step 3: Practice 1. Do exercise A. Have students complete the sentences using the simple past tense of the given verbs. Check the answers together and correct the mistakes. 2. Do exercise B. Have students complete the conversation using the simple past tense. Encourage them to act out the conversation in pairs. 3. Do exercise C. Have students complete Amy's writing using the simple past tense. Ask some students to share their answers and explain the reasons. Watch a short video about a person's daily activities in the past. Pay attention to the verbs used . Learn the formation of the simple past tense of regular verbs. Write some examples down. Complete the sentences using the simple past tense of the given verbs. Check the answers together and correct the mistakes. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 Step 4: Production 1.Ask students to write a short text about one of their outdoor activities using the simple past tense. Provide some prompts and key words to help them. After they finish writing, have some students read their texts aloud and have the class give comments. Step 5: Summary and Homework 1. Summarize the key points of this lesson, emphasizing the formation and usage of the simple past tense. 2. Assign homework: Ask students to write another short text about a past event in their life and use at least five verbs in the simple past tense. Write a short text about one of their outdoor activities using the simple past tense. 板 书 设 计 Unit 7 Outdoor fun Grammar A 1. +ed 2. 以不发音e结尾加d 3. 以辅音字母加y结尾变y为i加ed 4. 以重读闭音节结尾,双写尾字母加ed 教学 札记 主备人 授课时间 年 月 日 总第 课时 课题 Unit 7 Outdoor fun 课型 Grammar B 教 学 目 标 1. Understand and use the simple past tense correctly. 2. Form the simple past tense of regular and irregular verbs. 3. Describe past events using the simple past tense. 重点 1.Distinguishing the usage of the simple past tense and the present tense. 2. Memorizing the irregular verb forms in the simple past tense. 难点 Memorizing the irregular verb forms in the simple past tense. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 Step 1 Lead in 1. The teacher gives simple daily greetings, and then asks the students if they had any unforgettable outdoor activities, and guides the students to describe them in simple English. 2. Show some pictures related to outdoor activities, such as picnic, camping, mountain climbing, etc., and let the students describe the content of the pictures in the current tense. 3. The teacher changes the action in the picture to the past tense, guides the students to pay attention to the change of the verb form, and leads to the theme of this lesson —— generally past tense. Step 2 Presentation 1.The past composition of regular verbs Show the rules of the verb: generally add-ed at the end of the verb; the verb ending with silent, add-d to the end of the verb ending with consonant + y, change y to i to-ed; read a verb with only one consonant letter, double write the consonant and add-ed. 2.Past tense of irregular verbs Past tense of presenting some common irregular verbs, such as: go went, have had, do did, is / am was, are were, etc. Let the students familiarize themselves with the past patterns of these irregular verbs by repeatedly reading aloud and memorizing them. Step 3 Practice and consolidation 1. Fill in the blanks exercises The teacher gives some sentences and asks the students to fill in the blanks in the correct past form of the given verb. For example: We ____ (fit) the museum last week. He ____ (play) football yesterday. Describe the outdoor activities in simple English. Describe the content of the pictures in the current tense. Learn the rules of the past composition of regular verbs. Familiarize themselves with the past patterns of these irregular verbs. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 2. The sentence pattern conversion The teacher gives some current tense sentences and asks the students to change them to simple past tense. For example: They have lunch at home. (changed to simple past tense) They ____ lunch at home. 3. Fill in the blanks in the short passage The teacher provides a short essay, in which some verbs need to be filled in the past form and ask the students to complete within the specified time. for instance:Yesterday was Sunday. I ____ (get) up early. I ____ (have) breakfast and then I ____ (go) to the park with my friends. We ____ (play) games and had a good time. Step 4 Group cooperation 1. The teacher divides the students into groups and asks them to communicate their past outdoor experiences, asking them to describe the general past. 2. Each group shall elect a representative to report the communication to the group. Step 5 Homework assignment 1. Let the students write a short essay about their past outdoor activities in no less than 50 words. 2. Complete the relevant exercises in the textbook. Change the sentences to simple past tense. Communicate their past outdoor experiences, describe the general past. 板 书 设 计 Unit 7 Outdoor fun Grammar Yesterday was Sunday. I ____ (get) up early. I ____ (have) breakfast and then I ____ (go) to the park with my friends. We ____ (play) games and had a good time. 教学 札记 主备人 授课时间 年 月 日 总第 课时 课题 Unit 7 Outdoor fun 课型 Pronunciation 教 学 目 标 1. Correctly grasp the three pronunciation rules of the verb past type end-ed: / t /, / d / and / Id /. 2. Accurately read the verb past formula with-ed ending, and can correctly identify their pronunciation during listening and reading. 3. Cultivate students' phonetic awareness, and improve the accuracy and fluency of their English pronunciation. 重点 1. To distinguish the application of the three pronunciation rules in different words. 2.Accurately identify-ed pronunciation in listening and reading. 难点 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 Step 1 Leading in 1. The teacher plays a simple English song, such as "Yesterday Once More". 2. After the song ended, the teacher asked, " Can you find some past tense verbs in the song?"Guide the students to recall and say the verb past formula heard, such as" yesterday "," love " and so on. 3. The teacher shows some sentences containing the verb past, such as "I played football yesterday." and "He watched TV last night.". Step2 Presentation 1. The teacher writes the original form of the verb and its past form on the blackboard, such as: look looked, jump jumped, stop stopped, etc., and guides the students to observe and discover the composition law of the past form. 2. The teacher explains the three pronunciation rules of the end of the verb past-ed: ①When the verb ends with a clear consonant (except t), -ed read / t /, such as: looked, jumped, stopped. ②When the verb ends with a voiced consonant or a vowel, -ed is read as / d /, such as: answered, opened, played. ③When the verb ends with t or d, -ed reads / Id /, like: started, ended, needed. 3. Make sure the students can feel the differences between different pronunciation. Step3 Practice 1. The teacher asked the students to complete the exercises in the textbook. " How do you pronounce the endings of the words below? write / t /, / Id / or / d / in the blanks. " After the students finish independently, the teacher plays the Pay attention to the verb past style in the lyrics while enjoying the song. Read these sentences and initially feel the pronunciation of the verb past. Read the words aloud, emphasizing the pronunciation of-ed Listen carefully and check the answers. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 recording . 2.The teacher gives some new words, such as: move, washed, lived, etc. 3. Group activities: Divide the students into groups. Each group of students set questions to each other, let each other judge the pronunciation of-ed, and then communicate and discuss. Step4 Consolidation 1. The teacher asks the students to read the text "Last weekend, I climbed a mountain with my classmates..." in the textbook . 2. The teacher plays the recording, lets the students , and pay attention to imitate the pronunciation in the recording. 3. The teacher asked the students to selects a representative from each group to read aloud, and the other groups to evaluate. Step5 Summary 1. The teacher and the students review the three pronunciation rules of the verb. 2. The teacher summarizes the students 'performance in this class, praises the students' advantages, points out the existing problems and deficiencies, and puts forward suggestions for improvement. Step6 Homework assignment 1. Let the students read the words and passages from the textbook after returning home, record the audio and send it to the class group. 2. Ask the students to write 10 sentences with the verb past style, note the pronunciation of-ed, and mark them out. Judge the pronunciation of-ed and read it aloud. Try to read the verb with-ed ending in the text. listen and read along. Read the passage in groups. Give examples. 板 书 设 计 Unit 7 Outdoor fun Pronunciation 清清浊浊元后浊, /t/,/d/后面读/id/. 教学 札记 主备人 授课时间 年 月 日 总第 课时 课题 Unit 7 Outdoor fun 课型 Integration（A－C） 教 学 目 标 1.Understand and use words and phrases related to outdoor activities (such as camping, hiking, etc.), such as: camping, hiking, ten, sleeping bag, fresh air, etc. 2.Grasp the sentence patterns describing the weather, activities and suggestions, such as: It was sunny. The trip was a little tiring but enjoyable. Remember to take... You'd better... 3.Be able to understand conversations and essays about outdoor activities and get key information 重点 1.Master the vocabulary and expressions related to outdoor activities. 2.Learn to use simple past tense to describe past outdoor experiences. 3.Understand and correctly use the suggested sentence patterns (Remember to... You'd better...) 难点 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 Step1 Leading in 1. Show some beautiful outdoor scenery pictures, such as forests, mountains, beaches, etc. Ask students: Do you like the outdoors?What outdoor activities do you know? Guide the students to say some outdoor activities, such as camping, hiking, swimming, etc. 2. Play a short video about camping, and then ask the students: What can you see in the video?Do you want to go camping? Stimulate students' interest in the topic of this unit. Step 2 Reading 1. Let the students read the AD in Part A and answer the question: Why do people like camping? Guide the students to find out the key information from the text, such as: The fresh air and camping activities can be good for your body and mind. It will give you a chance to take a break from your busy life. 2. Organize students to have group discussions: Would you like to go camping?Why or why not? Each group was assigned a representative to share the results of the group discussion. 3. Let the students listen to the radio interview in Part B and complete the Simon notes. After listening, invite students to check the answers and explain the key words and sentence patterns, such as: first-time campers (first-time campers), by car (bus), at night (in the evening), etc. Answer the questions. Watch the video and answer the questions. Find out the key information from the text. Discuss in groups and talk about camping. Listen to the radio interview in Part B and complete the Simon notes. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 Step3 Dialogue 1. The teacher and a student will have a demonstration dialogue, such as: T: What should we take with us when we go hiking, S1? S1: Remember to take enough water. T: OK. Do you have any other useful tips? S1: You'd better wear comfortable shoes. 2. Students in groups of two, imitate the above dialogue, on other outdoor activities (such as cycling, swimming, etc.) dialogue practice, teachers patrol and give guidance. 3. Invite several groups of students to show their conversations, and other students to listen carefully and evaluate them. Step 4 Summary and homework assignment 1. Review with the students the key points learned in this lesson, including vocabulary, sentence patterns. 2. Assignment: Recite the key words and phrases learned in this lesson. Perfect your own composition, and copy it into the exercise book. Make the dialogue with the teacher. Act out the dialogue. Review with the students the key points learned in this lesson, including vocabulary, sentence patterns. 板 书 设 计 Unit 7 Outdoor fun Integration 1. Remember to ... 2. You’d better... 3. Don’t stay... 教学 札记 主备人 授课时间 年 月 日 总第 课时 课题 Unit 7 Outdoor fun 课型 Integration （D） 教 学 目 标 1.Grasp the sentence patterns describing the weather, activities and suggestions, such as: It was sunny. The trip was a little tiring but enjoyable. Remember to take... You'd better... 2.Be able to understand conversations and essays about outdoor activities and get key information. 3.write a diary entry about an outdoor activity. 重点 Write a diary entry about an outdoor activity. 难点 Write a diary entry about an outdoor activity. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 Step 1: Lead⁃in 1.Task 1　Know about outdoor activities. 2.Task 2　Talk and write about outdoor experiences. The teacher initiates a free talk by asking students,“What outdoor activities do you like to do? Why do you enjoy them?”. Step 2: Reading 1.In Part D1, Simon is making an outline for his writing. Read it and complete the table with the information about one of your outdoor experiences. 2.Watch and listen. Answer the questions. What is the type of this passage? How do you know that? 3.Read Simon's diary entry about a hiking trip. Read for structure: ·Outline to organize ideas ·Beginning ·Main part ·Ending Ask the students questions and talk about the outdoor activities. Watch and listen. Answer the questions. Read Simon's diary entry about a hiking trip. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 Step3 Writing 1. Let the students read the writing outline of Simon in part D1 to learn how to describe an outdoor activity experience. Then, let the students recall one of their own outdoor experiences and complete the writing outline. 2. Students should write a diary about outdoor activities according to their own outline, following Simon's diary. The teacher reminded the students to use the simple past tense and the correct connectors. 3. After the students finish writing, the group will exchange and correct, and check the grammar errors and content logic. The teacher selected several representative compositions for the class comments. Step 4Summary and homework assignment 1. Review with the students the key points learned in this lesson, including vocabulary, sentence patterns and writing skills. 2. Assignment: Recite the key words and phrases learned in this lesson. Perfect your own composition, and copy it into the exercise book. Read the writing outline of Simon in part D1 to learn how to describe an outdoor activity experience. Review with the students the key points learned in this lesson. 板 书 设 计 Unit 7 Outdoor fun Integration （D） para 1: when... where... who... para 2: what ... how... para 3: how... 教学 札记 主备人 授课时间 年 月 日 总第 课时 课题 Unit 7 Outdoor fun 课型 Further study&assessment 教 学 目 标 1.Review and consolidate the knowledge of different outdoor activities. 2.Master the usage of the simple past tense accurately. 3.Utilize the new words in this unit to describe and write about an outdoor activity. 4.Pronounce the different -ed endings of verbs in the simple past tense correctly. 5.Understand the benefits of outdoor activities and form a positive attitude towards them. 重点 1. The key vocabulary and phrases related to outdoor activities, such as camp, go cycling, etc. 2. The rules and usage of the simple past tense, especially the formation and pronunciation of regular verbs in the past tense 难点 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 Step 1: Warming-up 1. Show some pictures of outdoor activities on the screen and ask students to name them. 2. Have a free talk with students about their favorite outdoor activities and why. Step 2: Vocabulary Review 1.  Display the words and phrases related to outdoor activities on the screen. 2.  Do a word game: Divide the class into groups. One student from each group comes to the front and acts out an outdoor activity. The other students in the group guess the word or phrase. The group that guesses the most words correctly wins. Step 3: Simple Past Tense Review 1. Explain the rules of the simple past tense, including the formation of regular verbs (add -ed) and irregular verbs. Give some examples: play played, go went. 2. Show some sentences in present tense and ask students to change them into past tense. 3. Do a grammar exercise: Choose the correct form of the verb in the simple past tense to fill in the blanks. Step 4: Pronunciation Practice 1. Teach students the pronunciation rules of different -ed endings of verbs in the simple past tense: ①If the verb ends in a voiceless consonant (except /t/), the -ed ending is pronounced as /t/, such as walked, jumped. ②If the verb ends in a voiced consonant or a vowel, the -ed ending is pronounced as /d/, such as played, stayed. Read them aloud and spell them. change the verbs into present tense. 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 ③If the verb ends in /t/ or /d/, the -ed ending is pronounced as /ɪd/, such as wanted, needed. 3.  Read some words with -ed endings aloud and let students imitate. Then give some sentences . Step 5: Writing Practice 1. Ask students to think about an outdoor activity they have experienced and write a composition about it. Remind them to use the new words and the simple past tense. 2. Provide some useful expressions and sentence structures for students to refer to. 3. After writing, ask students to exchange their compositions with their partners for peer review. They should check each other's grammar, spelling and punctuation mistakes. Step 6: Group Discussion 1. Each group should choose a spokesperson to present their ideas to the class. 2. Encourage students to think about how to encourage more people to participate in outdoor activities. Step 7: Further Study 1.  Introduce the further study task: 2.  Remind students to record the key points and prepare for the presentation. Step 8: Summary and Homework 1. Summarize the key points of this assessment, including vocabulary, grammar and writing skills. 2. Assign homework: Ask students to review the vocabulary and grammar of this unit . Ask students to read them, paying attention to the pronunciation of -ed endings. Discuss the benefits of outdoor activities in groups. Search for more information about skiing on the internet and share it with their classmates next class. Write a composition about another outdoor activity they want to try 板 书 设 计 Unit 7 Outdoor fun Further study&assessment 1. vocabulary 2. the simple past tense 3. a diary 教学 札记 主备人 授课时间 年 月 日 总第 课时 课题 Unit 7 Outdoor fun 课型 教 学 目 标 重点 难点 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 教 学 过 程 教 学 内 容 个案调整 教师主导活动 学生主体活动 板 书 设 计 教学 札记 学科网（北京）股份有限公司 $