Unit 5教学设计2026-2027学年外研版英语七年级上册

该初中英语教学设计围绕“植物的力量”主题，涵盖植物相关词汇、简单将来时及植物自然与文化意义。课堂导入通过植物观察、未来行动讨论等激活旧知，构建从词汇学习到语法应用，再到文化理解与综合展示的递进式学习支架。 资料特色在于跨学科整合与任务型教学，如用“工厂”拟人化解析光合作用培养思维品质，对比中英茶文化提升文化意识，小组制作植物海报发展学习能力。听力使用vlog音频，写作结合个人记忆，分层作业满足差异需求，助力教师高效教学，学生语言能力与综合素养全面提升。

授课日期 授课班级 课 题 Unit 5: The Power of Plants 1st Period: Starting Out & Understanding Ideas (Reading Class) 教学目标 1. Language Knowledge 1. Master plant - related vocabulary (e.g., leaf, stem, root, sunlight, carbon dioxide, oxygen, sugar) and phrases. 2. Comprehend the passage Within a Plant (personified as a workshop), extracting main ideas about plant processes (photosynthesis, etc.). 3. Complete textbook tasks: analyzing plant pictures, understanding the passage, and “Think and share” discussions. 2. Cultural Awareness 2. Appreciate the importance of plants in the natural world and human life. 3. Reading Skills 3. Develop pre - reading prediction skills. 1. Enhance while - reading skills to extract main ideas and details. 2. Improve post - reading analysis and personal connection skills. 4. Learning Ability 4. Learn independently through reading strategies; collaborate in discussions. 教学重点 · Comprehend the passage Within a Plant and its creative description of plant processes. · Use reading strategies to extract main ideas and details about plant functions. 教学难点 · Interpreting the personified “workshop” analogy to understand plant biological processes. · Connecting the passage to personal knowledge of plants’ roles in daily life. 教学过程 1. Lead - in（5 minutes） Activity: Plant Observation · Teacher shows pictures of various plants (e.g., flowers, vegetables, trees) and asks: “Plants are everywhere! What do you know about their roles—like providing oxygen, food, or beauty?” · Invite students to share (e.g., “Plants make oxygen for us to breathe; they give us fruits and vegetables.”). · Transition: “Today, we’ll read a creative story that explains plant processes as a ‘workshop’—let’s explore how plants ‘work’!” Design Intent: Activate prior knowledge about plants, connect to the passage’s theme. 2. Pre - reading（8 minutes） Activity 1: Predict & Vocab Prep · Show textbook “Understanding ideas” title “Within a Plant” and the plant diagram. · Ask: “What do you think the story is about? Maybe how plants make food or oxygen, using parts like leaves and roots.” · Teach key vocab from the passage: leaf, stem, root, sunlight, carbon dioxide, oxygen, sugar (write definitions/simple examples, e.g., “Carbon dioxide is a gas we breathe out; plants use it.”). Design Intent: Build prediction skills, pre - teach scientific terms for reading success. 3. While - reading（18 minutes） Activity 1: First Read—Main Idea · Students read the passage Within a Plant quickly. · Answer: “What’s the main idea? (The passage uses a workshop analogy to explain how plants use sunlight, water, and carbon dioxide to make sugar and oxygen.)” · Discuss: “Why is the title clever? It’s a pun—‘plant’ refers to both the factory - like workshop and the actual plant organism.” Activity 2: Second Read—Details Extraction · Re - read the passage slowly. Complete textbook tasks: 1. Match plant parts to the diagram: sunlight (1), leaf (2), water (3), sugar (4) (based on the workshop description). 1. Check answers with the passage: Confirm how “workers” (plant processes) use sunlight, water, and carbon dioxide to produce sugar and oxygen. · Check answers, clarify: “How does the workshop analogy help understand plant processes? It makes complex biology easier by comparing it to a factory with workers and products.” Design Intent: Improve detail - reading, reinforce scientific vocabulary and comprehension of plant functions. 4. Post - reading（12 minutes） Activity 1: Deep Analysis · Discuss textbook “Think and share” questions: 1. “What does ‘plant’ mean in the title? (It’s a pun—both the factory/workshop and the living plant.)” 2. “In what other ways do plants help the world? (Provide habitats for animals, prevent soil erosion, make medicines, etc.)” · Encourage connecting to the “Learning to think” tip: “The pun makes the passage fun—how else could we creatively explain plant science to others?” Activity 2: Personal Connection · Ask: “How do plants impact your daily life? Share one example, like food, air, or a plant you like.” · Pairs share, then 2 - 3 pairs present (e.g., “I eat vegetables from plants; my favorite plant is a sunflower that makes my room bright.”). Design Intent: Promote critical thinking, connect scientific knowledge to personal experiences. 5. Summary（3 minutes） · Teacher recaps: “Today, we read a creative story about plant processes! We learned plant parts and how they work like a workshop to make sugar and oxygen. Plants are amazing—they give us food, air, and so much more. Remember to appreciate the power of plants in our lives!” 6. Homework（4 minutes） 1. Basic: Write a 3 - sentence summary of Within a Plant, explaining the workshop analogy. 2. Improving: Draw a comic strip of the plant “workshop” and label the key parts/processes. 3. Advanced: Research one unique plant (e.g., a carnivorous plant) and write a short paragraph about its special functions. Design Intent: Reinforce reading comprehension, extend to creative writing and scientific research. 板书设计 教学反思 授课日期 授课班级 课 题 Unit 5: The Power of Plants 2nd Period: Grammar Focus (Simple Future Tense) 教学目标 1. Language Ability 1. Understand and summarize grammar rules of the simple future tense (will/ be going to) from the reading passage. 2. Use the simple future tense correctly to complete sentences, guides, and Planting Day plans. 3. Apply this grammar to discuss future actions related to plants and environmental activities. 2. Cultural Awareness 2. Recognize the importance of future - oriented actions in plant protection and environmental care. 3. Thinking Quality 3. Develop analytical skills by identifying and summarizing grammar rules. 1. Enhance application skills by using grammar in plant - related and environmental contexts. 4. Learning Ability 4. Learn grammar independently through text analysis; practice writing and speaking collaboratively. 教学重点 · Master the simple future tense (will/ be going to) and its usage in plant - related scenarios. · Complete textbook grammar tasks: sentence completion, guide writing, and Planting Day plan discussion. 教学难点 · Using the simple future tense accurately in different plant - related sentence structures. · Applying the tense naturally in speaking about future plant - protection activities. 教学过程 1. Lead - in（5 minutes） Activity: Future Plant Actions · Teacher asks: “Plants need our care! What will you do for plants in the future—like planting trees or watering flowers?” · Invite students to respond with simple future tense (e.g., “I will plant a tree on Planting Day; I am going to water my houseplants.”). · Link to textbook: “Today, we’ll focus on the simple future tense—how to use it to talk about future plant - related actions!” Design Intent: Activate prior knowledge about future actions, connect to lesson’s grammar focus. 2. Presentation（10 minutes） Activity 1: Summarize Grammar Rules · Open textbook “Read the sentences from the reading passage and summarise the grammar rules”. · Sentences: 1. (a) He’s going to start work in the plant. 1. (b) They will take a rest. · Students work in pairs to analyze: 1. Simple Future Tense: Used to talk about future actions/plans. Two forms: 0. “will + verb” for spontaneous decisions, predictions. 0. “be going to + verb” for planned actions. · Share findings, teacher supplements examples (e.g., “I will water the plants (spontaneous); I am going to plant trees on Planting Day (planned).”). Design Intent: Develop inductive learning, understand grammar rules. 3. Practice（15 minutes） Activity 1: Sentence Completion · Do textbook “Complete the sentences with the simple future tense”. · Fill sentences: 1. The seeds will grow into tall plants. 2. We will learn different parts of plants tomorrow. 3. The leaves will change into different colours in autumn. · Discuss: “Why use ‘will’ here? These are predictions or general future actions.” Activity 2: Guide Writing with Future Tense · Complete textbook “Complete the guide’s words using the correct form of the words” (Great Bear Rainforest guide). · Guide students to use will/ be going to correctly (e.g., “We will walk through the forest; It will rain later.”). Design Intent: Practice grammar in context, reinforce correct usage. 4. Production: Planting Day Plan（10 minutes） Activity: Pair Work—Planting Day Discussion · Use textbook “Work in pairs. Discuss your plan for Planting Day...” · Students use the thinking map to organize ideas (importance of plants, things to do) and simple future tense. · Example dialogue: “For Planting Day, I am going to plant a tree. More plants will make the air cleaner. Animals will have more homes!” · Encourage using useful expressions (e.g., “... will make...”, “I am going to...”). Design Intent: Apply grammar to real - life environmental actions, practice communication. 5. Summary（3 minutes） · Teacher recaps: “Today, we mastered the simple future tense! Use ‘will’ for predictions/spontaneous actions and ‘be going to’ for plans. We used it to talk about plant care and Planting Day—helping our planet’s future!” 6. Homework（4 minutes） 1. Basic: Write 5 sentences about future plant - related actions using the simple future tense (e.g., “I will water my garden every week.”). 2. Improving: Write a short paragraph about your Planting Day plan, using both will and be going to. 3. Advanced: Create a “Future Plant Care Poster” with 5 future - tense sentences about protecting plants. Design Intent: Reinforce grammar skills, extend to writing and environmental awareness. 板书设计 教学反思 授课日期 授课班级 课 题 Unit 5: The Power of Plants 3rd Period: Developing Ideas Developing Ideas: Exploring Diverse Plant Uses 教学目标 1. Language Ability 1. Understand listening materials about corn’s cultural and practical uses. 2. Use target language (e.g., food plants, cultural importance, plant uses) to discuss diverse plant applications. 3. Complete textbook listening tasks: content identification, note - taking, conversation filling, and role - play. 2. Cultural Awareness 2. Recognize the cultural and practical significance of plants (like corn) in different societies. 3. Thinking Quality 3. Enhance listening skills (extracting plant use details, cultural info) and critical thinking (analyzing multi - functional plants). 4. Learning Ability 4. Develop independent listening strategies and collaborative speaking skills (role - play). 教学重点 · Comprehend listening content about corn’s uses in food, culture, and daily life. · Use listening - learned language to discuss and role - play diverse plant applications. 教学难点 · Capturing detailed cultural and practical plant use info in listening tasks. · Naturally using multi - functional plant language in role - plays. 教学过程 1. Lead - in（5 minutes） Activity: Plant Uses Sharing · Teacher asks: “Plants are more than just food! What uses do you know—like making clothes, toys, or medicine?” · Invite students to share (e.g., “Cotton makes clothes; bamboo builds houses.”). · Link to textbook: “Today, we’ll listen to how corn is used in Mexico—from food to culture—and explore plant uses further!” Design Intent: Activate prior knowledge about plant multi - functions, connect to listening theme. 2. Pre - listening（8 minutes） Activity 1: Predict & Vocab Prep · Look at textbook “Developing ideas” tasks (corn dishes, cultural info). · Predict: “What uses might corn have? Food, decorations, traditional crafts?” · Teach key vocabulary: food plants, cultural importance, corn silk, husks, permissions (write definitions/examples). Design Intent: Build background knowledge, pre - teach cultural/plant - use terms for listening success. 3. While - listening（18 minutes） Activity 1: First Listen—Content Identification · Play the vlog opening audio (“Listen to the opening of the vlog. What is Jason talking about?”). · Students identify: b. Corn in different cultures (matches corn’s food, history, and cultural roles). · Discuss: “Why is corn culturally important in Mexico? (Long - standing growth history, diverse uses.)” Activity 2: Second Listen—Note - Taking · Play audio again for textbook “Listen again and complete Jason’s notes” task. · Guide students to fill: 1. 1. 50 cm long; 2. 9,000 years ago; 3. culture; 4. 600 dishes; 5. food · Check answers, clarify: “How do numbers (like 9,000 years) show corn’s cultural significance? (Long history in Mexican society.)” Activity 3: Third Listen—Conversation Filling · Play the corn - uses conversation audio. Complete textbook “Listen to the conversation and complete the sentences”: 1. 1. grow; 2. tea; 3. good; 4. traditional · Discuss: “What other plant parts have uses? (Corn husks for dolls, silk for tea—showing plants’ multi - functions.)” Design Intent: Improve listening comprehension at different levels, reinforce plant - use language. 4. Post - listening（12 minutes） Activity: Role - Play & Discussion · Use textbook “Work in pairs. Act out a conversation about the uses of a plant...” · Students choose a plant (rose, cotton, bamboo) and plan uses (e.g., “Bamboo: build houses, make paper, food.”). · Model dialogue with permissions: “Can we use bamboo to make paper? Certainly! It’s eco - friendly.” · Encourage using useful expressions (e.g., “May I...?”, “We use it for...”). Design Intent: Apply listening - learned language, practice communication with cultural/practical plant uses. 5. Summary（3 minutes） · Teacher recaps: “Today, we learned corn has diverse uses—food, culture, crafts! Plants like corn show how nature supports us in many ways. Remember to explore and appreciate plant multi - functions!” 6. Homework（4 minutes） 1. Basic: Write a 3 - sentence summary of corn’s cultural uses from the lesson. 2. Improving: Research one plant’s multi - uses (e.g., wheat: food, biofuel, straw) and make a mini - poster. 3. Advanced: Create a “Plant Uses Skit” with a partner, featuring a plant’s 3 uses and permission dialogues. Design Intent: Reinforce listening/speaking skills, extend to research and creative skits. 板书设计 教学反思 授课日期 授课班级 课 题 Unit 5: The Power of Plants 4th Period: Reading for Writing (Reading) 教学目标 1. Language Knowledge 1. Master tea - related vocabulary (e.g., teahouse, culture, home, connect) and phrases. 2. Comprehend personal stories about tea (Feng Tao and Emma Jones), extracting details about tea’s roles in daily life, culture, and emotions. 3. Complete textbook tasks: form completion, question answering, and comparative analysis of the two stories. 2. Cultural Awareness 2. Appreciate how tea carries cultural traditions and emotional connections in different societies (Chinese and British examples). 3. Reading Skills 3. Develop skills to analyze personal narratives, extract cultural and emotional details. 1. Improve comparative reading skills to find commonalities and differences in tea - related stories. 4. Learning Ability 4. Learn independently through analyzing personal stories; collaborate in discussions to compare cultural meanings. 教学重点 · Comprehend personal tea stories, extracting details about tea’s cultural and emotional roles. · Use reading strategies to complete forms, answer questions, and compare the two narratives. 教学难点 · Interpreting the emotional and cultural layers in personal tea stories. · Identifying and analyzing common themes between the two different cultural narratives. 教学过程 1. Lead - in（5 minutes） Activity: Tea Memories Sharing · Teacher asks: “Tea is often linked to personal memories—like family gatherings or daily routines. What’s your tea - related memory?” · Invite students to share (e.g., “My grandma makes tea for me every morning; it feels like love.”). · Transition: “Today, we’ll read two personal stories about tea—from China and Britain. Let’s explore how tea connects to culture and emotions!” Design Intent: Activate personal connections to tea, set the stage for analyzing cultural/emotional narratives. 2. Pre - reading（8 minutes） Activity 1: Predict & Vocab Prep · Show textbook story titles (Feng Tao, Emma Jones) and ask: “What do you think these stories will share? Maybe how tea is part of family, culture, or daily life.” · Teach key vocab: teahouse, home, connect, secret (write definitions/examples, e.g., “Connect means to build relationships—tea connects people.”). Design Intent: Build prediction skills, pre - teach emotion/culture - related terms for reading success. 3. While - reading（18 minutes） Activity 1: First Read—Main Ideas · Students read Feng Tao and Emma Jones’ stories quickly. · Answer: “What’s each story about? Feng Tao: tea connects him to his hometown and grandpa; Emma Jones: tea connects her family and daily life in Britain.” · Discuss: “How do titles (like personal posts) make stories relatable? They feel like real - life shares, drawing us into personal experiences.” Activity 2: Second Read—Detail Extraction · Re - read stories slowly. Complete textbook “Complete the form” task: Feng Tao Emma Jones Tea Type green tea black tea Tea Partners grandpa husband, kids Tea Place teahouses in Chengdu yard Tea Meaning feels like home, more than a drink way of connecting · Check answers, clarify: “How do details (like teahouses, yard) show cultural contexts? Teahouses reflect Chinese tea culture; yard tea - time reflects British family traditions.” Design Intent: Improve detail - reading, reinforce cultural and emotional vocabulary. 4. Post - reading（12 minutes） Activity 1: Deep Analysis & Comparison · Discuss textbook “Think and share” questions: 1. “What does the title ‘What’s your cup of tea?’ mean now? It refers to personal, cultural, and emotional connections—tea is unique to each person’s story.” 2. “What do the two stories have in common? Both show tea as a way to connect—with family, culture, and emotions.” · Encourage comparative thinking: “How do cultural contexts (China vs. Britain) shape tea’s meaning differently?” Activity 2: Personal Reflection · Ask: “Does tea ‘mean more than a drink’ to you? Share a personal connection or why you think tea is just a drink.” · Pairs share, then 2 - 3 pairs present (e.g., “Tea means family to me—we drink it together every holiday.”). Design Intent: Promote critical thinking, connect cultural narratives to personal experiences. 5. Summary（3 minutes） · Teacher recaps: “Today, we explored two beautiful tea stories! Tea is not just a drink—it’s a bridge to culture, family, and emotions. Whether in China’s teahouses or Britain’s yards, tea connects us. Remember to cherish the stories behind your cup!” 6. Homework（4 minutes） 1. Basic: Write a 3 - sentence summary comparing Feng Tao and Emma Jones’ tea stories. 2. Improving: Create a “Tea Memory Card” with a drawing and short text about your personal tea - related memory. 3. Advanced: Research one more cultural tea tradition (e.g., Japanese tea ceremonies) and write a paragraph comparing it to the Chinese/British examples. Design Intent: Reinforce reading comprehension, extend to creative reflection and cultural research. 板书设计 教学反思 授课日期 授课班级 课 题 Unit 5: The Power of Plants 5th Period: Reading for Writing (Writing) 教学目标 1. Language Ability 1. Organize ideas about tea and family using the textbook’s step - by - step guide (who, what, where, with whom, stories, feelings). 2. Write a short paragraph about tea and family, integrating unit vocabulary and expressions. 3. Complete textbook tasks: idea generation, paragraph writing, self - checking, and class sharing. 2. Cultural Awareness 2. Recognize the cultural and emotional significance of tea in family contexts. 3. Writing Skills 3. Develop pre - writing planning skills (brainstorming ideas). 1. Enhance writing skills to structure a coherent paragraph with cultural and personal details. 4. Learning Ability 4. Learn independently through guided writing steps; practice self - assessment and peer sharing. 教学重点 · Generate ideas about tea and family using the textbook’s prompts. · Write a structured paragraph integrating unit language and cultural details. 教学难点 · Weaving cultural importance of tea into personal family stories. · Ensuring paragraph coherence and effective use of unit vocabulary. 教学过程 1. Lead - in（5 minutes） Activity: Tea - Family Connection · Teacher asks: “Tea often brings families together—like shared moments at home. What tea - related family memories do you have?” · Invite students to share (e.g., “My grandma makes tea for us every evening; we talk and laugh.”). · Link to textbook: “Today, we’ll write about tea and family—using the textbook’s steps to organize ideas and craft a great paragraph!” Design Intent: Activate personal family - tea memories, connect to writing task. 2. Pre - writing: Idea Generation（10 minutes） Activity: Brainstorm with Textbook Prompts · Open textbook “Write a short paragraph about tea and your family” and Step 1 prompts. · Students fill in ideas for each question: 1. Who drinks tea? (e.g., “My parents, grandma, and I”) 2. What kind? (e.g., “Green tea—grandma’s favorite”) 3. Where? (e.g., “In the living room, at the dining table”) 4. With whom? (e.g., “We drink together as a family”) 5. Any stories? (e.g., “Grandma taught us to make tea when I was little”) 6. How does it feel? (e.g., “Warm and connected—like a family hug”) Design Intent: Develop pre - writing planning, organize personal and cultural details. 3. While-Writing: Paragraph Creation（15 minutes） Activity: Drafting the Paragraph · Follow textbook Step 2: “Write your paragraph using the information above.” · Model a sample paragraph (using the ideas above): “In my family, tea is a special bond. My parents, grandma, and I all love drinking green tea—grandma’s favorite. We sit together in the living room after dinner, sharing stories as we sip. Grandma taught me to make tea when I was little, and now it’s our tradition. Every cup feels warm and connected, like a family hug. Tea isn’t just a drink—it’s our way to stay close.” · Students write their own paragraphs, integrating unit vocabulary (e.g., culture, connect, tradition). Design Intent: Practice writing skills, apply unit language in personal contexts. 4. Post - writing: Self - Check & Sharing（10 minutes） Activity 1: Self - Assessment · Do textbook Step 3: “Check. Did you... include main points, use unit words, explain cultural importance?” · Students self - assess, revising paragraphs for clarity and language use. Activity 2: Class Sharing · Follow textbook Step 4: “Share your paragraph with the class.” · Volunteers read their paragraphs. Class discusses: “How does tea connect their family? What cultural details stand out?” Design Intent: Promote self - reflection, improve writing through peer feedback. 5. Summary（3 minutes） · Teacher recaps: “Today, we wrote beautiful paragraphs about tea and family! You used personal stories and unit language to show how tea connects us. Remember, writing about culture and personal moments makes stories powerful.” 6. Homework（4 minutes） · Task: Polish your paragraph based on self - check and class feedback. Share it with your family and ask for their tea stories. · Purpose: Reinforce writing skills, connect learning to real - life family interactions. 板书设计 教学反思 授课日期 授课班级 课 题 Unit 5: The Power of Plants 6th Period: Presenting Ideas (Plant Poster) 教学目标 1. Language Ability 1. Use unit - related vocabulary and expressions (e.g., powerful plants, natural importance, cultural meaning) to describe plants. 2. Present a plant poster confidently, following the textbook outline (title, nature importance, cultural meaning, plant uses). 3. Complete textbook steps: information research, poster creation, presentation, and voting. 2. Cultural Awareness 2. Understand the value of plants in nature and different cultures. 3. Thinking Quality 3. Develop creative thinking in researching and designing the poster. 1. Enhance public - speaking skills by presenting the poster to the class. 4. Learning Ability 4. Learn collaboratively in groups to create the poster; practice self - expression and peer assessment. 教学重点 · Create a plant poster with clear sections (title, nature importance, cultural meaning, plant uses). · Present the poster using structured language from the textbook. 教学难点 · Researching comprehensive plant information and organizing it effectively on the poster. · Delivering an engaging and detailed presentation. 教学过程 1. Lead - in（5 mins） Activity: Plant Poster Inspiration · Teacher shows examples of plant posters (e.g., about trees, flowers) and shares: “Posters are great for sharing plant info! What plants would you like to make a poster about?” · Invite 3 - 4 students to share ideas (e.g., “Trees—they give oxygen and are in many cultures!”). · Link to textbook: “Today, we’ll create plant posters in groups—following the textbook’s steps to research, design, and present!” Design Intent: Activate interest in plant promotion, set the stage for the project. 2. Presentation（10 mins） Step 1 - Task Introduction · Display textbook “Presenting ideas” page. Explain: “Today we’ll make plant posters in groups! Follow 4 steps: research→design→present→vote.” · Step 2 - Research Guidance · Clarify research elements (plant types, nature importance, cultural meaning, uses). E.g., For “Trees”：“Nature importance: give oxygen, home to animals; Cultural meaning: symbol of life in many cultures; Uses: build houses, make paper” Design Intent: Clear task requirements, provide language & content framework. 3. Practice（15 mins） Group Work - Research & Plan · Groups choose plants (e.g., trees, flowers, crops). Use textbooks, online resources (briefly), to collect info. Fill in the research form: | Plant Name | Nature Importance | Cultural Meaning | Uses | |------------|-------------------|------------------|------| · Purpose：Practice collaboration & info - gathering; Apply unit vocabulary. 4. Production（12 mins） Group Work - Design Poster · Use textbook outline (title, nature importance, cultural meaning, uses). Encourage creative design (big title, colors, drawings). E.g., Write “Powerful Trees: Lifelines of Nature” as title; Add tree - related drawings. · Language Support：Provide phrases like “Animals need them for...”, “It means a lot to...”, “We make... from...” · Purpose：Develop creativity & language application; Integrate cultural understanding. 5. Summary（3 mins） Whole - class Sharing · Teacher summarizes：“Today we learned to research plants, design posters with key info, and present in groups. Plant posters share nature’s wonders, just like we share joy!” Design Intent：Recap learning objectives, highlight cultural value. 6. Homework（5 mins） · Task：Polish group posters (add more details). Write a 3 - sentence reflection：“What did I learn from making this plant poster? What new plant fact did I find?” 板书设计 Unit 5: The Power of Plants 6th Period: Presenting Ideas (Plant Poster) 教学反思 授课日期 授课班级 课 题 Unit 5: The Power of Plants 7th Period: Review & Reflection 教学目标 1. Language Ability 1. Recall unit vocabulary, grammar, and expressions about plants. 2. Complete textbook reflection tasks: summarizing plant importance, self - assessment, and identifying improvement areas. 2. Cultural Awareness 2. Appreciate the diverse importance of plants in nature, human life, and culture. 3. Thinking Quality 3. Develop metacognitive skills by summarizing unit learnings and reflecting on personal progress. 4. Learning Ability 4. Learn to independently reflect on learning processes and set improvement goals. 教学重点 · Review unit content (vocabulary, grammar, skills related to plant importance). · Complete textbook reflection tasks: understanding “Importance of plants”, self - assessment, and goal - setting. 教学难点 · Deeply reflecting on the multi - dimensional importance of plants and articulating personal improvement areas. 教学过程 1. Lead - in（5 minutes） Activity: Unit Highlights Recap · Teacher asks: “We’ve finished exploring plants in Unit 5! What key things did we learn—like plant uses, cultural meanings, and poster presentations?” · Invite 3 - 4 students to share unit memories (e.g., “We learned about tea’s cultural importance, plant multi - uses, and made plant posters.”). · Link to textbook: “Today, we’ll reflect on plant importance in nature, human life, and culture—using the reflection section!” Design Intent: Activate unit memories, connect to reflection theme. 2. Review Unit Content（10 minutes） Activity 1: Key Learnings Brainstorm · Discuss unit components: 1. Vocabulary: Plant - related words (e.g., teahouse, culture, nature, importance), grammar terms (simple future tense). 1. Grammar: Simple future tense in plant - benefit contexts. 1. Skills: Reading about plant uses, writing about tea and family, presenting plant posters. · Write key points on the board as a class. Activity 2: Connect to Reflection Tasks · Open textbook “Reflection” section. Show task 1: “After completing this unit, I understand more about the importance of plants...” · Relate to brainstormed content: “Plant importance: in nature (ecosystems), to people (food, culture), in culture (tea traditions, plant uses).” Design Intent: Review unit content, prepare for reflection tasks. 3. Complete Reflection Tasks（15 minutes） Activity 1: Task 1—Understanding Plant Importance · Do textbook task 1: “Plants are ______ to people. Plants mean a lot to ______.” · Fill blanks with unit - related ideas (e.g., “useful/important”, “different cultures”). · Discuss: “Why are these aspects important? How do unit lessons (tea culture, plant uses) show them?” Activity 2: Task 2—Self - Assessment · Complete textbook task 2: “To express my understanding, I can... (use unit words, simple future tense, describe plant importance).” · Students self - assess (1 = excellent, 2 = good, 3 = not yet) and explain choices (e.g., “I give myself 2 for ‘describe plant importance’—I can talk about food but need to learn more about ecosystems.”). Activity 3: Task 3—Identify Improvements · Do textbook task 3: “I still need to improve: ________.” · Students write specific areas (e.g., “Learn more about plant roles in ecosystems”, “Use simple future tense more accurately”). Design Intent: Practice reflection, promote self - awareness. 4. Goal - Setting for Future Learning（8 minutes） Activity: Create Improvement Goals · Based on task 3, students set 1 - 2 goals: 1. Example: “I will research one plant’s role in the ecosystem this week.” “I will practice using simple future tense to describe plant benefits.” · Share goals in pairs, giving encouragement (e.g., “Your goal to learn ecosystems is great—share your findings in our next class!”). Design Intent: Foster growth mindset, plan for language and content improvement. 5. Summary（3 minutes） · Teacher recaps: “Today, we reflected on Unit 5—from plant importance in nature to cultural meanings. Self - assessment helps us grow. Keep exploring plants and improving your English!” 6. Homework（4 minutes） · Optional: Write a short “Unit 5 Learning Reflection” including: 1. One new plant importance you learned. 1. One language improvement goal. 1. How you’ll achieve it. Design Intent: Reinforce reflection, encourage proactive learning. 板书设计 教学反思 授课日期 授课班级 课 题 Unit 5: The Power of Plants 8th Period: Review & Reflection 教学目标 5. Language Ability 1. Recall unit vocabulary, grammar, and expressions about plants. 2. Complete textbook reflection tasks: summarizing plant importance, self - assessment, and identifying improvement areas. 6. Cultural Awareness 6. Appreciate the diverse importance of plants in nature, human life, and culture. 7. Thinking Quality 7. Develop metacognitive skills by summarizing unit learnings and reflecting on personal progress. 8. Learning Ability 8. Learn to independently reflect on learning processes and set improvement goals. 教学重点 · Review unit content (vocabulary, grammar, skills related to plant importance). · Complete textbook reflection tasks: understanding “Importance of plants”, self - assessment, and goal - setting. 教学难点 · Deeply reflecting on the multi - dimensional importance of plants and articulating personal improvement areas. 教学过程 1. Lead - in（5 minutes） Activity: Unit Highlights Recap · Teacher asks: “We’ve finished exploring plants in Unit 5! What key things did we learn—like plant uses, cultural meanings, and poster presentations?” · Invite 3 - 4 students to share unit memories (e.g., “We learned about tea’s cultural importance, plant multi - uses, and made plant posters.”). · Link to textbook: “Today, we’ll reflect on plant importance in nature, human life, and culture—using the reflection section!” Design Intent: Activate unit memories, connect to reflection theme. 2. Review Unit Content（10 minutes） Activity 1: Key Learnings Brainstorm · Discuss unit components: 2. Vocabulary: Plant - related words (e.g., teahouse, culture, nature, importance), grammar terms (simple future tense). 2. Grammar: Simple future tense in plant - benefit contexts. 2. Skills: Reading about plant uses, writing about tea and family, presenting plant posters. · Write key points on the board as a class. Activity 2: Connect to Reflection Tasks · Open textbook “Reflection” section. Show task 1: “After completing this unit, I understand more about the importance of plants...” · Relate to brainstormed content: “Plant importance: in nature (ecosystems), to people (food, culture), in culture (tea traditions, plant uses).” Design Intent: Review unit content, prepare for reflection tasks. 3. Complete Reflection Tasks（15 minutes） Activity 1: Task 1—Understanding Plant Importance · Do textbook task 1: “Plants are ______ to people. Plants mean a lot to ______.” · Fill blanks with unit - related ideas (e.g., “useful/important”, “different cultures”). · Discuss: “Why are these aspects important? How do unit lessons (tea culture, plant uses) show them?” Activity 2: Task 2—Self - Assessment · Complete textbook task 2: “To express my understanding, I can... (use unit words, simple future tense, describe plant importance).” · Students self - assess (1 = excellent, 2 = good, 3 = not yet) and explain choices (e.g., “I give myself 2 for ‘describe plant importance’—I can talk about food but need to learn more about ecosystems.”). Activity 3: Task 3—Identify Improvements · Do textbook task 3: “I still need to improve: ________.” · Students write specific areas (e.g., “Learn more about plant roles in ecosystems”, “Use simple future tense more accurately”). Design Intent: Practice reflection, promote self - awareness. 4. Goal - Setting for Future Learning（8 minutes） Activity: Create Improvement Goals · Based on task 3, students set 1 - 2 goals: 2. Example: “I will research one plant’s role in the ecosystem this week.” “I will practice using simple future tense to describe plant benefits.” · Share goals in pairs, giving encouragement (e.g., “Your goal to learn ecosystems is great—share your findings in our next class!”). Design Intent: Foster growth mindset, plan for language and content improvement. 5. Summary（3 minutes） · Teacher recaps: “Today, we reflected on Unit 5—from plant importance in nature to cultural meanings. Self - assessment helps us grow. Keep exploring plants and improving your English!” 6. Homework（4 minutes） · Optional: Write a short “Unit 5 Learning Reflection” including: 2. One new plant importance you learned. 2. One language improvement goal. 2. How you’ll achieve it. Design Intent: Reinforce reflection, encourage proactive learning. 板书设计 教学反思 学科网（北京）股份有限公司 $