牛津译林版（2024）七年级下册（2024）Unit 7 Outdoor fun获奖教案设计

这是一份牛津译林版（2024）七年级下册（2024）Unit 7 Outdoor fun获奖教案设计，共16页。
第1课时 Welcme t the unit
Study f the Text
What: The text fcuses n utdr activities and the preferences f tw characters, Amy and Simn, wh discuss their favurite pastimes and reasns fr enjying them. It presents a cnversatin between the tw characters and asks students t identify suitable utdr activities fr ther students based n their statements.
Why: The authr's intentin is t encurage students t think abut their wn interest in utdr activities and appreciate the variety f ptins available fr spending leisure time. By presenting a cnversatin between Amy and Simn, the text prmtes interactin and discussin amng students, allwing them t share their thughts and preferences.
Hw: The text uses a friendly and engaging tne, incrprating illustratins and a questin⁃and⁃answer frmat t create an interactive experience fr students. The simple language and clear structure make it accessible t students, while the cnversatinal style encurages participatin and sharing f persnal experiences related t utdr activities.
Learning Objectives
By the end f this lessn, students will be able t:
1.chse the right activity fr each student in Class 1, Grade 7 accrding t their talking;
2.get the specific infrmatin abut Simn's utdr activities and Amy's plans;
3.talk abut their favurite utdr activities and plan an utdr activity in pair practice;
4.realize the imprtance f utdr activities.
Teaching Prcess

Teaching Reflectin

第2课时 Reading
Study f the Text
What: The text presents a reading passage abut a cycling trip and prvides exercises t test cmprehensin and vcabulary usage. It includes diary entries abut utdr activities and prmpts fr reflectin and discussin.
Why: The authr's intentin is t teach students abut utdr activities and their ptential benefits, as well as t imprve students' language skills thrugh reading cmprehensin and vcabulary practice. By including diary entries and discussin prmpts, the text aims t engage students in reflecting n their wn experiences and pinins, fstering a cnnectin between the material and real⁃life situatins.
Hw: The text uses a narrative frmat t describe a cycling trip and ffers exercises t reinfrce the understanding and applicatin f vcabulary related t utdr activities. It als encurages critical thinking by asking students t reflect n their wn experiences and pinins abut utdr activities.
Learning Objectives
By the end f this lessn, students will be able t:
1.talk abut a cycling trip and understand the main idea f this diary;
2.find ut when the cycling trip was, what happened during the trip and hw the prblem was slved;
3.srt ut the sequence f events, knw sme details f the cycling trip and fill in the blanks fr anther tw diary entries using the vcabulary they have learned.
Teaching Prcess

Teaching Reflectin

第3课时 Grammar&Prnunciatin
Study f the Text
What: The text teaches the simple past tense and fcuses n the prnunciatin f verbs ending in “⁃ed”. It features examples and exercises related t a camping trip and utdr activities.
Why: The authr's gal is t help students learn hw t express past events using the simple past tense and t imprve their prnunciatin f “⁃ed” endings. By prviding examples and exercises, the text aims t make the tpic engaging and accessible t students. The use f a camping trip theme adds a relatable cntext t the grammar lessns, making it easier fr students t apply the learned cncepts in a real⁃life situatin.
Hw: The text uses a structured frmat t explain the frmatin f the simple past tense and prvide examples. It als includes exercises fr students t cmplete, such as filling in the blanks and writing shrt texts abut their wn utdr activities. Additinally, there is a sectin dedicated t the prnunciatin f “⁃ed” endings in wrds.
Learning Objectives
By the end f this lessn, students will be able t:
1.understand the cncept f the simple past tense and recgnize its use in sentences t
describe past events;
2.learn and apply the rules fr frming the simple past tense f regular verbs, including adding “⁃ed” and handling verbs ending in “⁃e”, a cnsnant+“⁃y” and a vwel+a cnsnant;
3.use the simple past tense crrectly in bth spken and written English t narrate persnal experiences and cmplete related exercises;
4.learn hw t prnunce the verbs with the “⁃ed” ending.
Teaching Prcess

Teaching Reflectin

第4课时 Integratin (A—C)
Study f the Text
What: The text is centred arund the theme f utdr activities, especially camping and bird⁃watching. It explres the benefits and experiences f these activities, using pictures and dialgues as visual aids t initiate discussin and reflectin n utdr life. The text pses questins t prmpt students t think abut what they see in the pictures and cnsider their wn experiences with utdr activities.
Why: The authr aims t fster appreciatin and understanding f utdr activities and their benefits. By prmpting students t think abut their wn experiences, the text encurages intrspectin and reflectin n the imprtance f these activities fr persnal well⁃being. Additinally, the text seeks t instill values such as appreciatin f nature and the significance f utdr experiences in persnal grwth and develpment.
Hw: The text emplys a cnversatinal and interactive apprach, starting with direct questins t engage students. It utilizes simple and clear language, making it accessible and relatable, likely aimed at a yunger audience r students in the early stages f learning English.
Learning Objectives
By the end f this lessn, students will be able t:
1.learn abut sme great utdr activities;
2.knw what t prepare fr the camping and hw t stay safe if they are first⁃time campers;
3.ask fr help and give advice t thers befre sme utdr activities.
Teaching Prcess

(续表)
Teaching Reflectin

第5课时 Integratin (D)
Study f the Text
What: The text fcuses n writing abut utdr experiences, especially Simn's hiking trip, and prvides guidance and expressins fr students t write their wn diary entries abut utdr activities.
Why: The authr's intentin is t teach students hw t effectively write abut their utdr experiences in a diary frmat while incrprating descriptive elements and reflecting n the value f such activities. By prviding a mdel diary entry and useful expressins, the text aims t imprve students' writing skills and encurage them t express their thughts and feelings abut utdr activities.
Hw: The text uses a step⁃by⁃step apprach t guide students in creating an utline fr their writing, fllwed by prviding a mdel diary entry and useful expressins t help them describe their wn experiences. It includes specific instructins n hw t frmat the diary entry, including details like the date, weather, lcatin, and key events during the activity.
Learning Objectives
By the end f this lessn, students will be able t:
1.cmplete the table with the infrmatin abut ne f their utdr experiences by imitating Simn's utline;
2.read Simn's diary entry abut a fun utdr activity and learn the structure f the diary;
3.write a diary entry abut an utdr activity.
Teaching Prcess

Teaching Reflectin

Learning Objectives
Teaching Activities
Effectiveness Evaluatin
1.T chse the right activity fr each student in Class 1,Grade 7 accrding t their talking.
Step 1: Lead⁃in
1.Lk and answer.
Students lk at a pht f Amy n a cycling trip and answer questins like“Where is she?”“What is she ding?”and“What d yu think f utdr activities?”.
2.Lk and say.
The teacher intrduces the tpic f utdr activities and their benefits.
The effectiveness will be measured by stu⁃dents' engagement in discussing utdr activities and the accuracy f chsing the right activity fr each student.
2.T get the specific infrmatin abut Simn's utdr activities and Amy's plans.
Step 2: Presentatin
1.Chse the right activity fr each student in Class 1, Grade 7.
2.Listen and answer.
Students listen attentively t the cnversatin and take ntes f the mentined utdr activities and the reasns why Simn and Amy want t try them.
3.The teacher asks students t evaluate Simn's and Amy's chices and prvide advice fr Simn's classmates wh als want t jin the club.
4.Rle⁃play the cnversatin.
The effectiveness will be assessed by students' attentive listening and cmprehensin f the cnversatin between Simn and Amy regard⁃ing utdr activities.
Purpse T engage students in the tpic f utdr activities by encuraging them t think abut their wn experiences and the benefits f these activities, setting the stage fr further explratin.
T intrduce the tpic f utdr activities in a practical cntext and prepare students fr the upcming pair wrk activity.
3.T talk abut their favurite ut⁃dr activities and plan an utdr activity in pair practice.
Step 3: Pair⁃wrk
1.Talk with yur partner abut what activities yu want t try. Use sme sentences belw.
I want t jin in the activities.
I wuld like t try…because…
I can…
I really hpe t jin yu.
2.Students share their imprvised dialgues with the class.
Shw time:
Checklist
Stars
Language(语言正确)
Prnunciatin(发音标准)
Bdy language
(使用肢体语言)
Creatin(有创意)
Excellent★★★ Great★★ Gd★
The effectiveness will be assessed by the quality f the impr⁃vised cnversatins, including the reasns behind liking specific activities and the use f apprpriate vcabu⁃lary and grammar.
Purpse T prvide students with an interactive platfrm t practise cnversatinal English, specifically fcusing n describing utdr activities and giving reasns, and t encurage peer⁃t⁃peer interactin and learning.
4.T realize the imprtance f ut⁃dr activities.
Step 4: Language pints
1.The teacher reviews key language pints, such as“take a break(休息一下)”“be clse t(亲近)”“wrk n(致力于)”and“spend(花费)”.
2.Students practise using these expressins in sentences, fcusing n the crrect gram⁃matical frms.
3.The teacher prvides examples and exercises t reinfrce the new vcabulary and expres⁃sins.
Step 5: Exercise(详见课件资源)
The effectiveness will be assessed by students' ability t cnstruct sentences accurately using these expressins.
Purpse T reinfrce the language needed t effectively cmmunicate abut taking breaks, being clse t nature, wrking n skills, and spending time r mney, which are relevant t the theme f utdr activities.
Hmewrk
Required:
Read the cnversatin.
Optinal:
Ask yur teachers what utdr activities they like.
Learning Objectives
Teaching Activities
Effectiveness Evaluatin
1.T talk abut a cycling trip and understand the main idea f this diary.
Step 1: Lead⁃in
The teacher initiates a free talk by asking students,“What did yu d n the weekend?”.
Step 2: Pre⁃reading
1.Students watch a vide and answer the questins.
Q1: Wuld yu like t g n a cycling trip? Why r why nt?
Q2: Hw wuld yu prepare fr a cycling trip?
2.The teacher facilitates a discussin n the benefits and preparatins fr a cycling trip.
The effectiveness will be assessed by students' engagement in the vide and their ability t answer the ques⁃tins thughtfully and prvide reasns fr their preferences and preparatins.
Purpse T prepare students fr the reading by generating interest and encuraging them t think abut the practical aspects f a cycling trip.
2.T find ut when the cycling trip was, what hap⁃pened during the trip and hw the prblem was slved.
Step 3: While⁃reading
1.Students read the diary quickly and then put the sentences in the crrect rder.
2.Read the diary entry again and chse the crrect answer.
The effectiveness will be assessed by students' cmprehensin f the text, their ability t arrange the events in the crrect rder, and their accuracy in answering the cmpre⁃hensin questins.
3.T srt ut the sequence f events, knw sme details f the cycling trip and fill in the blanks fr an⁃ther tw diary entries using the vcabulary they have learned.
Step 4: Pst⁃reading
1.Let's think and talk.
If we have a trip and we want t share stries with ur friends, what parts can we talk abut?
2.Make a cnversatin with yur partner.
A: Where did yu g n the weekend?
B: I went t…
A: Wh did yu g with?/Did yu g with anyne?
B:…
A: What did yu d there?
B: I…
A: D yu like this trip?
B:…
A: Sunds great/wnderful/gd!
3.Summary
Yu can either travel r read, but either yur bdy r sul must be n the way.
The effectiveness will be assessed by the quality f the discus⁃sins and students' ability t use the structured frmat t share their trip stries.
Purpse T deepen students' understanding f the text by requiring them t analyze and interpret the infrmatin presented, fcusing n the sequence f events and details f the cycling trip. T encurage critical thinking and applicatin f the cncepts learned by having students evaluate and share their wn trip experiences, reinfrcing the language and structures practised in the lessn.
Hmewrk
Required:
Retell the diary t thers and make a mind map accrding t Simn's diary entry.
Optinal:
Write a diary abut yur weekend: when/where/wh/what/hw…
Learning Objectives
Teaching Activities
Effectiveness Evaluatin
1.T understand the cncept f the simple past tense and recgnize its use in sentences t describe past events.
2.T learn and apply the rules fr frming the simple past tense f regular verbs, including adding“⁃ed”and handling verbs ending in“⁃e”, a cnsnant+“⁃y”and a vwel+a cnsnant.
Step 1: Perceive the grammar
1.Students read the shrt text belw and circle the wrds in the simple past tense.
2.Students identify the verbs in the simple past tense and time markers.
3.Learn and apply the rules fr frming the simple past tense f regular verbs, including adding“⁃ed”and handling verbs ending in“⁃e”, a cnsnant+“⁃y”and a vwel+a cnsnant.
4.The teacher intrduces the cncept f the simple past tense and its uses:
Simple past tense: Indicates actins that happened at specific time in the past.
Cmmn time markers:
Yesterday, ag, in the past, last year, etc.
The effectiveness will be assessed by students' ability t recgnize and understand the use f the verbs in the simple past tense and time markers.
The effectiveness will be measured by students' ability t crrectly frm bth the simple past tense f regular and irregular verbs.
Purpse T intrduce the cncept f the simple past tense in a clear and structured manner, preparing students fr the upcming practice activities.
3.T use the simple past tense crrectly in bth spken and written English t narrate persnal experiences and cmplete related exercises.
Step 2: Practice
The teacher prvides practice exercises:
1.Fill in the blanks with the verbs in the simple past tense.
2.Cmplete the cnversatin between Amy and Simn with the simple past tense f the verbs in brackets.
3.Cmplete the writing abut Amy's camping trip.
4.The teacher reviews the rules fr frming the verbs in the simple past tense:
(详见课件资源)
The effectiveness will be assessed by students' accuracy in cmpleting the exercises and their ability t use the simple past tense crrectly.
Purpse T prvide hands⁃n practice fr students t apply the rules f the simple past tense frmatin, reinfrcing their understanding and usage.
4.T learn hw t prnunce the verbs with“⁃ed”ending.
Step 3: Prnunciatin(The“⁃ed”ending)
1.The teacher explains the prnunciatin rules fr“⁃ed”endings:
(1)在清辅音结尾的动词后读/t/:
lked, jumped, stpped, watched, missed, walked, reached, laughed;
(2)在浊辅音(包括元音)结尾的动词后读/d/:
answered, pened, tried, played, screamed, lived, travelled, fllwed, enjyed, played;
(3)在尾音为/t/和/d/的动词后读/ɪd/:
started, ended, needed, hated, recmmended, barded, wanted, admitted。
2.Read the wrds belw. Then put them in the crrect sund grups.
3.Read the text belw. Pay attentin t the sunds f the“⁃ed”endings.
Step 4: Exercise
The teacher prvides exercises t test students' understanding and applicatin f the simple past tense:
1.Categrizing wrds.
2.Multiple⁃chice questins.
The effectiveness will be assessed by students' accuracy in pr⁃nuncing“⁃ed”endings and their ability t categrize wrds cr⁃rectly.
The effectiveness will be assessed by students' perfrmance in cm⁃pleting tasks such as filling in blanks, selecting prper verb frms and trans⁃frming sentences int different tenses r structures.
Purpse T imprve students' prnunciatin f“⁃ed”endings by prviding clear guidelines and pprtunities t practise.
Hmewrk
Required:
Read the rules n page 85 and remember the rules f the simple past tense f regular and irregular verbs.
Optinal:
Write a shrt text abut ne f yur utdr activities, using the simple past tense.
Learning Objectives
Teaching Activities
Effectiveness Evaluatin
1.T learn abut sme great utdr activities.
Step 1: Lead⁃in
The teacher starts the class by asking students,“Wuld yu like t g camping? Why r why nt?”. This questin is designed t spark interest and curisity abut the tpic f camping amng students.
Step 2: Pre⁃reading
Talk abut“What d we need fr camping?”.
Step 3: While⁃reading
1.Students read the passage titled“Sleep under the stars”and answer questins abut the main tpic and the genre f the passage.
2.Students identify the reasns why peple like camping, such as the benefits f physical and mental health, the pprtunity t relax and enjy nature, and the chance t keep fit and be happy.
The effectiveness will be measured by students' engagement in the discussin and their willingness t share persnal pinins and experiences related t camping.
The effectiveness will be assessed by students' cmprehensin f the text, their ability t identify the main idea and the genre, and their accuracy in listing the benefits f camping.
Purpse T activate students' prir knwledge and persnal experiences, setting the stage fr the reading activity by engaging them in the tpic f camping.
T deepen students' understanding f the text by analyzing and interpreting the infrmatin presented, fcusing n the reasns why camping is beneficial.
2.T knw what t prepare fr the camping and hw t stay safe if they are first⁃time campers.
Step 4: Pst⁃reading
1.Students read a scenari abut first⁃time campers, including details abut the time, place, things they take, weather cnditins and safety tips.
(详见课件资源)
2.In pairs r small grups, students discuss additinal items they will bring and ther safety tips they will fllw.
The effectiveness will be assessed by the quality f the discus⁃sins and students' ability t apply the infrmatin frm the reading t real⁃life situatins.
Purpse T encurage critical thinking and applicatin f the cncepts learned by having students evaluate and share their wn ideas fr a successful camping trip, reinfrcing the language and structures practised in the lessn.
3.T ask fr help and give advice t thers befre sme utdr activities.
Step 5: Cnslidatin
Students practise giving advice using expressins like“Remember t…”“Yu'd better…”“Why dn't yu…?”and“What/Hw abut…?”.
The effectiveness will be assessed by students' mastery f the vcabu⁃lary and their ability t use the expressins t give advice effectively.
Step 6: Language pints
1.Students study the meanings and uses f key expressins and phrases, such as“feel like”“fcus n”“take a break”“put up”“fall asleep”and“give sb a chance t d sth”.
2.Students practise using these expressins in varius cntexts, such as describing their feelings, giving advice, and talking abut their experiences.
Step 7: Exercise
The effectiveness will be assessed by students' understanding and applicatin f the language pints in different cntexts.
Purpse T ensure students grasp the nuances f the language and can use the expressins cnfidently in bth written and spken cmmunicatin.
Hmewrk
Required:
1.Design an ad fr anther utdr activity.
2.Pay attentin t the safety tips and write them dwn fr the ad.
Optinal:
Search fr mre infrmatin abut utdr activities that yu are interested in.
Learning Objectives
Teaching Activities
Effectiveness Evaluatin
1.T cmplete the table with the infrmatin abut ne f their utdr experiences by imitating Simn's utline.
2.T read Simn's diary entry abut a fun utdr activity and learn the structure f the diary.
Step 1: Lead⁃in
1.Task 1 Knw abut utdr activities.
2.Task 2 Talk and write abut utdr ex⁃periences.
The teacher initiates a free talk by asking students,“What utdr activities d yu like t d? Why d yu enjy them?”.
Step 2: Reading
1.In Part D1, Simn is making an utline fr his writing. Read it and cmplete the table with the infrmatin abut ne f yur utdr experiences.
2.Watch and listen. Answer the questins.
What is the type f this passage? Hw d yu knw that?
3.Read Simn's diary entry abut a hiking trip.
Read fr structure:
·Outline t rganize ideas
·Beginning
·Main part
·Ending
The effectiveness will be measured by students' engagement in the discussin and their ability t articulate their favurite utdr activities and the reasns behind their chices.
The effectiveness will be assessed by students' cmprehensin f the diary entry, their ability t identify the type f passage, and their accuracy in answering the detailed questins abut the hiking trip.
Purpse T develp reading cmprehensin skills, understand the structure and cntent f a diary entry, and learn abut the practical aspects and experiences f utdr activities.
3.T write a diary entry abut an utdr activity.
Step 3: Writing
1.In Part D3, write a diary entry abut an utdr activity based n the infrmatin in Part D1.Use Simn's writing as a mdel.
2.Prvide sme useful expressins.
Useful expressins
Last summer/weekend/week,…
I went camping/cycling/hiking/hrse riding/jgging/rller skating/skiing/swimming…
We went by/tk…
At the beginning/T begin with,…
The first/secnd/last/…part f the…
We saw/enjyed…
Hwever/Unluckily, things became difficult because/when…
It was a great chance t…
Step 4: Let's write and share
Let's write and share.Students discuss their wn utdr experiences in pairs, based n the diary entries they have written.
The effectiveness will be assessed by students' ability t write a cher⁃ent and well⁃structured diary entry, incrprating the prvided expres⁃sins and accurately describing their utdr experiences.
Purpse T apply the knwledge gained frm the reading and discussin t create a cherent written piece abut an utdr activity, reinfrcing the language and structures practised in the lessn. T encurage cllabrative learning and speaking practice related t the tpic, and prvide an pprtunity fr the teacher t get feedback.
Hmewrk
Required:
Cmplete the diary abut yur activities.
Optinal:
Search fr mre activities and share with yur classmates.