资源简介

(共21张PPT)
第7课时
Unit 7
Outdoor fun
Integration (2)
英语译林版（2024）七年级下册
Learning objectives
通过本节课的学习，学生能够：
1.完成作文大纲表格，构思自己写作中“户外活动经历”的内容。
2.按照4W1H法分析梳理范文日记各部分的遣词造句，分类积累写作的语言表达。
3.对照自己的表格内容，运用写作框架，准确使用一般过去时，描述自己的一次户外活动经历。
4.根据自评和互评清单，对写作进行自我评价和同伴评价，欣赏他人习作，改进自己文章中的语言与内容。
重点
重点
Look and recall
Did you have any outdoor experience
Look at these outdoor activities and name each one.
Think and answer
Which outdoor experience do you want to write about
past event
simple past tense
Brainstorm and outline
Here is Simon’s outline for his writing.
Read it and brainstorm your writing content.
Complete the table.
Simon wrote a diary entry about one of his outdoor experiences.
Read and learn
Let’s learn something from him!
Read and answer
1. What is the main idea of this diary entry
Simon recorded a hiking trip with his friends and uncle. Although the trip was a little tiring, he really enjoyed it.
Sunday, 4 June Sunny
Yesterday I went on a hiking trip with my friends and my uncle. We took a bus to the local forest early in the morning and started walking before it got too hot.
The first part of the walk was easy. We walked along a small river. The sky was blue. It was very relaxing and I took lots of photos with my camera.
However, things became difficult because the path was very narrow. We had to support each other. We were excited when we saw the path roll out in front of us.
The trip was a little tiring, but I really enjoyed it.
It was a great chance to be close to nature.
Skim the diary and answer the questions.
2. How many paragraphs are there
3. What is each paragraph about
Match each paragraph with the “4W1H” in the outline.
When
Four paragraphs.
Where
Who
What
How
Sunday, 4 June Sunny
Yesterday I went on a hiking trip with my friends and my uncle. We took a bus to the local forest early in the morning and started walking before it got too hot.
The first part of the walk was easy. We walked along a small river. The sky was blue. It was very relaxing and I took lots of photos with my camera.
However, things became difficult because the path was very narrow. We had to support each other. We were excited when we saw the path roll out in front of us.
The trip was a little tiring, but I really enjoyed it.
It was a great chance to be close to nature.
Read and answer
Sunday, 4 June Sunny
Yesterday I went on a hiking trip with my friends and my uncle. We took a bus to the local forest early in the morning and started walking before it got too hot.
The first part of the walk was easy. We walked along a small river. The sky was blue. It was very relaxing and I took lots of photos with my camera.
However, things became difficult because the path was very narrow. We had to support each other. We were excited when we saw the path roll out in front of us.
The trip was a little tiring, but I really enjoyed it.
It was a great chance to be close to nature.
Read and analyze
What does this part tell us about the hiking trip
It tells us when and how they went to the forest and who went with Simon.
What did Simon describe in this part
He described the first part of the hiking trip, including the scenery and what he did.
Analyze the diary and answer the questions.
Sunday, 4 June Sunny
Yesterday I went on a hiking trip with my friends and my uncle. We took a bus to the local forest early in the morning and started walking before it got too hot.
The first part of the walk was easy. We walked along a small river. The sky was blue. It was very relaxing and I took lots of photos with my camera.
However, things became difficult because the path was very narrow. We had to support each other. We were excited when we saw the path roll out in front of us.
The trip was a little tiring, but I really enjoyed it.
It was a great chance to be close to nature.
What happened in this part of the trip
They met some problems and how they dealt with them.
What did Simon think of the hiking trip
He really enjoyed it.
Read and analyze
Discuss and circle
Work in groups of 4.
Identify and circle the expressions you think are useful, and discuss the meaning and use of these expressions.
Each group selects a member to share the expressions they have found.
Group work
Sunday, 4 June Sunny
Yesterday I went on a hiking trip with my friends and my uncle. We took a bus to the local forest early in the morning and started walking before it got too hot.
The first part of the walk was easy. We walked along a small river. The sky was blue. It was very relaxing and I took lots of photos with my camera.
However, things became difficult because the path was very narrow. We had to support each other. We were excited when we saw the path roll out in front of us.
The trip was a little tiring, but I really enjoyed it.
It was a great chance to be close to nature.
Last summer/weekend/week, ...
I went camping/cycling/hiking/horse riding/jogging/roller skating/skiing/...
We went by/took …
The first/second/last/… part of the …
It was very relaxing/enjoyable/quiet...
We saw/enjoyed …
We supported each other...
However/Unluckily, things became difficult because/when …
It was a great chance to …
Useful expressions
Sunday, 4 June Sunny
Yesterday I went on a hiking trip with my friends and my uncle. We took a bus to the local forest early in the morning and started walking before it got too hot.
The first part of the walk was easy. We walked along a small river. The sky was blue. It was very relaxing and I took lots of photos with my camera.
However, things became difficult because the path was very narrow. We had to support each other. We were excited when we saw the path roll out in front of us.
The trip was a little tiring, but I really enjoyed it. It was a great chance to be close to nature.
Give the day, date and weather to show it’s a diary entry.
Say when and where the outdoor activity happened, and who was there.
Describe parts of the trip. You may include the problems you met and what you did about them.
time expression
outdoor activity
Say what you think of the experience.
verb phrases
contrastive connective
way of being there
adjectives
emotional expressions
Connect and integrate
Connect the useful expressions you circled with the framework.
Summarize
Diary entry
What
How
day, date, weather
feeling
An
Outdoor
Experience
framework
expressions
adjectives
time expressions
outdoor activities
verb phrases
contrastive connectives
emotional expressions
the problems you met &
what you did about them
When, Where, Who
people & trip
Write
1. Decide how to organize your writing framework based on the outline table.
2. Find the expressions in different groups.
3. Draft your writing.
4. List the problems or difficulties you have.
Individual work
Now, start your own writing!
Self-assessment
1. Evaluate your own writing based on the checklist.
2. Write down the problems you have in drafting.
Self-assessment Yes No
My writing has a clear structure.
I clearly described the 4W1H (When, Where, Who, What and How) about my outdoor experience.
I used the phrases and sentence patterns learned in this unit. (Underline them in your writing.)
There are no grammar or spelling errors in my writing.
Peer-assessment
1. Exchange your writings in each group of 4.
2. Score and provide constructive feedback based on the checklist. good great super
Peer-assessment Stars
This article has a clear structure.
The vocabulary and sentence patterns in this article are correct, and newly learned vocabulary is used.
This article uses rich and vivid language to describe an outdoor experience.
This article expresses the author’s true feelings about this experience.
The spelling, punctuation, and grammar (simple past tense) in this article are all correct.
Your support to his/her questions: _______________________________________________________________________
Reflect and share
Take notes for what you learn from reading others’ drafts.
Share your gains and reflection from the peer-assessment in your group.
Summary
creatively build up the writing content.
work out the writing framework.
use different kinds of expressions.
evaluate positively.
After learning this lesson, I can
知识点1相交线
Complete the outline table about one of my outdoor experiences.
Diary entry;
4W1H:
When, Where, Who, What, How
adjectives; outdoor activities; verb phrases; emotional expressions...
Contrastive connectives
Reflect on my own article based on the self-assessment checklist.
Learn from my peer’s strength by evaluating their articles.
Homework
1. Improve your draft using peer reviews and knowledge acquired from others.
2. Complete the assessment on P91 and evaluate your own learning situation in this unit.
3. Read Further Study on P91. Find out more about skiing on the internet and share it with your classmates.
Bye-bye!Unit 6 Beautiful landscapes
Integration (2)
一、教学内容分析
本课时为读写课，内容文本是一篇介绍中国黄山的说明文。从名称、地理位置（在华东安徽省南部）、著名之处（奇特形状的松树和岩石、奇妙的云海和舒适的温泉）以及在黄山可以进行的活动（徒步登山或坐缆车，在山顶看日出日落）等四个方面介绍了黄山美景。本文旨在为学生进行美景写作提供内容思路，有用表达。
二、语篇分析
【What】 本课语篇是一篇介绍中国美丽风景黄山的说明文。从名称、地理位置（在华东安徽省南部）、著名之处（奇特形状的松树和岩石、奇妙的云海和舒适的温泉）、以及在黄山可以进行的活动（徒步登山或坐缆车，在山顶看日出日落）等四个方面介绍了黄山美景。 【Why】 本课时的语篇与学生的自然生活紧密相关。本篇说明文以黄山美景为例，旨在为学生进行美景写作提供内容思路，有用表达。激发学生对黄山乃至其他自然美景的向往，进而热爱中国自然风光，增强民族自豪感。 【How】 本文是一篇介绍中国美丽风景黄山的说明文。文中呈现了描述地理位置的语言 “...is in the south/north/east/west of...”; 描述景观著名之处的表达，如“ It is one of the best-known/ most amazing...”, “...is an amazing place.”, “It is famous for...”, “It is special for...”;以及描述人类在景观进行活动的表达： “people can...”, “ One thing you can do there is...”, “ People like to see/go to...”等。 通过列举黄山的地理位置，著名之处和可进行的活动，使读者对黄山有更全面的了解。
三、学情分析
学生已经在reading环节学习了有关自然景观名称和特征的部分表达。对本节课的话题有一定的词汇和语法基础，能够理解简单的英语文章，但在逻辑组织方面稍有欠缺，需要教师讲清语篇结构；七年级的学生具有一定的模仿和表达能力，老师要充分利用好已提供的文章的引导下进行仿写练习。
四、教学目标
通过本节课的学习，学生能够： 1. 分析描写黄山这一景观的4个方面（包括名称、地理位置、特征描述和可进行的活动）； 2. 梳理描述黄山各个方面的英文表达； 3. 仿写一篇描述中国另一自然景观的文章； 4. 在仿写的基础上增进对国内自然风景的了解和热爱，唤起热爱自然、欣赏自然、与自然和谐共生的意识。
五、教学重难点
【重点】 分析描写黄山这一景观的4个方面（包括名称、地理位置、特征描述和可进行的活动）； 仿写一篇描述中国另一自然景观的文章。 【难点】 仿写一篇描述中国另一风景的文章。
六、教学活动设计
环节一：创设情境，导入话题，学生产生学习兴趣。（5 mins） 学生仔细观察教师提供的特定自然景观的图片，并说出自己感兴趣的自然景观，尝试预测本节课所学主题。再通过一个介绍黄山的视频直观感知黄山的地理风貌。
教学活动 活动层次 效果评价
Students observe the given pictures and answer the following questions: What are the names of the landscapes in the pictures Which one do you like most Why do you like it If you are asked to write an article about the landscape you like, can you make it 2. Enjoy a video about Mount Huangshan and try to describe the landscape. 学习理解之感知与注意 观察学生回答问题的表现，根据其回答，了解学生对某一自景观信息的已有图示。
环节设计意图：导入话题，激活已知，激发学生学习兴趣。
环节二：根据表格，阅读语篇，完成写作读任务（15 mins）
教学活动 活动层次 效果评价
3. Students read Daniel’s table and pay attention to the questions. 4. Students skim the passage and try to answer the question chains. What kind of landscape did Daniel introduce How did he make it 学习理解之获取与梳理 通过观察学生的活动反馈，了解学生对描述黄山角度的获取情况。
Students scan the passage and Try to find out the expressions Daniel used to describe Mount Huangshan from 3 aspects. 学习理解之获取与梳理 通过观察学生的活动反馈，了解学生对语篇细节信息的获取情况。
Students list the landscapes they know or they have been to. Then they choose their favorite ones for the purpose of description. Students are asked to complete the writing outline by following the sample outline completed by Daniel. Students share their outlines in group and have cooperative learning to exchange ideas and build up expressions. 学习理解之概括整合 通过观察学生完成表格和搜集信息的情况，了解学生对描述某一景观的内容图示以及相关表达的掌握情况。
环节设计意图: 通过对描述景观的词汇、有用表达的积累以及对说明文的结构了解为写作做铺垫。
环节四：综合运用所学，进行写作。（25 mins）
教学活动 活动层次 效果评价
Students finish their drafts. 应用实践之内化与运用 通过观察学生在规定时间内完成写作任务的情况，评价学生对该类型作文写作的掌握程度。
Students work in a group of 4 to do peer feedback by following the checklist. 应用实践之内化与运用 通过同伴互查润色文章，包括但不限于准确性，逻辑连贯性，创新性来评价教与学的成效。
环节设计意图: 培养学生综合运用所学表达进行写作输出的能力，同时培养学生的合作学习能力和互评能力。
作业与拓展 Polish your writing based on peer plete self-assessment on Page 79.

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