资源简介

教学设计
课程基本信息
学科 英语 年级 七年级 学期 秋季
课题 Unit 2 More than fun（Understanding ideas）
教学目标
1.1 Language Ability Students will be able to master key vocabulary related to hobbies, such as “traditional arts, paper - cutting, until, start to, share the fun” etc., and use them correctly in speaking and writing. Students can understand and use different expressions of feelings, and apply them to describe their feelings about various art forms. Enable students to understand and use the target sentences in the text proficiently, and imitate the sentence patterns to create their own sentences. 1.2 Cultural Awareness Help students understand the charm of traditional Chinese arts, such as paper - cutting, and enhance their sense of national cultural identity. Cultivate students' awareness of cross - cultural communication by comparing different art forms at home and abroad, and promote their understanding and respect for diverse cultures. 1.3 Thinking Quality Guide students to analyze the relationship between hobbies and personal growth through reading the text, and develop their logical thinking ability. Encourage students to think critically about the impact of different hobbies, and train their creative thinking by expressing their unique views on hobbies. 1.4 Learning Ability Teach students reading strategies such as skimming and scanning, so that they can quickly obtain key information from the text and improve their reading efficiency. Cultivate students' ability to summarize and organize information, and enhance their self - learning ability through independent exploration and group cooperation.
重难点
2.1 Teaching Key Points Master the new words and phrases related to hobbies and feelings, and be able to use them flexibly. Understand the main idea and key details of the text, and accurately answer relevant reading comprehension questions. Grasp the sentence patterns used to describe hobbies and feelings, and be able to imitate and create sentences. 2.2 Teaching Difficult Points Enable students to deeply understand the cultural connotations behind different hobbies, especially traditional Chinese arts. Guide students to express their own views and feelings about hobbies clearly and accurately in English, and improve their oral and written expression abilities. Help students transfer the knowledge they have learned to real - life situations and use English to communicate about hobbies spontaneously.
教学过程
教学环节 学习活动（包含设计意图）
Step 1: Warming-up & Lead-in (5 minutes) Activity: Show students some pictures of various hobbies, such as playing musical instruments (erhu, guitar), painting, dancing, and doing sports. Then ask them to discuss in pairs: “What hobbies can you see in the pictures Which one do you like best and why ” Design Intent: This activity aims to arouse students' interest in the topic of hobbies, activate their prior knowledge, and create a relaxed and communicative classroom atmosphere. By sharing their favorite hobbies, students can naturally enter the learning context of this unit.
Step 2: Presentation (10 minutes) Activity 1: Present two pictures, one of a person playing the erhu and the other of a person playing the electric guitar. Ask students: “What instruments are they playing How do you think the players are feeling when playing these instruments ” Encourage students to describe the feelings they think the players might have, such as “relaxed”, “excited”, “happy” etc. Activity 2: Let students look at the title “More than fun” and the pictures in the textbook, and then predict: “What do you think the passage will be about Who might the characters in the story be What hobbies might they have ” Design Intent: Activity 1 helps students review the vocabulary of musical instruments and feelings, laying a foundation for understanding the text. Activity 2 cultivates students' prediction ability. By making predictions based on the title and pictures, students can have a preliminary understanding of the text content and be more motivated to read the text.
Step 3: Practice (15 minutes) Fast Reading (3 minutes) Activity: Ask students to quickly skim the text and answer two questions: “What is the relationship between the boy and his grandfather What are their hobbies ” Design Intent: Through fast reading, students can grasp the main idea of the text and train their ability to quickly obtain key information, which helps them to have a general understanding of the text structure and content. Careful Reading (10 minutes) Activity 1: Let students read the text carefully again and complete a table about the boy's and his grandfather's hobbies, including what they like to do, when they started the hobbies, and how they feel about them. Activity 2: Guide students to find sentences in the text that describe feelings, and analyze the words and expressions used to express feelings, such as “I didn't know much about traditional arts until I started to learn paper - cutting from my grandfather.” Analyze the structure “not... until... ”. Design Intent: Activity 1 helps students understand the details of the text, deepens their understanding of the text content, and trains their ability to extract and organize information. Activity 2 focuses on the language points in the text, helping students master the expressions of feelings and important sentence patterns, and improving their language analysis ability. Group Discussion (5 minutes) Activity: Divide students into groups of four. Give each group a discussion topic: “If you could choose one of the grandfather's hobbies (paper - cutting) and one of the boy's hobbies (playing the electric guitar) to learn, which two would you choose And give your reasons.” Each group member should express their opinions, and then the group selects a representative to share their group's discussion results with the whole class. Design Intent: This group discussion activity can not only help students further understand the text content, but also provide them with an opportunity to express their own views and communicate with their peers in English. It trains students' oral expression ability, cooperative learning ability, and critical thinking ability.
Step 4: Oral Practice & Consolidation (15 minutes) Activity 1: Ask students to write a short paragraph about their own hobbies, including what their hobbies are, when they started, and how they feel about them. They can use the words, phrases and sentence patterns they have learned in this class. Activity 2: Invite several students to read their paragraphs aloud in class. After each student reads, other students can ask questions or give comments. Design Intent: Activity 1 is to let students use the knowledge they have learned in this class to write about their own hobbies, which can effectively test their mastery of new words, phrases, sentence patterns and their writing ability. Activity 2 provides a platform for students to share and communicate, which can not only enhance students' confidence in speaking English, but also promote the exchange and learning among students.
Step 5: Summary & Homework (5 minutes) Summary (2 minutes) Activity: Review the key words, phrases, sentence patterns and the main content of the text with students. Ask students to recall what they have learned in this class, and then summarize the key points on the blackboard. Design Intent: Summarizing helps students review and consolidate the knowledge they have learned in this class, and form a complete knowledge system in their minds. Homework (2 minutes) Activity: Require students to rewrite their paragraphs about hobbies according to the comments and suggestions in class, and then copy them neatly in their exercise books. Ask students to search for more information about traditional Chinese arts (such as Peking Opera, Chinese calligraphy) on the Internet or in books, and prepare to share it in the next class. Design Intent: The first homework can help students improve their writing ability. The second homework can expand students' knowledge of traditional Chinese culture, cultivate their self - learning ability, and also prepare for the next class learning.

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