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 春季
课题 Unit 7 Outdoor fun（Reading）
教学目标
1. Knowledge Aims Students will be able to understand the detailed introduction of the outdoor cycling trip in the reading passage, including the time, place, people involved, difficulties encountered, solutions, and gains. Master the key words and phrases related to outdoor activities in the text, such as “cycle” (骑行), “pleasant” (令人愉快的), “lucky” (幸运的), “break down” (出故障), “cheer each other up” (互相鼓励), etc., and accurately understand their meanings in the context. Learn and understand the complex sentence patterns used to describe the outdoor cycling experience in the article, such as the simple past tense (e.g., “We started our cycling trip early in the morning.”), and the use of coordinating conjunctions (e.g., “It was a sunny day, and we were all excited.”) to show the sequence and relationship of events. 2. Ability Aims Develop students' ability to use a variety of reading skills to obtain information. They can quickly grasp the main idea of the passage through skimming, accurately locate key information through scanning, and deeply understand the details and logical relationships of the passage through intensive reading. They should be able to complete reading tasks efficiently and answer relevant questions accurately within the specified time. Improve students' ability to analyze, summarize and generalize the content of the passage. They can summarize the key points, precautions, and the emotional changes of the characters in the cycling trip according to the information in the passage, and express them in concise and accurate language, thus cultivating their logical thinking ability. Enhance students' oral and written expression abilities. Based on the reading content, combined with their own knowledge and experience, students can discuss the charm, risks, and safety measures of outdoor cycling in English, share their views and imaginations about outdoor cycling, and write a short passage about their own outdoor cycling experience or plan, with complete content, clear organization, and accurate language, improving their comprehensive language application ability. 3. Emotional Aims Stimulate students' interest and curiosity in outdoor cycling activities, cultivate their spirit of exploration and courage to challenge, let students feel the charm and fun of outdoor cycling in reading, and enhance students' love and respect for nature. Create a positive classroom reading atmosphere, encourage students to actively participate in reading discussions and sharing activities, cultivate students' cooperation spirit and autonomous learning ability, let students experience the fun of exploring knowledge in reading, and improve students' interest and enthusiasm in learning English.
重难点
1. Teaching Key Points Comprehend the main content of the passage, especially the details of the cycling trip, and master the key words and phrases. Learn how to describe an event in chronological order, as shown in the passage about the cycling trip. Understand the simple past tense used to describe past events in the context of outdoor activities. 2. Teaching Difficult Points Enable students to guess the meanings of new words according to the context and understand the long and difficult sentences in the passage, such as those with multiple clauses or complex structures. Guide students to use English to accurately express their own views and feelings about outdoor activities, especially when describing their personal experiences and emotions.
教学过程
教学环节 学习活动（包含设计意图）
Lead - in (5 minutes) Activity: Show some pictures of different outdoor activities, such as cycling, hiking, camping, and climbing, on the PPT. Ask students to look at the pictures and quickly say out the names of the activities in English. Design Intent: This activity can quickly arouse students' interest in the topic of outdoor activities, activate their prior knowledge, and create a relaxed and active classroom atmosphere, making students more ready to enter the subsequent learning content.
Presentation (12 minutes) Activity 1: Present the title of the reading passage “A Cycling Trip” on the blackboard. Ask students to predict what the passage might be about based on the title. Encourage them to share their predictions with their partners in pairs. Design Intent: Predicting the content of the passage according to the title can train students' thinking ability and make them more focused when reading. Discussing in pairs can also improve students' communication skills in English. Activity 2: Teach some new words and phrases related to the cycling trip in advance, such as “cycle”, “pleasant”, “route”, “lucky”, “break down”. Use pictures, real objects (if possible), or simple English explanations to help students understand their meanings. Write the words and phrases on the blackboard and ask students to read them aloud several times. Design Intent: Pre-teaching key words and phrases can reduce students' reading difficulties, so that they can better understand the passage during reading. Reading aloud can help students remember the pronunciation and spelling of these words.
Practice (15 minutes) Skimming (3 minutes) Activity: Ask students to quickly read the whole passage within 2 minutes. After reading, they need to answer the following questions: Who went on the cycling trip Where did they start and end their trip What is the general feeling of the trip Design Intent: Skimming allows students to get a general idea of the passage, which is helpful for them to understand the overall framework and main content of the text, laying a foundation for subsequent in-depth reading. Scanning (5 minutes) Activity: Let students read the passage again, this time more carefully, and ask them to find specific information to complete the following tasks: Find the time expressions in the passage and mark them. (e.g., early in the morning, after breakfast, then, after lunch, on our way back) Design Intent: Scanning trains students' ability to locate specific information quickly. Completing the table can help students better organize and understand the sequence and details of the events in the passage, and also deepen their understanding of the text. Intensive Reading (12 minutes) Activity 1: Divide the passage into several paragraphs. Let students read each paragraph carefully and analyze the language used, especially the sentence structures and new words in context. For example, in the sentence “It was a sunny day, and we were all excited.”, explain the use of the coordinating conjunction “and” to connect two simple sentences to show the relationship between the weather and the students' emotions. For new words like “pleasant” in “We had a very pleasant time riding along the river.”, ask students to guess its meaning from the context first, and then confirm the meaning. Activity 2: Present some detailed comprehension questions about each paragraph, such as: Why were they excited at the beginning of the trip (Because it was a sunny day and they were going on a cycling trip.) What did they see when they rode along the river (Beautiful flowers and green trees.) How did they feel when one bike broke down (Worried at first, but then they helped each other.) Why did they feel tired but happy at the end of the trip (Because they had a wonderful experience and overcame difficulties together.) Design Intent: Intensive reading helps students understand the passage in detail, including language knowledge and the author's intention. Analyzing sentence structures and new words in context can improve students' language comprehension ability. Answering detailed comprehension questions can further test and enhance students' understanding of the text.
Production (10 minutes) Activity 1: Group work. Divide students into groups of four. Each group is required to retell the cycling trip according to the table they filled in during scanning. One student starts, and then the others take turns to add more details. Encourage them to use their own words as much as possible while retelling. Design Intent: Group work can cultivate students' cooperation spirit and oral expression ability. Retelling the story can help students internalize the content of the passage and improve their ability to use English to express information. Activity 2: Discussion. Ask each group to discuss the following questions: What do you think are the advantages of outdoor cycling What problems may you encounter during an outdoor cycling trip and how can you solve them If you have a chance to go on a cycling trip, where would you like to go and why Design Intent: Discussion can stimulate students' thinking and allow them to express their own views and feelings in English. It also helps students relate the content of the passage to their real life, deepening their understanding of the topic of outdoor activities.
Summary and Homework (3 minutes) Summary: Summarize the key points of this class with students, including the main content of the cycling trip, new words and phrases, and important sentence structures. Emphasize the importance of outdoor activities and the spirit of cooperation and perseverance shown in the passage. Homework: Ask students to write a short passage about an outdoor activity they have participated in or would like to participate in, following the example of the reading passage, including the time, place, people, activities, difficulties, solutions, and feelings. Ask students to find more information about other interesting outdoor activities and share it with the class next time. Design Intent: Summary helps students review and consolidate what they have learned in class. The first homework task can further improve students' writing ability, and the second homework task can expand students' knowledge and stimulate their interest in outdoor activities.

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