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外研版 (2024 年) 七年级英语上册Unit 5 The power of plants教学设计
Starting out & Understanding ideas
一、Teaching Objectives
1. Language Competence:
Students will be able to use key vocabulary, e.g. stem, root,leaf, sugar) and expressions (e.g. send up, rise up, mix... and)
2. Cultural Awareness:
Students will recognize the importance of plants in the natural world and their role in providing oxygen and food.
3. Thinking Capability:
Students will be able to analyze and explain the process of photosynthesis using a correct cause-effect framework.
4. Learning Ability:
Students will develop skimming and scanning skills to locate specific information in a text.
二、Teaching key and difficult points.
1. Key vocabulary related to plant parts and photosynthesis.
2. Recognize the multiple meanings of the word "plant".
3. Retell the photosynthesis process in English with correct sequence and terminology.
三、Teaching methods
Task-based Language Teaching (TBLT)
Communicative Approach, Visual Aid Support.
四、Teaching Procedure
Step 1 Lead in
1. Show a picture of a plant and ask students to name its parts.
2. Watch a short video about plant growth and discuss:
“What helps a seed grow into a plant ”
Step 2 Pre-reading
1. Introduce key vocabulary: stem, root, leaf, sunlight water, CO2, sugar, oxygen.
Step 3 While-reading
1. Skimming: Read the passage to choose where it might be published (- Science magazine)
2. Scanning: Read paragraph by paragraph to answer questions and fill in blanks.
3. Deep reading: Discuss the use of "workers" and the pun on "plant".
Step 4 Post-reading
1. Group task: Use the photosynthesis diagram to retell how plants work.
2. Discussion: In what other ways do plants help the world
3. Language points.
Step 5 Consolidation & Homework
1. Review key phrases and process.
2. Must do: Finish the exercise book.
Choose to do: Share plant facts with classmates.
Blackboard Design
Photosynthesis
leaf
stem
sunlight
sugar
oxygen
root
water
CO2
Carbon dioxide
Teaching reflection
1. The personification of plant parts as "workers" helped students engage with scientific content.
2. Future lessons could include a hands-on activity, such as drawing the photosynthesis process or role-playing plant parts.
Unit 5 The power of plants
Understanding ideas ( Grammar )
一、Teaching Objectives
1. Language Competence:
Students will be able to recognize, understand, and use the simple future tense structures: be going to + Verb will + Verb
2. Cultural Awareness:
Students will understand the importance of environmental protection and express future plans to help plants and nature.
3. Thinking Ability:
Students will compare and contrast the uses of be going to and will in different contexts. (Plans VS. predictions)
4. Learning Capacity:
Students will develop grammar deduction skill through rule discovery and sentence transformation exercises.
二、Teaching key and difficult points
1. Understand the form and function of be going to and will.
2. Differentiate between be going to (plans / intentions) and will (predictions / spontaneous decisions).
Inductive 归纳的
Deductive 演绎的
三、Teaching methods
Inductive Grammar Teaching, Task-Based Learning
Communicative Approach.
四、Teaching Procedure
Step 1 Warm-up & Lead in
1. Show a short video of future careers (astronaut, musician, artist), and ask “What are you going to be in the future ”
Step 2 Presentation
1. Present be going to with examples from the text.
2. Present will with example sentences about robots and future life.
3. Elicit rules: be going to = plans / intentions will = predictions / future facts
Step 3 Practice & Drilling
1. Complete sentence transformation exercises (affirmative → negative → interrogatives)
2. Fill in blanks using be going to or will (e.g. Great Bear Rainforest passage)
3. Pair work: Ask and answer about weekend plans using both structures.
Step 4 Production
1. Introduce “Planting Day” activity.
2. In pairs, students discuss and write a plan using: I am going to ... / We will ...
Step 5 Consolidation & Homework
1. Review key structures with a quick quiz (e.g. sentence rewriting)
2. Must do: Review grammar rules and examples.
Choose to do: Polish your “Planting Day” plan.
Blackboard Design:
there be → There is going to be
a sports meeting
be going to
shall
I am
Tom is be going to +
May are
I
we will be a player.
Tom live in Beijing.
go to work by car.
Tomorrow, the day after tomorrow
next week / month / year...
In the future / this summer
Teaching reflection:
1. The “Planting Day” task successfully integrated grammar with real-world topics, increasing student engagement.
2. Some students confused “will” and “be going to” in spontaneous speaking. More situational practice is needed.
Unit 5 The power of plants
Developing ideas ( Listening and Speaking )
一、Teaching Objectives
1. Language Competence:
Students will learn and use polite expressions to ask for & and give permission (e.g. May I ... / Can I ... / Certainly / Sure ).
2. Cultural Awareness:
Students will learn about the cultural importance of corn in Mexico and its various uses (food, toys, tea, etc).
3. Thinking Ability:
Students will compare and contrast the uses of different plants and infer their cultural and practical values.
4. Learning Capacity:
Students will develop listening strategies for catching numbers and key details.
二、Teaching key and difficult points
1. Listen for specific information, especially numbers (e.g.40 cm, over 600 dishes, 9000 years )
2. Use May I / Can I / Could I appropriately in different contexts.
三、Teaching methods
Task-based Listening, Communicative Language Teaching Collaborative Learning.
四、Teaching Procedure
Step 1 Warm-up & Lead in
1. Show pictures of wheat, rice, and corn. Ask:
What food can we get from these plants
2. Discuss students' eating habits related to these grains.
Step 2 Listening practice — Corn in Mexico.
1. First listening: (Listen to the vlog and choose the main topic.)
2. Second listening: ( Complete Jason's notes with numbers 40cm, 600 dishes, 9000 years ).
3. Third listening: ( Listen to the conversation and complete sentences about corn products. )
★ Tip: Pay attention to nearly, about, over, more than when listening for numbers.
Step 3 Speaking Focus
1. Play the conversation again and highlight.
Can I try … — Sure.
May I take a video — Certainly.
2. Teach polite expressions:
May I … / Can I … / Could I …
Certainly / Sure / Go ahead.
Step 4 Production
1. Role - play. Choose a plant and create a
conversation using: We use it for …
May I know … / Can you tell me …
Certainly. / Sure.
Step 5 Wrap - up & homework
1. review key expressions and plant uses.
2. Make a poster about a useful plant.
Blackboard Design
U5 Developing ideas (Write)
a Sweet corn Festival
a part of Mexican culture
Corn — More than food
an important plant
huge size
long history
many uses
a useful plant
corn seeds — food
corn silk — drink
corn husks — craft
Teaching reflection:
1. The use of a real vlog context made listening more engaging and authentic.
2. In future lessons, include more cross - cultural comparisons (eg. corn in Mexico vs. rice in China) to deepen cultural awareness.

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