外研版（2024）七年级下册英语Unit 4 The art of having fun 教案

第第页外研版（2024）七年级下册英语Unit4Theartofhavingfun教案单元教学目标【LanguageAbilities】1.Usewordsandexpressionsintheunittotalkaboutactivitiesforfun.2.Useimperativestotalkaboutbenefitsofhavingfun.3.Describethegoodandbadoffunactivities.【CultureAwareness】1.Learnaboutentertainmentinancienttimesanddifferentcountries,andfeelthediversityandinheritanceofcultures.2.GettoknowsomefunGuinnessWorldRecords.3.Learnaboutlifestoriesofcelebritiesandwhattheyhavegainedfromhavingfun.【QualityofThinking】1.Learntothinkrationally.2.Thinkcriticallyaboutthedownsidesofexcessiveelectronicentertainment.3.Thinkabouthowtohavefuninabalancedway.【LearningAbilities】1.Getkeyinformationfromdifferentpassages.2.Beabletoactivelycooperatewithothersinlearningactivitiesandcompletelearningtasks.【ClassHourDivision】Fiveperiods第一课时Startingout&Reading第二课时Grammar第三课时ListeningandSpeaking第四课时Readingforwriting第五课时Presentingideas&Reflection单元教材分析本单元的主题属于“人与自我”范畴，归属于“生活与学习”主题群，涉及到“学习与生活的自我管理”这个子主题内容。本单元围绕娱乐活动展开深入探讨，内容包含古代与现代，以及不同国家的娱乐形式，同时涉及娱乐的重要性、过度娱乐的弊端，以及如何将兴趣转化为职业等多方面内容。本单元旨在引导学生深入思考娱乐在生活里所有具有的价值和意义，助力学生树立正确的娱乐观念，学会平衡电子娱乐与真实世界之间的关系，进而推动个人的全面发展。课时分解第一课时Startingout&ReadingTeachingObjects【教学目标】1.TalkaboutpopularactivitiesinancienttimesandinPoland.2.Analyzethestructureandunderstandthedetailedinformationofthepassage.3.Understandtheimportanceofhavingfuninlife.TeachingAids【教学工具】anEnglishbook，ataperecorderandCAITeachingSteps【教学步骤】★Step1Leadin【导入】1.Showthephotoonpage50tostudents,thenaskthemtoanswerthequestion:Whatdoesthepictureshow?2.Letsomestudentssharetheanswers.StartingoutPage51，11.Showthepictureonpage51tostudents,thenaskthemtoanswerthequestions.①Whatactivitiesdidancientpeopledoforfun?②Whichactivitiesisthemostinterestingonetoyou?2.Askstudentstosharetheanswerswiththeclass,theteachercanmakesomesupplementsifnecessary.Page51，21.Showthesurveyresultstostudents,thenaskthemtopayattentiontothetitle.2.Askstudentstolookatthesurveyresultsandanswerthequestions:①Whatcanyoulearnfromthesurveyresults?②Doyouenjoyanyoftheseactivities?Whatarethey?2.Askstudentstosharetheanswers,theteachercanmakesomesupplementsifnecessary.Understandingideas（1－4）★Step2Pre-task【准备任务】Page52，11.Showthetitle“AllworkandnoplaymakesJackadullboy”tostudents,thenaskthemtopredictwhatthepassageisabout.2.Showsomeexpressionstohelpstudents.havefunamomentofjoyliftsb’sspiritsfeelyouthfulbringpeoplecloserenjoylife3.Askstudentstosharetheanswerswiththeclass,theteachercanmakesomesupplementsifnecessary.★Step3While-task【过程任务】Page53，21.Askstudentstoreadthepassageandcheckiftheymaderightpredictions.2.Checktheanswerwiththeclass.Page54，31.Askstudentstochooseanothersuitabletitleforthepassage.2.Checktheanswerwiththeclass.Page54，41.Askstudentstocompletethechartwiththewordsandexpressionsfromthepassage.2.Checktheanswerswiththeclass.★Step4Post-task【后续任务】Page54，Thinkandshare1.Askstudentstothinkaboutthefollowingquestions:①Whydoesthewriterusetheislandexampleinthefirstparagraph?②DoyouagreewithGeorgeBernardShaw?Whyorwhynot?③Whatdoyouthink“Nooneisanisland.”mean?2.Givesomepromptstostudents.3.Letsomestudentssharetheiranswers.4.Checktheanswerswiththeclass.★Step5Languagepoints【语言要点】1.Funcandoawaywithbadfeelingsandliftourspirits.娱乐可以消除不良情绪、提振精神。(1)doawaywith意为“摆脱，废除”。E.g.Weshoulddoawaywiththerule.我们应该废除这条规则。(2)liftsb'sspirits意为“使某人开心起来，使某人振奋”。E.g.Thewarmmorningsunshineliftedherspirits.早晨温暖的阳光使她精神为之一振。2.AsGeorgeBernardShawoncesaid,“Wedon’tstopplayingbecausewegrowold;wegrowoldbecausewestopplaying.”正如GeorgeBernardShaw曾经说过的:“我们不是因为变老了才停止玩耍，而是因为不再玩耍才变老。”萧伯纳(GeorgeBernardShaw)是爱尔兰剧作家、评论家和社会改革者。其代表作包括《伤心之家》《皮格马利翁》等。3.Researchalsoshowsthatfunbringspeoplecloser.研究也表明，娱乐活动能拉近人与人之间的距离。句型researchshowsthat...表示“研究表明……”，常用于学术文章、新闻报道或正式语境中。E.g.Researchhasshownthatstudentslearnbestwhentheyareactivelyengagedinthelearningprocess.研究表明，当学生们主动投入到学习过程中时，他们的学习效果最好。★Step6Summary【课堂小结】Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icantalkaboutallkindsofactivitiesforfun.Iunderstandthestructureandcontentofthispassage.Icanunderstandtheimportanceofhavingfuninlife.★Step7Homework【家庭作业】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教学反思】Moststudentsshowedinterestinthetopic.However,forsomestudentswithweakerEnglishfoundations,thereadingmighthavebeenabitchallenging.Inthefuture,Icouldprovidemorevisualaidsandsimplerexplanationstohelpthembetterunderstand.Also,groupdiscussionscouldbeencouragedmoretodeveloptheirconfidenceinexpressingideas.Overall,itwasagoodstarttomakestudentsawareofthesignificanceofhavingfun.第二课时GrammarTeachingObjects【教学目标】1.Mastertheusageofimperatives.2.Completetheexercisesrelatedtoimperatives.3.Useimperativestotalkabouttheimportanceofhavingfun.TeachingAids【教学工具】anEnglishbook，ataperecorderandCAITeachingSteps【教学步骤】★Step1Leadin【情景导入】1.Showthefollowingsentencetostudentsandaskthemtopayattentiontotheboldwords.Imaginestayingonanislandalone.Don’tforgettotakesometimeouttohavefunandenjoylife!2.Leadtothegrammarimperatives.3.Askstudentstofindmoresentenceswiththesestructuresinthereadingpassage.4.Checktheanswerswiththeclass.Understandingideas（5—8）★Step2Grammarfocuslearning【语法学习】祈使句概念用来表示请求、命令、叮嘱、建议等的句子叫祈使句。祈使句的谓语动词用原形，句子没有主语，句末使用感叹号或者句号。E.g.Openthedoorquickly!快打开门!二、用法1.祈使句的肯定句。(1)以系动词be开头的祈使句。这种句式的结构是:Be动词+其它成分(形容词、名词或介词短语等)E.g.Bequiet/quick!Beagoodstudent!Becarefulwhencrossingthestreet.(2)以实义动词开头的祈使句。这种祈使句的常用结构为:行为动词原形+其它成分。E.g.Comein,please!请进!Standup,please.=Pleasestandup.请起立。(3)let句型。这种祈使句的常用结构为:Let's/letus+动词原形;或者是Let+宾语+其他。E.g.Let'splayfootball!我们一起踢足球吧!Letmehelpyou.让我来帮你。2.祈使句的否定句.(1)Don't+动词原形。E.g.Don'tbecareless.别粗心。Don'tbelateagain.不要再迟到。Don'tletthemplaywithfire.别让他们玩火。Don'tlookatyourbooks.不要看书。(2)Let引导的祈使句的否定形式。a.Let's(Letsb.)+not+动词原形。E.g.Let'snotsayanythingaboutit.对于这件事，咱们什么也别说。Letthemnotplaywithfire.别让他们玩火。b.Don't+let+宾语+动词原形+其他。E.g.Don'tletJimdothat.别让吉姆做那事。Don'tletusgo,please.请不要让我们走。★Step3While-task【过程任务】Page55，61.Askstudentstocompletetheinstructionswiththeverbsinbrackets.Usedon’tappropriately.2.Checktheanswerswiththeclass.Page55，71.Showtheposteronpage55tostudentsandmakesuretheyunderstandtheposter.2.Askstudentstocompletetheposterwiththeverbsinthebox.Usedon’tappropriately.3.Checktheanswerswiththeclass.★Step4Post-task【后续任务】Page56，81.Askstudentstoworkinpairs.Thentalkabouttheimportanceofhavingfun.2.ShowtheexpressionsfromthereadingpassageandtheUsefulexpressionstohelpthestudents.Funcan...Funalso...Researchshowsthatfun...Havingfunisagoodwayto...Rememberthat...Don'tforget...★Step5Summary【课堂小结】Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icanmastertheusageofimperatives.Icancompletetheexercisesrelatedtoimperatives.Icanuseimperativestotalkabouttheimportanceofhavingfun.★Step6Homework【家庭作业】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教学反思】Inthisclass,welearnedhowtouseimperativesentences.Thestudentswerekindofinterested,butitwasalittlehardforthosewithaweakerbase.Thetwoexerciseswerehelpfulfortheirpractice.Thetaskoftalkingaboutthegoodsidesofhavingfunwithimperativesentenceswasanicewaytousewhattheylearned.Butsomestudentshadtroublesayingwhattheythought.Nexttimse,I'llgivemoreguidedpracticeandcheerthemontohelpthemgetbetter.第三课时ListeningandSpeakingTeachingObjects【教学目标】1.Understandthelisteningmaterialandgetdetailedinformationofit.2.Pronounce/k/,/g/,/f/,/v/correctlyandrememberthelettersandlettercombinationthatrepresentthem.3.Talkaboutwhatyouhavelearntabouthowtomakeaninterestintoalifelongcareerinthissection.TeachingAids【教学工具】anEnglishbook，ataperecorderandCAITeachingSteps【教学步骤】★Step1Leadin【情景导入】1.Showthepictureonpage57tostudents,andthenaskthemtoanswerthefollowingquestions:Doyoulikethisinsect?Canyouguesswhatthisinsectis?What’sthenameofthecertificate?What’sthecertificateabout?2.Letsomestudentssharetheanswerswiththeclass.★Step2Pre-task【准备任务】GuinnessWorldRecordsstartedin1955.Itcoversachievementslikethequickestmarathontimeorthebiggestmosquito.Manyrecordsarefun.Manypeoplearoundtheworldenjoylearningabouttheserecords.★Step3While-task【过程任务】Page57，11.Askstudentstolistentothenewsreportandchoosethemainidea.2.Checktheanswerswiththeclass.Page58，21.AskstudentstolistenagainandcompletetheintroductiontoZhaoLi.2.Checktheanswerswiththeclass.Page59，31.Showtheinterviewtostudents,thenaskthemtoguesswhatmaybefilledintheblanks.2.Askstudentstolistentotheinterviewandcompletethenotes.3.Letsomestudentssaytheiranswers.4.Checktheanswerswiththeclass.Page59，31.Askstudentstolistenagainandtalkabouthowtheinterviewerchangesthesubject.2.Tellstudentsthewaytouseguidinglanguage.★Step4Post-task【后续任务】Page59，41.IntroduceWaltDisneyandHuangYongyutostudents.Helpstudentstofindoutwhattheygetfromhavingfun.2.Askstudentstoworkinpairs.TalkabouteitherWaltDisneyorHuangYongyuorsomeoneyouknowaboutwhathe/shegetsfromhavingfun.3.Letstudentstalkaboutwhattheyhavelearntabouthowtomakeaninterestintoalifelongcareer.Phoneticsinuse1.Letstudentsreadthewordsonpage57freely,andthenaskthemtopayattentiontotheboldletters.2.Playtherecordingandaskstudentstorepeatthem.3.Tellstudentsthepronunciationof/k/,/g/,/f/,/v/.4.Askstudentstopractisebygivingthemmorewordscontainingthesefourpronunciations.★Step5Summary【课堂小结】Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icanunderstandthelisteningmaterialandgetdetailedinformationofit.Icanpronounce/k/,/g/,/f/,/v/correctlyandrememberthelettersandlettercombinationthatrepresentthem.IcantalkaboutwhatIhavelearntabouthowtomakeaninterestintoalifelongcareerinthissection.★Step6Homework【家庭作业】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教学反思】Theteachinggoalsofthislisteningclassweremostlyreached.BygettingstudentstofindoutZhaoLi'sachievementsanddetailsfromtheinterview,theirlisteningskillwaspracticed.Buttherewereproblems.Somestudentshadahardtimewithdifficultdetails.Whenleadingthemtotalkaboutmakinginterestsintolifelongjobs,theinteractionwasn'tgreat.Nexttime,weshouldgetreadyforthehardpartsofthelisteningfirst.Forexample,wecangivestudentsmoretimetothink,oraddsomediscussionexamplestomakethemmoreinterested.Thesemethodswillmaketeachingbetterandhelpstudentsunderstandthelisteningandthetopicmoreeasily.第四课时ReadingforwritingTeachingObjects【教学目标】1.Talkaboutthe“time-eatingmonsters”inyourlife,suchasvideogames,socialmedia,andTVshows.2.Knowhowthetime-eatingmonsteraffectpeople’slives.3.Writeashortparagraphaboutnothavingfunproperly.TeachingAids【教学工具】anEnglishbook，ataperecorderandCAITeachingSteps【教学步骤】★Step1Leadin【情景导入】Askstudentstoanswerthequestion:Whatactivitiesdoyouusuallydoinyoursparetime?★Step2Pre-task【准备任务】Page60，11.Showthepicturesofexercise1onpage60tostudents,thenaskthemtoanswerthefollowingquestions.①Whatactivitiescanyouseeinthepictures?②Howmuchtimedoyouspendontheseactivitieseachweek?③Howmaytheyaffectyourlife?2.Showtheexpressionstohelpstudents.socialmediaTVshowsmissoutgetlostineatawayone'stime3.Askstudentstosharetheiranswerswiththeclass.★Step3While-task【过程任务】Page60，21.Askstudentstoreadthepassage,thenanswerthequestion.Howdoesthetime-eatingmonsteraffectpeople'slives?2.Askstudentstosharetheiranswerswiththeclass.3.Checktherightanswerwiththeclass.Page62，3Askstudentstoreadthepassageandcompletethenoteswiththewordsandexpressionsfromthepassage.2.Letsomestudentssaytheiranswers.3.Checktheanswerswiththeclass.Page62，41.Askstudentstoanswerthequestions.①Whydoesthewriterdescribetheproblemas“thetime-eatingmonster”?②Whatotherexpressionscanyouthinkoftodescribetheproblem?2.Letsomestudentssaytheiranswers.3.Checktheanswerswiththeclass.★Step4Post-task【后续任务】Page62，Thinkandshare1.Askstudentstothinkandshare:①Which“time-eatingmonsters”mightbeinpeople’spockets,intheirlivingrooms,orontheirdesks?②Whydoyouthinkwelikethese“time-eatingmonsters”somuch?③Doyouthinkpeoplespendmoretimeonthese“monsters”nowadays?Whyorwhynot?2.Givestudentssomeprompts.3.Letsomestudentssharetheiranswersandchecktheanswerswiththem.Page63，51.Askstudentstowriteashortparagraphaboutnothavingfunproperly.2.Givethemsomeprompts.Askthemtoanswerthequestions.Whatfunactivitydoyouliketodo?Whenyoudon’thavefunproperly,howcanitbeharmful?Whatcanyoudotosolvetheproblem?3.Askstudentstowritetheirparagraphwiththehelpofthequestions.4.Askstudentstochecktheirparagraphasfollows:Didyouincludeproblemsandsolutions?Didyouusetheexpressionsfromthereadingpassage?Didyougiveyouropinionabouthavingfunproperly?5.Asksomestudentstosharetheirparagraphwiththeclass.★Step5Languagepoints【语言要点】1.Thetime-eatingmonster吞噬时间的怪兽本文使用了比喻的修辞手法，将游戏、社交媒体和电视节目这些生活中非常容易让人沉迷的事物比喻为怪兽，因为它们占据了我们生活中的大量时间。通过比喻的修辞手法，文章显得更生动形象，读者能更加直观地认识到过度沉迷于屏幕的危害，从而以更加理智和健康的方式去享受生活，并勇敢地与这个“吞噬时间的怪兽”抗争。2.Butsoonthemonstertakesover.但是很快，这个怪兽就会控制我们。takeover意为“接管，取得对……的控制”。E.g.CanyoutakeoverthecookingwhileIwalkthedog?我遛狗时你能把饭做了吗?Inthenovel,robotstakeovertheworld.在这部小说中，机器人控制了整个世界。3.Webecomecouchpotatoeswithsorenecksanddryeyes.我们变成了脖子酸痛、眼睛干涩的电视迷。couchpotato是一个固定表达，意为“老泡在电视机前的人”。E.g.Idon'twanttobeacouchpotatoonmydaysoff.Iwanttodosomethingactive.我不想在休息日当一个电视迷。我想做一些积极的事情。4.Wemissoutonsweetmomentswithlovedones.Wearedeaftotherealworld.我们错过了与亲人在一起的甜蜜时刻。我们对现实世界充耳不闻。missout意为“错失机会”，后面常跟on表示某个具体的机会。E.g.Henarrowlymissedoutontheworldrecord.他险些打破世界纪录。bedeaftosth.意为“不愿听某事，不肯听取某事”，通常用于形容忽视的状态。E.g.It'snotrighttobedeaftohisadvice.不听他的建议是不对的。★Step6Summary【课堂小结】Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icantalkaboutthe"time-eatingmonsters"thatexistinmylife,likevideogames,socialmedia,andTVshows.Iknowhowthetime-eatingmonsteraffectpeople’slives.Icanwriteashortparagraphaboutnothavingfunproperly.★Step7Homework【家庭作业】1.Reviewthewordsandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教学反思】InthisEnglishclass,moststudentsunderstoodthepassage.Theyknewwhatitwasanditseffects.Butsomeweakstudentshadtroublewithnewwords.Whenwritingaboutnothavingfunright,somedidn'tknowwheretostart.Nexttime,I'llteachnewwordsbetterbeforereading.Forwriting,I'llgivemoreexamplesandsentencepatterns.Also,I'llgetstudentstoshareideastomaketheclassmoreactiveandbetterfortheirlearning.第五课时Presentingideas&ReflectionTeachingObjects【教学目标】1.Makeareportonfunactivities.2.Talkaboutwhatyouunderstandaboutwhatfunmeans.TeachingAids【教学工具】anEnglishbook,ataperecorderandCAITeachingSteps【教学步骤】★Step1Leadin【情景导入】1.Showsomepicturesaboutfunactivitiestostudents,thenaskthemtoanswerthequestion.Whatactivitiesaretheydoing?★Step2Pre-task【准备任务】1.Showsomereportstostudents,thenaskthemtoanswerthequestion.Whatarethey?2.Lookatallthesethingsontheblackboard.Theyarealldifferent,buttheyhavesomethingincommon.Theyarereports.Today,wearegoingtomakeareportonfunactivities.★Step3While-task【过程任务】1.Askstudentstoworkingroups,thenthinkaboutthefunactivitiestheyandtheirfriendsdoafterschoolorattheweekend.Atlast,createtheirsurveytoinc