外研版七年级英语上册 Unit5 The powerofplants教案

【新教材】外研版(2024)七年级上册英语Unit5Thepowerof

plants教案

授课日期授课班级

课题Unit5:ThePowerofPlants

1stPeriod:StartingOut&UnderstandingIdeas(ReadingClass)

教学目标LanguageKnowledge

1.Masterplant-relatedvocabulary(e.g,,leaf,stem,root,sunlight,carbondioxide,

oxygen,sugar)andphrases.

2.ComprehendthepassageWithinaPlant(personifiedasaworkshop),extracting

mainideasaboutplantprocesses(photosynthesis,etc.).

3.Completetextbooktasks:analyzingplantpictures,understandingthepassage,

andFiinkandshare“discussions.

CulturalAwareness

1.Appreciatetheimportanceofplantsinthenaturalworldandhumanlife.

ReadingSkills

1.Developpre-readingpredictionskills.

2.Enhancev/hilc-readingskillstoextractmainideasanddetails.

3.Improvepost-readinganalysisandpersonalconnectionskills.

LearningAbility

1.Learnindependentlythroughreadingstrategies;collaborateindiscussions.

教学重点ComprehendthepassageWithinaPlantanditscreativedescriptionofplant

processes.

Usereadingstrategiestoextractmainideasanddetailsaboutplantfunctions.

教学难点Interpretingthepersonified"workshop“analogytounderstandplantbiological

processes.

Connectingthepassagetopersonalknowledgeofplants,rolesindailylife.

教学过程1.Lead-in(5minutes)

Activity:PlantObservation

Teachershowspicturesofvariousplants(e.g.,flowers,vegetables,trees)andasks:

''Plantsareeverywhere!Whatdoyouknowabouttheirroles—likeprotiding

oxygen,food,orbeauty?"

Invitestudentstoshare(e.g.,“Plantsmakeoxygenfarustobreathe;theygiveus

fruitsandvegetables.

Transition:''Today,we'llreadacreativestorythatexplainsplantprocessesasa

'workshop'_let'sexplorehowplants"work?”

第1页共24页

DesignIntent:Activatepriorknowledgeaboutplants,connecttothepassage's

theme.

2.Pre-reading(8minutes)

Activity1:Predict&VocabPrep

Showtextbook*'Understandingideasf,title44WithinaPlant"andtheplantdiagram.

Ask:''Whatdoyouthinkthestotyisabout?Maybehowplantsmakefoodor

oxygen,usingpartslikeleavesandroots.M

Teachkeyvocabfromrhepassage:leaf,stem,root,sunliglu,carbondioxide,

oxygen,sugar(writedcfinitions/simplcexamples,e.g.,''Carbondioxideisagaswe

breatheout：plantsuse

DesignIntent:Buildpredictionskills,pre-teachscientifictermsforreading

success.

3.While-reading(18minutes)

Activity1:FirstRead—MainIdea

StudentsreadthepassageWithinaPlantquickly.

Answer:"What'sthemainidea?(Thepassageusesaworkshopanalogytoexplain

howplantsusesunlight,water,andcarbondioxidetomakesugarandoxygen.)"

Discuss:''Whyisthetitleclever?lisapun一,plant'referstoboththefactory-like

workshopandtheactualplantorganism."

Activity2:SecondRead—DetailsExtraction

Rc-readthepassageslowly.Completetextbooktasks:

•Matchplantpartstothediagram:sunlight(1),leaf(2),water(3),sugar(4)

(basedontheworkshopdescription).

•Checkanswerswiththepassage:Confirmhow“workers"(plantprocesses)use

sunlight,v/ater,andcarbondioxidetoproducesugarandoxygen.

Checkanswers,clarify:"Howdoestheworkshopanalogy'helpunderstandplant

processes?Itmakescomplexbiologyeasierbycomparingittoafactorywith

workersandproducts.0

DesignIntent:Improvedetail-reading,reinforcescientificvocabularyand

comprehensicnofplantfunctions.

4.Post-reading(12minutes)

Activity1:DeepAnalysis

Discusstextbook"Thinkandshare°questions:

I.f,Whatdoes'plant'meaninthetitle?(Itsapun—boththefactory/workshopand

thelivingplant.)”

2.''Inwhatotherwaysdoplantshelptheworld?(Providehabitatsforanimals,

preventsoilerosion,makemedicines,etc.)"

第2页共24页

Encourageconnectingtothe“Learningtothink"lip:"Thepunmakesthepassage

fun—howelsecouldwecreativelyexplainplantsciencetoothers?”

Activity2:PersonalConnection

Ask:"Howdoplantsimpactyourdailylife?Shareoneexample,likefood,air,ora

plantyoulike”

Pairsshare,then2-3pairspresent(e.g.,"/eatvegetablesfromplants;myfavorite

plantisasunjlowerthatmakesmyroombright.

DesignIntent:Promotecriticalthinking,connectscientificknowledgetopersonal

experiences.

5.Summary(3minutes)

Teacherrecaps:uToday,wereadacreativestotyaboutplantprocesses!Welearned

plantpartsandhowtheyworklikeaworkshoptomakesugarandoxygen.Plants

areamazing—theygiveusfood,air,andsomuchmore.Remembertoappreciatethe

powerofplantsinourlives!”

6.Homework(4minutes)

Basic:Writea3-sentencesummaryofWithinaPlant,explainingtheworkshop

analogy.

Improving:Drawacomicstripoftheplant“workshop“andlabelthekey

parts/processes.

Advanced:Researchoneuniqueplant(e.g.,acarnivorousplant)andwriteashort

paragraphaboutitsspecialfunctions.

DesignIntent:Reinforcereadingcomprehension,extendtocreativewritingand

scientificresearch.

板书设计StageKryCoatcatI^DguigeFocus

Pre-readingPredict:phntsunhghl,carbon

processesdioxide

While•readingMainidea&ddaihsugar,oxygen,pun

(wotkshopanalogy)

Post-readingAnalysis&pmonalplantroljdailyimpact

connection

教学反思

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课题Unit5:ThePowerofPlants

2ndPeriod:GrammarFocus

(SimpleFutureTense)

教学目标LanguageAbility

1.Understandandsummarizegrammarrulesofthesimplefuturetense(will/be

goingto)from(hereadingpassage.

2.Usethesimplefuturetensecorrectly(ocompletesentences,guides,andPlanting

Dayplans.

3.Applythisgrammartodiscussfutureactionsrelated(oplantsandenvironmental

activities.

CulturalAwareness

1.Recognizetheimportanceoffuture-orientedactionsinplantprotectionand

environmentalcare.

ThinkingQuality

1.Developanalyticalskillsbyidentifyingandsummarizinggrammarrules.

2.Enhanceapplicationskillsbyusinggrammarinplant-relatedandenvironmental

contexts.

LearningAbility

1.Learngrammarindependentlythroughtextanalysis;practicewritingand

speakingcollaboratively.

教学重点Masterthesimplefuturetense(will/begoingto)anditsusageinplant-related

scenarios.

Completetextbookgrammartasks:sentencecompletion,guidewriting,andPlanting

Dayplandiscussion.

教学难点Usingthesimplefuturetenseaccuratelyindifferentplant-relatedsentence

structures.

Applyingthetensenaturallyinspeakingaboutfutureplant-protectionactivities.

教学过程1.Lead-in(5minutes)

Activity:FuturePlantActions

Teacherasks:"Plantsneedourcare!Whatwiilyoudoforplantsinthefuture—like

plantingtreesorwateringflowers?”

Invitestudentstorespondwithsimplefuturetense(e.g.,*7willplantatreeon

PlantingDay;/amgoingtowatermyhouseplants.").

Linktotextbook:"Today,we'llfifcusonthesimplefuturetense—howtouseittotalk

aboutfutureplant-relatedactions!n

第4页共24页

DesignIntent:Activatepriorknowledgeaboutfutureactions,connecttolesson's

grammarfocus.

2.Presentation(10minutes)

Activity1:SummarizeGrammarRules

Opentextbook'Readthesentencesfromthereadingpassageandsummarisethe

grammarrules

Sentences:

•(a)He'sgoingtosianworkinrheplant.

•(b)Theywilltakearest.

Studentsworkinpairstoanalyze:

•SimpleFutureTense:Usedtolalkaboutfutureaclions/plans.Twoforms:

•“will+verb“fbrspontaneousdecisions.predictions.

•"begoingto+verb“forplannedactions.

Sharefindingsteachersupplementsexamples(e.g.,*7willwatertheplants

(spontaneous);IamgoingtoplanttreesonPlantingDay(planned).,r).

DesignIntent:Developinductivelearning,understandgrammarrules.

3.Practice(15minutes)

Activity1:SentenceCompletion

DotextbookCompletethesentenceswiththesimplefuturetense".

Filisentences:

1.Theseedswillfirowintotallplants.

2.Wewilllearndifferentpartsofplantstomorrow.

3.Theleaveswillchangeintodifferentcoloursinautumn.

Discuss:"Whyuse'will'here?Thesearepredictionsorgeneralfutureactions.''

Activity2:GuideWritingwithFutureTense

Completetextbook^Completetheguideswordsusingthecorrectformofthewords”

(GreatBearRainforestguide).

Guidestudentstousewill/begoingtocorrectly(e.g.,willwalkthroughthe

forest;Itwillrainlater.").

DesignIntent:Practicegrammarincontext,reinforcecorrectusage.

4.Production:PlantingDayPlan(10minutes)

Activity:PairWork—PlantingDayDiscussion

Usetextbook''Workinpairs.DiscussyourplanforPlantingDay...0

Studentsusethethinkingmaptoorganizeideas(importanceofplants,thingstodo)

andsimplefuturelense.

Exampledialogue:"ForPlantingDay,1amgoingtoplantatree.Moreplantswill

maketheaircleaner.Animalswillhavemorehomes!0

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Encourageusingusefulexpressions(eg,"...willmake...'；"Iamgoingto...

DesignIntent:Applygrammartoreal-lifeenvironmentalactions,practice

communication.

5.Summary(3minutes)

Teacherrecaps:Today,xvemasteredthesimplefuturetense!Use"will'for

predictions/spontaneousactionsand'hegoingto'forplans.Weusedittotalkabout

plantcareandPlantingDay-helpingourplanetsfuture!”

6.Homework(4minutes)

Basic:Write5sentencesaboutfutureplant-relatedactionsusingthesimplefuture

tense(e.g.,*7willwatermygardeneveryweek.").

Improving:WriteashortparagraphaboutyourPlantingDayplan,usingbothwill

andbegoingto.

Advanced:Createa“FuturePlantCarePoster5'with5future-tensesentencesabout

protectingplants.

DesignIntent:Reinforcegrammarskills,extendIowritingandenvironmental

awareness.

板书设计

SUgcKeyCoBlcnl<»nmmarFocus

1xad-inSharefuturepbntwill,beto

actions

］，C9cntationSummarizerulesfromsimplefutureEseforms

text

PracticeSentences,guidecontext-bas^dusagf

completion

ApplicationPairUlk:PlantingDay**/will...,/amgoingto...n

plans

教学反思

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课题Unit5:ThePowerofPlants

3rdPeriod:DevelopingIdeas

DevelopingIdeas:ExploringDiversePlaniUses

教学目标LanguageAbility

1.Understandlisteningmaterialsaboutcorn'sculturalandpracticaluses.

2.Usetargetlanguage(e.g.,foodplants,culturalimportance,plantuses)todiscuss

diverseplantapplications.

3.Completetextbooklisteningtasks:contentidentification,note-taking,

conversationfilling,androle-play.

CulturalAwareness

1.Recognizetheculturalandpracticalsignificanceofplants(likecorn)indifferent

societies.

ThinkingQuality

1.Enhancelisteningskills(extractingplantusedetails,culturalinfo)andcritical

thinking(analyzingmulti-functionalplants).

LearningAbility

1.Developindependentlisteningstrategiesandcollaborativespeakingskills(role-

play).

教学重点Comprehendlisteningcontentaboutcom,susesinfood,culture,anddailylife.

Uselistening-learnedlanguagetodiscussandrole-playdiverseplantapplications.

教学难点Capturingdetailedculturalandpracticalplantuseinfoinlisteningtasks.

Naturallyusingmulti-functionalplantlanguageinrole-plays.

教学过程1.Lead-in(5minutes)

Activity:PlantUsesSharing

Teacherasks:''Plantsaremorethanjustfood!Whatusesdoyouknow—likemaking

clothes,toys,crmedicine?”

Invitestudentstoshare(e.g.,"'Cottonmakesclothes;bamboobuildshouses.0).

Linktotextbook:''Today,we'lllistentohowcornisusedinMexico—fromfoodto

culture—andexploreplantusesfurther!"

DesignIntent:Activatepriorknowledgeaboutplantmulti-functions,connectto

listeningtheme.

2.Pre-listening(8minutes)

Activity1:Predict&VocabPrep

Lookattextbook“Developingideas”tasks(corndishes,culturalinfo).

第7页共24页

Predict:''Whatusesmightcornhave?Food,decorations,traditionalcrafts?”

Teachkeyvocabulary:foodplants,culturalimportance,cornsilk,husks,permissions

(writedefinitions/examples).

DesignIntent：Buildbackgroundknowledge,pre-teachcukural/plant-useterms

forlisteningsuccess.

3.While-listening(18minutes)

ActivityI:FirstListen—ContentIdentification

Playthevlogopeningaudio("Listentotheopeningofihevlog.WhaiisJason

talkingabout?

Studentsidentify:h.Cornindifferentcultures(matchescorn'sfood,history,and

culturalroles).

Discuss:"W77yiscornculturallyimportantmMexico?(Long-standinggrowth

history,diverseuses.)”

Activity2:SecondListen—Note-Taking

Playaudioagainfortextbook''ListenagainandcompleteJasonsnotes°task.

Guidestudentstofill:

•/.50cmlong;2.9,000yearsago;3.culture;4.600dishes;5.food

Checkanswers,clarify:"Howdonumbers(like9,()0()years)showcornscultural

significance?(LonghistoryinMexicansociety.)”

Activity3:ThirdListen—ConversationFilling

Playthecom-usesconversationaudio.CompletetextbookListentothe

conversationandcompletethesentences

•1.grow;2.tca\3.good;4.traditional

Discuss:''Whatotherplantpartshaveuses?(Comhusksfordolls,silkfor

tea-showingplantsmulti-functions.)"

DesignIntent:Improvelisteningcomprehensionatdifferentlevels,reinforceplant-

uselanguage.

4.Post-listening(12minutes)

Activity:Role-Play&Discussion

Usetextbook''Workinpairs.Actoutaconversationabouttheusesofaplant..."

Studentschooseaplant(rose,cotton,bamboo)andplanuses(c.g.,''Bamboo:build

houses,makepaper,food.").

Modeldialoguewithpermissions:"'Canweusebambootomakepaper?Certainly!

Itseco-friendly.

Encourageusingusefulexpressions(c.g.,"MayI...?",''Weuseitfor...r,).

DesignIntent:Applylistening-learnedlanguage,practicecommunicationwith

cultural/practicalplantuses.

第8页共24页

5.Summary(3minutes)

Teacherrecaps:Today,welearnedcornhasdiverseuses—food,culture,crafts!

Plantslikecornshowhownaturesupportsw.vinmanyways.Remembertoexplore

andappreciateplantmulti-fimctions!0

6.Homework(4minutes)

Basic:Writea3-sentencesummaryofcorn'sculturalusesfromthelesson.

Improving:Researchoneplant'smulti-uses(e.g.,wheat:food,biofuel,straw)and

makeamini-poster.

Advanced:Createa“PlantUsesSkit“withapartner,featuringaplant,s3usesand

permissiondialogues.

DesignIntentReinforcelistening/spcakingskills,extendtoresearchandcreative

skits.

板书设计SlAfteKe)C'onlcatl.anguagrKocas

Pre-kslcningPrcdkl:plantmulti-culturalimportance,comsdk

uses

1~~1

White-listeningConlcnt,notes,numbers,plantparts

convcrution

Port-listeningRole-play:plantusesperrnuutom,multi-fimetions

教学反思

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课题Unit5:ThePowerofPants

4thPeriod:ReadingforWriting(Reading)

教学FI标LanguageKnowledge

1.Masterlea-relatedvocabulary(e.g.,teahouse,culture,home,connect)and

phrases.

2.Comprehendpersonalstoriesabouttea(FengTaoandEmmaJones),extracting

detailsabouttea'srolesindailylife,culture,andemotions.

3.Completetextbooktasks:formcompletion,questionanswering,andcomparative

analysisofthetwostories.

CulturalAwareness

1.Appreciatehowteacarriesculturaltraditionsandemotionalconnectionsin

differentsocieties(ChineseandBritishexamples).

ReadingSkills

1.Developskillstoanalyzepersonalnarratives,extractculturalandemotional

details.

2.Improvecomparativereadingskillstofindcommonalitiesanddifferencesintea-

relatedstories.

LearningAbility

1.Learnindependentlythroughanalyzingpersonalstories;collaboratein

discussionstocompareculturalmeanings.

教学重点Comprehendpersonalteastories,extractingdetailsabouttea'sculturalandemotional

roles.

Usereadingstrategiestocompleteforms,answerquestions,andcomparethetwo

narratives.

教学难点Interpretingtheemotionalandculturallayersinpersonalteastories.

Identifyingandanalyzingcommonthemesbetweenthetwodifferentcultural

narratives.

教学过程1.Lead-in(5minutes)

Activity:TeaMemoriesSharing

Teacherasks:''Teaisoftenlinkedtopersonalmemories——likefamilygatheringsor

dailyroutines.What'syourtea-relatedmemo/y?”

Invitestudentstoshare(e.g.,"Mygrandmamakesteafarmeeverymorning：itfeels

likelove.

Transition:''Today,we'llreadtwopersonalstoriesabouttea—fromChinaand

Britain.Letsexplorehowteaconnectstocultureandemotions!”

第10页共24页

DesignIntent:Activatepersonalconnectionstotea,setthestageforanalyzing

cultural/emotionalnarratives.

2.Pre-reading(8minutes)

Activity1:Predict&VocabPrep

Showtextbookstorytitles(FengTao,EmmaJones)andask:''Whatdoyouthink

thesestorieswillshare?Maybehowteaispartoffamily,culture,ordailylife."

Teachkeyvocab:teahouse,home,connect,secret(writedefinitions/examples,e.g.,

''Connectmeanstobuildrelationships-teaconnectspeople.").

DesignIntent:Buildpredictionskills,pre-teachemotion/culture-relatedtermsfor

readingsuccess.

3.While-reading(18minutes)

Activity1:FirstRead—MainIdeas

StudentsreadFengTaoandEmmaJones'storiesquickly.

Answer:''Whatseachstoryabout?Fenglao:!eaconnectshimtohishometownand

grandpa;EmmaJones:teaconnectsherfamilyanddailylifeinBritain.''

Discuss:l'Howdotitles(likepersonalposts)makestoriesrelatable?Theyfeellike

real-lifeshares,drawingusintopersonalexperiences.,f

Activity2:SecondRead—DetailExtraction

Re-readstoriesslowly.Completetextbook''Completetheform"(ask:

FengTaoEmmaJones

TeaTypegreenteablacktea

TeaPartnersgrandpahusband,kids

TeaPlaceteahousesinChengduyard

TeaMeaningfeelslikehome,morethanawayofconnecting

drink

Checkanswers,clarify:"Howdodetails(>iketeahouses,yard)showcuhural

contexts?TeahousesreflectChineseteaculture:yardtea-timereflectsBritishfamily

traditions.M

DesignIntent:Improvedetail-reading,reinforceculturalandemotionalvocabulary.

4.Post-reading(12minutes)

Activity1:DeepAnalysis&Comparison

Discusstextbook“Thinkandshare"questions:

1.''Whatdoesthetitle'What'syourcupoftea?9meannow?Itreferstopersonal,

第11页共24页

cultural,andemotionalconnections—teaisuniquetoeachpersonsstory.M

2."'Whatdothetwostorieshaveincommon?Bothshowteaasawayto

connect—withfamily,culture,andemotions.”

Encouragecomparativethinking:"Hawdoculturalcontexts(Chinavs.Britain)

shapeteasmeaningdifferently?”

Activity2:PersonalReflection

Ask:''Doestea'meanmorethanadrink'toyou?Shareapersonalconnectionor

whyyouthinkleaisjustadrink.''

Pairsshare,then2-3pairspresent(eg,"Teameansfamilytome—wedrinkit

togethereveryholiday.").

DesignIntent:Promotecriticalthinking,connectculturalnarrativestopersonal

experiences.

5.Summary(3minutes)

Teacherrecaps:Today,weexploredtwobeautifulteastories!Teaisnotjusta

drink-itsabridgetoculture,family,andemotions.WhetherinChinasteahousesor

Britainsyards,teaconnectsus.Remembertocherishthestoriesbehindyourcup!"

6.Homework(4minutes)

Basic:Writea3-sentencesummarycomparingFengTaoandEmmaJones'tea

stories.

Improving:Createa“TeaMemoryCard”withadrawingandshorttextaboutyour

personaltea-relatedmemory.

Advanced:Researchonemoreculturalteatradition(eg,Japaneseteaceremonies)

andwriteaparagraphcomparingittotheChinese/Britishexamples.

DesignIntent:Reinforcereadingcomprehension,extendtocreativereflectionand

culturalresearch.

板书设计

KeyCoateBtMnguageFocvs

Pre-readingPredict:pcnumalteateahouxt,canntct,home

stories

While-rcadmgMainideas&fbnnculturaldetails,emotionalmec

completion

Post•readingAnalysisA.pcnooaicomparativ<gAmo;

reflectionconnection

教学反思

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课题Unit5:ThePowerofPlants

5thPeriod:ReadingforWriting(Writing)

教学目标LanguageAbility

1.Organizeideasaboutteaandfamilyusingtlietextbook'sstep-by-stepguide

(who,what,where,withwhom,stories,feelings).

2.Writeashortparagraphaboutteaandfamily,integratingunitvocabularyand

expressions.

3.Completetextbooktasks:ideageneration,paragraphwriting,self-checking,and

classsharing.

CulturalAwareness

1.RecognizeIhcculturalandemotionalsignificanceofteainfamilycontexts.

WritingSkills

1.Developpre-writingplanningskills(brainstormingideas).

2.Enhancewritingskillstostructureacoherentparagraphwithculturalandpersonal

details.

LearningAbility

1.Learnindependentlythroughguidedwritingsteps;practiceself-assessmentand

peersharing.

教学重点Generateideasaboutteaandfamilyusingthetextbook'sprompts.

Writeastructuredparagraphintegratingunitlanguageandculturaldetaik.

教学难点Weavingculturalimportanceofteaintopersonalfamilystories.

Ensuringparagraphcoherenceandeffectiveuseofunitvocabulary.

教学过程1.Lead-in(5minutes)

Activity:Tea-FamilyConnection

Teacherasks:''Teaoftenbringsfamiliestogether—likesharedmomentsathome.

Whattea-relatedfamilymemoriesdoyouhave?''

Invitestudentstoshare(e.g.,“Mygrandmamakesteaforuseveryevening;wetalk

andlaugh.").

Linktotextbook:''Today,we'llwriteaboutteaandfamily—usingthetextbookssteps

toorganizeideasandcraftagreatparagraph!'

DesignIntent:Activatepersonalfamily-teamemories,connecttowritingtask.

2.Pre-writing:IdeaGeneration(1()minutes)

Activity:BrainstormwithTextbookPrompts

Opentextbook"WriteashortparagraphaboutteaandyourfamilywandStep1

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prompts.

Studentsfillinideasforeachquestion:

2.Whodrinkstea?(e.g.,''Myparents,grandma,andI")

3.Whatkind?(e.g.,"'Greentea—grandma,sfavorite

4.Where?(e.g.,thelivingroom,atthediningtable")

5.Withwhom?(e.g.,"Wedrinktogetherasafamily°)

6.Anystories?(e.g.,''GrandmataughtustomaketeawhenIwaslittle