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Unit 7　Outdoor fun
第1課時　Welcome to the unit
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on outdoor activities and the preferences of two characters, Amy and Simon, who discuss their favourite pastimes and reasons for enjoying them. It presents a conversation between the two characters and asks students to identify suitable outdoor activities for other students based on their statements.
Why: The author's intention is to encourage students to think about their own interest in outdoor activities and appreciate the variety of options available for spending leisure time. By presenting a conversation between Amy and Simon, the text promotes interaction and discussion among students, allowing them to share their thoughts and preferences.
How: The text uses a friendly and engaging tone, incorporating illustrations and a question and answer format to create an interactive experience for students. The simple language and clear structure make it accessible to students, while the conversational style encourages participation and sharing of personal experiences related to outdoor activities.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.choose the right activity for each student in Class 1, Grade 7 according to their talking;
2.get the specific information about Simon's outdoor activities and Amy's plans;
3.talk about their favourite outdoor activities and plan an outdoor activity in pair practice;
4.realize the importance of outdoor activities.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To choose the right activity for each student in Class 1,Grade 7 according to their talking. Step 1: Lead in 1.Look and answer. Students look at a photo of Amy on a cycling trip and answer questions like“Where is she ”“What is she doing ”and“What do you think of outdoor activities ”. 2.Look and say. The teacher introduces the topic of outdoor activities and their benefits. The effectiveness will be measured by stu dents' engagement in discussing outdoor activities and the accuracy of choosing the right activity for each student.
2.To get the specific information about Simon's outdoor activities and Amy's plans. Step 2: Presentation 1.Choose the right activity for each student in Class 1, Grade 7. 2.Listen and answer. Students listen attentively to the conversation and take notes of the mentioned outdoor activities and the reasons why Simon and Amy want to try them. 3.The teacher asks students to evaluate Simon's and Amy's choices and provide advice for Simon's classmates who also want to join the club. 4.Role play the conversation. The effectiveness will be assessed by students' attentive listening and comprehension of the conversation between Simon and Amy regard ing outdoor activities.
Purpose To engage students in the topic of outdoor activities by encouraging them to think about their own experiences and the benefits of these activities, setting the stage for further exploration. To introduce the topic of outdoor activities in a practical context and prepare students for the upcoming pair work activity.
3.To talk about their favourite out door activities and plan an outdoor activity in pair practice. Step 3: Pair work 1.Talk with your partner about what activities you want to try. Use some sentences below. I want to join in the activities. I would like to try…because… I can… I really hope to join you. 2.Students share their improvised dialogues with the class. Show time: ChecklistStarsLanguage(語言正確)Pronunciation(發(fā)音標(biāo)準(zhǔn))Body language (使用肢體語言)Creation(有創(chuàng)意)Excellent★★★　Great★★　Good★
The effectiveness will be assessed by the quality of the impro vised conversations, including the reasons behind liking specific activities and the use of appropriate vocabu lary and grammar.
Purpose To provide students with an interactive platform to practise conversational English, specifically focusing on describing outdoor activities and giving reasons, and to encourage peer to peer interaction and learning.
4.To realize the importance of out door activities. Step 4: Language points 1.The teacher reviews key language points, such as“take a break(休息一下)”“be close to(親近)”“work on(致力于)”and“spend(花費)”. 2.Students practise using these expressions in sentences, focusing on the correct gram matical forms. 3.The teacher provides examples and exercises to reinforce the new vocabulary and expres sions. Step 5: Exercise(詳見課件資源) The effectiveness will be assessed by students' ability to construct sentences accurately using these expressions.
Purpose To reinforce the language needed to effectively communicate about taking breaks, being close to nature, working on skills, and spending time or money, which are relevant to the theme of outdoor activities.
Homework Required: Read the conversation. Optional: Ask your teachers what outdoor activities they like.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第2課時　Reading
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text presents a reading passage about a cycling trip and provides exercises to test comprehension and vocabulary usage. It includes diary entries about outdoor activities and prompts for reflection and discussion.
Why: The author's intention is to teach students about outdoor activities and their potential benefits, as well as to improve students' language skills through reading comprehension and vocabulary practice. By including diary entries and discussion prompts, the text aims to engage students in reflecting on their own experiences and opinions, fostering a connection between the material and real life situations.
How: The text uses a narrative format to describe a cycling trip and offers exercises to reinforce the understanding and application of vocabulary related to outdoor activities. It also encourages critical thinking by asking students to reflect on their own experiences and opinions about outdoor activities.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about a cycling trip and understand the main idea of this diary;
2.find out when the cycling trip was, what happened during the trip and how the problem was solved;
3.sort out the sequence of events, know some details of the cycling trip and fill in the blanks for another two diary entries using the vocabulary they have learned.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about a cycling trip and understand the main idea of this diary. Step 1: Lead in The teacher initiates a free talk by asking students,“What did you do on the weekend ”. Step 2: Pre reading 1.Students watch a video and answer the questions. Q1: Would you like to go on a cycling trip Why or why not Q2: How would you prepare for a cycling trip 2.The teacher facilitates a discussion on the benefits and preparations for a cycling trip. The effectiveness will be assessed by students' engagement in the video and their ability to answer the ques tions thoughtfully and provide reasons for their preferences and preparations.
Purpose To prepare students for the reading by generating interest and encouraging them to think about the practical aspects of a cycling trip.
2.To find out when the cycling trip was, what hap pened during the trip and how the problem was solved. Step 3: While reading 1.Students read the diary quickly and then put the sentences in the correct order. 2.Read the diary entry again and choose the correct answer. The effectiveness will be assessed by students' comprehension of the text, their ability to arrange the events in the correct order, and their accuracy in answering the compre hension questions.
3.To sort out the sequence of events, know some details of the cycling trip and fill in the blanks for an other two diary entries using the vocabulary they have learned. Step 4: Post reading 1.Let's think and talk. If we have a trip and we want to share stories with our friends, what parts can we talk about 2.Make a conversation with your partner. A: Where did you go on the weekend B: I went to… A: Who did you go with /Did you go with anyone B:… A: What did you do there B: I… A: Do you like this trip B:… A: Sounds great/wonderful/good! 3.Summary You can either travel or read, but either your body or soul must be on the way. The effectiveness will be assessed by the quality of the discus sions and students' ability to use the structured format to share their trip stories.
Purpose To deepen students' understanding of the text by requiring them to analyze and interpret the information presented, focusing on the sequence of events and details of the cycling trip. To encourage critical thinking and application of the concepts learned by having students evaluate and share their own trip experiences, reinforcing the language and structures practised in the lesson.
Homework Required: Retell the diary to others and make a mind map according to Simon's diary entry. Optional: Write a diary about your weekend: when/where/who/what/how…
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第3課時　Grammar&Pronunciation
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text teaches the simple past tense and focuses on the pronunciation of verbs ending in “ ed”. It features examples and exercises related to a camping trip and outdoor activities.
Why: The author's goal is to help students learn how to express past events using the simple past tense and to improve their pronunciation of “ ed” endings. By providing examples and exercises, the text aims to make the topic engaging and accessible to students. The use of a camping trip theme adds a relatable context to the grammar lessons, making it easier for students to apply the learned concepts in a real life situation.
How: The text uses a structured format to explain the formation of the simple past tense and provide examples. It also includes exercises for students to complete, such as filling in the blanks and writing short texts about their own outdoor activities. Additionally, there is a section dedicated to the pronunciation of “ ed” endings in words.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the concept of the simple past tense and recognize its use in sentences to
describe past events;
2.learn and apply the rules for forming the simple past tense of regular verbs, including adding “ ed” and handling verbs ending in “ e”, a consonant+“ y” and a vowel+a consonant;
3.use the simple past tense correctly in both spoken and written English to narrate personal experiences and complete related exercises;
4.learn how to pronounce the verbs with the “ ed” ending.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the concept of the simple past tense and recognize its use in sentences to describe past events. 2.To learn and apply the rules for forming the simple past tense of regular verbs, including adding“ ed”and handling verbs ending in“ e”, a consonant+“ y”and a vowel+a consonant. Step 1: Perceive the grammar 1.Students read the short text below and circle the words in the simple past tense. 2.Students identify the verbs in the simple past tense and time markers. 3.Learn and apply the rules for forming the simple past tense of regular verbs, including adding“ ed”and handling verbs ending in“ e”, a consonant+“ y”and a vowel+a consonant. 4.The teacher introduces the concept of the simple past tense and its uses: Simple past tense: Indicates actions that happened at specific time in the mon time markers: Yesterday, ago, in the past, last year, etc. The effectiveness will be assessed by students' ability to recognize and understand the use of the verbs in the simple past tense and time markers. The effectiveness will be measured by students' ability to correctly form both the simple past tense of regular and irregular verbs.
Purpose To introduce the concept of the simple past tense in a clear and structured manner, preparing students for the upcoming practice activities.
3.To use the simple past tense correctly in both spoken and written English to narrate personal experiences and complete related exercises. Step 2: Practice The teacher provides practice exercises: 1.Fill in the blanks with the verbs in the simple past tense. 2.Complete the conversation between Amy and Simon with the simple past tense of the verbs in brackets. 3.Complete the writing about Amy's camping trip. 4.The teacher reviews the rules for forming the verbs in the simple past tense: (詳見課件資源) The effectiveness will be assessed by students' accuracy in completing the exercises and their ability to use the simple past tense correctly.
Purpose To provide hands on practice for students to apply the rules of the simple past tense formation, reinforcing their understanding and usage.
4.To learn how to pronounce the verbs with“ ed”ending. Step 3: Pronunciation(The“ ed”ending) 1.The teacher explains the pronunciation rules for“ ed”endings: (1)在清輔音結(jié)尾的動詞后讀/t/: looked, jumped, stopped, watched, missed, walked, reached, laughed; (2)在濁輔音(包括元音)結(jié)尾的動詞后讀/d/: answered, opened, tried, played, screamed, lived, travelled, followed, enjoyed, played; (3)在尾音為/t/和/d/的動詞后讀/ d/: started, ended, needed, hated, recommended, boarded, wanted, admitted。 2.Read the words below. Then put them in the correct sound groups. 3.Read the text below. Pay attention to the sounds of the“ ed”endings. Step 4: Exercise The teacher provides exercises to test students' understanding and application of the simple past tense: 1.Categorizing words. 2.Multiple choice questions. The effectiveness will be assessed by students' accuracy in pro nouncing“ ed”endings and their ability to categorize words cor rectly. The effectiveness will be assessed by students' performance in com pleting tasks such as filling in blanks, selecting proper verb forms and trans forming sentences into different tenses or structures.
Purpose To improve students' pronunciation of“ ed”endings by providing clear guidelines and opportunities to practise.
Homework Required: Read the rules on page 85 and remember the rules of the simple past tense of regular and irregular verbs. Optional: Write a short text about one of your outdoor activities, using the simple past tense.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第4課時　Integration (A—C)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is centred around the theme of outdoor activities, especially camping and bird watching. It explores the benefits and experiences of these activities, using pictures and dialogues as visual aids to initiate discussion and reflection on outdoor life. The text poses questions to prompt students to think about what they see in the pictures and consider their own experiences with outdoor activities.
Why: The author aims to foster appreciation and understanding of outdoor activities and their benefits. By prompting students to think about their own experiences, the text encourages introspection and reflection on the importance of these activities for personal well being. Additionally, the text seeks to instill values such as appreciation of nature and the significance of outdoor experiences in personal growth and development.
How: The text employs a conversational and interactive approach, starting with direct questions to engage students. It utilizes simple and clear language, making it accessible and relatable, likely aimed at a younger audience or students in the early stages of learning English.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn about some great outdoor activities;
2.know what to prepare for the camping and how to stay safe if they are first time campers;
3.ask for help and give advice to others before some outdoor activities.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn about some great outdoor activities.　 Step 1: Lead in The teacher starts the class by asking students,“Would you like to go camping Why or why not ”. This question is designed to spark interest and curiosity about the topic of camping among students. Step 2: Pre reading Talk about“What do we need for camping ”. Step 3: While reading 1.Students read the passage titled“Sleep under the stars”and answer questions about the main topic and the genre of the passage. 2.Students identify the reasons why people like camping, such as the benefits of physical and mental health, the opportunity to relax and enjoy nature, and the chance to keep fit and be happy. The effectiveness will be measured by students' engagement in the discussion and their willingness to share personal opinions and experiences related to camping. The effectiveness will be assessed by students' comprehension of the text, their ability to identify the main idea and the genre, and their accuracy in listing the benefits of camping.
Purpose To activate students' prior knowledge and personal experiences, setting the stage for the reading activity by engaging them in the topic of camping. To deepen students' understanding of the text by analyzing and interpreting the information presented, focusing on the reasons why camping is beneficial.
2.To know what to prepare for the camping and how to stay safe if they are first time campers. Step 4: Post reading 1.Students read a scenario about first time campers, including details about the time, place, things they take, weather conditions and safety tips. (詳見課件資源) 2.In pairs or small groups, students discuss additional items they will bring and other safety tips they will follow. The effectiveness will be assessed by the quality of the discus sions and students' ability to apply the information from the reading to real life situations.
Purpose To encourage critical thinking and application of the concepts learned by having students evaluate and share their own ideas for a successful camping trip, reinforcing the language and structures practised in the lesson.
3.To ask for help and give advice to others before some outdoor activities. Step 5: Consolidation Students practise giving advice using expressions like“Remember to…”“You'd better…”“Why don't you… ”and“What/How about… ”. The effectiveness will be assessed by students' mastery of the vocabu lary and their ability to use the expressions to give advice effectively.
(續(xù)表)
Step 6: Language points 1.Students study the meanings and uses of key expressions and phrases, such as“feel like”“focus on”“take a break”“put up”“fall asleep”and“give sb a chance to do sth”. 2.Students practise using these expressions in various contexts, such as describing their feelings, giving advice, and talking about their experiences. Step 7: Exercise The effectiveness will be assessed by students' understanding and application of the language points in different contexts.
Purpose To ensure students grasp the nuances of the language and can use the expressions confidently in both written and spoken communication.
Homework Required: 1.Design an ad for another outdoor activity. 2.Pay attention to the safety tips and write them down for the ad. Optional: Search for more information about outdoor activities that you are interested in.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第5課時　Integration (D)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on writing about outdoor experiences, especially Simon's hiking trip, and provides guidance and expressions for students to write their own diary entries about outdoor activities.
Why: The author's intention is to teach students how to effectively write about their outdoor experiences in a diary format while incorporating descriptive elements and reflecting on the value of such activities. By providing a model diary entry and useful expressions, the text aims to improve students' writing skills and encourage them to express their thoughts and feelings about outdoor activities.
How: The text uses a step by step approach to guide students in creating an outline for their writing, followed by providing a model diary entry and useful expressions to help them describe their own experiences. It includes specific instructions on how to format the diary entry, including details like the date, weather, location, and key events during the activity.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.complete the table with the information about one of their outdoor experiences by imitating Simon's outline;
2.read Simon's diary entry about a fun outdoor activity and learn the structure of the diary;
3.write a diary entry about an outdoor activity.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To complete the table with the information about one of their outdoor experiences by imitating Simon's outline. 2.To read Simon's diary entry about a fun outdoor activity and learn the structure of the diary. Step 1: Lead in 1.Task 1　Know about outdoor activities. 2.Task 2　Talk and write about outdoor ex periences. The teacher initiates a free talk by asking students,“What outdoor activities do you like to do Why do you enjoy them ”. Step 2: Reading 1.In Part D1, Simon is making an outline for his writing. Read it and complete the table with the information about one of your outdoor experiences. 2.Watch and listen. Answer the questions. What is the type of this passage How do you know that 3.Read Simon's diary entry about a hiking trip. Read for structure: ·Outline to organize ideas ·Beginning ·Main part ·Ending The effectiveness will be measured by students' engagement in the discussion and their ability to articulate their favourite outdoor activities and the reasons behind their choices. The effectiveness will be assessed by students' comprehension of the diary entry, their ability to identify the type of passage, and their accuracy in answering the detailed questions about the hiking trip.
Purpose To develop reading comprehension skills, understand the structure and content of a diary entry, and learn about the practical aspects and experiences of outdoor activities.
3.To write a diary entry about an outdoor activity. Step 3: Writing 1.In Part D3, write a diary entry about an outdoor activity based on the information in Part D1.Use Simon's writing as a model.
2.Provide some useful expressions. Useful expressions Last summer/weekend/week,… I went camping/cycling/hiking/horse riding/jogging/roller skating/skiing/swimming… We went by/took… At the beginning/To begin with,… The first/second/last/…part of the… We saw/enjoyed… However/Unluckily, things became difficult because/when… It was a great chance to… Step 4: Let's write and share Let's write and share.Students discuss their own outdoor experiences in pairs, based on the diary entries they have written. The effectiveness will be assessed by students' ability to write a coher ent and well structured diary entry, incorporating the provided expres sions and accurately describing their outdoor experiences.　
Purpose To apply the knowledge gained from the reading and discussion to create a coherent written piece about an outdoor activity, reinforcing the language and structures practised in the lesson. To encourage collaborative learning and speaking practice related to the topic, and provide an opportunity for the teacher to get feedback.
Homework Required: Complete the diary about your activities. Optional: Search for more activities and share with your classmates.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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