Unit 6 Hitting the road Understanding ideas 教学设计 2024-2025学年外研版（2024）七年级英语下册

Unit 6 Hitting the road-Understanding ideas This unit, "Hitting the road", falls within the "Travel and Exploration" theme. The "Understanding ideas" part focuses on the writer's travel experiences in Sichuan. The writer arrives in Chengdu, can't wait to try authentic Sichuan hot pot. The spiciness of the hot pot makes the writer's mouth burn, yet the taste is surprisingly enjoyable. After that, the writer visits the Sanxingdui Museum, where the ancient masks and artifacts are described as fantastic. This text not only showcases the unique food culture and rich historical heritage of Sichuan but also reflects the fun and new experiences that travel can bring. Through this text, students will learn about travel-related vocabulary and expressions, as well as the grammar of comparative and as...as structures used to describe experiences. 教学目标 Students will be able to master key vocabulary related to travel, such as "arrive in", "airport", "hot pot", "museum", "mask", "fantastic", "ancient", etc. Students will understand and be able to use comparative and as...as structures to describe travel experiences, e.g., "The food was much spicier than I expected." "Cooking hot pot is as interesting as eating it." 教学重难点 1 Teaching Key Points Key vocabulary and phrases related to travel, making sure students can correctly pronounce, understand the meaning, and use them in sentences. The correct usage of comparative and as...as structures. Guide students to distinguish the differences between the two and use them appropriately to describe the degree of things. 2 Teaching Difficult Points Helping students understand and apply the as...as structure accurately, especially in terms of the correct form of adjectives and adverbs following the structure. Training students to use the learned language knowledge to vividly and accurately describe their own travel experiences, and improving their ability to organize language and express ideas. 1 Vocabulary Arrive in: reach a place (usually a large place like a city or a country). For example, "We arrived in Beijing yesterday." Airport: a place where planes take off and land. "I will meet my friend at the airport." Hot pot: a popular Chinese dish where diners cook a variety of ingredients in a simmering pot of broth. "Sichuan hot pot is famous for its spiciness." Museum: a building where objects of historical, scientific, or artistic interest are displayed. "The museum has a large collection of ancient artifacts." Mask: a covering for all or part of the face. "The ancient masks in the Sanxingdui Museum are very unique." Fantastic: extremely good or attractive. "We had a fantastic time on our trip." Ancient: having existed for a very long time. "China has a rich ancient culture." 2 Grammar Comparative Structure: used to compare two people, things, or situations. The basic form for one - syllable adjectives is to add -er, e.g., "taller", "shorter". For adjectives with two or more syllables, we usually use "more + adjective", e.g., "more beautiful", "more interesting". For example, "This book is more interesting than that one." As...as Structure: used to show that two things are equal in a particular way. The structure is "as + adjective/adverb + as". For example, "He runs as fast as his brother." "The cake is as delicious as the one I had in the bakery." 教学过程 1 Lead - in (5 minutes) Show students some pictures of famous travel destinations in China, such as the Great Wall, the Forbidden City, and Guilin Landscape. Ask them questions like "Have you ever been to these places? What do you think of traveling?" Then, introduce the topic of this class - the writer's travel experiences in Sichuan. 2 Pre - reading (8 minutes) Present some new words and phrases on the PPT, and teach students how to pronounce and understand them. Use simple sentences to illustrate the usage of these words and phrases. For example, when teaching "arrive in", say "My uncle will arrive in Shanghai next week." Let students look at the title and the pictures in the text, and predict what the text might be about. Encourage them to share their predictions in pairs. 3 While - reading (20 minutes) Fast Reading: Ask students to read the text quickly and answer the following two questions: Where did the writer go? What did the writer do in Sichuan? Check the answers with the whole class. Careful Reading: Divide the text into several parts. Let students read each part carefully and complete different tasks. For the part about the hot pot experience: Ask students to find out how the writer felt about the hot pot. What words or sentences describe the spiciness and the taste of the hot pot? Analyze the sentence "The food was much spicier than I expected." Explain the usage of the comparative structure here. For the part about the visit to the Sanxingdui Museum: Let students find adjectives that describe the museum and the masks. Analyze the sentence "The masks in the museum are as amazing as I imagined." Explain the as...as structure. After reading each part, invite students to summarize the main idea of that part. 4 Post - reading (10 minutes) Group Work: Divide students into groups of four. Ask each group to choose a place they have visited or want to visit. Then, use the learned vocabulary and grammar structures to make a short presentation about this place, including what they can do there, what the food is like, and how they feel about this place. Each group presents their work in front of the class. Other groups listen carefully and can ask questions after the presentation. 5 Summary and Homework (2 minutes) Summary: Summarize the key vocabulary, grammar points, and the main content of the text with the students. Emphasize the importance of using language to describe travel experiences. Homework: Ask students to write a short passage about their own travel experiences, using at least three new words and one comparative or as...as structure. Let students collect more information about a travel destination they are interested in and prepare to share it in the next class. 教学反思 After this class, generally speaking, most students showed great interest in the topic of travel. Through various reading activities, students' reading comprehension skills were effectively trained, and they were able to master the key vocabulary and grammar points to a certain extent. The group work in the post - reading part also provided students with opportunities to practice oral expression and cooperation. However, there are still some areas for improvement. For example, in the grammar explanation part, although examples were given, some students still had difficulty in using the as...as structure correctly. In future teaching, more exercises and real - life examples can be provided to strengthen students' understanding and application of grammar. Also, during the group work, some students were a bit shy and did not actively participate. Teachers need to encourage these students more and create a more relaxed and supportive atmosphere to ensure every student can get involved in the learning process. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$