Unit 3 My hometown-Welcome to the unit 教学设计 2024-2025学年译林版英语七年级下册

Unit 3 My hometown-Welcome to the unit This unit focuses on the theme of "My hometown". The "Welcome to the unit" part serves as an introduction, which contains two listening passages. The first passage is an introduction to four famous scenic spots in Beijing, namely the Great Wall, the Olympic Park, the Summer Palace, and the National Museum of China, highlighting their characteristics and values. It uses numbers like "2,000", "2008", "20,000", "1.4 million" and adjectives such as "famous", "modern", "traditional" to emphasize the history, scale and importance of these scenic spots. The second passage is a conversation between Daniel and Amy, discussing how to show the British students around Beijing and finally deciding to take them to visit the Great Wall and the Olympic Park. This part aims to introduce students to the famous scenic spots in Beijing and their English expressions, and guide them to learn how to recommend and introduce Beijing's scenic spots to foreign friends in English, thus arousing students' curiosity and interest in Beijing, and laying a foundation for the subsequent topic learning in this unit. 教学目标 Students are able to understand and master basic vocabulary related to the theme of "hometown", such as "hometown", "town", "city", "countryside", "population", "famous", "scenic spot", "local food", etc., and can accurately pronounce and spell them. Familiarize students with common sentence patterns for describing basic information and characteristics of hometown, such as "My hometown is...", "It has a population of...", "It is famous for...", "There are many... in my hometown.", etc., and enable them to use these sentence patterns to express in simple situations. 教学重难点 1 Teaching Key Points Master key vocabulary and phrases related to "hometown", as well as common sentence patterns for describing hometown. Be able to use the learned knowledge to simply express the situation of one's own hometown and conduct basic oral communication. 2 Teaching Difficult Points Guide students to describe the details and characteristics of their hometowns with rich and accurate English language, avoid monotonous and general expressions, and vividly show the charm of their hometowns. Encourage students to actively expand the topic in oral communication, deeply explore the influence of hometown on personal growth, cultivate students' thinking ability, and at the same time improve students' flexibility in using English in real situations. 1 Vocabulary Geographical terms: hometown, town, city, countryside Population and feature description: population, famous, scenic spot, local food Scenic spots in Beijing: the Great Wall, the Olympic Park, the Summer Palace, the National Museum of China 2 Sentence Patterns My hometown is... It has a population of... It is famous for... There are many... in my hometown. What places shall we...? How about...? What else? I agree. Great idea! 教学过程 1 Lead - in (5 minutes) Greet the students as usual. Then, show some pictures of different cities and towns around the world on the PPT, such as Paris, New York, Sydney, etc. Ask students: "Do you know these places? What are they famous for?" Encourage students to answer freely. After that, say: "Today, we are going to talk about our own hometowns. Everyone's hometown is unique. What about yours? Let's start our journey of exploring hometowns." 2 Pre - listening (10 minutes) Write the new words "hometown", "town", "city", "countryside", "population", "famous", "scenic spot", "local food" on the blackboard. Read them aloud one by one and ask students to repeat after you several times. Explain the meaning and pronunciation of each word briefly. Divide students into groups of four. Let them discuss in groups: "What comes to your mind when you think of your hometown? You can mention some features, places or food." Give them 3 - 4 minutes to discuss. Then, invite some group representatives to share their group's ideas with the whole class. 3 While - listening (15 minutes) Listening to the first passage: Tell students: "Now, we will listen to a passage about some famous scenic spots in Beijing. Please listen carefully and try to catch the main information about these scenic spots." Play the recording of the first passage (the introduction to four famous scenic spots in Beijing). After the first listening, ask students some general questions, such as "How many scenic spots are mentioned in the passage?" "What are they?" Let students answer to check their general understanding. Play the recording again. This time, ask students to take notes of some specific information, like the features of each scenic spot. After listening, show a table on the PPT with blanks about the features of the four scenic spots. Ask students to fill in the blanks according to what they heard. Check the answers together. Listening to the second passage: Say to students: "Next, we will listen to a conversation between Daniel and Amy. They are discussing how to show the British students around Beijing. Listen carefully and find out which places they decide to take the British students to." Play the recording of the second passage. After the first listening, ask students the key question: "Which two places will Daniel and Amy take the British students to?" Let students answer. Play the recording for the second time. Ask students to pay attention to the expressions they use to make suggestions and give opinions, such as "What places shall we...?", "How about...?", "I agree.", "Great idea!". After listening, invite some students to role - play the conversation in pairs. 4 Post - listening (10 minutes) Group work: Divide students into new groups of four. Assign each group a task: Suppose you are local tour guides, and there are some foreign students coming to your hometown. You need to introduce some famous scenic spots in your hometown to them. First, list the scenic spots and their features in your hometown, and then make a short dialogue using the sentence patterns we learned today. Give them 5 - 6 minutes to prepare. After that, invite some groups to come to the front of the classroom and act out their dialogues. The rest of the students listen carefully and evaluate their performance from aspects such as language use, fluency and expressiveness. 5 Summary and Homework (5 minutes) Summary: Summarize the key vocabulary and sentence patterns learned in this class on the blackboard. Review the main content of the listening passages with students, emphasizing how to describe scenic spots and make suggestions for traveling. Homework: Ask students to write a short passage about their hometown, introducing at least one famous scenic spot or a special feature of their hometown. They should use at least three sentence patterns and five new words learned in this class. Let students search for more information about their hometown's scenic spots or local culture on the Internet, and be ready to share it in the next class. 教学反思 In this class, through various teaching methods such as picture - leading, group discussion, listening training and role - playing, students showed relatively high enthusiasm in class participation. Most students were able to master the key vocabulary and sentence patterns, and could use them to describe scenic spots and make simple dialogues about introducing hometowns. However, there are still some areas that need improvement. During the group discussion, some students were a bit shy and did not actively participate in the discussion. In the future, more encouragement and guidance should be given to these students to make them more involved in group activities. In the listening part, although most students could catch the main information, some students still had difficulty in catching some detailed information, which indicates that more listening practice and training of listening skills are needed. Also, in the language output part, some students' expressions were a bit stiff and lacked flexibility. It is necessary to create more real - life - like language situations in subsequent classes to help students use English more freely and fluently. Overall, continuous improvement of teaching methods and more attention to individual differences of students are required to better achieve teaching goals. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$