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

Unit 3 My hometown-Reading This reading passage is a vlog script introducing Beijing, the capital of China. The author, a vlogger, takes the readers on a virtual tour of Beijing, covering various aspects of the city. It starts with the introduction of the Palace Museum, which was once the palace of emperors in ancient China, boasting wonderful buildings and art treasures. Then it moves on to Tian’anmen Square, where many visitors come to watch the raising of the national flag. The passage also elaborates on traditional Beijing life, such as siheyuan (a group of four traditional Chinese houses in a square with a courtyard in the middle) and hutongs, through which people can get a taste of the past. Additionally, it mentions Beijing’s cultural highlights like Beijing opera, which can be enjoyed at local theatres. The text provides students with a vivid picture of Beijing’s historical sites, cultural traditions, and daily life, aiming to cultivate students’ interest in exploring their own hometowns and enhancing their cross - cultural communication ability. 教学目标 Students will be able to master key vocabulary related to Beijing, such as “capital, show sb around, once, palace, emperor, ancient, treasure, worth, visitor, raising, national, flag, square, side, courtyard, taste, opera, local, theatre, place of interest”. Students can understand and use the sentence patterns in the text correctly, for example, “In the centre of... is...”, “It was once...”, “Why not...”, “There be...” structures. Students will have a clear understanding of the general idea and detailed information about Beijing’s culture, history, and traditions presented in the text. 教学重难点 1. Key Points Mastery of key vocabulary and sentence patterns related to the topic of hometown introduction. Comprehension of the text about Beijing, including its historical sites, cultural traditions, and local life. Development of reading strategies like skimming and scanning to quickly and accurately obtain information from the text. 2. Difficult Points Understanding some complex sentence structures and cultural connotations in the text, such as the description of traditional Beijing architecture and cultural activities. Applying the learned language knowledge to introduce their own hometowns creatively and fluently, while ensuring the logical coherence and accuracy of the description. 1. Vocabulary Geographical and architectural terms: capital (n. 首都), palace (n. 宫殿), square (n. 广场), side (n. 边), courtyard (n. 庭院), hutong (n. 胡同), siheyuan (n. 四合院) Historical terms: emperor (n. 皇帝), ancient (adj. 古代的), treasure (n. 珍宝) Verbs and verb phrases: show sb around (带某人参观), be worth (值得), raise (v. 升起) Adjectives and adverbs: national (adj. 国家的), local (adj. 当地的), wonderful (adj. 绝妙的) Nouns related to cultural activities: opera (n. 歌剧), theatre (n. 剧院), place of interest (名胜古迹) 2. Sentence Patterns “In the centre of Beijing is the Palace Museum.” (Inversion structure to emphasize location) “It was once the palace of some emperors in ancient China.” (Simple past tense to describe past state) “With wonderful buildings and art treasures inside, it’s well worth a visit.” (With - phrase used to provide additional information) “Many visitors like to come early in the morning to watch the raising of the national flag.” (Infinitive phrase used to express purpose) “If you want to know more about traditional Beijing life, why not visit a siheyuan?” (Suggestion - giving sentence pattern) “There’s a house on each side and a courtyard in the middle.” (There be structure to describe existence) 3. Grammar Simple present tense: used to describe general facts, such as “Beijing is an amazing city with many places of interest.” Simple past tense: used to talk about past events or states, like “It was once the palace of some emperors.” Infinitive as purpose: “to watch the raising of the national flag”, “to know more about traditional Beijing life” 教学过程 1. Lead - in (5 minutes) Activity: Show students some pictures of famous places in the world, such as the Eiffel Tower in France, the Statue of Liberty in the USA, and the Great Wall in China. Then ask them, “Do you know which city these places are in? Which place do you want to visit most?” After students’ answers, specifically focus on the pictures of Beijing and ask, “What do you know about Beijing?” Encourage students to share their existing knowledge about Beijing, like the Great Wall, Beijing roast duck, etc. Purpose: Activate students’ prior knowledge and arouse their interest in the topic of Beijing, creating a relevant context for the following reading. 2. Pre - reading (8 minutes) Vocabulary teaching: Present the new words and phrases on the PPT one by one. For example, when showing the word “palace”, show a picture of the Palace Museum and explain, “This is the Palace Museum in Beijing. In ancient times, it was a palace where emperors lived.” Use similar methods for other words like “square”, “courtyard”, etc. After presenting all the words, let students read the words aloud several times to ensure correct pronunciation. Prediction: Show students the title of the reading passage “My hometown, Beijing” and the picture on the textbook related to the text. Ask them to predict what the passage might be about. Guide them to think from aspects such as famous places, food, culture, etc. in Beijing. Let students share their predictions in pairs and then invite some pairs to report to the class. Purpose: Help students understand the new vocabulary in context, which will facilitate their reading comprehension. Prediction can stimulate students’ curiosity and guide them to actively think about the text content before reading. 3. While - reading (18 minutes) Skimming (3 minutes): Ask students to quickly read the whole passage within 3 minutes and answer the question: “What is the main idea of this passage?” After they finish reading, invite several students to share their answers. The expected answer is that the passage mainly introduces some famous places, traditional life, and cultural activities in Beijing. Scanning (6 minutes): Present a series of detailed questions on the PPT, such as “What was the Palace Museum once?”, “What do many visitors like to do at Tian’anmen Square?”, “What can you do if you want to know about traditional Beijing life?” etc. Let students read the text carefully again and find the answers to these questions. After they finish, check the answers together in class. Detailed reading (9 minutes): Divide the text into several parts. Analyze each part sentence by sentence. For example, when analyzing the sentence “In the centre of Beijing is the Palace Museum. It was once the palace of some emperors in ancient China. With wonderful buildings and art treasures inside, it’s well worth a visit.” Explain the inversion structure of the first sentence, the usage of “once” in the second sentence, and the “be worth” phrase in the third sentence. After the analysis of each part, ask students some questions to check their understanding, like “Why is the Palace Museum well worth a visit?” Encourage students to think and answer actively. Purpose: Skimming helps students get a general understanding of the text, scanning trains their ability to find specific information, and detailed reading enables students to understand the text comprehensively, including vocabulary, sentence structures, and cultural connotations. 4. Post - reading (12 minutes) Retelling: Ask students to retell the content of the passage in their own words. First, let them recall the main points in groups and make some notes. Then each group chooses a representative to retell the passage in front of the class. Other groups can listen carefully and make corrections if there are any mistakes. Discussion: Divide students into groups of four or five. Give them the topic “If you were a tour guide, how would you introduce your hometown to foreign visitors?” Let them discuss in groups, using the language and structures they have learned in this class. Each group should make a simple plan for the introduction. After the discussion, invite several groups to share their plans with the whole class. Purpose: Retelling can help students consolidate their understanding of the text and improve their oral expression ability. The discussion activity can promote students’ creative thinking and their ability to apply the learned knowledge to real - life situations, enhancing their cross - cultural communication awareness. 5. Summary and Homework (2 minutes) Summary: Summarize the key vocabulary, sentence patterns, and the main content of the passage with students. Emphasize the importance of understanding different cultures and loving our own hometowns. Homework: Ask students to write a short passage introducing their hometown, using at least five new words and three sentence patterns learned in this class. Encourage students to search for more information about their hometown, such as some historical stories or unique local customs, and be ready to share in the next class. Purpose: The written homework can further strengthen students’ writing skills and their application of language knowledge. The information - searching homework can expand students’ knowledge about their hometowns and prepare for further discussion in the next class. 教学反思 After this class, overall, the teaching objectives have been basically achieved. The lead - in and pre - reading activities successfully attracted students’ attention and helped them build a foundation for reading. During the while - reading process, most students were able to master the reading strategies of skimming and scanning, and understand the main idea and details of the text. However, there are still some areas that need improvement. In vocabulary teaching, although using pictures can make the words more vivid, for some students, the memory of words may not be deep enough. In the future, more word - learning games or activities can be added, such as word - making competitions or vocabulary bingo, to strengthen students’ memory. During the post - reading discussion, some students had difficulty expressing their ideas fluently. This may be due to insufficient language input or lack of confidence. In the following classes, more oral practice opportunities should be provided, and students should be encouraged to speak more in a relaxed atmosphere. Also, more model sentences and expressions can be given in advance to help them express more smoothly. In the summary part, the time was a bit tight, and some students may not have fully grasped the key points. Next time, more time should be allocated to summary to ensure that students have a clear understanding of what they have learned. Overall, continuous improvement in teaching methods and more attention to individual differences among students are needed to better promote students’ English learning. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$