Unit 6 Beautiful landscapes Integration 教学设计 2024-2025学年译林版（2024）七年级英语下册

Unit 6 Beautiful landscapes-Integration This Integration section of Unit 6 in the 2024 Yilin English textbook for Grade 7 continues to revolve around the theme of "Beautiful Landscapes". It mainly focuses on the landforms and landscapes in China. Through reading an article about the Danxia landform in Zhangye, Gansu Province and the Yadan landform in Northwest China, students can learn about the characteristics and formation reasons of different landforms. Then, by listening to a radio advertisement about Yunnan Province, students can further understand the rich natural landscapes in Yunnan, such as the Stone Forest, Xishuangbanna Rainforest, Yulong Snow Mountain, and Lugu Lake. After that, students will have a conversation practice about the landscapes they want to visit. Finally, based on the example of Daniel's description of Huangshan, students are required to write an article to introduce a beautiful or interesting landscape in China. This section aims to integrate reading, listening, speaking, and writing skills, enabling students to comprehensively improve their English language abilities while enhancing their understanding and love for the beautiful landscapes of their motherland. 教学目标 Students will be able to master and correctly use the vocabulary related to landscapes in this unit, such as "landform", "rainbow", "Danxia landform", "Yadan landform", "sandstone", "natural wonder", etc. Students can understand the descriptions of Chinese landscapes in the text and accurately obtain key information, including the location, characteristics, and formation reasons of different landscapes. 教学重难点 A. Teaching Key Points Guide students to master the key vocabulary and sentence patterns related to landscapes, and be able to use them in different situations. Help students understand the content of the reading and listening materials, and master the reading and listening skills, such as skimming, scanning, and note - taking. Enable students to apply the learned knowledge to oral and written expressions, and accurately describe the landscapes in China. B. Teaching Difficult Points Assist students in using the learned vocabulary and sentence patterns to describe landscapes accurately and vividly. They may encounter difficulties in choosing appropriate adjectives and adverbs to express the characteristics of landscapes. Guide students to summarize and integrate complex landscape information. When writing an article, students need to organize the information in a logical way, which may be a challenge for them. Cultivate students' creativity and critical thinking ability in language learning. Encourage students to express their unique views and feelings about landscapes during the speaking and writing process. Vocabulary Landform: a natural feature of the earth's surface, such as a mountain, valley, or plain Rainbow: an arch of different colors that appears in the sky when the sun shines through rain Danxia landform: a unique type of landform with colorful rock formations, like the one in Zhangye Yadan landform: a landform made of sandstone in strange shapes, mainly found in Northwest China Sandstone: a type of rock made of sand grains glued together Natural wonder: a natural phenomenon or feature that is very beautiful or amazing Stone Forest: a group of tall rocks that look like a forest Rainforest: a thick forest in a tropical area with a lot of rain Snow - capped mountain: a mountain with snow on the top Lake: a large area of water surrounded by land Sentence Patterns It is + adj. + to do sth. (e.g. It is amazing to see the Danxia landform.) Sb. want(s) to go to... (e.g. I want to go to the Stone Forest.) It looks like... (e.g. It looks like a sea of red plants.) Sb. be interested in... (e.g. He is interested in Huangshan.) 教学过程 A. Lead - in (5 minutes) Show students some pictures of famous landscapes around the world, such as the Grand Canyon in the United States, the Great Barrier Reef in Australia, and the Pyramids in Egypt. Ask students to name these landscapes in English if they can. Then, show some pictures of Chinese landscapes, like the Great Wall, the Yellow River, and the Guilin Landscape. Lead in the topic of this class - beautiful landscapes in China. B. Reading (12 minutes) Pre - reading Present the title and pictures of the article about the Danxia and Yadan landforms in Part A. Let students predict what the article will talk about according to the title and pictures. Teach some new words related to the reading, such as "landform", "Danxia", "Yadan", "sandstone", etc. by showing pictures and giving simple explanations. While - reading Let students read the article quickly (skimming) to get the main idea and answer the question: What are the two landforms mentioned in the article? Then, ask students to read the article carefully (scanning) and complete a table about the location, characteristics, and formation reasons of the Danxia and Yadan landforms. Check the answers with the whole class and explain some difficult sentences in the article, such as "The Yadan landform in North - west China is very unusual. This landform is made of sandstone in strange shapes. It takes millions of years for these shapes to form." Post - reading Divide students into pairs. Ask them to discuss and share their feelings about these two unique landforms. Encourage them to use the words and sentences they have learned in the article. C. Listening (10 minutes) Pre - listening Show some pictures of the landscapes in Yunnan Province, such as the Stone Forest, Xishuangbanna Rainforest, Yulong Snow Mountain, and Lugu Lake. Let students talk about what they know about these places briefly. Teach some new words and phrases related to the listening, like "radio ad", "attraction", etc. While - listening Tell students they are going to listen to a radio advertisement about visiting Yunnan Province. Ask them to listen carefully and complete the notes in Part B. Play the recording for the first time. Students just listen. Then play it again, and students start to fill in the blanks. Check the answers with the class. If necessary, play the recording for the third time to clarify some unclear points. Post - listening Choose some students to retell the content of the radio ad according to the completed notes. D. Speaking (10 minutes) Model - showing Present the conversation between Daniel and Millie in Part C. Let students listen to the conversation carefully and imitate the pronunciation and intonation. Explain some key sentence patterns in the conversation, such as "I want to go to...", "It looks like...", "I'm very interested in...", etc. Group work Divide students into groups of four. Each group member needs to talk about a landscape they want to visit. They should state the name of the landscape, why they want to go there, and what they expect to see there. Walk around the classroom and offer help and guidance when necessary. Presentation Ask some groups to come to the front of the class and present their conversations. The rest of the students listen carefully and can ask questions after the presentation. E. Writing (8 minutes) Pre - writing Show Daniel's article about Huangshan in Part D. Let students read it quickly and find out the structure of the article, such as the introduction of the landscape, its famous features, and activities people can do there. Brainstorm with the whole class about other beautiful landscapes in China. Write the names of these landscapes on the blackboard, such as the Jiuzhaigou Valley, the Zhangjiajie National Forest Park, etc. While - writing Ask students to choose one landscape from the blackboard or their own ideas. Then, let them start to write an article following the structure of Daniel's article. Remind them to use the words and sentence patterns they have learned in this class. Walk around the classroom to observe students' writing process and provide individual guidance. Post - writing Ask students to exchange their articles with their partners. They should read each other's articles and give some suggestions for improvement, such as spelling mistakes, grammar errors, and the richness of content. Choose some students to read their improved articles to the class. 教学反思 Achievements In general, most students were actively involved in various teaching activities, such as reading, listening, speaking, and writing. They showed great interest in the beautiful landscapes in China, which helped to achieve the emotional goal of this class. Through different reading and listening tasks, students' reading and listening skills were effectively improved. They could obtain key information from the texts and recordings accurately. The speaking and writing activities provided students with opportunities to practice using the learned knowledge. Many students were able to use the vocabulary and sentence patterns to express their ideas about landscapes, which enhanced their language output ability. Shortcomings Some students still had difficulties in using adjectives and adverbs to describe landscapes vividly in the speaking and writing process. For example, they might only use simple words like "beautiful" without being able to find more specific and vivid adjectives. During the group work and presentation, a few students were a little shy and did not actively participate. They need more encouragement and guidance in the future. In the writing assessment, it was found that some students' articles lacked logical organization. They might list the information about the landscape in a random order. Improvement Measures In future classes, more exercises about using descriptive words can be designed to help students enrich their vocabulary for describing landscapes. For example, showing more pictures of landscapes and asking students to describe them with as many adjectives as possible. Pay more attention to those shy students. Encourage them to start with simple expressions and gradually build up their confidence. Grouping them with more active students can also be a good way to promote their participation. Provide more writing guidance on article structure. Before writing, let students make an outline first to ensure the logical flow of their articles. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$