Unit 6 Travelling around Asia-Section 4 Extending and developing competencies-Focusing on culture 教学设计 2025-2026学年沪教版英语七年级上册

该初中英语教学设计聚焦亚洲世界遗产地主题，核心知识点包括莫高窟、泰姬陵的历史文化及相关词汇（如heritage、artwork等），世界遗产的定义、分类与重要性。课堂导入通过展示世界遗产图片引发讨论，读前结合词汇教学与真假判断活动铺垫，读中以快速阅读抓主旨、仔细阅读析细节，读后通过导游对话和写作任务实践，构建“输入-内化-输出”学习支架。 本资料亮点在于融合语言能力与文化意识培养，分层阅读（快速/仔细）提升信息获取效率，导游角色扮演与写作框架助力词汇句型运用；对比莫高窟与泰姬陵的历史背景、特色，激发学生家国情怀与文化保护意识，深入讨论保护意义培养思维品质。活动多样（小组合作、实践输出），既帮助学生提升综合语言运用能力，又为教师提供清晰教学路径，增强课堂互动与实效。

Unit 6 Travelling around Asia-Section 4 Extending and developing competencies-Focusing on culture This section focuses on World Heritage Sites in Asia. It first provides general information about World Heritage Sites around the world, stating that there are over 1,000 such sites, some natural and some man - made. These sites are protected because of their significance to world culture. Asia has nearly 300 heritage sites, and China ranks second in the number of heritage sites globally. Then, it specifically introduces two famous World Heritage Sites in Asia: the Mogao Caves in Dunhuang, China, and the Taj Mahal in India. The description of the Mogao Caves highlights Dunhuang's historical role as China's western gateway due to the development of the Silk Road, where different cultures converged. Inside the Mogao Caves, students can learn about the amazing artworks, especially the paintings showing daily life scenes along the Silk Road. The introduction of the Taj Mahal emphasizes its status as one of the world's most wonderful buildings, built by Emperor Shah Jahan in the 17th century to commemorate his wife. The unique features like the white - stone - covered walls and the reflection in the pool in front of the building are also presented. 教学目标 Students will be able to understand and use key vocabulary related to World Heritage Sites, such as "heritage", "natural", "man - made", "historic", "gateway", "artwork", "scene", "emperor", "memory", "reflection". Students will learn about the general knowledge of World Heritage Sites, including their definition, classification, and importance in world culture. Students will master specific information about the Mogao Caves in Dunhuang and the Taj Mahal in India, such as their locations, historical backgrounds, and unique features. 教学重难点 A. Key Points Master the key vocabulary and expressions related to World Heritage Sites. Comprehend the text about the two World Heritage Sites in Asia, and be able to summarize their main features. Enable students to introduce a World Heritage Site in oral and written forms. B. Difficult Points Guide students to think deeply about the significance of protecting World Heritage Sites and how to protect them in real life. Help students improve their writing skills when introducing a World Heritage Site, making the description vivid and organized. Vocabulary Heritage: something that is part of a country's or group's history, culture, etc. that has been passed down from past generations Natural: existing in nature and not made or caused by people Man - made: made or produced by people Historic: important or famous in history Gateway: a place that allows you to enter or leave a particular area, or a way of getting or achieving something Artwork: a painting, sculpture, photograph, etc. that is created to be beautiful or to express an important idea Scene: a part of a play, film, etc. that shows a particular action or event; a view or picture of a place, an event, etc. Emperor: the ruler of an empire Memory: the ability to remember things; something that you remember from the past Reflection: an image that you can see in a mirror, on water, etc. Sentence Patterns There are over 1,000 World Heritage Sites around the world. Some of them are natural, and some are man - made. We protect these places because they are very special and important to world culture. Dunhuang became China’s western gateway to the world. Emperor Shah Jahan built it in the 17th century in memory of his wife. If you visit the Taj Mahal on a clear day, you will see its reflection in the water. 教学过程 A. Lead - in (5 minutes) Show students some pictures of famous World Heritage Sites around the world, such as the Great Wall in China, the Pyramids in Egypt, and the Eiffel Tower in France. Ask them: "Do you know what these places are? What are they famous for?" Let students discuss in pairs and then share their answers. Then introduce the concept of World Heritage Sites briefly: "These special places are called World Heritage Sites. They are very important to world culture. Today, we are going to learn more about World Heritage Sites in Asia." B. Pre - reading (10 minutes) Present some new words and expressions related to World Heritage Sites on the blackboard or through a PPT, such as "heritage", "natural", "man - made", "historic", etc. Teach students how to pronounce and explain their meanings. Use some simple examples to help students understand, for example, "The Great Wall is a famous man - made heritage site in China." Divide students into groups of four. Give each group a set of cards with some statements about World Heritage Sites (some true and some false, such as "All World Heritage Sites are man - made", "World Heritage Sites are not important", etc.). Let students discuss in groups to judge whether these statements are true or false and correct the false ones. After that, each group selects a representative to report their discussion results. C. While - reading (15 minutes) Fast Reading Let students read the passage about World Heritage Sites in Asia quickly. Ask them to answer the following questions: "How many World Heritage Sites are there around the world? How many are there in Asia? Which country has the second - largest number of heritage sites?" Give students 2 - 3 minutes to read and answer. Then check the answers together. Careful Reading Ask students to read the passage about the Mogao Caves carefully. After reading, ask them some detailed questions, such as "Where is Dunhuang? Why did Dunhuang become important? What can you see inside the Mogao Caves?" Let students find the answers in the text and underline the relevant sentences. Invite some students to answer the questions. Next, let students read the passage about the Taj Mahal. Set some questions like "Who built the Taj Mahal? When was it built? What are the special features of the Taj Mahal?" Students read and answer the questions. Then ask students to compare the Mogao Caves and the Taj Mahal in terms of their functions, historical backgrounds, and appearances. Organize a group discussion and ask each group to make a simple comparison chart. D. Post - reading (10 minutes) Speaking Activity Divide students into pairs. Each pair selects one of the two World Heritage Sites they have just learned. One student acts as a tour guide and the other acts as a tourist. The tour guide needs to introduce the World Heritage Site to the tourist, answering the tourist's questions. Encourage students to use the information in the text and their own words. After a few minutes, invite some pairs to come to the front of the class and perform their dialogues. Writing Activity Ask students to write a short passage to introduce a World Heritage Site they are interested in (it can be one of the two in the text or other World Heritage Sites they know). Provide them with a writing framework, such as: Introduction: What is the name of the World Heritage Site and where is it located? Main Body: What are its historical backgrounds? What are the special features? Conclusion: Why is it important and worth visiting? Give students 5 - 6 minutes to write. Then ask them to exchange their passages with their partners, check for grammar and spelling mistakes, and give each other some suggestions. Finally, select some students to read their passages aloud to the class. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including the new vocabulary, the knowledge about World Heritage Sites in Asia, especially the Mogao Caves and the Taj Mahal. Review the speaking and writing skills they have practiced. Emphasize the importance of protecting World Heritage Sites and encourage students to learn more about different cultural heritages in their spare time. Homework Ask students to do some research on other World Heritage Sites in China and write a short report about one of them. They need to include information such as its location, history, features, and why it is a World Heritage Site. Let students make a poster about World Heritage Sites. They can collect pictures and information, and introduce at least three World Heritage Sites on the poster. The poster will be displayed in the classroom next week. 教学反思 In the teaching process, the use of pictures and group activities in the lead - in and pre - reading stages effectively aroused students' interest and enthusiasm, making them actively participate in class discussions. However, in the future, more diverse and vivid materials can be used to further enhance students' engagement. During the reading comprehension part, most students were able to understand the main ideas and details of the text through fast reading and careful reading. But for some students with weak reading abilities, they still had difficulties in understanding long and complex sentences. In the future, more reading strategies should be taught to help these students improve their reading skills, such as how to analyze sentence structures and how to guess the meanings of new words from the context. The speaking and writing activities provided students with opportunities to practice using the learned knowledge. However, some students' expressions were still a bit stiff, and they relied too much on the original text. In the following classes, more oral and written practice should be carried out to make students more proficient in using English to express their own ideas. Regarding the emotional education goal, students showed a certain sense of national pride when learning about the Mogao Caves, but the discussion about the significance of protecting World Heritage Sites could be deeper. In future teaching, more real - life cases and in - depth discussions can be designed to strengthen students' awareness of cultural protection. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$