Unit 2 Travelling around the world Section 1 Experiencing and understa 教学设计2024-2025学年沪教版（2024）七年级英语下册

该初中英语教学设计聚焦法国地理、文化及景点的阅读学习，涵盖“rich in”“places of interest”等核心词汇与略读、扫读技巧。通过自由谈论旅行经历、展示世界景点图片导入，连接学生生活经验与新知识，搭建学习支架。 其特色在于融合任务型活动与文化意识培养，读中通过略读把握主旨、扫读完成表格训练思维品质，读后小组展示法国景点提升语言表达与合作能力，助力学生理解文化内涵，教师可借活动检测效果，增强课堂互动与知识巩固。

Unit 2 Travelling around the world-Section 1 Experiencing and understanding language-Reading The reading passage in this unit is about France, one of the most visited countries in the world. It first gives a general introduction to France, stating its location in Western Europe and its richness in history and culture. Then, it specifically describes different places in France. Paris, the capital city in the north, is introduced with famous landmarks like the Eiffel Tower, the Arc de Triomphe, and the Louvre Museum. The Champs-Élysées, the most famous street, is also mentioned. The Loire Valley in the centre of France is known for its wine culture with numerous vineyards and beautiful castles. Nice, located on the southeast coast, is famous for its wonderful beaches, being a perfect summer holiday destination. And the French Alps are recommended for winter skiing. The passage follows a spatial order to introduce France, which helps students understand how to describe a place in an organized way. 教学目标 Students will be able to understand and master new words and phrases related to travelling and France, such as "rich in", "places of interest", "department store", "get a taste of", "prefer to", etc. Students will learn about the geographical location, famous attractions, and unique culture of France. Students will grasp the reading skills of skimming for the main idea and scanning for specific details. 教学重难点 1 Key Points New words, phrases, and sentence patterns related to travelling and France. Understanding the main idea and important details of the passage about France. Mastering the reading skills of skimming and scanning. 2 Difficult Points How to help students understand the cultural connotations behind the attractions in France mentioned in the passage. Guiding students to use the learned language knowledge to describe other travel destinations independently and fluently. 1 New Words and Phrases rich in: having a large supply of something valuable. e.g. France is rich in history and culture. places of interest: famous or interesting places that people visit. e.g. Here you will find many places of interest, such as the Eiffel Tower and the Arc de Triomphe. department store: a large shop that sells many different types of goods. e.g. The most famous street in Paris is the Champs-Élysées. This is the best place to go if you want to visit some world - famous department stores. get a taste of: experience a small part of something. e.g. If you want to get a taste of French wine culture, you should visit the Loire Valley. prefer to: like one thing or activity more than another. e.g. But if you prefer to visit France in winter, you can go skiing in the French Alps. 2 Sentence Patterns France is one of the most visited countries in the world. (one of the + 形容词最高级 + 可数名词复数，表示 “最…… 之一”) Paris is the capital city of France. It lies in the north of the country, and the River Seine runs through its centre. (describe the location of a place) If you want to..., you should... (express suggestions) 教学过程 1 Lead - in (5 minutes) Greet the students and start a free talk. Ask them: "How did you spend your last holiday? Did you go travelling? Where did you go?" Invite several students to share their travel experiences briefly. Then show some pictures of famous attractions around the world on the PPT, such as the Great Wall in China, the Statue of Liberty in the USA, and the Eiffel Tower in France. Ask students to name these attractions and the countries they are in. This activity aims to arouse students' interest in travelling and lead to the topic of this unit - travelling around the world. 2 Pre - reading (8 minutes) Introduce the topic of this reading passage - France. Show a map of Europe and point out the location of France. Let students have a basic understanding of France's geographical position. Conduct a short quiz. Present some multiple - choice questions on the PPT, such as: Which city is the capital of France? A. Paris B. Rome C. Berlin Which of the following is a famous street in Paris? A. Fifth Avenue B. the Champs-Élysées C. Downing Street Which drink is France most famous for? A. tea B. wine C. juice After the quiz, ask students to match some places in France (the River Seine, the Louvre Museum, Nice, the Alps) with the things they can do there (enjoy a beach holiday, see the famous painting Mona Lisa, go skiing, take a boat trip). This activity can activate students' prior knowledge about France and prepare them for reading the passage. 3 While - reading (20 minutes) 3.1 Skimming (5 minutes) Let students read the passage quickly without paying too much attention to details. Then ask them to answer the following two questions: What is the genre of this article? A. A story. B. A post. C. A travel guide. What does the title "France is calling" mean? Encourage students to share their answers and explain their reasons. Through this activity, students can get the main idea of the passage, which is to introduce France as a popular travel destination. 3.2 Scanning (10 minutes) Ask students to read the passage carefully for the second time and complete a table. The table has columns like "Place in France", "Location", "Famous Attractions/Features", "Activities". Walk around the classroom to monitor students' reading progress and offer help if necessary. After students finish, check the answers together. This activity helps students to scan for specific details in the passage and understand the characteristics of different places in France. 3.3 Language Points Learning (5 minutes) Pick out some important new words, phrases, and sentence patterns from the passage, such as "rich in", "places of interest", "France is one of the most visited countries in the world". Explain their meanings and usages on the blackboard or PPT. Give students some example sentences and ask them to imitate and make their own sentences. For example, for "rich in", the example sentence can be "Our country is rich in natural resources." Then ask students to make sentences like "This area is rich in fruits." This step helps students to master the key language points in the passage. 4 Post - reading (10 minutes) Divide students into groups of four. Ask each group to choose a place in France they are most interested in and make a short presentation about it. They should include information such as location, famous attractions, and interesting activities. Each group has 3 - 4 minutes to prepare and then 2 - 3 minutes to present in front of the class. After all groups finish their presentations, conduct a class discussion. Ask students: "If you have a chance to travel to France, which place would you like to visit most and why?" Encourage students to express their opinions freely. This activity can help students to consolidate the knowledge they have learned from the passage, improve their speaking ability, and also enhance their understanding of different cultures. 5 Summary and Homework (2 minutes) Summarize the key points of this class, including new words, phrases, the main idea of the passage, and the reading skills. Assign homework: Ask students to write a short passage about their dream travel destination, using at least five new words and phrases learned in this class. Ask students to search for more information about a country they are interested in and prepare to share it in the next class. 教学反思 In the lead - in part, students were actively engaged in sharing their travel experiences, which successfully aroused their interest in the topic. However, the time spent on the free talk could be better controlled to ensure more time for other teaching steps. During the pre - reading quiz, some students had difficulty answering questions about French culture, indicating that they need more exposure to international cultural knowledge in daily study. In future teaching, more pre - reading activities related to cultural background can be designed. In the while - reading process, most students could master the skimming and scanning skills, but a few students still had trouble finding specific details quickly. More targeted practice should be provided for these students. The group presentation in the post - reading part was very successful. Students showed great creativity and enthusiasm. But some groups had problems with the organization of their presentations. In the future, more guidance on how to organize oral presentations can be given. Overall, this class achieved most of the teaching objectives, but there are still areas that need improvement to better meet the learning needs of all students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$