Unit 6 Let's go!Lesson 2 At the museum 教学设计- 2025-2026学年冀教版（2024）七年级英语上册

Unit 6 Let's go!-Lesson 2 At the museum "Lesson 2 At the Museum" is from Unit 6 "Let's go!" of the 2024 Hebei Education Press English textbook for Grade 7. This lesson centers around Li Ming and Jack's visit to the museum. The dialogue starts with their discussion about which hall to visit first. They decide on the Ancient China Hall as it shows ancient Chinese history. Then, they ask a museum clerk for directions. The clerk tells them to go down the stairs, pass the gift shop, and turn left. After that, Li Ming expresses his eagerness to see the famous Jade Dragon from Hongshan Culture, and Jack mentions his plan to buy gifts at the gift shop later. The lesson also includes other tasks such as completing a conversation about asking for the way to the Natural History Museum and matching museum names with pictures. 教学目标 1. Knowledge Objectives Students are expected to master the new words and phrases: ancient, hall, history, clerk, stair, pass, miss, jade, dragon, etc. Students should understand and be able to use the key sentence patterns, such as "How about...?", "Can you help us?", "Go down... and pass... Then turn left/right." 2. Ability Objectives Students can extract key information from the dialogue, like where Li Ming and Jack want to go and how they ask for directions. Students are capable of using the learned sentence patterns to ask for and give directions in real - life situations, for example, when asking for the way to different places in a museum or in the city. Students can role - play conversations about asking for directions fluently with correct pronunciation and intonation. 3. Emotional Objectives Foster students' interest in visiting museums and exploring different cultures. Encourage students to be brave in communicating with others in English in real - life scenarios. 教学重难点 1. Key Points The new words related to the museum and the process of asking for directions. The sentence patterns used for making suggestions and asking for directions. 2. Difficult Points Helping students apply the learned sentence patterns flexibly in various real - life situations of asking for directions. Improving students' listening and speaking skills, especially in the context of asking for and giving directions. 1. New Words ancient /ˈeɪnʃənt/adj. 古代的；古老的 e.g. The ancient building has a long history. hall /hɔːl/n. 大厅；礼堂 e.g. We have a meeting in the hall. history /ˈhɪstri/n. 历史 e.g. I like to study Chinese history. clerk /klɑːk/n. 职员；办事员 e.g. The clerk at the store is very friendly. stair /steə(r)/n. 楼梯 e.g. Be careful when you go down the stairs. pass /pɑːs/v. 走过；路过 e.g. Pass the bank, and you will see the post office. miss /mɪs/v. 错过；未击中 e.g. Hurry up, or we will miss the bus. jade /dʒeɪd/n. 玉；翡翠 e.g. The jade necklace is very beautiful. dragon /ˈdræɡən/n. 龙 e.g. The dragon is an important symbol in Chinese culture. 2. Key Sentence Patterns How about...? 意为 “…… 怎么样？”，用于提出建议或询问意见，后接名词、代词或动词 - ing 形式。 e.g. How about going to the park this weekend? How about the new movie? Can you help us? 用于向他人寻求帮助。 e.g. Can you help us carry these books? Go down... and pass... Then turn left/right. 用于给他人指示方向。 e.g. Go down this street and pass the supermarket. Then turn right at the corner. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous museums around the world, such as the Louvre Museum in France, the British Museum in the UK, and the Palace Museum in China. Ask students: "Do you know these museums? Have you ever been to a museum? What can you see in a museum?" Encourage students to share their experiences and ideas. 2. Presentation (15 minutes) New Words Teaching Present the new words one by one on the PPT. For each word, show relevant pictures. For example, when teaching "ancient", show pictures of ancient ruins, ancient coins, etc. Let students repeat the words after the teacher several times, emphasizing correct pronunciation. After teaching all the words, play a word - guessing game. The teacher describes the meaning of a word in English, and students guess which word it is. For example, the teacher says: "This is a large room where people can have meetings or exhibitions. What is it?" Students answer "hall". Dialogue Teaching Let students listen to the dialogue between Li Ming and Jack for the first time. After listening, ask them some general questions, such as "Where are Li Ming and Jack?" (At the museum.) "What are they doing?" (Planning which hall to visit first and asking for directions.) Play the dialogue again. This time, ask students to listen carefully and answer the detailed questions in the textbook, such as "What can they learn in the Ancient China Hall?", "What does Li Ming want to see?", "After asking the way, where will they go first?" Explain the key sentence patterns in the dialogue. For "How about...?", give more examples and let students practice making suggestions using this pattern. For the sentence patterns for asking for and giving directions, show a simple map on the PPT and use the sentences to describe how to get from one place to another. Let students follow the teacher's example and practice on the map. 3. Practice (15 minutes) Role - play Activity 1 Divide students into pairs. Let them role - play the dialogue between Li Ming and Jack. Encourage them to use their own voices and body languages to make the role - play more vivid. Walk around the classroom to monitor and offer help if necessary. After several pairs have finished role - playing, invite some pairs to come to the front of the classroom and perform for the whole class. The rest of the students can evaluate their performance in terms of pronunciation, intonation, and fluency. Role - play Activity 2 Present the incomplete conversation in the textbook about asking for the way to the Natural History Museum. Let students work in pairs to complete the conversation first. Then, ask them to role - play this new conversation. This time, they can change the places they are asking for and the directions accordingly. For example, they can ask for the way to a zoo, a library, etc. 4. Production (5 minutes) Group Work Divide students into groups of four. Each group is given a task: Suppose they are in a big city and want to visit some interesting places. They need to plan their routes, including asking for directions from passers - by. Each group member should take turns to be the one who asks for directions or gives directions. Walk around each group to provide guidance. After they finish discussing, each group selects a representative to share their group's conversation with the whole class. 5. Summary and Homework (5 minutes) Summary Review the new words and key sentence patterns learned in this lesson with the students. Ask some students to summarize what they have learned in this class. Homework Ask students to write a short passage about their imaginary visit to a museum. They should include information about which halls they visit, what they see, and how they ask for directions if they get lost. Encourage students to find more information about their favorite museums and share it with the class next time. 教学反思 After teaching this lesson, I will reflect on the following aspects. First, in terms of the teaching process, whether the time arrangement for each part is reasonable. For example, if the practice part seems rushed, I may need to adjust the time allocation in future classes. Second, I will consider the students' participation. Did all students actively engage in the class activities? If some students were left out, I need to think about how to encourage their participation, such as by giving more specific guidance or creating more accessible tasks. Third, regarding the teaching methods, whether the use of pictures, role - plays, and group work effectively helped students master the knowledge. If students still have difficulties in applying the learned sentence patterns, I may need to design more real - life - like scenarios for them to practice. Finally, I will also reflect on my own teaching performance, such as my explanation of new words and sentence patterns, whether it was clear enough for students to understand. Based on these reflections, I will make improvements to my teaching plan for future lessons. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$