Unit 6 Let's go! Museums around the world 教学设计2025-2026学年冀教版（2024）七年级英语上册

本文围绕冀教版七年级英语教材“Museums around the world”单元展开，核心知识点为世界著名博物馆相关词汇、句型及文本理解。承接学生已有英语基础，为后续文化主题学习奠基，呼应文化交流单元主题。通过词汇教学、文本学习等环节，渗透语言能力、文化意识、思维品质和学习能力等核心素养。 本教学设计亮点在于运用图片、视频等多种教具，采用小组讨论、角色扮演等特色教法。从学生层面看，能提升其语言运用与文化理解能力；从教师层面看，提供清晰授课路径；从课堂效果看，增强互动性，有效突破教学难点。

Unit 6 Let's go!-Museums around the world This unit in the English textbook for Grade 7 of Hebei Education Press (2024) focuses on the theme of "Museums around the world". It mainly contains a text that introduces three world - class museums: the Palace Museum in China, the Louvre Museum in France, and the British Museum in the UK. Through this unit, students will not only learn about the geographical locations, unique features, historical backgrounds, and cultural heritages of these museums but also acquire relevant vocabulary, sentence patterns, and improve their reading, speaking, and writing skills related to the topic of museums. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary related to museums, such as "museum", "exhibit", "artifact", "history", "culture", "fascinating", "explore", "display", "collection", etc. They can understand and use sentence patterns like "There is/are...", "This museum is famous for...", "It was built in...", "I like this museum because...", etc. to describe museums and their exhibits. Students will grasp the main idea and important details of the text about the three museums, including their opening hours, the number of exhibits, and special features. B. Ability Objectives Reading ability: Students can read the text about museums carefully, extract key information, and answer related questions accurately. They can also summarize the main content of each museum introduction. Speaking ability: Using the learned vocabulary and sentence patterns, students are able to introduce a museum they know or like briefly, including its location, features, and exhibits. They can communicate with their partners about museums in a group discussion. Writing ability: Students can write a short passage to describe a museum, with a clear structure and correct grammar, expressing their own feelings and opinions about the museum. C. Emotional Objectives Cultivate students' interest in exploring different cultures around the world through learning about museums. Enhance students' awareness of cultural heritage protection and respect for different cultures. Encourage students to be more active in class participation and develop their teamwork spirit in group activities. 教学重难点 A. Teaching Key Points Vocabulary learning: Ensure students master the core vocabulary related to museums, which is essential for them to discuss and describe museums. Sentence pattern application: Enable students to use relevant sentence patterns correctly to describe museum - related information, such as the existence of exhibits and the characteristics of museums. Text comprehension: Guide students to understand the detailed information about the three museums in the text, including their historical and cultural backgrounds. B. Teaching Difficult Points Vocabulary memory: Some abstract museum - related words, like "artifact" and "exhibit", may be difficult for students to remember and distinguish. Teachers need to use various methods to help students understand and memorize them. Tense usage: When describing the history of museums or historical events related to exhibits, students may easily make mistakes in using tenses, especially confusing the past tense with the present tense. Teachers should strengthen practice in this aspect. Cultural understanding: Due to the limited knowledge of foreign cultures, students may have difficulties in fully understanding the cultural connotations behind the museums. Teachers need to provide more background information and examples to help students. A. Key Vocabulary Museum - related nouns: museum (博物馆), exhibit (展览品), artifact (手工艺品；文物), history (历史), culture (文化), collection (收藏品), gallery (画廊；长廊), palace (宫殿), pyramid (金字塔), statue (雕像) Adjectives: fascinating (迷人的), amazing (令人惊叹的), ancient (古代的), valuable (有价值的), famous (著名的) Verbs: explore (探索), display (展示), visit (参观), found (建立), attract (吸引) B. Key Sentence Patterns There is/are... There are many ancient artifacts in the museum. This museum is famous for... This museum is famous for its large collection of modern art. It was built in... The Palace Museum was built in the 14th century. I like this museum because... I like this museum because it provides a lot of interactive exhibits. C. Grammar Focus Simple present tense: Used to describe general facts about museums, such as their opening hours, features, etc. The Louvre Museum opens at 9 a.m. every day. Simple past tense: Applied to talk about the history of museums, when they were built, or past events related to exhibits. The British Museum was founded in 1753. 教学过程 A. Lead - in (5 minutes) Show students some pictures of different museums around the world on the PPT, including the unique architectures of the museums. Let students guess the names of these museums. "Boys and girls, look at these pictures carefully. Can you tell me the names of these famous museums?" Then, ask students to share their own experiences of visiting museums. Encourage them to talk about what they saw and felt in the museums. "Have you ever visited a museum? What kind of museum was it? What impressed you most in the museum? Share your story with us." B. New Knowledge Presentation (15 minutes) Vocabulary teaching Show the new words on the PPT one by one, accompanied by pictures or short videos related to the words. For example, when teaching "artifact", show some pictures of ancient Chinese porcelain or Egyptian mummies. Read the words aloud for students, and let them follow and read several times. Pay attention to the pronunciation of each word. Divide students into pairs. One student describes the meaning of a word using body language or simple words, and the other student guesses the word. Text learning Play the recording of the text about the three museums for students to listen. While listening, ask them to mark the names of the museums and their locations in the text. After listening, ask some simple questions to check students' understanding, such as "How many museums are mentioned in the text? What are they?" Then, let students read the text carefully by themselves. Divide the text into three parts according to the three museums. Explain the difficult sentences and new grammar points in each part. For example, when explaining the sentence "The Palace Museum, also known as the Forbidden City, is located in the center of Beijing.", explain the phrase "be known as" and the usage of "located". Summarize the main information of each museum with students, including its location, founding time, famous exhibits, and features, and write them on the blackboard. C. Practice (10 minutes) Group discussion Divide students into groups of four. Assign each group a museum (it can be one of the three museums in the text or other museums they know). Let them discuss and make a mind - map about the museum, including its basic information, exhibits, why it is worth visiting, etc. Each group chooses a representative to present their mind - map to the class. Other groups can ask questions. Sentence pattern practice Show some incomplete sentences on the PPT, using the key sentence patterns learned. For example, "There ____ (be) a lot of famous paintings in the art museum." Let students fill in the blanks and then make their own sentences using the same pattern. Ask several students to read out their sentences and correct any mistakes. D. Consolidation (10 minutes) Role - play Suppose one student is a museum guide and the other students are tourists. The "guide" needs to introduce a museum to the "tourists" using the learned vocabulary and sentence patterns. The "tourists" can ask questions about the museum. Change roles after a few minutes. Encourage students to be creative in their role - play. Writing practice Ask students to write a short passage about a museum they want to recommend to others. They should include at least three aspects: the basic information of the museum, its special exhibits, and the reason why they recommend it. Walk around the classroom to provide guidance and help while students are writing. After they finish, ask some students to read their passages aloud, and give them positive feedback and suggestions for improvement. E. Summary and Homework Assignment (5 minutes) Summary Review the key vocabulary, sentence patterns, and main content of the text with students. Ask students to recall what they have learned in this class. "Today, we have learned a lot about museums around the world. Who can tell me some of the new words we learned? What are the important sentence patterns for describing museums?" Homework assignment Ask students to search for more information about a museum they are interested in on the Internet and make a simple poster about it. They should include pictures, basic information, and their favorite exhibits of the museum on the poster. Tell students to prepare a short speech about their posters to share with the class in the next class. 教学反思 In the teaching process, the use of pictures, videos, and real - life examples in the lead - in and vocabulary teaching can effectively arouse students' interest and help them better understand new knowledge. However, in the future, more interactive ways can be added to make the lead - in more engaging, such as using a short quiz game about museums. During the text learning, most students can follow the teacher's guidance to understand the main content. But for some students with relatively weak English foundations, they may still have difficulties in understanding long and complex sentences. In the future, more time should be allocated to explain difficult sentences in a more detailed and patient way, and more reading - comprehension exercises can be designed for them after class. The group discussion and role - play activities can well mobilize students' enthusiasm and improve their speaking and cooperation abilities. However, in some groups, a few students may be less involved. Teachers need to pay more attention to these students and encourage them to actively participate in group activities. For the writing practice, some students may have problems with grammar errors and unclear expressions. In the future, more writing guidance and model - writing analysis should be carried out in class to help students improve their writing skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$