Unit 1 A trip to the Silk Road Lesson 5 A trip plan 教学设计 -2024-2025学年冀教版英语七年级下册

Unit 1 A trip to the Silk Road-Lesson 5 A trip plan This lesson is from Unit 1 “A trip to the Silk Road” of the 7th - grade English textbook (Hebei Education Press, 2024). It focuses on the topic of making a trip plan. The main text is a diary written by Jenny, describing her trip plan in Beijing. Through this text, students will learn how to express future plans and arrangements, and get to know some famous scenic spots and cultural elements in Beijing, such as the Great Wall, the Palace Museum, Beijing roast duck, and Beijing Opera. This lesson not only helps students improve their English language skills but also broadens their cultural horizons and enhances their interest in traveling and exploring different cultures. 教学目标 Students can master the key vocabulary related to trip plans, such as “travel, visit, stay, plan, museum, opera, culture, ancient, dish” etc. Students can understand and use the sentence structures for asking and answering questions about travel plans, like “Where will you go?”, “What will you do?”, “How long will you stay?”, “I will visit...” etc. Students can understand the general future tense used to express future plans and intentions, and be able to distinguish the usage of “will + verb - 原形” and “be going to + verb - 原形”. 教学重难点 1 Teaching Key Points Mastery of key vocabulary and sentence structures related to trip plans. Understanding and correct application of the general future tense in the context of trip plans. Being able to understand and analyze Jenny's trip - plan diary, and summarize the main information. 2 Teaching Difficult Points Distinguishing the subtle differences in usage between “will + verb - 原形” and “be going to + verb - 原形” when expressing future plans, and using them correctly. Helping students organize their thoughts and use appropriate language to create their own trip plans, especially in writing, to ensure the coherence and fluency of the content. Cultivating students' cross - cultural communication awareness, enabling them to not only understand the cultural elements in the text but also be able to introduce Chinese culture to others in English. 1 Key Vocabulary Places of interest: the Great Wall (长城), the Palace Museum (故宫博物院), museum (博物馆), opera (戏剧，歌剧) Travel - related verbs and nouns: travel (旅行), visit (参观，拜访), stay (停留，待), plan (计划), culture (文化), ancient (古老的), dish (菜肴), kilometre (千米), traditional (传统的), costume (服装) 2 Key Sentence Structures Asking about travel plans: Where will you go? 你将去哪里？ What will you do? 你将做什么？ How long will you stay? 你将待多久？ Answering about travel plans: I will go to... 我将去…… I will visit... 我将参观…… I will stay in... for... days/weeks. 我将在…… 待…… 天 / 周。 We are going to have... for dinner. 我们晚餐打算吃…… Then we will see... 然后我们将看…… 3 Grammar: General Future Tense Forms: Will + verb - 原形: For example, “I will go to the movies tomorrow.” It is used to express a simple future action or decision made at the moment of speaking, or a prediction about the future. Be going to + verb - 原形: For example, “She is going to visit her grandparents next week.” It often implies a prior plan or intention, and there may be some evidence or signs indicating the future action. Usage in trip - plan context: When making a trip plan, both “will” and “be going to” can be used to express future activities. For example, “We will/are going to visit the Great Wall tomorrow.” But if there is a clear plan or intention made in advance, “be going to” is more appropriate; if it is a more spontaneous decision, “will” can be used. 教学过程 1 Lead - in (5 minutes) Greet the students and show some beautiful pictures of famous tourist attractions around the world on the PPT, such as the Eiffel Tower in France, the Statue of Liberty in the USA, and the Great Wall in China. Then ask the students: “Do you like traveling? Have you ever been to any of these places? If you have a chance to travel, where do you want to go?” Encourage several students to share their travel experiences or dream travel destinations. Purpose: This activity can quickly arouse students' interest in the topic of traveling, activate their prior knowledge, and create a relaxed and active classroom atmosphere, leading to the new lesson “A trip plan” smoothly. 2 Pre - reading (8 minutes) Write the title “A trip plan” on the blackboard and ask the students: “What elements do you think a trip plan usually includes?” Guide the students to think about and discuss in pairs, and then invite some pairs to share their ideas. Write down their answers on the blackboard, such as destination, transportation, accommodation, activities, time, etc. Then, introduce some new words and phrases related to the trip plan on the PPT, such as “the Great Wall, the Palace Museum, Beijing Opera, Beijing roast duck, travel, visit, stay, plan” etc. Teach the pronunciation, meaning, and spelling of these words. Let the students read the words aloud several times to make sure they can master them. Purpose: By discussing the elements of a trip plan, students can have a preliminary understanding of the content of this lesson. Learning new words in advance can reduce students' reading difficulties and help them better understand the text. 3 While - reading (15 minutes) Fast - reading: Show Jenny's diary about her trip plan in Beijing on the PPT or distribute the handouts to the students. Ask the students to read the diary quickly and find out the answers to the following two questions: Where is Jenny now? How long will Jenny stay in Beijing? Give the students 2 - 3 minutes to read and then check the answers together. Careful - reading: Ask the students to read the diary carefully again and complete a table on the PPT or in their exercise books. The table includes columns such as “Day”, “Time”, After the students finish, ask them to exchange their answers with their partners and then check the answers in class. Explain some language points in the text: “Tomorrow, we will go to the Great Wall.” and “We are going to have Beijing roast duck for dinner.” Explain the usage of the general future tense “will + verb - 原形” and “be going to + verb - 原形” here, and compare their differences. “It is 6,000 kilometres long and over 2,000 years old.” Teach the way to express length and age. “thousands of” means a large but not exact number. For example, “There are thousands of people in the square.” “I can't believe our trip will be over soon.” Explain the structure “can't believe + that - clause”. Purpose: Fast - reading helps students get a general idea of the text, and careful - reading trains their ability to extract detailed information. Explaining language points can help students better understand the text and master important grammar and vocabulary. 4 Post - reading (12 minutes) Group discussion: Divide the students into groups of 4 - Ask each group to discuss the following questions based on Jenny's trip plan: What do you think of Jenny's trip plan? Is it interesting? Why or why not? If you were Jenny, what else would you like to do in Beijing? Suppose you are going on a trip to a place you like. Share your trip plan with your group members, including where you will go, what you will do, how long you will stay, etc. Give each group 5 - 6 minutes to discuss. Walk around the classroom to listen to their discussions and offer necessary help. Presentation: Invite several groups to come to the front of the class and present their discussions. Each group can choose one representative to speak, and other group members can supplement. After each group's presentation, ask the other students to ask questions or give comments. Writing: Ask the students to write a short passage about their own trip plans according to their group discussions. Remind them to use the key vocabulary and sentence structures they have learned in this lesson, and pay attention to grammar and spelling. Give the students 5 - 6 minutes to write. Purpose: Group discussion can promote students' communication and cooperation skills, and expand their thinking. Presentations can improve students' speaking and self - confidence. Writing can consolidate students' learning achievements and improve their writing ability. 5 Summary and Homework (5 minutes) Summary: Summarize the key points of this lesson with the students, including new vocabulary, sentence structures, and the usage of the general future tense. Review Jenny's trip plan in Beijing together, emphasizing the importance of making a good trip plan when traveling. Homework: Ask the students to complete their writing of the trip plan and make it more detailed and beautiful. They can add some pictures or decorations if possible. Let the students search for more information about a tourist attraction they are interested in and introduce it to their classmates in the next class. Purpose: Summary helps students review and consolidate what they have learned. Homework can further strengthen students' learning effect and cultivate their independent learning ability. 教学反思 After teaching this lesson, I have the following reflections: Positive aspects: The lead - in activity with pictures of tourist attractions successfully attracted students' attention and inspired their enthusiasm for the topic. Most students actively participated in the discussion about their dream travel destinations. The pre - reading, while - reading, and post - reading activities were arranged in a relatively logical order, which gradually guided students to understand the text, master knowledge, and apply what they learned. The group discussion and presentation activities provided students with more opportunities to communicate in English, and some students showed good language expression ability and creativity. The explanation of language points was combined with the text, which made it easier for students to understand and remember. Areas for improvement: In the group discussion, some students were still a bit shy and did not actively participate in the discussion. In the future, I need to encourage these students more and create a more relaxed and inclusive group atmosphere. When checking the answers of the reading tasks, the way of interaction was relatively single. I mainly asked individual students to answer. Next time, I can try more ways, such as group competition to answer, to increase students' participation and sense of competition. In the writing part, some students still made some grammar mistakes, especially in the usage of the general future tense. This indicates that more targeted exercises and guidance are needed in grammar teaching in the future. I will adjust my teaching methods and strategies according to these reflections to make the teaching more effective and help students better master English knowledge and 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 $$