Unit 4 Landmarks-Topic Talk 教学设计 2025-2026学年北师大版英语七年级下册

该初中英语教学设计聚焦“地标”主题，围绕词汇、表达与句型展开，通过图片导入激活学生已有认知，借助真实语境呈现关键语言点，再以对话操练和任务驱动实现知识内化，形成由输入到输出的完整学习支架。 本设计亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，Pair Work环节让学生在真实互动中运用“be located in”“have a history of”等结构描述地标，强化语言实践能力；Group Discussion引导学生分享中国地标，激发家国情怀，提升文化意识；写作任务要求学生有逻辑地组织信息，培养思维品质。教师可直接套用此流程，课堂活动丰富且目标清晰，既助力学生语言综合运用，又为教师提供可复制的教学范式。

Unit 4 Landmarks-Topic Talk This unit focuses on the theme of "Landmarks", aiming to enable students to learn about famous landmarks around the world, their locations, histories, and cultural significance. In the Topic Talk part, students will be introduced to the topic and start to activate their prior knowledge about landmarks. They will also learn some basic vocabulary and expressions related to landmarks, laying a foundation for further learning in this unit. 教学目标 A. Knowledge Objectives Students can master the key vocabulary related to landmarks, such as "landmark", "tower", "bridge", "famous", "ancient", "modern", etc. Learn some useful expressions for describing landmarks, like "be located in", "have a history of", "a symbol of", etc. Understand the general information about some well - known landmarks, including their locations and histories. B. Ability Objectives Enable students to describe landmarks briefly and clearly in English, improving their oral English expression ability. Develop students' listening skills by getting specific information about landmarks from dialogues. Train students' cooperative learning ability through pair work and group discussion. C. Emotional Objectives Arouse students' interest in learning about different cultures around the world by exploring landmarks. Cultivate students' awareness of protecting cultural heritage. 教学重难点 A. Key Points Key vocabulary and expressions related to landmarks. Describing landmarks in terms of location, history, and features. Listening for specific information about landmarks. B. Difficult Points Using the learned vocabulary and expressions accurately and flexibly in oral and written communication. Understanding the cultural significance behind landmarks and expressing opinions about them. A. Vocabulary Landmark - related: landmark (n.), tower (n.), bridge (n.), statue (n.), pyramid (n.), palace (n.) Descriptive words: famous (adj.), ancient (adj.), modern (adj.), magnificent (adj.), historical (adj.) Location - related: north (n./adj.), south (n./adj.), east (n./adj.), west (n./adj.), in (prep.), on (prep.), at (prep.), between (prep.) B. Expressions be located in/at... 位于…… have a history of... 有…… 的历史 a symbol of... …… 的象征 be famous for... 因…… 而著名 C. Sentence Patterns What's this/that? 这 / 那是什么？ It's... 它是…… Where is it? 它在哪里？ It's in/at... 它在…… How old is it? 它有多久历史了？ It has a history of... 它有…… 的历史 教学过程 A. Lead - in (5 minutes) Greet the students as usual. Show some pictures of famous landmarks around the world on the PPT, such as the Eiffel Tower, the Statue of Liberty, the Great Wall, etc. And ask students: "What do you think of when you see these pictures? Do you know their names?" Let students answer freely. This step can quickly arouse students' interest and activate their prior knowledge about landmarks. B. Presentation (15 minutes) New Vocabulary Teaching Teach the new vocabulary related to landmarks one by one. For example, when teaching the word "landmark", show some pictures of different landmarks and explain: "A landmark is a building or place that is easily recognized, especially one which you can use to judge where you are." Use real - life examples or simple sentences to help students understand the meaning, like "The Big Ben is a famous landmark in the UK." After teaching each word, let students read the words aloud several times to practice pronunciation. Introduction to Some Landmarks Present three well - known landmarks: the Great Pyramid, the Forbidden City, and the Eiffel Tower. Show pictures and basic information about them on the PPT, including their names, locations, and histories. For the Great Pyramid: "Look at this picture. This is the Great Pyramid. It's in Egypt. It has a history of more than 4500 years old." Do the same for the Forbidden City (in China, about 600 years old) and the Eiffel Tower (in France, over 130 years old). Then, present some simple dialogues related to these landmarks on the PPT, such as: A: What's this? B: It's the Great Pyramid. A: Where is it? B: It's in Egypt. A: How old is it? B: It has a history of more than 4500 years. Let students read the dialogues in pairs, and then invite some pairs to come to the front of the class to act out the dialogues. C. Practice (15 minutes) Pair Work Divide students into pairs. Give each pair a set of cards with pictures of different landmarks on one side and information (name, location, history) on the other side. One student in the pair shows the picture side to the partner and asks questions like "What's this? Where is it? How old is it?" The partner answers according to the information on the back of the card. Then they switch roles. Walk around the classroom to monitor and offer help if necessary. Group Discussion Divide students into groups of four or five. Ask each group to discuss the following questions: "What is your favorite landmark in China? Why do you like it? Share your reasons with your group members." Each group selects a representative to report the group's discussion results to the whole class. Encourage students to use the learned vocabulary and expressions in their reports. D. Production (5 minutes) Ask students to write a short passage about their favorite landmark. They should include the name, location, history, and why they like it. Give them some guidance if needed, such as the structure of the passage (beginning, body, and end). After students finish writing, ask some of them to read their passages aloud to the class. The rest of the students listen carefully and can give simple comments, like "I like your description of the landmark" or "You used the words very well." E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including the new vocabulary, expressions, and how to describe landmarks. Review some of the students' good expressions and useful sentences they used in class. Homework Ask students to collect more information about a landmark they are interested in (it can be a landmark introduced in class or a new one). They need to find out more details about its history, cultural significance, and some interesting stories related to it. And then make a simple poster about this landmark to share with the class in the next class. 教学反思 After this class, overall, the teaching objectives were basically achieved. Most students showed great interest in the topic of landmarks, and they were actively involved in various classroom activities. The use of pictures and real - life examples in the teaching process effectively helped students understand new vocabulary and knowledge about landmarks. However, there are still some aspects that need improvement. During the pair work and group discussion, some students were a bit shy and did not fully express their opinions. In the future, more encouragement and guidance should be given to these students to make them more confident in speaking English. Also, in the production part, some students had difficulty in writing a complete and logical passage. This indicates that more writing training, such as teaching writing structures and useful sentence patterns, is needed in the following classes. In addition, when summarizing the cultural significance of landmarks, the explanation could be made more in - depth to better meet the emotional objective of cultivating students' awareness of protecting cultural heritage. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $