Unit 4 Landmarks Lesson 3 Landmarks in China 教学设计 2024-2025学年北师大版（2024）七年级英语下册

Unit 4 Landmarks-Lesson 3 Landmarks in China This lesson is from Unit 4 "Landmarks" of the 7th - grade English textbook (Northwestern Normal University Edition, 2024). It focuses on introducing famous landmarks in China, such as the Great Wall, the Forbidden City, the Terracotta Army, etc. Through reading materials, pictures, and discussions, students will learn about the basic information, historical background, cultural significance, and English expressions related to these landmarks. The content not only enriches students' vocabulary and language knowledge but also helps them enhance their cultural awareness and sense of national pride. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary related to Chinese landmarks, such as "landmark", "cultural heritage", "the Great Wall", "the Forbidden City", "the Terracotta Army", "historical", "ancient", "magnificent", "tourist destination", "UNESCO", etc. Students can understand and use important sentence patterns for describing landmarks, for example: "What is the most famous landmark in China?" "The Great Wall is a symbol of Chinese history and culture." "The Forbidden City is one of the largest ancient palaces in the world." "Tourists from all over the world visit the Terracotta Army in Xi’an." Students will be familiar with the usage of passive voice in the context of describing the construction or discovery of landmarks, like "The Terracotta Army was discovered in 1974." B. Ability Objectives Students are able to describe the main Chinese landmarks and their features in English. They can introduce and share the historical significance and cultural value of these landmarks. Develop students' reading comprehension skills, especially the ability to extract key information from texts about landmarks. Improve students' oral and written communication skills by expressing their understanding and opinions about Chinese landmarks. C. Emotional Objectives Stimulate students' pride in Chinese history and culture. Strengthen students' awareness of spreading Chinese culture to the world. 教学重难点 A. Key Points Mastery of vocabulary and sentence patterns for describing landmarks. Be able to use these words and sentence patterns correctly in oral and written expressions. Understand the basic information, historical background, and cultural significance of important Chinese landmarks. B. Difficult Points Comprehend complex sentence structures in the text, such as attributive clauses and passive voice, and be able to apply them in their own writing and speaking. Deeply understand the historical and cultural connotations behind the landmarks and express them accurately in English. A. Vocabulary Landmark-related: landmark (n. 地标), tower (n. 塔), bridge (n. 桥), palace (n. 宫殿), statue (n. 雕像) Descriptive words: famous (adj. 著名的), ancient (adj. 古老的), historical (adj. 历史的), cultural (adj. 文化的), magnificent (adj. 壮丽的), modern (adj. 现代的) Specific landmarks: the Great Wall (长城), the Forbidden City (故宫), the Terracotta Army (兵马俑), the Summer Palace (颐和园), the Oriental Pearl Radio & TV Tower (东方明珠广播电视塔), Yellow Crane Tower (黄鹤楼) Others: cultural heritage (文化遗产), tourist destination (旅游目的地), UNESCO (联合国教科文组织) B. Sentence Patterns Asking about landmarks: What is the most famous landmark in...? Describing location: The... is located/situated in... / The... lies in... Describing features: The... is... metres high/long/wide. / The... has a history of... years. Expressing significance: The... is a symbol of... / The... marks the beginning of... / The... gives us a sense of... C. Grammar Passive Voice: Be + past participle. It is used to describe the construction, discovery, or other actions related to landmarks. For example, "The Great Wall was built over 2000 years ago." Attributive Clauses (appeared in some more complex descriptions, for example, "The Forbidden City, which was the home of Chinese emperors, is a magnificent building.") 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous landmarks around the world on the PPT, such as the Eiffel Tower in France, the Great Pyramid in Egypt, etc., and ask students to name them quickly. Then ask: "What are some famous landmarks in China that you know?" Let students share their ideas briefly. This activity aims to arouse students' interest and recall their prior knowledge about landmarks. B. Presentation (15 minutes) Vocabulary Teaching Present new words related to Chinese landmarks on the PPT one by one, along with pictures. For example, when showing the picture of the Great Wall, teach the word "the Great Wall", and explain its pronunciation and meaning. Let students read the words after the teacher several times. Use word - building methods to help students remember words. For example, for "historical", explain that it comes from "history", and "cultural" comes from "culture". Do a simple vocabulary quiz. Show pictures on the PPT and ask students to write down the corresponding English words on a piece of paper, and then check the answers. Text Introduction Show the pictures of three main landmarks in the text: the Great Wall, the Shanghai Oriental Pearl Radio & TV Tower, and the Yellow Crane Tower. Let students look at the pictures and predict what they might read in the text about these landmarks. Then, distribute the text materials to students and let them read the text quickly to find out the basic information of each landmark, such as its location and a brief introduction. C. Reading Comprehension (12 minutes) Skimming Ask students to skim the text again and answer the following questions: What is the name of each landmark? Where are they? Students can work individually and then share their answers with the class. Scanning Present some detailed questions on the PPT, such as: How long is the Great Wall? What can visitors do at the Shanghai Oriental Pearl Radio & TV Tower? When was the Yellow Crane Tower first built? Let students scan the text to find the answers. After that, ask some students to stand up and answer the questions. In - depth Reading Analyze some difficult sentences in the text, especially those with passive voice and attributive clauses. For example, for the sentence "The Terracotta Army was discovered in 1974.", explain the structure and usage of passive voice here. For a sentence like "The Yellow Crane Tower, which is one of the three famous towers in Jiangnan, has a long history.", explain the function of the attributive clause. Let students imitate these sentence patterns to make their own sentences. D. Practice (8 minutes) Group Discussion Divide students into groups of 4 - 5. Assign each group a different Chinese landmark (not limited to those in the text, such as the Potala Palace, the Mogao Caves, etc.). Ask each group to discuss the following aspects: location, history, features, and cultural significance of the landmark. Each group should take notes during the discussion. Report Each group selects a representative to report their discussion results to the class. The representative should use the vocabulary and sentence patterns they have learned to introduce the landmark clearly. Other groups can ask questions if they have any doubts. E. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with the students, including important vocabulary, sentence patterns, and the main information about Chinese landmarks. Ask students to recall what they have learned in this class. Homework Ask students to write a short passage about their favorite Chinese landmark. They should include the location, history, features, and why they like it. The passage should be at least 80 words. Encourage students to collect more information and pictures about Chinese landmarks and prepare to share them in the next class. 教学反思 Positive Aspects The use of pictures and real - life examples in the warming - up and presentation stages effectively attracted students' attention and made the learning process more vivid and interesting. Most students actively participated in the vocabulary quiz and the prediction of text content. Group discussion provided students with more opportunities to practice speaking English and exchange ideas. Students showed great enthusiasm in discussing Chinese landmarks, and the representatives' reports were relatively good, which demonstrated that they had a certain understanding of the learned knowledge. Areas for Improvement In the in - depth reading part, some students still had difficulties in understanding complex sentence structures, especially attributive clauses. More time could be allocated to practice and explain these grammar points in different ways, such as more sentence - making exercises and additional examples. During the group report, some students' oral expressions were not very fluent. In future teaching, more oral English training should be strengthened, such as daily English conversations and more speaking activities in class. In the homework arrangement, some students may have difficulties in collecting information. Teachers can provide some relevant websites or books for students to make the homework more feasible. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $