Unit 4 Landmarks Writing Workshop 教学设计 2024-2025学年北师大版（2024）七年级英语下册

Unit 4 Landmarks-Writing Workshop 1. Content Overview This Writing Workshop in Unit 4 “Landmarks” of the 2024 edition of the Beijing Normal University version for Grade 7 focuses on developing students' writing skills related to describing landmarks. Through this lesson, students will learn how to organize their writing, use appropriate vocabulary and sentence structures to introduce a landmark's location, history, significance, and features. They will draw on the knowledge and language input from previous lessons in this unit about various landmarks around the world, such as the Great Pyramid in Egypt, the Great Wall in China, etc., to complete their own writing tasks about Chinese landmarks. 教学目标 2.1 Knowledge Objectives Students will be able to master key vocabulary related to landmarks, such as “landmark, symbol, historical, cultural heritage, man - made, natural, etc.” Learn useful sentence patterns for describing landmarks, like “It is located in...”, “It dates back to...”, “It is recognized as...” 2.2 Ability Objectives Develop students' writing skills, including the ability to organize ideas, write a clear and coherent paragraph about a landmark. Improve students' ability to collect and select information, and use it effectively in writing. 2.3 Emotional Objectives Foster students' interest in exploring different landmarks and their cultural backgrounds. Enhance students' sense of national pride when introducing Chinese landmarks. 教学重难点 3.1 Key Points Guide students to understand the writing structure of introducing a landmark, which typically includes an introduction of the landmark's name and location, a body part about its history, significance, and features, and a conclusion. Help students accumulate and use relevant vocabulary and sentence patterns to vividly describe a landmark. 3.2 Difficult Points Enable students to write with their own original ideas and express the unique features and significance of a landmark accurately and vividly. Teach students how to use appropriate connecting words to make their writing more coherent. 4.1 Vocabulary Landmark - related: landmark, symbol, island, population, climb, trip, metre, hotel, explore, platform, collection, view, play, famous, date, mark, beginning, sense, mainly, north, man - made, object, pass, desert, reach, true, total, height, space capsule, top, visitor, sight, against, modern, protect, national, side, belong, believe, just, south, whole Useful phrases: a symbol of, historical landmarks, tourist destination, visit landmarks, see sights, man - made objects, natural landmarks, cultural heritage, in the north/south, all year round, at the top of, on one side of, reach the top, against the background of, belong to 4.2 Sentence Patterns Location introduction: The Forbidden City is in the heart of Beijing. / (Location), you can see/find... Historical description: It was built to protect China from invaders. / It dates back to (time period). Size description: It is 230 metres on each side and around 138 metres tall. / With a height/length of (number) metres... Value evaluation: It is recognized as... / The landmark reflects... / It has become a cultural icon of... 教学过程 5.1 Warming - up (5 minutes) Show some pictures of famous landmarks around the world on the PPT, such as the Eiffel Tower in France, the Statue of Liberty in the USA, etc. Ask students to name these landmarks quickly. T: “Boys and girls, look at these pictures. Do you know the names of these landmarks? Raise your hands and tell me.” Encourage students to share their experiences if they have ever visited any of these landmarks. 5.2 Pre - writing (10 minutes) Brainstorming Divide students into groups of four. Ask them to discuss and list as many Chinese landmarks as they can think of. T: “Now, work in groups. Discuss and write down as many Chinese landmarks as possible. You have 3 minutes.” After 3 minutes, invite some groups to share their lists. Write the landmarks they mention on the blackboard. Selecting a landmark and reasons Ask each group to choose one landmark from the list on the blackboard and discuss the reasons why they want to introduce this landmark. T: “OK, each group, choose one landmark. Then talk about why you choose it. You can consider aspects like its historical significance, architectural features, or your personal feelings towards it. 3 minutes for your discussion.” Invite several groups to share their chosen landmarks and reasons with the whole class. 5.3 While - writing (20 minutes) Reading and analyzing a sample text Present Lisa's introduction to the Great Pyramid in Egypt on the PPT. T: “Now, let's read a passage written by Lisa about a landmark. Please read it carefully and think about the following questions: What landmark does Lisa introduce? Where is it? Why is it a landmark?” After students finish reading, ask them to answer the questions. Then analyze the structure of the passage together. T: “Look, Lisa first tells us the location of the Great Pyramid near Cairo. Then she describes its age, size, and its status as one of the Seven Wonders of the World. This is a very clear structure. We can use a similar structure in our writing.” Outlining Guide students to work out their own outlines for the landmark they chose in the pre - writing stage. T: “Based on the structure of Lisa's passage, please make an outline for your writing. First, write down the name and location of your landmark. Then list some key points about its history, significance, and features. Finally, think about how to conclude your writing.” Walk around the classroom to offer help and guidance. Writing the first draft Let students start writing their first drafts according to their outlines. T: “Now, start writing your first draft. Remember to use the useful vocabulary and sentence patterns we have learned. If you have any problems, you can ask your group members or raise your hands to ask me.” Give students about 10 minutes to write. 5.4 Post - writing (10 minutes) Peer - review Pair up the students. Ask them to exchange their writing drafts and review each other's work. Provide a checklist for peer - review, such as: Check if the structure is clear. Check if the vocabulary and sentence patterns are used correctly. Check if there are any spelling or grammar mistakes. Check if the description of the landmark is vivid enough. T: “Now, exchange your drafts with your partners. Use the checklist to review each other's writing. You can write down your suggestions on your partner's paper.” Revision After peer - review, ask students to revise their own writing according to their partner's suggestions. T: “Look at the suggestions from your partner. Now, revise your writing to make it better. You can add more details, correct mistakes, or make your sentences more fluent.” Sharing Invite several students to share their revised writing with the whole class. After each student shares, give some positive feedback and encouragement. T: “Thank you for sharing. Your writing is very good. You have described the landmark very vividly. I like the way you...” 教学反思 Positive aspects: The warming - up activity effectively aroused students' interest and quickly engaged them in the topic of landmarks. The brainstorming and group discussion in the pre - writing stage enabled students to actively think and communicate, which was beneficial for generating ideas for writing. During the while - writing process, the step - by - step guidance, such as analyzing the sample text and making outlines, provided students with clear writing frameworks and helped them start writing more smoothly. The peer - review and sharing in the post - writing stage not only improved students' ability to evaluate and revise their own writing but also provided them with opportunities to learn from each other. Areas for improvement: Some students still had difficulties in using vocabulary and sentence patterns accurately, which indicates that more in - depth practice and review are needed in future lessons. During the group work, a few students were less active and did not fully participate in the discussion. In the future, more attention should be paid to motivating these students and ensuring their full participation. Also, in the time allocation, perhaps a little more time could be given to the writing and revision process to allow students to polish their work more carefully. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $