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

Unit 4 Landmarks-Speaking Workshop This Speaking Workshop in Unit 4 "Landmarks" focuses on enabling students to effectively describe and discuss landmarks. It follows the theme of exploring famous landmarks around the world, which has been introduced in previous lessons. Students will be provided with opportunities to express their knowledge about landmarks, including their locations, features, historical significance, and personal impressions. Through a series of speaking activities, such as pair work, group discussions, and presentations, students will practice using relevant vocabulary, phrases, and sentence structures to communicate about landmarks. This workshop not only consolidates the language knowledge learned in the unit but also promotes students' communicative competence in a real - life - related context. 教学目标 1. Knowledge Objectives Students will be able to master and use key vocabulary related to landmarks, such as "landmark", "tower", "bridge", "symbol", "ancient", "modern", etc. They can accurately use phrases and sentence structures for describing landmarks, like "be located in", "be famous for", "It dates back to...", "It is recognized as...". 2. Ability Objectives Develop students' oral communication skills, enabling them to clearly and fluently describe a landmark in terms of its location, appearance, history, and cultural value. Train students' ability to listen actively to their partners' descriptions, ask relevant questions, and give appropriate feedback in a conversation about landmarks. Improve students' teamwork skills through group discussions and collaborative speaking tasks. 3. Emotional Objectives Cultivate students' interest in exploring different cultures and historical heritages around the world through learning about landmarks. Boost students' confidence in using English to express their opinions and share information in a public speaking situation. 教学重难点 1. Key Points The acquisition and correct usage of vocabulary and sentence patterns for describing landmarks. Guiding students to organize their thoughts and describe landmarks in a logical and coherent way. 2. Difficult Points Helping students overcome shyness and nervousness to actively participate in speaking activities and express themselves freely. Encouraging students to provide in - depth and vivid descriptions of landmarks, rather than just stating basic facts. 1. Vocabulary Landmark - related: landmark, tower, bridge, pyramid, statue, museum, temple, castle Location - related: north, south, east, west, in the center of, on the left/right of, next to, near Descriptive: famous, ancient, modern, historical, cultural, symbolic, man - made, natural 2. Phrases be located in/at 位于 be famous for 因…… 而著名 date back to 追溯到 a symbol of …… 的象征 tourist attraction 旅游景点 3. Sentence Structures The landmark is located in... 地标位于…… It is famous for its... 它因其…… 而著名 It dates back to... 它可追溯到…… It is recognized as... 它被公认为…… The landmark reflects... 该地标反映了…… 教学过程 1. Warming - up (5 minutes) Show students a short video montage of famous landmarks around the world, such as the Eiffel Tower in France, the Great Wall in China, the Statue of Liberty in the United States, etc. After the video, ask students some simple questions: "What landmarks did you see in the video?" "Which one impressed you the most?" This can quickly arouse students' interest and activate their prior knowledge about landmarks. 2. Revision of Key Knowledge (8 minutes) Use flashcards to review the key vocabulary related to landmarks. Show the cards one by one and ask students to quickly say the English words and their Chinese meanings. For example, when showing the card with a picture of a tower, ask "What's this in English?" Write some key phrases and sentence structures on the blackboard, such as "be located in", "It is famous for...". Then, ask students to make sentences using these structures. Invite several students to come to the blackboard and write down their sentences, and then check and correct them together. 3. Speaking Activity 1: Pair Work (10 minutes) Divide students into pairs. Give each pair a set of pictures of different landmarks. Ask students to take turns to choose a picture and describe the landmark to their partners. They should include information such as the name of the landmark, its location, and one or two special features. For example, "This is the Sydney Opera House. It is located in Sydney, Australia. It is famous for its unique shell - like architecture." While students are speaking, the teacher moves around the classroom, listening to their conversations, providing necessary guidance, and correcting pronunciation and grammar mistakes. 4. Speaking Activity 2: Group Discussion (12 minutes) Re - group students into groups of four. Present each group with a discussion topic: "If you could choose one landmark in the world to visit, which one would you choose and why?" In their groups, students should discuss their choices, reasons, and share any additional information they know about the landmarks they choose. Encourage them to use the vocabulary, phrases, and sentence structures they have learned. For example, "I would choose the Great Pyramid in Egypt. It dates back to over 4,500 years ago. It is one of the Seven Wonders of the World and a symbol of human greatness." Each group selects a representative to summarize the group's discussion and report it to the whole class later. The teacher continues to monitor the group discussions, helping groups that encounter difficulties and ensuring that everyone participates. 5. Presentation and Feedback (10 minutes) Invite each group's representative to come to the front of the class and give a brief presentation about their group's discussion results. The representative should speak clearly and loudly, and try to involve as much detail as possible. After each presentation, other students can ask questions or give their own opinions. The teacher also provides positive feedback, emphasizing the good points of the presentation, such as clear pronunciation, proper use of language, and logical organization. At the same time, point out areas for improvement, like lack of eye contact or too many pauses. 6. Summary (5 minutes) Summarize the key points of this speaking workshop, including important vocabulary, phrases, and sentence structures for describing landmarks. Praise students for their active participation and good performance in the speaking activities. Encourage them to continue practicing speaking English in their daily lives, for example, by describing the places they visit to their family and friends in English. 教学反思 After this speaking workshop, generally, students showed a high level of enthusiasm in most of the activities. The warming - up video was effective in attracting students' attention at the beginning. In the pair work and group discussion, most students actively engaged in communication, which indicates that the tasks were at an appropriate difficulty level. However, there were still some areas for improvement. Some students were still a bit shy and nervous when speaking in front of the class during the presentation part. In the future, more opportunities for individual public speaking practice should be provided, such as short daily reports. Also, during the group discussions, a few students dominated the conversation, while some others participated less actively. To solve this problem, group roles can be clearly defined in advance, like a discussion leader, a note - taker, and a time - keeper, to ensure everyone's participation. In terms of language accuracy, although students were able to use the learned vocabulary and sentence structures, there were still some grammar and pronunciation mistakes. More targeted grammar and pronunciation exercises can be integrated into future speaking activities to improve students' language proficiency. Overall, this speaking workshop laid a good foundation for students' further development in oral communication, but continuous improvement and adjustment of teaching methods are needed to better meet students' needs. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $