Unit 4 Landmarks Reading Club1&2 教学设计 2024-2025学年北师大版（2024）七年级英语下册

Unit 4 Landmarks-Reading Club1&2 This teaching plan is designed for Unit 4 Landmarks Reading Club1&2 in the 2024 edition of the English textbook for Grade 7 of Beijing Normal University Edition. The unit focuses on landmarks around the world, aiming to expand students' knowledge about different famous sites. Reading Club1&2 includes texts that introduce various landmarks, such as their locations, histories, and unique features. Through these readings, students will enhance their reading skills, vocabulary related to landmarks, and cultural awareness. 教学目标 1. Knowledge Objectives Students will be able to master key vocabulary related to landmarks, such as "pyramid", "Eiffel Tower", "Forbidden City", "landmark", "historical", "architectural" etc. Students will understand different sentence patterns used to describe landmarks, like "The Great Wall is one of the most famous landmarks in the world." and "The Eiffel Tower was built in 1889." Students will be familiar with the simple present tense, simple past tense, and passive voice used in the description of landmarks. 2. Ability Objectives Improve students' reading skills, including skimming for the main idea, scanning for specific information, and inferring meaning from context. Develop students' speaking ability to talk about landmarks by using the learned vocabulary and sentence patterns. Enhance students' writing ability to write a short passage about a landmark. 3. Emotional Objectives Cultivate students' interest in exploring different cultures around the world through learning about landmarks. Raise students' awareness of protecting cultural heritage. 教学重难点 1. Key Points Key vocabulary and sentence patterns related to landmarks. Reading skills training, especially how to quickly and accurately obtain information from the text. Using different tenses to describe landmarks appropriately. 2. Difficult Points Understanding and applying the passive voice correctly when describing the construction or discovery of landmarks. Organizing ideas and writing a coherent passage about a landmark. 1. Vocabulary Landmarks: pyramid, Eiffel Tower, Forbidden City, Great Wall, Statue of Liberty, etc. Adjectives: historical, famous, ancient, modern, architectural, cultural Verbs: build, discover, symbolize, visit, attract 2. Sentence Patterns Introducing landmarks: “The [landmark name] is located in [location].” Describing history: “The [landmark name] has a history of [number] years.” / “The [landmark name] was built in [time].” Expressing significance: “The [landmark name] is a symbol of [country/culture].” 3. Grammar Simple Present Tense: Used to describe general facts about landmarks, e.g., “The Great Wall is very long.” Simple Past Tense: Used to talk about the past events related to landmarks, such as their construction time, e.g., “The Eiffel Tower was completed in 1889.” Passive Voice: Used when the focus is on the action rather than the doer, especially in the context of landmark construction or discovery, e.g., “The Terracotta Army was discovered in 1974.” 教学过程 1. Warming-up (5 minutes) Show students some pictures of famous landmarks around the world on the PPT, such as the Eiffel Tower, the Great Wall, and the Statue of Liberty. Ask them to name these landmarks and briefly share what they know about them. T: “Good morning, class. Look at these pictures on the screen. Can you tell me the names of these famous places?” Ss: “The Eiffel Tower, the Great Wall...” T: “Great! And do you know where they are located? Or any interesting stories about them?” Encourage students to express their ideas freely. This activity can arouse students' interest in the topic and activate their prior knowledge. 2. Pre-reading (10 minutes) Present new vocabulary related to landmarks on the blackboard or PPT. Teach students to read and understand these words, using pictures or simple explanations. For example, when teaching “pyramid”, show a picture of the Egyptian pyramids and explain that it is a large, triangular - shaped building made of stone in ancient Egypt. T: “Now, let's learn some new words. Look at this word ‘pyramid’. This is what a pyramid looks like. It was built by the ancient Egyptians as tombs for their pharaohs.” After teaching the words, play a word - guessing game. The teacher describes a landmark in English, and students guess the name of the landmark. For example, the teacher says, “It is a very long wall in China. It was built to protect the country from enemies in the past.” Students should answer “The Great Wall”. This pre - reading activity helps students build up their vocabulary, which is essential for understanding the reading texts. 3. While-reading (15 minutes) Reading Club1 Skimming: Let students quickly read the text in Reading Club1. Ask them to find out the main idea of the text, such as what the text is mainly about (introducing several famous landmarks and their features). T: “Now, please skim the text in Reading Club1. Try to figure out what the whole text is mainly talking about. You have 2 minutes.” After students finish skimming, ask some students to share their answers. Scanning: Ask students to read the text again carefully and answer some detailed questions on the PPT, such as “Where is the [landmark name] located?”, “When was it built?”, “What is special about it?” T: “Read the text again, this time more carefully. Then answer the questions on the screen. For example, for the first question ‘Where is the Eiffel Tower located?’ you can find the answer in the text.” Let students work in pairs to discuss and find the answers. Then check the answers together. Reading Club2 Follow a similar procedure as Reading Club1. First, let students skim the text to get the general idea. Then, ask them to scan the text to answer more in - depth questions, such as analyzing the reasons why certain landmarks are so famous or what cultural significance they carry. T: “Skim Reading Club2. What is the main theme of this text? Then scan it for the details. Why is the Forbidden City such an important landmark in Chinese history?” Guide students to think critically about the text content. 4. Post-reading (10 minutes) Group Discussion: Divide students into groups of four or five. Assign each group a landmark from the texts or a new landmark. Ask them to discuss and make a short presentation about this landmark, including its location, history, features, and significance. T: “Now, you will work in groups. Each group chooses a landmark. Discuss and prepare a short presentation. You can use the information from the texts and your own knowledge.” Each group member should contribute to the discussion. One member can be the presenter, and others can help with providing information and organizing the ideas. Writing Activity: Ask students to write a short passage about their favorite landmark. They can use the information and sentence patterns they have learned in the reading. Provide a writing framework on the PPT to help them organize their ideas, such as “Introduction: Name and location of the landmark. Body: History, features, and significance. Conclusion: Why I like it.” T: “Based on what we have learned, write a short passage about your favorite landmark. Follow the framework on the screen. You can start like this: ‘My favorite landmark is... It is located in...’” Walk around the classroom to provide guidance and help students when they encounter difficulties. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this class, including important vocabulary, sentence patterns, reading skills, and knowledge about landmarks. T: “Today, we have learned a lot about landmarks. We learned new words like... We also learned how to describe landmarks using different sentence patterns and tenses. And we practiced our reading skills.” Homework: Ask students to search for more information about a landmark they are interested in and make a poster about it. They should include pictures and a short introduction in English. Require students to read an English article about another landmark and write a short summary of it. 教学反思 After this class, I will reflect on the following aspects: Student Participation: Observe whether students actively participated in class activities, such as the group discussion and word - guessing game. If some students were less involved, think about the reasons, such as whether the tasks were too difficult or not interesting enough for them. Consider adjusting the activity design in the future to engage all students. Knowledge Acquisition: Check students' understanding of the key vocabulary, sentence patterns, and grammar through their performance in class exercises and the writing activity. If many students made mistakes in using the passive voice to describe landmark construction, for example, more practice and explanation should be provided in the next class. Teaching Methods: Evaluate whether the teaching methods, such as skimming, scanning, and group work, effectively helped students achieve the teaching objectives. If students had difficulty in quickly obtaining information through skimming, think about how to better train this reading skill, perhaps by providing more targeted practice materials. Time Management: Analyze whether the time allocation for each part of the class was reasonable. If the post - reading writing activity was rushed, adjust the time for future classes to ensure students have enough time to complete and polish their writing. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $