Unit 5 Go sightseeing-F Project 教学设计 2025-2026学年沪外教版英语七年级上册

Unit 5 Go sightseeing-F Project This project in Unit 5 “Go sightseeing” focuses on guiding students to make a leaflet about a one - day tour of their hometown. It integrates various language skills, including reading, writing, speaking, and listening. Students will first study a sample leaflet to understand its structure and the information it contains. Then, they will work in groups to list tourist attractions in their hometown, discuss travel activities, and decide on the transportation. Individually, they will research and introduce one activity. Finally, they will write an introduction and suggestions for the trip, and create their own leaflets and present them in class. This project aims to not only improve students' English language proficiency but also enhance their understanding and pride in their hometown. 教学目标 A. Knowledge Objectives Students will be able to master new words and phrases related to ways of transport (such as cable car, ferry, ship, train) and travel activities (such as adventure, arrive, explore, discover). Students will understand and correctly use the possessive case of nouns, including the use of ’s and of to express possession. B. Ability Objectives Reading ability: Students can identify details and key information in different texts, especially in the sample leaflet, and analyze its structure and organization. Writing ability: Students are able to write a short introduction to their hometown, describe travel activities, and give travelling suggestions in a clear and logical way. They can also create a complete and attractive leaflet. Speaking ability: Students can communicate about travel experiences and plans in groups, and present their leaflets in class with fluent and accurate English. Listening ability: Although not the main focus of this project, students should be able to listen to their group members' opinions and ideas during the discussion and make appropriate responses. C. Emotional Objectives Foster students' interest in travelling and exploring new places. Cultivate students' love and pride for their hometown by promoting its attractions. 教学重难点 A. Key Points Mastering relevant vocabulary and the possessive case of nouns. Understanding the structure and content requirements of a travel leaflet, and being able to create one independently. B. Difficult Points Organizing ideas and information in a logical way when writing the introduction and travel activities, and making the leaflet attractive and informative. Coordinating group work effectively, ensuring that every group member participates actively and contributes to the final product. A. New Words and Phrases Ways of transport: cable car, ferry, ship, train, subway, bus, taxi Travel activities: adventure, arrive, explore, discover, have a bird’s eye view of, hiking, landscape, look over the mountains, natural treasure, regular travel, return, ride, slow travel, tour, trip, visit Others: landmark, cultural event, outdoor activity B. Grammar - Possessive Case of Nouns Use ’s for singular nouns and irregular plural nouns that do not end in - s to show possession. For example, a bird’s eye view, children’s toys. Use an apostrophe (’) for regular plural nouns ending in - s. For example, students’ books, teachers’ offices. Use of for things or ideas. For example, the beauty of nature, the history of the city. 教学过程 A. Lead - in (5 minutes) Greet the students and show them some pictures of famous tourist attractions around the world, such as the Sydney Opera House, the Eiffel Tower, the Great Wall. Ask them: “Have you ever been to these places? What do you think of travelling? Why do people like travelling?” Then show them a picture of their own hometown and ask: “What are the famous places in our hometown? If a tourist comes to our hometown for only one day, how can we make a good plan for them?” This leads to the topic of making a leaflet about a one - day tour of their hometown. B. Study the Sample Leaflet (10 minutes) Hand out the sample leaflet of a one - day tour of a student’s hometown (for example, the one about Guangzhou in the textbook). Let students read it carefully and answer the following questions in pairs: What information does the leaflet include? (Time, activities, places to visit, etc.) How is the information organized? (Chronological order) Invite some pairs to share their answers with the class. The teacher summarizes and writes the main points on the blackboard: Start with the time of the day. Then introduce the corresponding activities and places to visit. Include some descriptions of the activities and places. C. Group Work - Planning the Tour (15 minutes) Divide the students into groups of 4 - 5. Let each group make a list of tourist attractions in their hometown. They can use their textbooks, reference books, or their own knowledge. After that, each group discusses what the one - day tour can bring to the travellers and decides on the activities. They also need to think about what transport the travellers will use and what activities they will do. For example: If visiting a mountain scenic spot, they can take a bus or drive there, and the activity can be hiking and enjoying the natural landscape. If going to a historical site, they can take the subway or a taxi, and the activity can be learning about the history and culture. The teacher walks around the classroom, offering guidance and help. Encourage students to use English as much as possible during the discussion. D. Individual Work - Introducing an Activity (5 minutes) Each student in the group chooses one activity that the group has decided on. They need to make a simple introduction about this activity, including what it is, why it is interesting, and what preparations are needed. They can write down some key words and phrases to help them with the introduction. E. Writing the Introduction and Suggestions (5 minutes) Students write a short introduction to their hometown at the beginning of the leaflet. They can introduce the general features of their hometown, such as its location, population, and unique culture. At the end of the leaflet, they write some travelling suggestions, such as the best time to visit, what to wear, and what to bring. The teacher can provide some sentence patterns and useful expressions on the blackboard to help students, for example: Introduction: “My hometown, [name of the hometown], is a beautiful/historic/vibrant city. It is located in [location] and has a population of [number]. It is famous for [features].” Suggestions: “The best time to visit my hometown is [season]. Remember to wear [clothes] and bring [things].” F. Creating and Presenting the Leaflet (5 minutes) Students use the information they have collected and written to create their own leaflets. They can draw some pictures, use different colors and fonts to make the leaflets more attractive. Each group selects one member to present their leaflet in class. The presenter should introduce the one - day tour plan clearly and vividly. After the presentation, other students can ask questions and give comments. 教学反思 Positive aspects: The lead - in part was effective in arousing students' interest in the topic. By showing pictures of famous tourist attractions and asking relevant questions, students were quickly engaged in the class. Group work provided students with opportunities to communicate and cooperate in English. Most students actively participated in the discussion, shared their ideas, and learned from each other. The step - by - step teaching process, from studying the sample leaflet to creating their own, was clear and easy for students to follow. It gradually guided students to master the skills needed to make a travel leaflet. Areas for improvement: Some students had difficulty in using the possessive case of nouns correctly. More exercises and examples should be provided in future classes to strengthen this grammar point. During the group work, there were a few students who were less active. In the future, more attention should be paid to these students, and some strategies could be used to encourage their participation, such as giving them specific tasks or roles in the group. The time for creating and presenting the leaflet was a bit tight. Some students did not have enough time to make their leaflets as perfect as they wanted. Next time, more time could be allocated to this part. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $