Unit 4 Epic engineering-A Getting ready 教学设计 2024-2025学年沪外教版英语七年级下册

该初中英语教学设计聚焦“Epic engineering”主题，围绕工程词汇、概念理解与思维激发展开，通过图片导入、视频呈现和小组讨论层层递进，构建从感性认知到理性分析的学习支架。教师以世界著名工程为切入点，引导学生逐步掌握关键词汇与表达，理解工程背后的挑战与解决方案，实现语言输入与思维发展的有机融合。 本设计亮点突出，充分融合语言能力、文化意识与思维品质三大核心素养。例如，在导入环节利用世界工程图片激发兴趣，培养语言感知力；通过讲解青藏铁路等中国工程案例，增强学生家国情怀与文化自信；小组讨论中鼓励学生分析工程难点并提出解决思路，锻炼批判性思维与问题解决能力。教学活动形式多样，包含视频资源、分组探究与词汇竞赛，既提升学生参与度，又促进深度学习，为教师提供可复制、易操作的优质课堂范式。

Unit 4 Epic engineering-A Getting ready Unit 4 “Epic engineering” focuses on the remarkable engineering feats around the world. “A Getting ready” serves as an introductory part, aiming to arouse students' interest in the topic of epic engineering. It may present some pictures, short videos or simple texts related to famous engineering projects, like the Qinghai - Xizang Railway or the Grand Canal, to let students have a preliminary impression of what epic engineering is. Through this part, students will be gradually led to explore the challenges and solutions in the process of engineering construction, and prepare for further learning in the following sections such as reading, grammar and writing. 教学目标 1. Knowledge Objectives Students will be able to master some key words and phrases related to engineering works, such as “engineering”, “challenge”, “solution”, “railway”, “canal” etc. Understand the basic concepts of epic engineering and be familiar with some famous engineering examples. 2. Ability Objectives Develop students' ability to observe and analyze pictures and texts related to engineering, and improve their information - gathering and processing skills. Train students' oral communication skills by discussing engineering topics in pairs or groups. 3. Emotional Objectives Cultivate students' interest in engineering and technology, and inspire their curiosity about the world's great engineering achievements. Foster students' sense of national pride when learning about China's outstanding engineering projects. 教学重难点 1. Key Points Key vocabulary and expressions related to engineering. Understanding the main idea of epic engineering and some well - known engineering works. 2. Difficult Points Helping students deeply understand the significance and challenges behind epic engineering projects, and being able to express their own opinions on these topics in English. Guiding students to connect the new knowledge with their real - life experience and think about the role of engineering in daily life. 1. Key Words Engineering: The activity of applying scientific knowledge to the design, building, and use of structures, machines, vehicles, etc. 工程;工程学 Challenge: Something that tests strength, skill, or ability 挑战 Solution: A way of solving a problem or dealing with a difficult situation 解决办法 Railway: A track or set of tracks made of steel, along which trains run 铁路 Canal: A long, narrow stretch of water dug either across land or as part of a river, used for boats and ships to travel along or to bring water to a particular area 运河 Bridge: A structure that is built over a river, road, or railway to allow people and vehicles to cross from one side to the other 桥 Dam: A wall or bank built across a river to stop the water from flowing, especially in order to make a lake or to produce electricity 水坝 2. Key Phrases Epic engineering: Great and remarkable engineering projects 伟大卓越的工程 Face challenges: Encounter difficulties or problems 面临挑战 Find solutions: Discover ways to solve problems 找到解决办法 Connect... with...: Join or link two or more things together 把…… 与…… 连接起来 Overcome difficulties: Succeed in dealing with problems or difficulties 克服困难 教学过程 1. Lead - in (5 minutes) Greet the students as usual. Show some pictures of well - known engineering wonders around the world on the PPT, such as the Eiffel Tower in France, the Great Wall in China, and the Sydney Opera House in Australia. Ask students: “Do you know what these are? Have you ever seen them in person or on TV?” Encourage students to share their experiences or impressions briefly. 2. Presentation (15 minutes) Vocabulary Introduction Write the key words and phrases on the blackboard one by one, such as “engineering”, “challenge”, “solution” etc. Read them aloud clearly and ask students to repeat after the teacher several times to ensure correct pronunciation. Explain the meaning of each word or phrase in simple English and give some examples. For example, for the word “challenge”, the teacher can say: “Learning a new language is a challenge. We need to spend a lot of time and effort.” Let students practice using these words and phrases to make simple sentences. Invite several students to share their sentences in class. Concept Introduction of Epic Engineering Present a short video about an epic engineering project, like the construction of the Qinghai - Xizang Railway. While playing the video, briefly introduce the project, such as its location, length, and the difficulties during construction. After the video, ask students: “What do you think of this project? Why is it considered an epic engineering work?” Guide students to think and discuss in pairs. Then invite some pairs to share their ideas with the class. Summarize the characteristics of epic engineering, such as large - scale, complex, and having a significant impact on society and the environment. 3. Practice (15 minutes) Group Discussion Divide the students into groups of four or five. Give each group a picture of an engineering project (different from those shown before), such as a famous bridge or a dam. Ask each group to discuss the following questions: What is this engineering project? Where is it located? What challenges do you think the engineers might have faced during its construction? And what solutions do you think they might have found? Walk around the classroom, listen to the students' discussions, and offer necessary help and guidance. After about 8 minutes, ask each group to choose a representative to present their discussion results to the whole class. The other groups can ask questions or make comments. Vocabulary Drill Prepare some flashcards with the key words and phrases on one side and their definitions or pictures on the other side. Show the flashcards to the students one by one. Let students quickly say the corresponding English words or phrases when they see the definitions or pictures. Conduct a small competition. Divide the class into two large groups. Take turns to show the flashcards to each group. Each correct answer gets one point. The group with more points at the end wins. 4. Summary (7 minutes) Summarize the key points of this class with the students. Review the key words and phrases about engineering, and the concept of epic engineering. Ask students to recall some of the engineering projects they discussed in class and the challenges and solutions related to them. Invite several students to briefly summarize. Emphasize the importance of engineering in our daily life, such as how it makes our transportation more convenient, provides us with electricity, etc. 5. Homework (3 minutes) Ask students to collect more information about an epic engineering project they are interested in. They can search for relevant pictures, texts, or videos on the Internet or in books. Require students to write a short passage (about 50 - 80 words) introducing the project they choose, including its name, location, and one or two interesting facts about it. 教学反思 After this class, it is necessary to reflect on the teaching process. In terms of the lead - in part, showing pictures of well - known engineering wonders can effectively arouse students' interest, but it may be better to add some interactive elements, such as asking students to guess the names of the buildings from partial pictures. During the vocabulary presentation, most students can master the pronunciation and basic meaning of new words, but for some students with weak English foundation, more practice and individual guidance may be needed. The group discussion activity is relatively successful. Students actively participate and can express their ideas to a certain extent. However, some groups may need more time to organize their thoughts and express them more clearly. In future teaching, more time can be allocated for group discussion, and some guiding questions can be provided in more detail. The summary part helps students review what they have learned, but it can be made more student - centered. For example, let students take turns to summarize the key points first, and then the teacher makes supplements and corrections. Overall, this class has laid a foundation for students to further learn about epic engineering in this unit, but there are still areas that need improvement to better meet the learning needs of all students. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $