Unit 3 lesson4 IntegrationA～D1 教学设计 2025-2026学年译林版英语七年级下册

译林新版7BU3 Lesson Plan 4: Pronunciation & Integrated Skills (A-D1) Topic: Word Stress & Planning a Tour Textbook Reference: 7B Unit 3, Pages 37-39 I. Teaching Objectives By the end of the lesson, students will be able to: Language Ability: Identify and produce correct word stress in multi-syllable words; Extract specific details from listening texts about travel plans; Speak about hometown attractions using a structured outline. Cultural Awareness: Appreciate the rhythm of English; Understand how different cultures plan leisure activities. Thinking Quality: Organize information logically into a table/outline; Infer missing information from context during listening. Learning Ability: Use stress patterns to improve intelligibility; Take notes effectively while listening. II. Key and Difficult Points Key Points: Stress rules (1st, 2nd, last syllable); Listening for names, numbers, and activities; Completing the outline in D1. Difficult Points: Maintaining correct stress in rapid speech; Synthesizing listening info into a coherent spoken plan. III. Teaching Methods & Aids Methods: Audio-Lingual Method, Jigsaw Listening, Scaffolded Speaking. Aids: Audio player, Stress marking cards, Outline templates. IV. Teaching Procedures Step 1: Pronunciation (Word Stress) Discovery: Listen to words: 'cap-i-tal, 'won-der, na-'tion-al. Rule: Stress makes the syllable louder, longer, and higher pitch. Pattern 1: First syllable ('fa-vour-ite). Pattern 2: Middle syllable (mu-'se-um). Pattern 3: Last syllable (en-gi-'neer). Step 2: Listening & Planning (Integration A & B) Context: Daniel is planning for exchange students. Listening Task 1 (Part A): Read the table first. Predict: What activity matches the Great Wall? (Climbing). Listening Task 2 (Part B): Listen to the tour guide at the Palace Museum. Fill in the table (Height, Shape, Colors). Strategy: Listen for numbers and adjectives. Check: Discuss answers. Why is it important to know the height/shape? (To visualize the grandeur). Step 3: Speaking Model (Integration C) Model Analysis: Read the dialogue between Daniel and Ben about Brighton. Structure: Recommend place → Describe feature (height/view) → Personal favorite → Feeling. Pair Work: Students talk about their own hometown using the model. A: "What places... in [Hometown]?" B: "I recommend... It’s..." Step 4: Outlining (Integration D1) Task: Prepare for writing. Complete the table for "My Hometown". Columns: Location, Places to visit, Things to do, Special food. Scaffolding: Teacher provides a word bank (e.g., north, south, museum, taste, delicious). Share: Students share their outlines in groups of 4. Peers ask one question about the plan. V. Homework Practice reading the poem with correct stress. Finalize the D1 outline. Bring photos or drawings of your hometown places to the next class. VI. Blackboard Design Unit 4 Integrated Skills: Planning & Speaking Stress: 'cap-i-tal (1st) | mu-'se-um (2nd) | en-gi-'neer (3rd) Listening Keys: Names, Numbers, Adjectives Speaking Structure: . Recommend: "I recommend..." . Feature: "It's ... tall / famous for..." . Feeling: "The view is fantastic." Outline (D1): Where? What to see? What to eat? 学科网（北京）股份有限公司 $