Unit 3 教学设计 2025-2026学年译林版七年级英语下册

课题 Unit 3 My hometown Welcome 课型 课时[来源学| 第 课时 学习目标 1.identify expressions used to describe places of interest in Beijing through listening; 2.introduce the characteristics of popular tourist attractions in Beijing to classmates; 3.introduce their favourite places of interest in their hometowns to others. 重点难点 Students can master the key words and phrases related to places of interest, such as "The Great Wall", "The Olympic Park", "The Summer Palace" and "The National Museum of China". 教具准备 PPT,pictures,blackboard 学习内容 Step 1 Warming-up  1. Show some pictures of famous places of interest around the world, such as the Eiffel Tower in France, the Taj Mahal in India, and the Pyramids in Egypt. Ask students if they know these places and what they think of them. 2. Lead in the topic of this lesson by asking students: "Do you know any famous places of interest in China?" Step2 Presentation 1. Play the audio of the introductions and ask students to complete the notes below. The Great Wall: Over (1) 20,000 kilometres long with a history of more than 2,000 years. One of the wonders of the world. The Olympic Park: One of the places for the 2008 Olympic Games. Some (2) modern buildings. The Summer Palace: A traditional Chinese garden. A place to enjoy many (3) beautiful views. The National Museum of China: More than (4) 14 million objects. Works of art from the past and present. 2. Check the answers with the students and explain the key words and phrases, such as "wonder", "modern" and "works of art". Activity1: Show some pictures of the places of interest mentioned above and introduce them in detail. For example: The Great Wall: It is one of the most famous symbols of China. It was built to protect the country in ancient times. It is very long and you can see beautiful scenery when you stand on it. Step 3 Pair work 1. Ask students to work in pairs and talk about what places they could take the exchange students to. Use the conversation between Daniel and Amy as a model. Activity2: Students write a short passage about it. Encourage them to use the words, phrases and sentence patterns learned in this lesson. Step 4 Summary Ask students to search for more information about a place of interest they are interested in and prepare to introduce it to the class next time. 作业设计： Must do : - Draw a picture of your hometown and describe it in English. Choose to do : - Search for more information about different types of hometown on the Internet. 板书设计： 教学手记： 课题 Unit 3 My hometown Reading1 课型 课时[来源学| 第 课时 学习目标 1. Students will be able to understand the main idea of the vlog about Beijing. 2. Students will be able to improve their reading skills, such as skimming and scanning. 3. Students will be able to express their own opinions about places of interest and local food. 4. Students will be able to pay more attention to their hometown and love their country. 重点难点 1. Understanding some complex sentence structures and cultural background knowledge. 2. Using the target language to describe places and express preferences. 教具准备 PPT,pictures,blackboard 学习内容 Step 1: Free-talk 1. Show some pictures of Nezha and some foreign exchange students. They will visit Beijing, the capital of China. Daniel is the host and will help them learn more about Beijing. 2. Revision: First, Daniel found some pictures. Ask students: What places of interest are there in Beijing? 3. Guide students to have a brief discussion and share their ideas. Step 2: Pre-reading Talk about the text type of the article. Present the questions before reading: What traditional things can you see in Beijing? How can you find out more about places of interest in Beijing? 3. Invite some students to share their thoughts and ideas.Teach some new words:raising, national flag, emperor and ancient. Step 3: While-reading Skimming Ask students to read the text quickly to get the main idea.After reading, have students answer the questions: a.What is the main idea of the vlog? b.Look at the picture. What is it? c. What do you want to know about Beijing? Step 4: Post⁃reading 1. Read again and complete the chart in Part A. 2. Complete the travel plan Present the travel plan and have students complete it with the correct forms of the words and phrases in the box. Step 5: Summary 作业设计： Must do :Introduce things to see and to do in Beijing to others. Choose to do : Bring some pictures of your hometown to introduce things to see and do in your hometown. 板书设计： 教学手记： 课题 Unit 3 My hometown Reading2 课型 New 课时[来源学| 第 3 课时 学习目标 1. Vocabulary: Palace Museum, Tian'anmen Square, siheyuan, hutong, Beijing duck, Beijing opera, emperor, treasure, raise, be well worth, ancient, miss, local, get a taste of 2. Comprehension of the text about the features and attractions of Beijing. 3. Students will be able to express their own opinions about places of interest and local food. 重点难点 1. Understanding some complex sentence structures and cultural background knowledge. 2. Using the target language to describe places and express preferences. 教具准备 PPT,pictures,blackboard 学习内容 Step 1: Lead in Teacher Action: Show images of Beijing landmarks (Palace Museum, Tian’anmen Square, hutong, Beijing duck). Teacher Questions:What do you see in these pictures? What traditional things can you find in Beijing? (Textbook Q1) How can we learn more about places of interest in Beijing? (Textbook Q2) Expected Student Responses:“I see the Palace Museum. It’s very old and beautiful.” “Traditional things include Beijing opera and hutong.” “We can read books, watch videos, or visit museums.” Step 2:Language points 1.capital n.首都,首府 the capital of…capital和定冠词the连用 e.g.Welcome to Beijing, the capital of China! London is the capital of England.=The capital of England is London. 2.Let sb. do sth.让某人做某事 e.g.Let me show you around my hometown. 3.show sb around领某人参观 e.g.Amy will show them around our school. 4.In the centre of Beijing is the Palace Museum.本句是倒装句,主语是the Palace Museum。正常的语序是“The Palace Museum is in the centre of Beijing.”。 表示方位的词或短语置句首时，句子要完全倒装。 e.g.On the wall are pictures. 注意：主语为代词时不倒装。 e.g.Out he rushed. 5.once adv.曾经 n. “一次”(表次数) e.g.It was once the palace of some emperors in ancient China. Step 3: Summary Have students summarize what they have learnt in this lesson. 作业设计： Must do : Write a 5-sentence paragraph introducing a place or food in your hometown. Use phrases like “It’s well worth…” or “Don’t miss…”. Choose to do : Watch a short travel vlog about Beijing. List 3 new words and write sentences with them. 板书设计： 教学手记： 课题 Unit 3 My hometown Grammar 课型 课时[来源学| 第 课时 学习目标 1. Students can understand and correctly use the indefinite word a and an and the definite word the. 2. Students can master the usage of common place prepositions, such as in, on, under, behind, etc. 3. Improve students' ability to accurately use words and place prepositions in context through practice and practical application. 重点难点 Be able to use definite or indefinite words by context. Use use location prepositions to accurately describe complex positional relationships. 教具准备 PPT,pictures,blackboard 学习内容 Step1.Warm-up Show some pictures of Beijing's places of interest, like the Forbidden City, Tian'anmen Square. Ask students: “What places of interest may the exchange students visit in Beijing?” and “What other places of interest in Beijing do you know?” Encourage students to answer actively. Step2. Presentation 1. Show a text about Beijing on the PPT. Let students read it carefully and pay attention to the use of “a” and “an”. Then ask: “When do we use a or an?” Guide students to find out that we use “a” or “an” when we mention a person/thing for the first time. - Present a list of phrases like “a square” and “an emperor” on the PPT. 2. Explain that “a” comes before a noun or noun phrase beginning with a consonant sound, and “an” comes before a noun or noun phrase beginning with a vowel sound. Show some examples of words starting with vowels and consonants, and ask students to distinguish which article to use. 3. Let students read the text again, focusing on the use of “the”. Ask: “Why is the used instead of a or an?” Guide students to summarize the usage rules of “the”, such as when we talk about a specific person/thing, mention a person/thing for the second time, before some proper nouns, and when there is only one of something. 4. Show some sentences and ask students to analyze why there is no article in some cases, like plural nouns, language names, season names, some proper nouns, years, and means of transportation in the form of “by + transport”. Step3. Prepositions of Place 1. Show a picture of Beihai Park. Ask students some questions like “Where are the flowers?” “Where is the shopkeeper?” Let students answer using prepositions of place. 2. Present a description of the scene in Beihai Park on the PPT. Let students read it and pay attention to the use of prepositions of place. Explain that we use prepositions of place to describe the position of a person or thing in relation to another person or thing. 3. Show a mind - map of prepositions of place, including those for “above/on/over”, “beneath/below/under/off”, “next to/against/by/near”, etc. Explain their meanings and differences briefly. Step4. Practice Article Practice：Let students complete the exercise about filling blanks with “a”, “an”, “the” or “/” in the text about Beijing National Stadium. Check the answers together and explain the reasons. Step6. Summary 1. Summarize the usage of articles “a”, “an” and “the” with students, emphasizing the key points and difficult points. 2. Review the common prepositions of place and their meanings, and ask students to recall how to use them to describe positions. 作业设计： Must do :  Ask students to finish Unit 3 Grammar. Choose to do :  Require students to review the grammar rules. 板书设计： 教学手记： 课题 Unit 3 My hometown Pronunciation 课型 课时[来源学| 第 课时 学习目标 1. Enable students to understand the concept of stress in a word. 2. Help students recognize and produce the correct stress in different words. 3. Improve students' pronunciation accuracy and fluency by focusing on word stress. 重点难点 1. Introduce the rules of stressing the first, second, and last syllable of words. 2. Guide students to identify the stressed syllable in given words. 3. Help students apply the stress rules accurately when pronouncing words. 4. Make students aware of the importance of word stress in communication 教具准备 PPT,pictures,blackboard 学习内容 Step 1: Warming up Greet the students and have a brief conversation about their experiences in learning English pronunciation. Then, play a short audio clip of an English speaker and ask students to notice the way words are pronounced, especially the emphasis on certain syllables. Step 2: Presentation 1. Present the concept of word stress: "When we say words with more than one syllable, we stress one of the syllables. The stressed syllable sounds stronger. The stress can be on the first, second or last syllable of a word." 2. Show examples of words stressing the first syllable: favourite, emperor, opera. Explain that in these words, the first syllable is pronounced more strongly. 3. Present words stressing the second syllable: museum, tradition, delicious. Point out the stress pattern in these words. 4. Introduce words stressing the last syllable: between, today, recommend. Illustrate how the last syllable gets the stress. Step 3: Practice Part A 1. Play the audio for the words in Part A. Students listen and underline the stressed syllable of each word. 2. Check the answers together. Have students repeat the words with the correct stress. 3. Encourage students to notice the patterns and similarities among the words with the same stress placement. Step 4: Pair Work 1. Students work in pairs. One student reads the words in Part A aloud, and the other student listens and provides feedback on the stress. 2. Switch roles and repeat the activity. 3. The teacher walks around the classroom to monitor and offer assistance if needed. Step 6: Summary Summarize the main points of word stress: the three possible positions of stress first, second, and last syllable. Remind students of the importance of correct word stress for clear and natural communication. 作业设计： Must do :  Ask students to find ten words with different stress patterns and write them down with the stressed syllable marked. Choose to do :  Read the poem at home and record themselves. Listen to the recording and analyze their own pronunciation and stress. 板书设计： 教学手记： 课题 Unit 3 My hometown Integration 课型 课时[来源学| 第 课时 学习目标 1Enable students to understand and describe different places of interest and activities in various hometowns. 2.Improve students' listening, speaking, reading and writing skills through various tasks. 3.Master key vocabulary related to hometowns, places of interest and activities. 4.Learn to use sentence patterns to express locations and descriptions. 重点难点 1. How to help students describe their hometowns accurately and vividly. 2. How to make students understand and appreciate different cultures of hometowns. 教具准备 PPT,pictures,blackboard 学习内容 Step:Lead in 1. Show some pictures of famous places in different cities or towns and ask students: "Do you know where these places are? What do you think of them?" 2. Then introduce the topic of the unit: "Today, we are going to talk about different hometowns and the same feelings people have for them." Step 2: Pre-reading 1. Present the new words and phrases related to hometowns and places of interest, such as "Tian'anmen Square", "The Palace Museum", "Siheyuan", "hutong", "Beihai Park", etc. Explain their meanings and pronunciations. 2. Ask students to look at the title and pictures of the text and predict what it might be about. Step 3: While-reading 1. Fast reading: Ask students to read the text quickly and answer the following questions: How many places does Daniel plan to take the exchange students to visit? What are they? 2. Careful reading: Students read the text carefully again and complete the table on the PPT about the activities and features of each place. After that, have students discuss in pairs and answer the questions: The exchange students want to enjoy some lake views. Where can they go? Which of these places do you think is the most interesting? Why? Step 4: Listening 1. Play the audio of the tour guide in the Palace Museum. Students listen and complete the table about the description of different halls. 2. Check the answers and play the audio again for students to imitate the pronunciation and intonation. Step 5: Speaking 1. Have students work in pairs and talk about things to see and do in their hometowns based on the model conversation. 2. Invite several pairs to present their conversations to the class. Step 6: Writing 1. Guide students to complete the table about their hometowns as Ben did. 2. Read Ben's article and analyze the structure and language features. 3. Students write an article about their hometown based on the information in the table and the model. 4. Have some students share their articles and give feedback. 作业设计： Must do : Finish the exercises in the workbook related to this unit. Choose to do : Revise and polish their writing about hometowns. 板书设计： 教学手记： 课题 Unit 3 My hometown Assessment&Further study 课型 课时[来源学| 第 课时 学习目标 1.Students can talk about their hometown and places of interest in English. 2.Students can write a short passage about their hometown. 3.Students can listen and understand the conversations related to the topic. 重点难点 1.Students can enhance their love for their hometown. 2.Students can develop the awareness of cooperation and communication. 教具准备 PPT,pictures,blackboard 学习内容 Step:Lead in 1.Show some pictures of famous places of interest in Beijing, such as the  Great  Wall,  the Forbidden City and the Summer Palace. Ask students if they know these  places  and  what  they think of them. 2.Then ask students if they have been to any interesting places in their hometown and lead to the topic of this unit. Step2:Presentation 1.Present new words and phrases by showing pictures and giving examples. For example, show a  picture of a quiet street and say “This is a quiet street. It's very peaceful.” Teach the word “quiet”  and let students repeat. 2.Present the grammar of nouns and possessive adjectives. Use examples like “This is my book.  The book is mine.” to explain the difference between a noun and a possessive adjective. 3.Present the expressions of “There is/are...” and prepositions of place. Use sentences like “There  is a park in my hometown. The park is near my house.” to illustrate. Step3：Practice  1.Ask students to do some exercises to consolidate the new words and grammar. For example, fill  in the blanks with the correct words or choose the correct prepositions. 2.Have students work in pairs to make conversations using “There is/are...” and prepositions of  place. They can talk about their classrooms or schools. Step4：Reading 1.Ask students to read the text on page 32 and answer some questions, such as “What can you do  in Sunshine Town?” and “Where is the shopping mall?” 2.After reading, have students discuss the text in groups and share their understanding. Step5：Writing  1.Ask students to write a short passage about their hometown, using  the  words,  phrases  and  sentence structures they have learned. Provide some prompts and sentence patterns to help them. 2.Invite some students to share their writings and give feedback. Step6: Summary  1.Review the key points of this unit, including new words, grammar and expressions. 2.Encourage students to keep practicing and using what they have learned. 作业设计： Must do : Finish the exercises on page 112. Choose to do : Find a poem about missing home and recite it for the next class. 板书设计： 教学手记： 学科网（北京）股份有限公司 $