Unit 8 Follow your interests Listening 教学设计 -2024-2025学年沪教版（2024）初中英语七年级下册

Unit 8 Follow your interests Listening Subject English Grade Level 七年级下册 Total 1 Period Textbook 沪教版（2024） Lesson Type Listening Class Period 1 Textbook Analysis Textbook Analysis This listening lesson in Unit 8 focuses on the theme of "Follow your interests". The listening materials cover various conversations and monologues related to students' interests, such as hobbies, after - school activities, and future career aspirations. It includes different accents and language expressions, aiming to improve students' listening comprehension skills in the context of this theme. Student Analysis Students at this stage have a basic foundation of English listening skills. They are interested in topics related to themselves, like their hobbies and dreams. However, they may still struggle with understanding fast - spoken English, different accents, and some complex vocabulary related to specific interests. They need more practice in extracting key information and making inferences while listening. Lesson Objectives 1. Students will be able to identify key information about people's interests from the listening materials. 2. Students will be able to understand different accents and language expressions related to interests. 3. Students will be able to make inferences based on what they hear in the listening tasks. 4. Students will be able to talk about their own interests briefly after listening. Teaching Focus and Difficulties Focus 1. Understanding key information about people's interests in the listening materials. 2. Recognizing common vocabulary and expressions related to interests. 3. Learning to make simple inferences while listening. Focus 4. Coping with fast - spoken English and different accents in the listening. 5. Making accurate inferences based on limited information. 6. Expressing their own interests clearly in English. Teaching Methods and Preparation Teaching Methods Listening - based instruction, pair work, group discussion, task - based learning Materials Preparation Textbook, audio materials, worksheets, projector Teaching Procedures Teacher Activities Student Activities Warm up (5 minutes) (1) Greet the students and start a conversation about their free time. (2) Ask questions like: "What do you usually do in your free time?" "Do you have any hobbies?" (3) Encourage students to share their answers and write some common hobbies on the board. (4) Introduce the topic of the listening lesson: "Today, we'll listen to some people talking about their interests." 1. Respond to the teacher's questions and share their hobbies. 2. Listen to the teacher's introduction of the lesson topic. Pre - listening (10 minutes) Pre - listening (10 minutes) Vocabulary Introduction (1) Show some pictures related to different interests on the projector, such as painting, reading, dancing, etc. (2) Teach the relevant vocabulary: "paint", "read books", "dance", "collect stamps", etc. (3) Have students repeat the words several times. (4) Divide students into pairs and ask them to practice saying the words to each other. Predicting (1) Present the listening title and some key words from the listening materials. (2) Ask students to predict what they might hear in the listening, like "Who will talk about their interests?" "What kind of interests will they mention?" (3) Have students share their predictions in class. 1. Learn new vocabulary by looking at pictures and repeating after the teacher. 2. Practice saying the words with their partners. 3. Make predictions based on the given information and share them with the class. While - listening (20 minutes) While - listening (20 minutes) First Listening (1) Play the first part of the listening material. (2) Instruct students to listen carefully and answer a general question, such as "What are the main topics they talk about?" (3) After listening, have students share their answers and correct any misunderstandings. Second Listening (1) Play the listening material again. (2) Distribute worksheets with some fill - in - the - blank questions related to key information, like "What is [name]'s hobby?" "When did [name] start [hobby]?" (3) Have students listen and fill in the blanks. (4) Check the answers as a class and explain any difficult points. Third Listening (1) Play the listening material for the third time. (2) Ask students to listen for details and answer some inference - based questions, such as "Why does [name] like [hobby]?" (3) Have students discuss their answers in groups of four. (4) Select some groups to share their discussions with the class. 1. Listen to the first part of the listening and answer the general question. 2. Listen again, fill in the blanks on the worksheet. 3. Listen for the third time, discuss inference - based questions in groups, and then share the discussions with the class. Post - listening (10 minutes) Post - listening (10 minutes) Group Discussion (1) Divide the class into groups of five. (2) Pose some discussion questions, such as "How can interests affect our lives?" "Do you think it's important to follow your interests?" (3) Monitor group discussions and offer help if necessary. (4) Have each group select a representative to report their group's discussion results. Personal Sharing (1) Ask students to think about their own interests. (2) Encourage them to share their interests with the class, including what their interests are, how they started, and why they like them. (3) Provide positive feedback and correct any language mistakes. 1. Participate in group discussions and express their opinions. 2. Listen to group representatives' reports. 3. Share their own interests with the class. Conclusion and Homework (5 minutes) Conclusion and Homework (5 minutes) (1) Summarize the main points of the listening lesson, including key vocabulary, listening skills, and the importance of interests. (2) Assign homework: "Write a short passage (about 80 - 100 words) about your interests. Include what you like to do, how long you've been doing it, and why you like it." (3) Encourage students to share their passages in the next class. (4) Thank the students for their participation and end the class. 1. Listen to the teacher's summary and take notes if necessary. 2. Understand the homework assignment and ask questions if there are any. 3. Prepare to share their passages in the next class. Evaluation Tasks 1. Participation in class discussion: ☆☆☆ 2. Completion of the worksheet: ☆☆☆ 3. Group presentation: ☆☆☆ Design Intentions This lesson is designed to improve students' listening skills through a series of pre - listening, while - listening, and post - listening activities. By starting with a warm - up related to students' real - life experiences, it can arouse their interest. The vocabulary introduction and prediction activities before listening help students get ready for the listening tasks. During listening, different types of questions can train students' ability to extract key information and make inferences. The post - listening group discussion and personal sharing can not only enhance students' speaking skills but also deepen their understanding of the topic. The homework assignment encourages students to use English to express their own ideas independently. Homework Design Writing Task 1. Write a short passage (about 80 - 100 words) about your interests. Include what you like to do, how long you've been doing it, and why you like it. 2. Prepare to share your passage in the next class. Board Design Unit 8 Follow your interests Listening Vocabulary: paint, read books, dance, collect stamps... Listening Skills: - Identifying key information - Making inferences Key Points: - People's interests in the listening - Importance of interests Teaching Reflection Insufficient Time Management 1. The vocabulary introduction in the pre - listening part took a bit too long, reducing the time for the third listening and post - listening group discussion. 2. Some students had difficulty understanding the inference - based questions during the while - listening part, which caused a delay in the teaching progress. 3. The time for students to share their personal interests was limited, so some students didn't have enough time to fully express themselves. 学科网（北京）股份有限公司 $$