Unit 3 Social networking D Listening and speaking 教学设计-2024-2025学年沪外教版七年级英语下册

Unit 3 D Listening and speaking 教学设计 I. Teaching Objectives Enable students to identify text types (discussion, chat, interview) from listening materials, improving listening comprehension skills. Develop students’ ability to extract key information about social networking habits, responsibilities, and the “rings of responsibility”. Enhance speaking skills through pair discussions about online responsibilities, using functional language to express opinions and share ideas. II. Language Knowledge 1. Key words & phrases Social networking: online/offline activities, balance, responsibilities, rings of responsibility Listening/speaking: text type, discussion, interview, chat Functional language: That’s a good point, I can’t agree more, It’s important to... 2. Key sentences “Do you spend much time on social networking?” “Have a balance between online and offline activities.” “What online responsibilities do you have to yourself?” 3. Key and challenging points Listening Comprehension: Distinguishing text types and extracting details about social networking habits. Oral Expression: Discussing online responsibilities clearly, using functional language to support opinions. III. Teaching Procedures Step 1: Introduction to Text Types (5 minutes) Show D1 text type options (discussion, chat, interview) and ask: “What’s the difference between these? When do we use each?” Introduce the lesson: “Today, we’ll listen to a discussion about social networking, learn about online responsibilities, and practice speaking about your habits!” Step 2: Listening—Text Type & Questions (12 minutes) D1: Identify Text Type Play D1 audio. Students listen to identify the text type (e.g., discussion—multiple speakers, topic - focused). Discuss reasons: “How do you know it’s a discussion? (Shares ideas, asks for opinions)” D2: Extract Questions Play D2 audio again. Students tick Lucy’s questions (e.g., “Do you spend much time on social networking?”). Explain how these questions guide the discussion about social media habits. Step 3: Listening—Social Networking Habits (15 minutes) D3: Complete Alex’s Ideas Play D3 audio. Students fill in Alex’s ideas about social networking: 1. balance (between online/offline). 2. screen time (limit and take breaks). 3. privacy settings (talk to parents, stay safe). 4. Offline activities (don’t overspend online). 5. new hobbies (explore offline). Discuss: Why is “balance” important for social networking? D4: Agree/Disagree with Alex Students answer: “Do you agree with Alex? Why?” Encourage using reasons (e.g., “I agree—balance keeps us healthy and reduces screen time.”) Step 4: Listening—Rings of Responsibility (13 minutes) D5 - D7: Understand Responsibility Rings Students answer D5 questions about their posts (e.g., “What do you post? Do you think twice before posting?”). Play D6/D7 audio to fill in “rings of responsibility” and the cause - effect - solution chart. Discuss Solutions Analyze solutions like “Think before you act” and “Use the rings of responsibility as your guide”. Step 5: Speaking—Online Responsibilities (10 minutes) D8: Pair Discussion In pairs, students discuss online responsibilities (to self, friends, others). Use the example: “What online responsibilities do you have? (e.g., Don’t share friends’ photos without asking, Don’t say mean things)” Provide functional language: “That’s a good point, I can’t agree more, It’s important to...” Share with Class Invite pairs to share their responsibility lists. Celebrate unique ideas (e.g., “I check facts before sharing to avoid misinformation.”) Step 6: Summary & Extension (5 minutes) Recap key learnings: text types, social networking balance, responsibility rings. Extension: Create a poster of “Online Responsibility Rules” to share with younger students. IV. Assessment of Teaching Effectiveness Formative Assessment: Check D3/D7 for listening comprehension of key details. Observe D8 for speaking clarity and use of functional language. Summative Assessment: Evaluate extension posters for creativity and clarity of responsibility rules. V. Design Purpose Listening Focus: Builds skills by analyzing text types and extracting structured details. Speaking Engagement: Connects to personal habits and responsibilities, encouraging meaningful dialogue. Critical Thinking: Promotes reflection on online behavior and responsible social media use. VI. Blackboard Design Unit 3 Listening & Speaking — Social Networking Text Types: Discussion (multiple speakers, idea - sharing). Alex’s Tips: Balance, limit screen time, check privacy, explore offline. Responsibility Rings: Self, friends, others. Functional Language: That’s a good point, It’s important to... VII. Teaching Reflection If students struggle with “rings of responsibility”, use a visual diagram to explain (self → friends → others). For D8, model a pair discussion to show how to use functional language. Celebrate creative responsibility ideas to boost engagement. 学科网（北京）股份有限公司 $$