Unit 8 Road to success D Listening and speaking 教学设计 2024-2025学年沪外教版（2024）七年级英语下册

该初中英语教学设计聚焦“成功”的多元定义与关键因素（幸福、目标、grit等），课堂导入通过Pre-listening的头脑风暴（学生圈选成功描述词，结对分享“为何‘幸福’是成功”）和词汇链接（关联D1词汇与听力内容），搭建从已知观点到听力提取的学习支架。 特色亮点在于深度融合核心素养，语言能力上通过提取观点信号词（如Linda的“I think success is...”）和讨论功能句型（Do you have any ideas?）提升听说能力；思维品质上，D3讨论“fame/wealth是否等于成功”、D7分享个人grit经历（如学骑车屡败屡试），培养批判性与辩证思维；互动设计（结对分享、个人故事）让抽象概念具象化，增强参与感。对学生提升听说与思维，对教师提供可操作活动、明确评估与反思建议，实用性强。

Unit 8 Road to success D Listening and speaking 教学设计 I. Teaching Objectives Guide students to understand different perspectives on “success” through listening, mastering how speakers define success using key factors (happiness, goals, relationships, etc.). Develop students’ listening skills in extracting opinions (identifying speakers’ views) and speaking skills in discussing success factors (using “I think”, “In my opinion” and examples). Enhance awareness of diverse success definitions and critical thinking about factors like grit, persistence, and resilience in achieving success. II. Language Knowledge 1. Key words & phrases Success definitions: being happy, respected, achieving goals, doing what you want Listening for opinions: I think, in my opinion, personally Success factors: grit, persistence, resilience, overcoming challenges Functional language: “Do you have any (more) ideas?”, “Can you give another example?”, “What else can we come up with?” 2. Key sentences Listening answers: “Linda thinks success is being happy and doing what you want.”, “Mark believes success is achieving goals.” Discussion expressions: “Do you think being famous means success? Why or why not?”, “How did grit help you learn something?” 3. Key and challenging points Listening for Opinions: Recognizing signal phrases (I think, in my opinion) to extract speakers’ views on success. Success Factor Discussion: Articulating personal views on success factors (grit, persistence) with examples, using proper discussion language. Critical Thinking: Analyzing whether traditional markers (fame, wealth) equal success and understanding the role of effort - based factors. III. Teaching Procedures Step 1: Pre - listening — Define Success (7 minutes) D1 Brainstorm (4 minutes): Students circle D1 items they think describe success. Share in pairs: “Why do you think ‘being happy’ is success?”, encouraging initial opinions. Vocabulary Link (3 minutes): Link D1 words to potential listening content (e.g., “achieving goals” might relate to speakers’ views), prepping for D2. Step 2: While - listening — Extract Opinions (15 minutes) D2 Listening & Note - taking (8 minutes): Play D2 audio. Students note how each speaker (Linda, Mark, Frank, Jane) defines success, using D1 words. Discuss answers, highlighting opinion signal phrases (e.g., Linda: “I think success is...”). D5 & D6 Listening for Depth (7 minutes): Do D5 (topic check: grit and its importance) and D6 (complete chart on persistence/resilience). Play audio, focus on extracting details (e.g., “Not fully riding the bike the first time, but keeping trying”). Step 3: Post - listening — Discuss & Critique (13 minutes) D3 Pair Discussion (6 minutes): Students discuss D3: “Does fame/wealth mean success? Why?”. Use sentence starters: “I think..., because...”, “In my opinion, success is...”. Walk around to encourage use of D1 vocabulary. D7 & D8 Success Factors (7 minutes): D7: Share personal experiences of grit (e.g., “Grit helped me learn piano: kept practising despite mistakes”). D8: Discuss key success factors (grit, failure, resilience) using the iceberg picture. Use useful expressions: “Can you give another example of resilience?”, fostering deeper critical thinking. Step 4: Integration & Reflection (5 minutes) Summary of Views (3 minutes): Recap diverse success definitions (happiness, goals) and factors (grit, persistence). Highlight that success is personal and multifaceted. Personal Reflection (2 minutes): Ask: “What’s your new understanding of success after today?”, letting students share takeaways. IV. Assessment of Teaching Effectiveness Formative Assessment: Check D2 - D6 for accurate opinion extraction and detail capture. Observe D3, D7, D8 for discussion fluency and use of success - related vocabulary. Summative Assessment: Evaluate pair discussions for depth of critical thinking and clarity of expressing success views. V. Design Purpose Skill Integration: Combines listening (extracting opinions/details) and speaking (discussing/critiquing) to explore success, a real - life relevant topic. Critical Thinking: Challenges students to question traditional success markers and value effort - based factors, promoting mature perspectives. Interactive Learning: Uses pair/share activities and personal examples to make abstract concepts (grit, resilience) concrete and relatable. VI. Blackboard Design Unit 8 Listening & Speaking — What is Success? Speakers’ Views: Linda: happy + doing what you want Mark: achieving goals Frank/Jane: [students’ answers] Success Factors: Grit: keep trying despite failure Persistence: never give up Resilience: rise after falling Useful Expressions: “Do you think...? Why?” “Can you give another example?” VII. Teaching Reflection If students struggle to articulate views, provide more sentence frames (e.g., “I believe success is... because...”). For D7, encourage sharing small, personal stories (e.g., learning a sport) to make grit relatable. Celebrate diverse opinions and creative examples of success factors. 学科网（北京）股份有限公司 $$