Unit 7 Who we are D Listening and speaking 教学设计 2024-2025学年沪外教版（2024）七年级英语下册

Unit 7 D Listening and speaking 教学设计 I. Teaching Objectives Guide students to understand how birth order shapes personal traits through listening, mastering key descriptions of family roles (the oldest, the middle, the youngest, the only child). Develop students’ listening skills in extracting details, making matches, and choosing answers, and speaking skills in discussing identity - shaping factors using proper expressions. Enhance students’ awareness of individual uniqueness and factors influencing identity, and improve their ability to communicate opinions on related topics. II. Language Knowledge 1. Key words & phrases Birth - order - related: the oldest, the middle, the youngest, the only child; self - centred, take the lead, competitive, make others happy Identity - shaping: personal background, living environment, life experiences, education, personal choices Functional expressions: Agreement (I think so...); Disagreement (I don’t think so...) 2. Key sentences “They can be self - centred.” “They often take the lead.” (describing family roles) “Do you think that birth order really has an effect on who you are?” (discussion question) “For me, ... is the most important. It certainly has a strong effect on ...” (expressing opinions) 3. Key and challenging points Listening Comprehension: Accurately matching descriptions to family roles and answering detail - based questions. Speaking Communication: Using appropriate agreement/disagreement expressions to discuss identity - shaping factors. Topic Awareness: Understanding the link between birth order/other factors and personal identity, and expressing personal views clearly. III. Teaching Procedures Step 1: Warm - up & Lead - in (5 minutes) Personal Introduction: Ask students to answer D1 questions (family role, self - description), sharing in pairs. Then invite some to share with the class, introducing the topic of “how we are shaped”. Vocabulary Preview: Present key vocabulary (self - centred, take the lead, etc.) with simple definitions and examples, preparing for listening. Step 2: Listening Practice — Birth Order (12 minutes) D2 Listening & Matching: Play D2 audio. Students listen and match descriptions to family roles. Discuss answers, emphasizing “Listening for details” (e.g., traits of each role). D3 Listening & Choosing: Play D3 audio again. Students choose the answer the speaker wouldn’t agree with. Analyze options, checking understanding of birth - order - related traits. D4 Pair Discussion: Students discuss D4 question (“Does birth order affect who you are?”) in pairs, using simple expressions. Walk around to guide, encouraging using listening - learned vocabulary. Step 3: Listening & Speaking — Identity - Shaping (15 minutes) D5 & D6 Listening: Do D5 (match pictures to song words) and D6 (choose song’s message). Play the audio, let students listen and complete. Discuss the song’s theme of uniqueness. D7 Song Rewriting: Have students do D7 (rewrite song part for unique qualities). Share in groups, appreciating creative expressions of individuality. D8 Discussion Preparation: Introduce D8 topic (factors shaping identity) and useful expressions (agreement/disagreement). Explain factors (personal background, etc.), giving examples. Step 4: Speaking — Discussing Identity Factors (8 minutes) Pair Discussion (D8): Students discuss in pairs, using the example dialogue. Encourage using functional expressions and giving reasons (e.g., “For me, education is most important because ...”). Class Sharing: Invite some pairs to share their discussions, giving feedback on content and expression accuracy. Step 5: Summary & Homework (5 minutes) Summary: Recap key points: birth - order traits, listening skills, identity - shaping factors, and communication expressions. Homework: Write a short passage (5 - 6 sentences) on “The most important factor shaping me”, using today’s learned vocabulary and expressions. IV. Assessment of Teaching Effectiveness Formative Assessment: Check students’ performance in listening tasks (D2 - D6) for accuracy, and speaking tasks (D4, D8) for expression fluency and appropriateness. Summative Assessment: Evaluate homework passages for content (clarity of factor explanation), language use (key words/expressions), and coherence. V. Design Purpose Skill Integration: Combine listening (detail extraction, theme understanding) and speaking (opinion expression, discussion) skills in a logical sequence. Topic Depth: From birth - order influence to broader identity - shaping factors, deepening students’ understanding of self and others. Practical Communication: Emphasize functional expressions in speaking, enabling real - life opinion - sharing. VI. Blackboard Design Unit 7 Listening & Speaking — Shaping Who We Are Birth - order traits: Oldest: take the lead Youngest: competitive Middle: make others happy Only child: self - centred (example) Identity factors: personal background, environment, education, choices Expressions: Agreement: I think so... Disagreement: I don’t think so... VII. Teaching Reflection If students have difficulty in D3 (choosing the speaker’s disagreement), replay the audio segment and analyze key information. For speaking, if some are shy, provide more sentence starters. Celebrate creative and clear opinions in discussions. 学科网（北京）股份有限公司 $$