Unit 2 School life-Section 4 Extending and developing competencies教学设计 2025-2026学年沪教版英语七年级上册

Unit 2 School life-Section 4 Extending and developing competencies-Checking your progress (Project) This listening section in Unit 3 “The seasons” of the 2024 Shanghai Education Edition for Grade 7 focuses on enhancing students' listening skills related to the theme of seasons. The materials may include dialogues or short passages that describe the characteristics of different seasons, people's activities in each season, and the climate in various regions. Through this section, students will be exposed to key vocabulary, expressions, and sentence structures related to seasons, enabling them to better understand and capture information about this topic in listening scenarios. 教学目标 Students will be able to master key vocabulary and phrases related to seasons, such as “spring, summer, autumn, winter, sunny, rainy, windy, snowy, go swimming, fly kites, have a picnic” etc. They will understand and be able to use sentence patterns for describing seasons, like “What's the weather like in...? It's... in... I like... because...” 教学重难点 Key Points Key vocabulary and sentence patterns for describing seasons. Training students to accurately capture key information in listening materials, such as details about seasons. Difficult Points Helping students understand the context and infer unstated information from the listening materials about seasons. Guiding students to summarize the main idea comprehensively and accurately after listening. Vocabulary Seasons: spring, summer, autumn (fall), winter Weather adjectives: sunny, cloudy, rainy, windy, snowy, hot, cold, warm, cool Activity phrases: go swimming, fly kites, have a picnic, go skiing, make a snowman, go hiking Sentence Patterns What's the weather like in...? It's + adj. in... My favorite season is... because... People usually... in... 教学过程 Warming - up (5 minutes) Greet the students and start a simple free - talk. Ask students, “What's the weather like today?” and encourage them to answer. Then continue, “Do you like this kind of weather? Why or why not?” Show some pictures of different seasons on the PPT. Briefly ask students to describe what they see in the pictures, for example, “What can you see in this spring picture?” Guide them to use simple words like “flowers, green trees” etc. Pre - listening (10 minutes) Present new vocabulary related to seasons on the blackboard or PPT. Teach the pronunciation, meaning, and spelling of words and phrases, such as “thunder and lightning, gather crops, make sandcastles”. Use real - life pictures or short video clips to help students understand the meaning more vividly. For example, show a video of thunder and lightning to explain the phrase. Conduct a vocabulary - matching activity. Prepare some cards with words on one set and corresponding pictures on another set. Divide students into pairs and let them match the words with the pictures as quickly as possible. Check the answers together. Introduce some common sentence patterns for describing seasons as mentioned in the knowledge list. Write them on the blackboard and explain how to use them. Let students practice reading the sentence patterns aloud several times. While - listening (15 minutes) Play the first part of the listening material (a short dialogue about a person's favorite season). Before playing, ask students to look at the multiple - choice questions on the handout, which are designed to test their understanding of key information like the name of the favorite season and the reason. For example: Question 1: What's the speaker's favorite season? A. Spring B. Summer C. Autumn Question 2: Why does the speaker like this season? A. Because it's warm and he can fly kites. B. Because it's hot and he can go swimming. C. Because it's cool and he can have a picnic. Play the recording for the first time. Students just listen carefully without writing. Then play it again, and this time students choose the answers. Check the answers with the whole class and explain why each option is correct or incorrect. Play the second part of the listening material (a passage about the climate in different regions in four seasons). Before playing, ask students to predict what they might hear according to the title and some key words given, such as “northern regions, southern regions, climate differences”. This time, the task for students is to fill in the blanks with the missing information, like the weather conditions in different regions in specific seasons. For example: In the northern regions, it's _ in winter, and people often _. In the southern regions, summer is _ and _. Play the recording twice. After that, ask several students to read out their answers. Discuss and correct the answers together. Post - listening (10 minutes) Divide students into groups of four. Ask each group to choose one season and create a short dialogue about the season. They need to use the vocabulary and sentence patterns they have learned in this class. For example, they can talk about the weather, their favorite activities in that season, and why they like it. Let each group perform their dialogue in front of the class. Other students listen carefully and then give feedback. They can praise the good points of the dialogue and also make some suggestions for improvement, such as pronunciation, intonation, or the use of words. Summarize the key points of this class, including important vocabulary, sentence patterns, and listening skills. Write a few key words on the blackboard to help students review. Homework Assignment (5 minutes) Ask students to listen to the listening materials of this class again at home and try to retell the content to their parents in English. Let students write a short passage about their favorite season, using at least five sentences. They should describe the weather, their activities, and the reasons why they like this season. 教学反思 After this class, overall, students showed a relatively high level of interest in the topic of seasons, which was beneficial for their learning. The warming - up activity effectively engaged students and quickly brought them into the class atmosphere. However, during the pre - listening vocabulary teaching, some students had difficulty in remembering new words, especially those with complex spellings. In future classes, more diverse and interesting vocabulary - learning methods should be adopted, such as word - building games or mnemonic - device explanations. In the while - listening part, most students could catch simple key information, but when it came to more complex inference questions, some students had trouble. This indicates that more training in understanding context and making inferences is needed. The post - listening group activity was quite successful in that it provided students with an opportunity to practice speaking, but some groups spent too much time on creating the dialogue, resulting in a relatively short time for performance and feedback. Next time, more specific time - limits should be set for each part of the group activity. Overall, adjustments will be made based on these reflections to improve the teaching effect of the next class. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$