Unit 4 The Earth Section 1 Experiencing and understanding language Listening 教学设计2025-2026学年沪教版（2024）七年级英语上册

Unit 4 The Earth Section 1 Experiencing and understanding language Listening 教学设计 I. Teaching Aims 1. Knowledge Aims 1. Enable students to recognize and understand key vocabulary related to "The Earth" in listening materials, such as "planet", "ocean", "continent", "mountain", "river", "forest" and phrases like "cover with", "make up of". 1. Help students grasp the main information types about the Earth in listening contexts, including the proportion of oceans and land on the Earth, the names of major continents, and the characteristics of different Earth landscapes (e.g., "Oceans cover about 71% of the Earth's surface"). 1. Guide students to understand simple conversational or descriptive structures in listening materials, such as questions about the Earth's features ("What covers most of the Earth?") and declarative sentences introducing Earth-related facts ("Asia is the largest continent on the Earth"). 2. Ability Aims 1. Improve students' listening comprehension skills in extracting specific information: students can identify key data (e.g., percentages of oceans/land), names (e.g., continent names), and feature descriptions (e.g., "forests are home to many animals") from listening materials. 1. Develop students' ability to summarize main ideas of short listening passages: after listening, students can briefly describe the core content (e.g., "This passage mainly talks about the composition of the Earth's surface"). 1. Enhance students' listening strategy skills, such as predicting content based on topic-related words, focusing on signal words (e.g., "First", "Most importantly") to catch key information, and coping with unknown words by using context clues. 3. Emotional & Attitudinal Aims 1. Stimulate students' interest in learning about the Earth and its natural environment through listening activities, fostering their curiosity about geography-related knowledge. 1. Cultivate students' awareness of protecting the Earth's resources (e.g., oceans, forests) by understanding the Earth's features in listening materials. 1. Encourage students to cooperate actively in pair or group listening tasks, developing their teamwork spirit and communication skills in English. II. Teaching 重难点 1. Key Points 1. Helping students accurately understand and identify key vocabulary and phrases about the Earth in listening materials. 1. Guiding students to extract specific information (data, names, features) from listening passages related to the Earth. 1. Training students to use basic listening strategies (prediction, focusing on signal words) to improve listening efficiency. 2. Difficult Points 1. Assisting students in coping with fast speech speed or unfamiliar words in listening materials without affecting the understanding of overall information. 1. Enabling students to connect scattered information from listening (e.g., data about oceans, descriptions of continents) to form a complete understanding of the topic. 1. Helping students transfer the listening content to simple oral expression (e.g., retelling key facts about the Earth) after listening. III. Teaching Methods 1. Task-Based Listening Method: Design hierarchical listening tasks (pre-listening prediction, while-listening information extraction, post-listening summary) to guide students to participate in listening activities with clear goals. 1. Multimedia-Assisted Teaching Method: Use PPT, pictures (of Earth's landscapes, continents, oceans), videos (short clips of Earth from space), and audio recordings (listening materials) to create a vivid listening context related to "The Earth". 1. Cooperative Learning Method: Organize pair work (e.g., discussing prediction results) and group work (e.g., sorting listening information) to promote students' interactive learning and mutual support. 1. Guided Listening Strategy Method: Explicitly teach and practice basic listening strategies (e.g., how to predict content from topic words, how to mark key information while listening) to help students build effective listening habits. IV. Teaching Aids 1. PPT (containing pictures of Earth's surface, key vocabulary, listening task instructions, and answer prompts). 1. Audio recordings (the official listening materials of Section 1, plus a simplified version for students with lower proficiency). 1. Listening worksheets (with pre-listening prediction questions, while-listening information blanks, and post-listening exercises). 1. Flashcards (with words like "planet", "ocean", "continent" and their corresponding pictures). 1. A world map poster (to help students visualize continents and oceans when discussing listening content). V. Teaching Procedures (45 minutes) Step 1: Warming-Up & Lead-In (5 minutes) 1. Greet students and start with a "Guess the Picture" game: Show blurred pictures of Earth-related landscapes (ocean, mountain, forest) on PPT. Ask students to guess what they are and say the English words if they know them. 19. T: "Look at this blurred picture. It’s a large area of water on the Earth. What is it? Yes, it’s an ocean! Who can spell 'ocean'?" 5. After guessing 2-3 pictures, introduce the unit topic: "Today we will learn about our Earth through listening. We’ll listen to some materials and find out interesting facts about the Earth’s surface, like oceans and continents." 6. Present 5-6 key vocabulary words (planet, ocean, continent, mountain, cover with, make up of) on PPT with pictures. Read the words aloud and ask students to repeat, ensuring correct pronunciation. Step 2: Pre-Listening (10 minutes) 1. Vocabulary Review & Activation: Use flashcards to quickly review the key vocabulary. Hold up a flashcard (e.g., "continent") and ask a student to read the word and describe it briefly (e.g., "A continent is a large piece of land on the Earth"). 1. Prediction Task: Show a world map poster on the blackboard and ask pre-listening prediction questions on PPT: 19. Q1: "What covers more of the Earth—oceans or land?" 19. Q2: "How many continents are there on the Earth? Can you name any of them?" 19. Q3: "What kind of landscapes (e.g., mountains, rivers) can you see on the Earth?" 9. Ask students to discuss the questions in pairs for 2 minutes. Then invite 3-4 pairs to share their predictions with the class. Write down 2-3 common predictions on the blackboard (e.g., "Most students think oceans cover more of the Earth") to compare with listening content later. Step 3: While-Listening (15 minutes) 1. First Listening: Get the Main Idea (5 minutes) 1. Play the listening material for the first time. Ask students to focus on the main topic and answer the question: "What is the listening material mainly about?" 1. After listening, invite 2-3 students to share their answers. Guide them to summarize simply (e.g., "It’s mainly about the Earth’s surface, including oceans, land, and continents"). 1. Confirm the main idea and explain it briefly if students have difficulties. 2. Second Listening: Extract Specific Information (5 minutes) 1. Distribute listening worksheets with information blanks (based on the listening content). For example: 9. Oceans cover about ______% of the Earth’s surface. 9. There are ______ continents on the Earth. The largest one is ______. 9. Many ______ and ______ are on the continents. They are home to many animals. 1. Play the listening material again. Ask students to fill in the blanks while listening. Remind them to focus on numbers, names, and key nouns. 1. For students with lower proficiency, play the material a third time (using the simplified audio version if needed) and walk around to provide individual hints (e.g., pointing to the "ocean" flashcard when the related content is played). 3. Check & Discuss (5 minutes) 1. Display the correct answers on PPT. Ask students to check their worksheets with a partner. Encourage them to discuss any differences or uncertainties. 1. Invite students to raise questions about unclear parts (e.g., "I didn’t catch the percentage of oceans—can we listen to that part again?"). Play the specific segment of the audio again to clarify. Step 4: Post-Listening (10 minutes) 1. Information Sorting Game (5 minutes) 1. Divide students into groups of 4. Give each group a set of cards with information from the listening material (e.g., "71%—oceans", "7 continents", "Asia—the largest continent"). 1. Task: Each group needs to sort the cards into two categories: "Facts about Oceans" and "Facts about Continents". The first group to finish correctly wins a "Earth Explorer" sticker. 1. After the game, confirm the correct sorting and ask the winning group to read out the facts in each category. 2. Short Retelling (3 minutes) 1. Ask students to work in pairs. One student retells 1-2 key facts about the Earth from the listening material, and the other student adds another fact. For example: 31. S1: "Oceans cover about 71% of the Earth’s surface." 31. S2: "Yes, and there are 7 continents. Asia is the largest one." 1. Walk around to listen and help students with expression (e.g., correcting "Asia is big" to "Asia is the largest continent"). 3. Connection to Real Life (2 minutes) 1. Ask a open question: "Now we know oceans are important for the Earth. What can we do to protect the oceans?" 1. Invite 2-3 students to share simple ideas (e.g., "We shouldn’t throw rubbish into the ocean"). Link the listening content to environmental protection to achieve the emotional aim. Step 5: Summary & Homework (5 minutes) 1. Summary: Use a mind map on PPT to review the lesson: 34. Main topic: Facts about the Earth’s surface (oceans, continents) 34. Key vocabulary: planet, ocean, continent, cover with 34. Listening strategy: Focus on numbers and names to get specific information 11. Homework: 34. Listen to the Section 1 audio recording again at home (provide a QR code for students to access it) and retell the main facts to their parents in English. 34. Draw a picture of "My Favorite Earth Landscape" (e.g., an ocean, a mountain) and write 2-3 sentences about it using the key vocabulary (e.g., "This is an ocean. It covers much of the Earth."). 34. VI. Blackboard Design 知识模块 具体分类 核心内容 示例 / 说明 备考提示 1. Key Vocabulary 核心词汇 1.1 Nouns (名词) 地球相关事物名称 - planet (行星；地球) - ocean (海洋) - continent (大陆) - mountain (山脉) - river (河流) - forest (森林) 1. 结合图片记忆（如 “ocean” 对应海洋图片），避免拼写错误（如 “continent” 勿漏 “i”）2. 重点区分 “ocean”（海洋）与 “sea”（海）的词义差异 1.2 Phrases (短语) 描述地球特征的常用短语 - cover with (覆盖) - make up of (由…… 组成) - be home to (是…… 的家园) 1. 掌握短语搭配：“cover with + 名词”（如 “The Earth is covered with water”）2. 理解 “be home to” 的用法，后接生物（如 “Forests are home to many animals”） 2. Listening Key Information 听力关键信息 2.1 Data & Numbers (数据与数字) 地球表面构成的核心数据 - Oceans cover about 71% of the Earth’s surface.（海洋覆盖地球表面约 71%） - Land covers about 29% of the Earth’s surface.（陆地覆盖地球表面约 29%） - There are 7 continents on the Earth.（地球有 7 个大陆） 1. 听力中重点捕捉数字发音（如 “seventy-one percent” 而非 “seventy percent”）2. 提前熟悉数字表达，避免因发音混淆导致误听（如 “7” 与 “11”） 2.2 Continent Facts (大陆相关事实) 主要大陆的特征 - Asia is the largest continent on the Earth.（亚洲是地球最大的大陆） - Continents have different landscapes (mountains, rivers, forests).（大陆有不同地貌：山脉、河流、森林） 1. 牢记 “Asia” 的拼写及词义，区分 “continent”（大陆）与 “country”（国家）2. 听力中关注 “largest” 等形容词最高级，定位大陆特征描述 2.3 Landscape Features (地貌特征) 地球地貌的功能与特点 - Oceans: Large areas of water on the Earth.（海洋：地球表面的大面积水域） - Forests: Be home to many animals.（森林：许多动物的家园） - Mountains: High landforms on continents.（山脉：大陆上的高地地貌） 1. 听力中通过 “be home to”“large areas of” 等信号短语定位地貌特征2. 结合常识辅助理解（如 “森林有动物”“山脉在陆地上”） 3. Listening Strategies 听力策略 3.1 Pre-Listening (听前) 预测与词汇激活 - 预测：根据 “Earth” 主题，推测听力内容可能涉及 “海洋、陆地、大陆” 等 - 词汇激活：复习 “ocean”“continent” 等核心词，避免听时卡壳 1. 听前快速浏览题目（如填空题的空格前后），预判需填信息类型（数字、名词）2. 借助世界地图海报，直观联想大陆、海洋分布，辅助预测 3.2 While-Listening (听中) 信息抓取与记录 - 抓信号词：通过 “First”“Most importantly”“About”（引出数字）定位关键信息 - 简记：用符号 / 缩写记录数字（如 “71%” 记 “71”）、名词（如 “Asia” 记 “A”） 1. 第一遍听主旨，不纠结细节；第二遍聚焦空格 / 问题，精准填信息2. 遇到生词跳过，通过上下文（如 “forests” 后接 “animals”）推断词义 3.3 Post-Listening (听后) 核对与补全 - 核对：与同伴互查答案，结合听力内容修正错误（如数字 “7” 误听为 “1”） - 补全：根据记忆与常识，补全未听清的简单信息（如 “______ is the largest continent” 补 “Asia”） 1. 听后及时核对，若有争议，请求老师重放关键片段2. 用 “排除法” 修正错误（如 “地球大陆数量” 不可能是 “5” 或 “9”，排除后确定 “7”） 4. Common Mistakes & Tips 常见错误与提示 4.1 Vocabulary Errors (词汇错误) 易混词与拼写错误 - 易混：“ocean”（海洋） vs “oasis”（绿洲）；“continent”（大陆） vs “country”（国家） - 拼写：“ocean” 漏 “e”（误写 “oceon”）；“continent” 漏 “i”（误写 “contnent”） 1. 制作 “易混词对比表”（如 “ocean: 海洋；oasis: 绿洲”）2. 听写练习 “continent”“ocean” 等词，强化拼写 4.2 Information Mishearing (信息误听) 数字与名词误听 - 数字：“71%” 误听为 “17%”；“7 continents” 误听为 “11 continents” - 名词：“Asia” 误听为 “Africa”；“mountains” 误听为 “rivers” 1. 专项练习数字听力（如 “71”“29”“7” 的发音），区分 “seventy” 与 “seventeen”2. 对比 “Asia”（/ˈeɪʒə/）与 “Africa”（/ˈæfrɪkə/）的发音，避免混淆 4.3 Strategy Misuse (策略误用) 听时过度纠结细节 - 第一遍听时，因一个生词（如 “landscape”）停下，错过后续关键信息 - 未用简记法，导致数字 / 名词记不全（如 “71%” 记成 “7”） 1. 牢记 “第一遍听主旨” 原则，细节留到第二遍处理2. 练习简记技巧（如用 “M” 代 “mountain”，“R” 代 “river”），提升记录效率 VII. Teaching Reflection 1. After the lesson, evaluate whether students achieved the knowledge aims: Can most students recognize and use the key vocabulary? Do they grasp the key facts about the Earth from listening? 1. Analyze the effectiveness of listening tasks: Were the pre-listening predictions helpful for students to understand the listening material? Was the while-listening blank-filling task appropriately difficult? 1. Observe students’ participation: Were all students actively involved in pair/group activities? Did students with lower proficiency get enough support (e.g., simplified audio, individual hints)? 1. Adjust future teaching: If students struggled with numbers in listening, add more number-focused listening practice in subsequent lessons. If vocabulary is a barrier, increase pre-listening vocabulary activation time. 学科网（北京）股份有限公司 $$