Unit 3 The seasons-Section 3 Expressing and communicating ideas-Speaking 教学设计 2025-2026学年沪教版英语七年级上册

Unit 3 The seasons-Section 3 Expressing and communicating ideas-Speaking This speaking section in Unit 3 “The seasons” of Shanghai Education Edition (2024) English for Grade 7 aims to enhance students' communicative ability in expressing their opinions and preferences regarding seasons. Students will engage in a guessing game, where they describe their favorite season and explain the reasons, enabling them to practice using relevant vocabulary and sentence patterns. The section also incorporates learning the pronunciation of diphthongs /eɪ/, /aɪ/, /ɔɪ/ and consonants /m/, /n/, /ŋ/, improving students' overall pronunciation skills. Moreover, it connects with the content of reading and grammar lessons in this unit, integrating knowledge from different aspects to help students build a comprehensive understanding of the topic “seasons”. 教学目标 Students will be able to master and use vocabulary related to seasons, such as “spring, summer, autumn, winter, warm, hot, cool, cold, rainy, sunny, cloudy” etc. Students will learn and correctly apply sentence patterns for expressing preferences and reasons, like “My favorite season is... because...”, “It is + adj. + to do sth. in this season”. Students will understand and correctly pronounce the diphthongs /eɪ/, /aɪ/, /ɔɪ/ and consonants /m/, /n/, /ŋ/ and be able to use them in words and sentences. 教学重难点 A. Teaching Key Points Guide students to use rich vocabulary and correct sentence patterns to describe their favorite season in detail. Ensure students can accurately pronounce the diphthongs /eɪ/, /aɪ/, /ɔɪ/ and consonants /m/, /n/, /ŋ/ and distinguish them in words. Help students effectively communicate their ideas and reasons about seasons in pairs or groups. B. Teaching Difficult Points Assist students in organizing their thoughts and presenting a logical and coherent description of their favorite season, especially in terms of connecting different aspects like weather, scenery, and activities. Enable students to use the learned pronunciation knowledge correctly in continuous speech, overcoming pronunciation habits that may interfere with the accurate production of the new sounds. Encourage students who are less confident or less proficient in English to actively participate in speaking activities and express their opinions bravely. A. Vocabulary Seasons: spring, summer, autumn (fall), winter Weather - related: warm, hot, cool, cold, sunny, rainy, cloudy, windy, snowy Natural scenery: flowers bloom, leaves turn brown/red/yellow, grass grows, trees are green Activities: fly kites, go swimming, have a picnic, go hiking, make a snowman, skate B. Sentence Patterns My favorite season is... because... In..., it is usually + adj. Sometimes it is + adj., and sometimes it is + adj. It often... It is + adj. + to do sth. in this season. For example, It is exciting to go to the park to see the new life in spring. Why do you like...? Because... C. Pronunciation Diphthongs /eɪ/ as in “cake, make, take, play” /aɪ/ as in “bike, like, ice - cream, fly” /ɔɪ/ as in “boy, toy, enjoy” Consonants /m/ as in “mom, man, milk” /n/ as in “no, name, nice” /ŋ/ as in “sing, long, strong” 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different seasons on the PPT, such as a picture of blooming flowers for spring, people swimming in the sea for summer, fallen leaves for autumn, and children playing in the snow for winter. While showing the pictures, ask students simple questions like “What can you see in this picture?” “Which season do you think it is?” to quickly arouse their interest and lead them into the topic of seasons. B. Knowledge Presentation (10 minutes) Vocabulary Review Review the season and weather vocabulary with students. Write the words on the blackboard and ask students to read them aloud together. Then, randomly point to a word and ask individual students to read it to check their pronunciation. Use flashcards with pictures of different weather conditions and season - related scenes. Show a flashcard and ask students to quickly say the corresponding word. For example, show a flashcard of a sunny day and students say “sunny”. Sentence Pattern Introduction Present the sentence patterns for describing seasons on the PPT, such as “My favorite season is... because...” and “In..., it is usually + adj. Sometimes it is + adj., and sometimes it is + adj. It often...”. Explain the usage and meaning of these sentence patterns with simple examples. For instance, “My favorite season is summer because I can eat a lot of ice - cream.” “In spring, it is usually warm. Sometimes it is sunny, and sometimes it is cloudy. It often rains.” Let students imitate the examples and make their own sentences. Invite several students to share their sentences with the class, and give positive feedback and corrections if necessary. Pronunciation Teaching Play the recording of the diphthongs /eɪ/, /aɪ/, /ɔɪ/ and consonants /m/, /n/, /ŋ/ on the multimedia. Let students listen carefully and observe the teacher's mouth shape when pronouncing these sounds. The teacher demonstrates the pronunciation of each sound slowly and clearly several times, and asks students to follow and imitate. Then, lead students to read words containing these sounds, such as “cake (/keɪk/)”, “bike (/baɪk/)”, “boy (/bɔɪ/)”, “mom (/mɒm/)”, “no (/nəʊ/)”, “sing (/sɪŋ/)”. Divide students into pairs. Each pair takes turns to pronounce the words, and the partner listens and gives feedback. Walk around the classroom to monitor and offer help. C. Guessing Game Activity (15 minutes) Activity Instruction Explain the rules of the guessing game to the students. Divide the class into pairs. Each student in the pair takes turns to describe their favorite season without saying the name of the season directly. They can talk about the weather in this season, why this season is beautiful, and things they enjoy doing in this season. The partner needs to listen carefully and guess which season it is. Remind students to use the vocabulary and sentence patterns they have just learned in the description. Also, encourage them to use the correct pronunciation. Pair Work Students start the guessing game in pairs. Walk around the classroom, listen to their conversations, and offer guidance and encouragement. If students encounter difficulties in expressing their ideas, provide them with relevant words or sentence structures. After a few minutes, stop the activity and invite some pairs to come to the front of the class and demonstrate their conversation. The rest of the class listens and checks if the guess is correct. D. Group Discussion and Report (10 minutes) Grouping Re - group the students into groups of four. In each group, students are required to discuss their favorite seasons again, but this time, they need to summarize the common features and differences of the seasons they like. Group Discussion Give students some guiding questions for the group discussion, such as “What are the similar activities we can do in different favorite seasons?” “How are the weather conditions different in our favorite seasons?” Each group member takes turns to share their ideas, and one member in the group is responsible for taking notes. Walk around the groups to observe the discussion process, and encourage students to communicate actively and respect each other's opinions. Group Report After the discussion, each group selects a representative to report the group's discussion results to the whole class. The representative should use clear language to present the common features and differences of the seasons that group members like. Other groups listen carefully and can ask questions or make comments. E. Summary and Homework Assignment (5 minutes) Summary Summarize the key points of this class with students, including the vocabulary related to seasons, important sentence patterns for description, and the correct pronunciation of diphthongs and consonants. Review the main content of students' descriptions and discussions about seasons, emphasizing the importance of using English to express their real feelings and experiences. Homework Assignment Ask students to write a short passage about their favorite season at home. They should use at least five sentences, including the weather, scenery, and activities in that season. Encourage them to use the words and sentence patterns learned in class. Tell students to record themselves reading the passage they wrote. They can use a mobile phone recording app. Next class, some students will be randomly selected to play their recordings for the class to listen to. 教学反思 In this class, the use of pictures in the warming - up stage effectively attracted students' attention and quickly led them into the topic. However, in the future, more interactive ways can be added, such as asking students to describe the feelings associated with the pictures in addition to identifying the seasons. During the vocabulary and sentence pattern presentation, most students could follow the teaching rhythm. But for some students with weaker foundation, more time for practice and individual guidance might be needed. Next time, more differentiated teaching methods can be designed, like providing additional simple exercises for those students. The guessing game and group discussion activities actively engaged students. However, in some groups, there were situations where a few students dominated the conversation. In future classes, more specific rules and guidance can be given to ensure every student has an equal opportunity to speak and participate. Regarding the pronunciation teaching, although students had some practice, it was difficult to ensure that all students could master the new sounds accurately in such a short time. More follow - up pronunciation exercises and individual correction sessions should be arranged in the subsequent classes. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$