Unit 4 The Earth Section 3 Expressing and communicating ideas Speaking 教学设计2025-2026学年沪教版（2024）七年级英语上册

Unit 4 The Earth-Section 3 Expressing and communicating ideas-Speaking This speaking section in Unit 4 “The Earth” of Shanghai Education Press (2024) for Grade 7 focuses on environmental issues the Earth is facing. Students will be exposed to new vocabulary related to environmental problems, such as “chemical”, “groundwater”, “burn”, “oil”, “gas”, “harmful” and “cut down”. Through various activities, they will discuss different types of pollution like air pollution, water pollution, land pollution, as well as the waste of natural resources and the decrease in wild animals. The aim is to enhance students' oral communication skills while raising their awareness of environmental protection. 教学目标 Knowledge Objectives Students will be able to master the new vocabulary and phrases related to environmental problems. They can correctly use sentence patterns to describe and discuss environmental issues, such as “What problem is the Earth facing?” and “There is/are...” Ability Objectives Improve students' oral English communication skills, including the ability to express opinions, ask questions and have group discussions. Cultivate students' critical thinking ability by analyzing the causes and consequences of environmental problems. Emotional Objectives Raise students' awareness of environmental protection and their sense of responsibility to protect the Earth. Encourage students to take an active part in class activities and cooperate with their peers. 教学重难点 Key Points The new vocabulary and phrases about environmental problems. Sentence patterns for discussing environmental issues. Guiding students to actively participate in group discussions and express their ideas clearly. Difficult Points Helping students analyze the complex causes and far - reaching consequences of environmental problems. Encouraging students to think of practical solutions to environmental problems in English. Vocabulary chemical (n. 化学制品；化学品): Chemicals in the factory waste water cause water pollution. groundwater (n. 地下水): The overuse of groundwater leads to the sinking of the ground. burn (v. 燃烧；烧): Burning coal produces a lot of harmful gases. oil (n. 石油；原油): Oil is an important energy source, but its extraction may cause environmental problems. gas (n. 天然气): Using clean gas can reduce air pollution to some extent. harmful (adj. 有害的): Smoking is harmful to our health and also pollutes the air. cut down (砍倒): We should not cut down too many trees to protect the forest. Sentence Patterns What problem is the Earth facing? This is used to ask about the existing environmental problems. For example, What problem is the Earth facing? It is facing serious air pollution. There is/are...: There is a lot of rubbish on the ground, which causes land pollution. There are fewer and fewer fish in the sea because of overfishing. 教学过程 Lead - in (5 minutes) Show students a short video about “Angry Earth” which presents various environmental problems. After watching, ask students: “What problems did you see in the video? Can you name some of them?” Encourage students to share their initial impressions and list the problems they noticed on the blackboard. Vocabulary Teaching (10 minutes) Present the new vocabulary and phrases related to environmental problems one by one. Use pictures, real - life examples or short video clips to help students understand the meanings. For example, when teaching “chemical”, show a picture of a chemical factory discharging waste water. Let students read the words and phrases after the teacher several times to correct their pronunciation. Then, divide students into pairs and ask them to practice reading the words to each other. Play a vocabulary game. The teacher says the Chinese meaning of a word, and students quickly respond with the English word. Or vice versa. This can help students better remember the new words. Problem - Discussion (15 minutes) Divide students into groups of four or five. Provide each group with a set of pictures showing different environmental problems, such as air pollution (smoky chimneys), water pollution (dirty rivers), land pollution (piles of rubbish), waste of natural resources (a factory using a large amount of water) and fewer wild animals (a picture of an empty forest). In their groups, students are required to discuss the following questions according to the pictures: What problem is the Earth facing in this picture? What are the possible causes of this problem? What are the consequences of this problem? Walk around the classroom to monitor each group's discussion. Offer help and guidance when necessary, such as helping students with vocabulary they need to express their ideas or guiding them to think deeper about the causes and consequences. After the group discussion, ask each group to choose a representative to report their discussion results to the whole class. Other groups can ask questions or add their own opinions. Solution - Seeking (10 minutes) Guide students to think about solutions to the environmental problems they have discussed. Ask: “Since we know these problems are harming our Earth, what can we do to protect it?” Let students continue their group discussions. This time, they should focus on coming up with practical solutions to each environmental problem. For example, for air pollution, they can suggest planting more trees, using public transportation more often, etc. Each group makes a list of solutions and then presents them to the class. The class can vote for the most practical and effective solutions and summarize them on the blackboard. Summary and Homework (5 minutes) Summarize the key points of this class, including the new vocabulary, sentence patterns and the main environmental problems and solutions discussed. Assign homework: Ask students to write a short passage about one environmental problem they are most concerned about. They should describe the problem, its causes, consequences and at least three solutions. They can also draw a simple picture related to the problem to illustrate their passage. 教学反思 Positive Aspects The use of videos and pictures in the lead - in and vocabulary teaching stages can effectively arouse students' interest and help them better understand the abstract concepts of environmental problems. Group discussions provide students with more opportunities to practice speaking English. Most students actively participated in the discussions, which enhanced their oral communication skills and cooperation ability. Through analyzing environmental problems and seeking solutions, students' awareness of environmental protection has been significantly improved, achieving the emotional teaching objective. Areas for Improvement Some students still had difficulties in expressing their complex ideas due to limited vocabulary. In future teaching, more vocabulary expansion activities related to environmental protection should be carried out. During group discussions, a few students dominated the conversation, while some students participated less actively. In the future, more specific group - work rules should be set to ensure the full participation of each student. The time for each group to report their discussion results was a bit tight, which might not have allowed all students to fully express their views. In the next class, more time can be allocated for this part. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$