Unit 1 People around us-Section 1 Experiencing and understanding language-Listening 教学设计 2024-2025学年沪教版英语七年级下册

Unit 1 People around us-Section 1 Experiencing and understanding language-Listening This listening section in Unit 1 of the 7th - grade English textbook (Shanghai Education Edition 2024) focuses on Gu Ling's conversation with her grandma about the relatives in a photo. The dialogue contains information about the appearance, jobs, and personalities of different characters. Through this listening material, students are expected to practice their listening skills, such as catching key information, understanding details, and making inferences. It also provides an opportunity for students to review and expand vocabulary related to people, which is in line with the unit theme of "People around us", helping students to better describe and understand the people in their daily lives. 教学目标 Students will be able to master new words and phrases related to describing people, such as appearance (tall, short, thin, with long hair, etc.), jobs (teacher, doctor, engineer, etc.) and personalities (kind, friendly, hard - working, etc.). Students will understand and be able to use sentence patterns for asking about and describing people, like "Who is...?", "What does he/she look like?", "What does he/she do?", "He/She is...". 教学重难点 A. Teaching Key Points Key vocabulary and sentence patterns for describing people. Training students to obtain accurate information about people's appearance, jobs, and personalities from the listening material. B. Teaching Difficult Points Helping students to distinguish between different details and avoid confusion, especially when there are multiple characters and complex information in the dialogue. Guiding students to express their ideas fluently and accurately in English when describing people, using appropriate vocabulary and sentence structures. Vocabulary Appearance: tall, short, fat, thin, of medium build, long hair, short hair, curly hair, straight hair, big eyes, small eyes, a round face, a long face Jobs: teacher, doctor, nurse, engineer, worker, driver, businessman, police officer, farmer Personalities: kind, friendly, helpful, hard - working, smart, funny, shy Sentence Patterns Asking about people: Who is the man/woman? Is he/she...? Describing appearance: He/She is tall/short/fat/thin. He/She has long/short/curly/straight hair. He/She has big/small eyes. Describing jobs: He/She is a teacher/doctor/... Describing personalities: He/She is kind/friendly/helpful/... 教学过程 A. Warming - up (5 minutes) Greet the students as usual and show some pictures of famous people on the PPT, such as movie stars, athletes, and scientists. Ask students to work in pairs and describe one of the people in the pictures using the words they already know. For example, "He is tall and strong. He is a famous basketball player." Invite several pairs to share their descriptions with the class. B. Pre - listening (10 minutes) Show a picture of Gu Ling's family photo (similar to the one in the textbook but without revealing the details) on the PPT. Ask students to look at the picture and guess who the people in the picture might be. Encourage them to use sentences like "I think the man in the middle is Gu Ling's father because he looks very kind." Then, introduce the listening task: "Gu Ling is phoning her grandma to ask about the people in this photo. Let's listen and find out more information about them." Present some new words and phrases related to the listening material on the PPT, such as "relative", "photo", "look like", "job", etc. Explain their meanings and pronunciations. Have students repeat after the teacher several times. C. While - listening (15 minutes) Play the recording for the first time. Students listen carefully and tick (√) the topics they think Gu Ling and her grandma talk about in the conversation. The topics could be: people's appearance, people's jobs, people's personalities, relationships between people. Check the answers with the class. Play the recording again. This time, ask students to take notes about the appearance, jobs, and personalities of the people mentioned in the conversation. After listening, have students work in pairs to compare their notes and make sure the information is correct. Then, invite several pairs to share their completed forms with the class. D. Post - listening (10 minutes) Divide the students into groups of four. Each group gets a set of pictures of different people. Students in each group take turns to describe one person in the picture using the information they learned from the listening, including appearance, job, and personality. The other group members listen and ask questions if they have any doubts. After that, each group selects one person to describe to the whole class. The rest of the class listens and tries to guess which picture the group is describing. As an extension activity, ask students to think about their own relatives and describe one of them to their partners. They can use the words and sentence patterns they have learned in this class. E. Summary and Homework (5 minutes) Summarize the key points of this class with the students, including new vocabulary, sentence patterns, and the listening skills they practiced. Assign homework: Ask students to write a short passage about one of their relatives, including the person's appearance, job, and personality. Encourage students to listen to English conversations as much as possible in their daily lives, such as English podcasts or English - speaking TV shows, to improve their listening ability. 教学反思 Positive Aspects The warming - up activity was effective in attracting students' attention and activating their prior knowledge related to describing people. The pictures of famous people made the activity interesting and relevant to students' lives. The pre - listening activities, such as predicting the content and learning new words, helped students to better prepare for the listening task. They were more confident and focused when listening. The while - listening tasks, including ticking the topics and filling in the form, were well - designed to train students' different listening skills. Students were able to obtain the key information from the dialogue with the guidance of these tasks. The post - listening group work and individual description activities provided students with sufficient opportunities to practice speaking English. They actively participated in the activities and improved their communication skills. Areas for Improvement Some students still had difficulty in distinguishing between different details in the listening material, especially when the description was a bit complex. In future classes, more practice on detailed listening and note - taking should be provided. For example, using longer and more complex dialogues for listening practice. When students were describing people in the post - listening activities, some of them made grammar mistakes, such as incorrect use of verb tenses or sentence structures. More grammar review and practice related to describing people should be integrated into the teaching in the future. The time management could be improved. In the group work of the post - listening part, some groups needed more time to fully express their ideas. Next time, a more flexible time arrangement should be made to ensure that all students have enough time to participate and share. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$