Unit 2 Travelling around the world Section 1 Experiencing and understanding language Listening 教学设计 2024-2025学年沪教版（2024）七年级英语下册

Unit 2 Travelling around the world-Section 1 Experiencing and understanding language-Listening This listening section in Unit 2 “Travelling around the world” is designed to expose students to various travel - related topics. The materials may include dialogues or monologues about different travel destinations, travel experiences, transportation means for traveling, and activities during trips. Through listening, students will be able to extract key information, such as the names of places, what people do at these places, and how they get there. This not only helps students improve their listening skills but also enriches their vocabulary related to traveling around the world, which is in line with the overall theme of this unit. 教学目标 Students will be able to master new vocabulary and expressions related to traveling, such as “destination”, “sightseeing”, “package tour”, “by air/train/bus/ship” etc. Understand different sentence patterns used to describe travel experiences, like “I have been to...”, “I went to... and did...”, “It took me... to get there”. 教学重难点 A. Key Points New vocabulary and sentence patterns related to traveling. Training students to identify key information in listening materials, such as the place, activity, and transportation. B. Difficult Points Helping students understand listening materials with relatively fast speed and complex content. Guiding students to use the learned vocabulary and sentence patterns to express their own travel plans or experiences accurately. Vocabulary destination (n.) 目的地 sightseeing (n.) 观光；游览 attraction (n.) 有吸引力的事物；吸引 package tour 跟团旅游 by air/plane 乘飞机 by train 乘火车 by bus 乘公共汽车 by ship 乘船 have been to 去过（已回来） have gone to 去了（还未回来） Sentence Patterns I have been to + place. 我去过某地。 I went to + place + and did sth. 我去了某地并且做了某事。 It took me + time + to get there. 我花了…… 时间到达那里。 What's your favorite travel destination? 你最喜欢的旅游目的地是哪里？ How did you get there? 你是怎么去那里的？ What did you do there? 你在那里做了什么？ 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous travel destinations around the world on the PPT, such as the Eiffel Tower in France, the Great Wall in China, the Statue of Liberty in the USA, etc. Ask students to look at the pictures and name the places they know. T: Class, look at these pictures. Do you know these places? Raise your hands and tell me. Ss: (Answer the names of the places) B. Pre - listening (10 minutes) New Vocabulary Teaching Present the new vocabulary related to traveling on the PPT one by one. Explain the meaning, pronunciation and usage of each word or phrase. For example, when teaching “destination”, say “A destination is a place where you are going, like if you are going on a trip to Beijing, Beijing is your destination. Read after me: destination.” Let students repeat several times. Use pictures or short videos to help students understand the meaning of new words more vividly. For “sightseeing”, show a video of people visiting famous scenic spots and say “When people are sightseeing, they are visiting interesting places for pleasure. Now, look at the video and understand the word ‘sightseeing’.” Do a quick vocabulary quiz. Show the English words on the PPT and ask students to give the Chinese meanings, or vice versa. Prediction Tell students that they are going to listen to a dialogue about traveling. Let them look at some pictures related to traveling on the PPT, such as a picture of a plane, a beach, a mountain, etc. And ask them to predict what the dialogue might be about according to the pictures. T: Now, look at these pictures. What do you think the listening material will be about? Discuss with your partners for one minute and then share your ideas. Ss: (Discuss and share their predictions, such as traveling by plane to a beach destination, going mountain - climbing during a trip, etc.) C. While - listening (15 minutes) First Listening Play the recording of the dialogue for the first time. Ask students to listen carefully and get the general idea of the conversation, such as who are talking, where they are going or have been. After listening, ask some general questions: T: OK, class. Who can tell me who are talking in the dialogue? And where are they planning to go or have they been? Ss: (Answer the questions) Second Listening Play the recording again. This time, ask students to listen carefully and take notes of the key information, such as the specific destination, the transportation they choose, and the activities they do or plan to do there. Design some listening - fill - in - the - blanks exercises on the PPT. For example: They are going to _______ (destination). They will go there by _______ (transportation). They plan to _______ (activity) there. Let students fill in the blanks according to what they hear. Third Listening Play the recording for the third time. Ask students to check their answers and listen for any details they might have missed. Then, ask several students to read out their answers. Check the answers together as a class and clarify any misunderstandings. D. Post - listening (10 minutes) Retelling Ask students to retell the dialogue they have just heard in their own words. They can start with “The dialogue is about...”. Encourage them to use the key information they have noted down. First, let students practice retelling in pairs. Then, invite several pairs to come to the front of the class and retell the dialogue. Give them praise and suggestions for improvement. T: Now, work with your partner. Retell the dialogue you heard. Remember to use your own words and include the key information. Ss: (Practice retelling in pairs and then some pairs come to the front to show) Group Discussion Divide the students into groups of four. Give each group a topic related to traveling, such as “If you could travel anywhere in the world, where would you go and why?” or “What is the most interesting travel experience you have ever had?”. Let the students discuss in groups for about 5 minutes. Walk around the classroom and offer help if necessary. After that, ask each group to choose a representative to share their group's discussion results with the whole class. T: OK, class. Now let's have a group discussion. Here are the topics for you. Discuss with your group members and share your ideas. Ss: (Have group discussions and representatives share) E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the new vocabulary and sentence patterns about traveling, and the listening skills they have practiced, such as how to get the general idea and key information from listening materials. T: Class, today we learned a lot of new words and sentences about traveling. We also practiced our listening skills. Can you tell me some of the new words and how to catch key information in listening? Ss: (Answer the teacher's questions) Homework Ask students to write a short passage about their dream travel destination. They need to include at least three sentences using the new vocabulary and sentence patterns they learned in this class, such as the destination, the transportation they want to take, and the activities they plan to do there. Suggest students to listen to some English podcasts or watch English travel videos at home to further improve their listening ability. 教学反思 After this class, I found that the warm - up activity of showing pictures of famous travel destinations successfully aroused students' interest and engaged them in the class. The pre - listening vocabulary teaching with the help of pictures and videos made it easier for students to understand new words. However, during the while - listening process, some students still had difficulty in catching all the key information, especially when the recording speed was a bit fast. In the future, I should provide more practice of listening at different speeds and give students more guidance on how to quickly identify key words. The post - listening retelling and group discussion activities were effective in helping students use the learned knowledge to express themselves, but some students were still a little shy to speak in front of the class. I need to encourage them more and create a more relaxed speaking environment. Overall, this class achieved most of the teaching objectives, but there is still room for improvement in teaching methods and student participation. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$