Unit 2 Travelling around the world-Section 3 Expressing and communicating ideas-Speaking 教学设计 2024-2025学年沪教版英语七年级下册

Unit 2 Travelling around the world-Section 3 Expressing and communicating ideas-Speaking This speaking section of Unit 2 “Travelling around the world” is designed to help students develop their oral communication skills in the context of travelling. It encourages students to express their travel plans, preferences, and experiences. By engaging in various speaking activities, students will not only practice using relevant vocabulary and sentence patterns but also enhance their ability to communicate effectively in English. The section provides a platform for students to share their own ideas and listen to others', promoting cross - cultural understanding and interaction. 教学目标 Students will be able to master key travel - related vocabulary, such as “travel around the world”, “take a trip”, “go sightseeing”, “visit museums/parks/zoos”, “go shopping”, “eat delicious food” etc. They can correctly use sentence patterns for expressing travel plans, like “My family are planning to...”, “I'm going to...”, “What are you going to do in...?”, “I'd like to...” etc. 教学重难点 1 Key Points The acquisition and correct usage of travel - related vocabulary and sentence patterns. Guiding students to actively participate in speaking activities and express their ideas clearly. 2 Difficult Points Helping students overcome their shyness and fear of making mistakes, and encouraging them to speak English bravely. Training students to organize their thoughts and express complex ideas about travel plans in English. 1 Vocabulary Travel destinations: Paris, London, New York, Tokyo, Beijing, etc. Activities during travel: go to the beach, go swimming, walk around the city, visit museums, visit parks, visit zoos, go shopping, eat delicious food, go sightseeing, take photos, etc. Related adjectives: exciting, interesting, beautiful, amazing, wonderful, etc. 2 Sentence Patterns Expressing travel plans: My family/ I am/ are planning to take a trip to... this summer/holiday. I'm going to... We will... Asking about travel plans: What are you going to do in...? Where are you going to travel? When are you going on the trip? Expressing preferences: I'd like to... I prefer to... 教学过程 1 Lead - in (5 minutes) Greet the students and show them some beautiful pictures of famous tourist attractions around the world, such as the Eiffel Tower in France, the Big Ben in the UK, and the Great Wall in China. Ask the students: “Do you like travelling? Have you ever been to any of these places? If you have a chance to travel, where would you like to go?” Encourage several students to share their ideas briefly. This activity aims to arouse students' interest in the topic and create a relaxed speaking atmosphere. 2 Presentation (10 minutes) Present the key vocabulary and sentence patterns on the PPT. Read them aloud to the students, emphasizing the correct pronunciation and intonation. For example, when presenting “go sightseeing”, stress the two - syllable pronunciation and the weak stress on “sight”. Use simple pictures or short videos to illustrate the meaning of each vocabulary item. For instance, show a video of people walking around a city with many historical buildings to explain “go sightseeing”. Explain the usage of sentence patterns through examples. For the pattern “My family are planning to...”, give examples like “My family are planning to take a seven - day trip to Paris this summer.” and analyze how to change the destination and time according to different situations. Let the students read the vocabulary and sentence patterns after the teacher several times to ensure they can pronounce them correctly. 3 Practice (15 minutes) Pair - work: Divide the students into pairs. Provide each pair with a worksheet that has some travel - related situations. For example: Situation 1: You and your partner are planning a trip to a big city. Discuss what you are going to do there. Use the sentence patterns and vocabulary we have just learned. Situation 2: Your family is going on a trip to a beach. Talk about your plans, such as what activities you will do, what food you want to eat, etc. The pairs are required to have a conversation according to the given situations, using as many relevant vocabulary and sentence patterns as possible. Walk around the classroom, listen to their conversations, and offer necessary help and guidance. Correct students' pronunciation, grammar mistakes, and inappropriate expressions in time. Role - play: Select several pairs to come to the front of the classroom and perform their role - plays for the whole class. After each performance, ask the other students to give feedback. They can praise the good points of the performance, such as clear pronunciation, fluent expression, and rich content, and also point out the areas that need improvement. 4 Production (10 minutes) Group - work: Divide the students into groups of four or five. Each group is asked to plan a virtual trip around the world. They need to decide on the destinations, the duration of the trip, the activities they will do in each place, and the reasons for choosing these places. Provide each group with a large piece of paper and some colored pens. The group members need to draw a simple mind - map to show their travel plan. They should write down the key information, such as the names of the destinations, the main activities, and the reasons. Each group selects a representative to present their travel plan to the whole class. The representative should use the English expressions learned in class to introduce the group's plan clearly and vividly. Other students in the class can ask questions or make suggestions. 5 Summary and Homework (5 minutes) Summary: Summarize the key points of this class with the students, including the important travel - related vocabulary and sentence patterns. Review the main ideas of different travel plans shared by the students. Emphasize the importance of using English to communicate about real - life topics like travelling. Homework: Ask the students to write a short passage about their own real or imagined travel plan, using at least five new vocabulary words and three sentence patterns learned in this class. The passage should be about 100 - 120 words. Encourage the students to share their travel plans with their parents or friends in English at home. They can also search for more information about their favorite travel destinations on the Internet and be ready to share it in the next class. 教学反思 After teaching this speaking class, I have the following reflections: Positive aspects: The use of pictures and videos in the lead - in and presentation stages effectively attracted students' attention and made the learning process more interesting. Students showed great enthusiasm when sharing their travel wishes at the beginning of the class. The pair - work and role - play activities provided students with sufficient opportunities to practice speaking. Most students actively participated in these activities and made progress in using the target vocabulary and sentence patterns. The group - work of planning a virtual trip around the world promoted students' cooperation ability and creativity. They were able to think comprehensively about different aspects of a travel plan and present their ideas clearly. Areas for improvement: Some students were still a little shy and not very confident in speaking English, especially when making mistakes. In future classes, more encouragement and individual guidance should be given to these students to help them overcome their psychological barriers. Although the time arrangement was overall reasonable, in the production stage, some groups needed more time to complete their mind - maps and presentations. Next time, I should adjust the time allocation more precisely to ensure that all groups have enough time to show their work. In the feedback process, the comments from students could be more in - depth. I will guide students to give more specific and constructive feedback, such as not only pointing out mistakes but also suggesting how to correct them. This will help students learn from each other more effectively. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$