Unit 3 Trees and us-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

该初中英语教学设计聚焦树保护词汇及现在进行时运用，通过图片对比美丽森林与砍伐场景导入，激发兴趣。借助词汇呈现、小组头脑风暴搭建学习支架，衔接模型对话与角色扮演，梳理语言运用脉络。 特色为情境化任务与核心素养融合，图片导入激活环保情感（文化意识），小组讨论与角色扮演（思维品质），模型对话示范语法运用（语言能力）。如“用双面纸”“组织植树活动”的对话创作，提升口语与环保意识，结构清晰易操作，助力教师高效教学。

Unit 3 Trees and us-Section 3 Expressing and communicating ideas-Speaking This speaking section in Unit 3 of the 2024 Shanghai Education Edition for Grade 7 focuses on trees and our relationship with them. Students are guided to utilize the knowledge they have learned in this unit to discuss ways to protect trees through group discussions. It aims to improve students' oral English skills, especially in expressing their views on environmental protection - related topics. By engaging in such activities, students can not only enhance their language proficiency but also raise their awareness of environmental protection. 教学目标 Students should be able to master new vocabulary related to tree protection, such as "recycle", "reduce", "plant more trees", etc., and correctly understand and use them in context. Enable students to use the present continuous tense accurately to describe actions related to tree protection that are happening at the moment, for example, "We are planting trees to make our city more beautiful." 教学重难点 The key vocabulary and phrases related to tree protection methods should be firmly grasped by students. They should be able to use these words and phrases to express their ideas freely. Students must master the correct usage of the present continuous tense in the context of discussing tree - protection activities. They need to be able to form sentences correctly and use this tense to describe ongoing actions. 1 Vocabulary Words related to tree protection: recycle (v. 回收利用), reduce (v. 减少), reuse (v. 重复使用), plant (v. 种植), protect (v. 保护), cut down (砍伐), save (v. 拯救) Nouns related to trees: tree, leaf (pl. leaves), branch, root, forest 2 Grammar Present Continuous Tense: Form: am/is/are + verb - ing Usage: To describe an action that is happening at the moment of speaking. For example, "The workers are cutting down the old tree carefully." To describe an action that is in progress during a period of time around now. For example, "We are working hard to protect the forest this month." 教学过程 1 Lead - in (5 minutes) Teacher's activity: Show some pictures of beautiful forests, big trees, and also pictures of deforestation and environmental problems caused by the lack of trees on the PPT. Then ask students some questions like "What can you see in these pictures?", "How do you feel when you see the pictures of deforestation?" Student's activity: Observe the pictures carefully and answer the teacher's questions actively. Some students may say, "I can see many green trees in the first picture, and I feel very happy. But in the second picture, I feel sad because the forest is disappearing." Purpose: This activity can arouse students' interest in the topic of trees and make them realize the importance of protecting trees, thus leading to the theme of this speaking class - talking about ways to save trees. 2 Pre - speaking (10 minutes) Vocabulary presentation: Present the new vocabulary related to tree protection on the PPT one by one. Explain the meaning and usage of each word or phrase with examples. For example, when teaching "recycle", show a picture of recycling bins and say, "We can recycle waste paper, plastic bottles, and metal cans. Recycling can help save trees because less wood is needed to make new products." Group brainstorming: Divide students into groups of 4 - Give each group a piece of paper and ask them to brainstorm as many ways to protect trees as they can within 5 minutes. Encourage them to use the new words they just learned. Group report: Each group selects a representative to report their brainstorming results to the whole class. Write down the useful ways on the blackboard. For example, one group may report, "We think we can recycle paper, reduce the use of disposable chopsticks, and plant more trees in spring." 3 While - speaking (20 minutes) Model dialogue: Present a model dialogue on the PPT about two students discussing how to protect trees. The dialogue can be like this: A: Trees are very important to us. But now many trees are being cut down. What can we do to save them? B: I think we can start from small things. For example, we are using both sides of the paper now. A: Good idea! And we can also tell our parents not to buy furniture made of rare woods. B: Right. Maybe we can organize a tree - planting activity in our neighborhood this weekend. A: Sounds great! Let's do it. Read the dialogue with students several times, and then ask them to pay attention to the intonation, pronunciation, and the use of the present continuous tense. Group discussion: Students continue to discuss in their groups. They need to create their own dialogues about protecting trees, using the present continuous tense to describe some ongoing actions. Encourage them to be creative and use as many ways to protect trees as possible. Walk around the classroom, listen to their discussions, and offer help and guidance when necessary. Role - play: Each group performs their dialogues in front of the class. After each group finishes, other groups can ask questions or give comments. For example, after a group finishes, another student may ask, "Why do you think it's important to recycle plastic bags to save trees?" 4 Post - speaking (5 minutes) Summary: Summarize the key points of this speaking class with students, including the important vocabulary and phrases about tree protection, and the correct usage of the present continuous tense. Review the various ways to protect trees that students have discussed. Homework assignment: Ask students to write a short passage about how to protect trees at least 80 words. They need to use the present continuous tense and the vocabulary learned in this class. 5 Phonics (5 minutes) Review consonants: Briefly review the 28 consonants with students. Focus on some consonant clusters related to the words in this unit, such as /br/, /fr/, /kr/. Explain the pronunciation methods of these consonant clusters. For example, for /br/, tell students to pronounce /b/ first and then quickly slide to /r/. Practice pronunciation: Let students listen to the recording of words with these consonant clusters on the textbook page 43. Ask them to imitate the pronunciation and read the words aloud. Then, give them some sentences containing these words and ask them to read the sentences fluently and accurately, paying attention to the pronunciation of the consonant clusters. 教学反思 After this class, overall, students showed great enthusiasm in discussing ways to protect trees. Most students were able to master the new vocabulary and use the present continuous tense correctly in their dialogues. However, there were still some problems. Some students were a bit shy to express their ideas in front of the class during the group report and role - play. In the future, more opportunities should be provided for these students to practice speaking in a less - pressured environment. Also, during the group discussion, some groups' discussions were not deep enough. Next time, more guiding questions can be given to help students think more comprehensively. Regarding the phonics part, some students still had difficulty in pronouncing certain consonant clusters accurately. More individual guidance and additional practice materials could be prepared for them. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$