Unit 5 Water is life-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 5 Water is life-Section 1 Experiencing and understanding language-Listening This listening lesson is from Unit 5 "Water is life" of the 2024 Shanghai Education Press English textbook for Grade 7. The listening material is a podcast, in which the host clearly and understandably introduces the distribution of water resources on Earth, the importance of water for human life activities, and practical ways to save water in daily life. The content is presented in a logical and progressive manner, first showing the scarcity of fresh water resources through data, then elaborating on the importance of water in the human body and daily life, and finally providing specific water - saving methods. 教学目标 Students will be able to acquire key data and core ideas related to water resources through listening, such as the percentage of water on Earth's surface, the proportion of salt water, fresh water, and drinkable water. Students will master vocabulary related to water resources, such as "salt water", "fresh water", "drinking water", "brain", "tap", etc., and number - description expressions like "70%", "a few days", "2 to 3 litres". Students will learn sentence patterns for giving suggestions, such as "It’s better to...", "Remember to...". 教学重难点 1. Key Points Enable students to accurately obtain key information about water resources distribution, importance, and water - saving methods from the listening material. Guide students to master relevant vocabulary, number - description expressions, and sentence patterns for giving suggestions. Help students understand the significance of the data presented in the listening material. 2. Difficult Points Train students to quickly and accurately capture specific data, such as percentages and specific numerical values, during listening. Guide students to think deeply about the water crisis and actively explore more effective water - saving measures based on the information in the listening material. Cultivate students' ability to express their views on water - related topics clearly and fluently in English. 1. Vocabulary Water - related substances: salt water (咸水), fresh water (淡水), drinking water (饮用水) Body part: brain (大脑) Daily items: tap (水龙头), bath (洗澡;洗浴) 2. Expressions of Quantity Percentages: 70% (seventy percent), 97% (ninety - seven percent), 3% (three percent), 0.5% (zero point five percent) General quantity expressions: a few days (几天), 2 to 3 litres (两到三升), over a hundred litres (超过一百升) 3. Sentence Patterns For giving suggestions: It’s better to have a quick shower. (最好快速洗个淋浴。) Remember to turn off the tap when you brush your teeth. (刷牙时记得关上水龙头。) 教学过程 1. Lead - in (5 minutes) Show students some pictures related to water, such as the vast ocean, flowing rivers, and people using water in daily life. Then ask students some simple questions, like "Where can we see water in our daily life?" "What do we use water for?" to arouse students' interest in the topic of water. Encourage several students to share their answers with the class. 2. Pre - listening (5 minutes) Introduce the concept of a podcast to students briefly. Let them know that they will listen to a podcast about water today. Show students some key words and phrases on the blackboard or PPT, such as "water on Earth", "water in the human body", "ways to save water". Ask students to predict what the podcast might be about based on these key words. Divide students into small groups of 3 - 4 to discuss their predictions. Then invite some groups to report their predictions to the whole class. 3. While - listening (20 minutes) First listening: Play the podcast for the first time. Instruct students to listen carefully and write down the topics mentioned in it. After listening, ask students to share the topics they wrote down. The main topics should include "The water on Earth", "The water in the human body", "Ways to save water". Second listening: Play the podcast again. This time, ask students to complete the notes according to the information they hear. The notes can include the following blanks: About _% of the Earth’s surface is water. However, about _% of the water on Earth is salt water. Only about _% of the water on our planet is fresh water, and about _% can be used as drinking water. Most of the human body is water: around _% in an average adult man. About _% of the brain is water. People can live for a few days without water. Human beings need around _ to _ litres of water per day. There are many ways to save water. Having a bath can waste a lot of water, so it’s better to have a _ shower. Remember to _ the tap when you brush your teeth. That way, you can save over _ litres of water in a week! Check the answers with the students. Explain any difficult points or misunderstandings. 4. Post - listening (10 minutes) Group discussion: Divide students into groups again. Let them discuss the following questions based on the listening content: Why is it important to save water? What other ways can we think of to save water in our daily life? Walk around the classroom to monitor the group discussions and offer help if necessary. After the discussion, invite some groups to share their ideas with the whole class. Role - play: Set a scenario: Suppose one student is a water conservation ambassador, and the other students are ordinary people with some bad water - using habits. The ambassador needs to use the knowledge learned from the podcast to persuade the others to save water. Let students perform the role - play in groups. Then choose some groups to show their performances in front of the class. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this lesson with the students, including the distribution of water resources on Earth, the importance of water in the human body, and water - saving methods. Emphasize the significance of saving water and protecting water resources. Homework: Ask students to write a short passage about how to save water at home, using at least three water - saving methods mentioned in the class or thought of during the discussion. Encourage students to actually practice water - saving actions at home and record how much water they have saved in a week. 教学反思 After this lesson, generally, students showed a high level of interest in the topic of water, which was reflected in their active participation in class discussions and role - plays. Through pre - listening prediction, while - listening note - taking, and post - listening discussion and role - play, most students were able to achieve the teaching objectives, that is, they could understand the content of the podcast, master relevant vocabulary and sentence patterns, and express their views on water - saving. However, there are still some areas for improvement. In the while - listening part, some students had difficulty in quickly writing down the data, indicating that they need more practice in listening for specific information and taking notes simultaneously. In the future, more targeted training on this aspect can be carried out, such as providing more short listening materials with a focus on data for students to practice. During the group discussion, although most students actively participated, a few students were relatively passive. In the following classes, more attention should be paid to these students to encourage their full participation, for example, by giving them more guidance and easier - to - answer questions at the beginning of the discussion. Overall, this lesson laid a good foundation for students to further understand the importance of water resources and take practical actions to save water. But continuous improvement and adjustment of teaching methods are needed to better meet the learning needs of all students. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$