Unit 8 Follow your interests 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 8 Follow your interests-Section 1 Experiencing and understanding language-Listening This listening section in Unit 8 “Follow your interests” of the 2024 Shanghai Education Edition for Grade 7 focuses on the topic of turning interests into careers. Students will listen to a monologue by Linda, who shares her journey from a boring office job to becoming a sailing teacher. Through this listening material, students are expected to not only improve their listening skills but also gain insights into how one can follow their interests and make career changes. The content is rich in vocabulary related to hobbies, work, and the process of career transformation, providing students with valuable language input and real - life examples. 教学目标 Students will be able to master key vocabulary such as “sail” /seɪl/ (v. 驾驶或乘坐帆船航行), “boring” /ˈbɔːrɪŋ/ (adj. 无聊的), “training course” (培训课程), and understand other relevant words and phrases used in the context of hobbies and careers. Students will understand the usage of sentence patterns like “used to do sth.” and be able to identify and use them correctly in the listening context. 教学重难点 A. Key Points Vocabulary: Ensure students can understand and use the vocabulary related to hobbies and career changes accurately. Teachers can use word - cards, pictures, and real - life examples to help students memorize these words. Listening Skills: Train students to effectively predict the content before listening, listen for key information such as who, what, when, where, why, and how, and make correct judgments based on the listening materials. Teachers can guide students to practice these skills through step - by - step listening exercises. Understanding of the Text: Help students fully understand Linda's story, including her initial job, her dissatisfaction, her hobby, and the process of becoming a sailing teacher. Teachers can design various questions to check students' comprehension. B. Difficult Points Listening Comprehension: Some students may have difficulty catching all the key information due to the speed of the recording or the complexity of the content. Teachers can play the recording multiple times, provide necessary pauses, and use visual aids to help students better understand. Oral Expression: After listening, students may find it challenging to organize their thoughts and express their opinions about hobbies and career choices clearly and fluently. Teachers can provide sentence starters, model conversations, and encourage group discussions to build students' confidence in speaking. Vocabulary Hobbies - related: “sail” /seɪl/v. 驾驶或乘坐帆船航行；“hobby” /ˈhɒbi/n. 爱好 Job - related: “office” /ˈɒfɪs/n. 办公室；“teacher” /ˈtiːtʃə(r)/n. 教师；“training course” 培训课程 Feelings - related: “boring” /ˈbɔːrɪŋ/adj. 无聊的；“interesting” /ˈɪntrəstɪŋ/adj. 有趣的；“satisfied” /ˈsætɪsfaɪd/adj. 满意的 Sentence Patterns “used to do sth.” 表示过去常常做某事。For example, “Linda used to work in an office.” “be able to do sth.” 能够做某事。For example, “Linda is able to turn her interest into a career.” “think of sth. as...” 把某事看作……。For example, “She thinks of sailing as the best job for her.” 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show students some pictures of different hobbies, such as painting, dancing, reading, and playing sports. Ask them to quickly name the hobbies they see. T: “Boys and girls, look at these pictures. What hobbies can you see? Raise your hands and tell me.” Ss: “Painting! Dancing!...” Then, select one or two students to talk about their own hobbies briefly. T: “Now, can anyone share your own hobby with us? What do you like to do in your free time?” S1: “I like reading books. I think it's very interesting.” T: “Great! Thank you for sharing.” B. Pre - listening (10 minutes) Present a picture of a person sailing on the sea. T: “Look at this picture. What is the person doing?” Ss: “Sailing.” Teach the new word “sail” /seɪl/ and let students repeat it several times. Explain its meaning and pronunciation. Introduce the listening task: T: “Today, we are going to listen to a girl named Linda talking about her hobby and her career. Before listening, let's predict what she might talk about. Look at the picture again and discuss with your partner. What do you think Linda's hobby is? And what kind of career might she have?” Give students 2 - 3 minutes to discuss in pairs. Then, invite some pairs to share their predictions. Pair 1: “We think her hobby is sailing, and maybe she is a sailor.” T: “Good prediction. Let's listen and see if you are right.” C. While - listening (15 minutes) First Listening Play the recording of Linda's talk for the first time. Ask students to listen carefully and answer two general questions: What was Linda's first job? What is Linda's job now? After playing the recording, ask students to raise their hands to answer the questions. T: “OK, class. Who can tell me what Linda's first job was?” S2: “She got a job in an office.” T: “Right. And what is her job now?” S3: “She is a sailing teacher.” Second Listening Play the recording again. This time, ask students to listen more carefully and decide whether the following statements are true (T) or false (F). They need to correct the false ones. Linda's family lived next to the sea. Linda learned how to sail from her sister. When Linda worked in the office, she went sailing every day. Linda took a training course before she became a sailing teacher. Linda loves her job as a sailing teacher. After listening, give students a few minutes to think and make their judgments. Then, check the answers together. T: “Let's check the answers one by one. For the first statement, is it true or false?” Ss: “False. It was her father who taught her to sail, not her sister.” Go through each statement in the same way, guiding students to correct the false statements based on the listening content. D. Post - listening (10 minutes) Group Discussion Divide the students into groups of 4 - 5. Ask them to discuss the question: “Why do you think Linda was able to turn her interest into a career?” Provide some sentence starters for students to help them organize their thoughts, such as “I think one reason is that...” “Another reason might be...” Give students 5 - 6 minutes to discuss in groups. Walk around the classroom, listen to their discussions, and offer necessary guidance. Then, invite some groups to share their ideas with the whole class. Group 1: “We think one reason is that Linda had a strong passion for sailing. She loved it very much. Another reason is that she was brave enough to make a change. She wasn't satisfied with her boring office job.” T: “Very good. Thank you for sharing your thoughts.” Oral Presentation Ask each student to think about their own hobbies and whether they would like to turn them into future careers. Give them 2 - 3 minutes to prepare a short oral presentation. Then, randomly select 3 - 4 students to stand up and share their ideas in front of the class. S4: “My hobby is painting. I really love it. I hope I can turn it into a career in the future, maybe become a painter. Because I enjoy expressing my feelings through painting, and I think I can make a living by selling my paintings.” T: “Well done. You have a clear goal.” E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students, including the new vocabulary, sentence patterns, and the main idea of Linda's story. T: “Today, we learned some new words like ‘sail’, ‘boring’, and ‘training course’. We also learned the sentence pattern ‘used to do sth.’. And we listened to Linda's story about how she turned her interest in sailing into a career. Remember, following our interests can lead us to a more fulfilling life.” Homework Ask students to write a short passage about their hobbies and their career dreams. They should use at least 5 new words and 2 sentence patterns learned in this class. Encourage students to share their passages with their parents or friends in English. 教学反思 In the warming - up stage, the use of pictures of various hobbies effectively engaged students' attention and activated their prior knowledge. However, more students could have been given the opportunity to share their hobbies to make the activity more inclusive. During the pre - listening prediction, most students actively participated and made reasonable guesses. But for some less - confident students, more guidance and encouragement could be provided to make them more involved in the discussion. In the while - listening part, the two - step listening approach was quite effective. The first listening for general information and the second for details helped students gradually understand the content. However, for students with weak listening skills, playing the recording one more time or providing more detailed pre - listening questions might be beneficial. The post - listening group discussion and oral presentation allowed students to express their own opinions, which achieved the goal of promoting students' oral expression. But some students still had difficulty in using the learned vocabulary and sentence patterns fluently. In future classes, more speaking practice and model sentences can be provided. The overall teaching process achieved the teaching objectives, but continuous improvement is needed to better meet the needs of different students and enhance the effectiveness of English listening teaching. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$