Unit 1 Trying new things-B Just do it (Speaking) 教学设计 2025-2026学年沪教版（五四制）英语七年级上册

Unit 1 Trying new things-B Just do it (Speaking) This speaking lesson in Unit 1 “Trying new things” of the 7th - grade English textbook (Shanghai Education Edition, 2024, 5 - 4 system) focuses on encouraging students to talk about trying new things. It provides various real - life scenarios related to new experiences, such as participating in crazy festivals around the world. Through listening to dialogues, role - playing, and group discussions, students will be exposed to relevant vocabulary, sentence patterns, and expressions for expressing opinions, asking questions, and sharing experiences. The content aims to not only improve students' oral English skills but also cultivate their positive attitude towards trying new things and exploring the world. 教学目标 Students will be able to master key vocabulary and phrases related to trying new things, such as “crazy festival”, “participate in”, “be interested in”, “give it a try” etc. Students will learn and be able to use common sentence patterns for expressing opinions and asking questions, like “What do you think of...?”, “Why not...?”, “I think it would be fun to...” 教学重难点 1 Key Points The usage of key vocabulary and phrases in context. For example, how to correctly use “participate in” in different sentences like “I participated in a singing competition last week.” Mastery of sentence patterns for expressing opinions and suggestions, and being able to use them flexibly in conversations. Such as using “What do you think of going camping this weekend?” to ask for others' opinions. 2 Difficult Points Helping students overcome their shyness and fear of making mistakes when speaking English, and getting them to actively participate in speaking activities. Guiding students to express their unique experiences and opinions in detail and with vivid descriptions, rather than just making simple statements. For instance, when sharing a new experience, students should be able to say more than just “I tried skiing. It was fun.” but also describe how they felt during the process, what difficulties they faced, etc. 1 Vocabulary Nouns: festival, participant, experience, adventure, obstacle Verbs: try, participate, consider, encourage, challenge Phrases: crazy festival, take part in, be interested in, give it a try, have a go at, step out of one's comfort zone 2 Sentence Patterns Expressing opinions: What do you think of...? In my opinion,... I think/believe that... Making suggestions: Why not...? How about...? You should/could... Asking questions about experiences: Have you ever...? What was it like when you...? 教学过程 1 Warming - up (5 minutes) Greet the students and show them some pictures of extreme sports like bungee jumping, skydiving, and rock climbing on the PPT. Then ask them: “Do you think these are exciting activities? Have you ever tried any of them?” Encourage several students to share their thoughts briefly. This activity aims to arouse students' interest in the topic of trying new things and create a relaxed classroom atmosphere. 2 Lead - in (5 minutes) Present some pictures of crazy festivals around the world on the screen, such as the Tomato Festival in Spain and the Mud Festival in some Asian countries. While showing the pictures, briefly introduce these festivals in simple English: “Look at these pictures. This is the Tomato Festival in Spain. People throw tomatoes at each other. It's really crazy! And this is the Mud Festival. People play in the mud. How interesting!” Then ask students: “Have you heard of any other crazy festivals? Do you want to participate in such festivals?” Let students discuss in pairs for about 1 minute and then invite some pairs to share their ideas. This step helps to lead students to the main content of the class - talking about trying new things in the form of festivals. 3 Presentation (10 minutes) Play a short dialogue recording about two friends talking about a crazy festival they want to participate in. The dialogue contains the key vocabulary and sentence patterns. For example: A: What do you think of the Water - Splashing Festival in Thailand? B: I think it's really interesting. People splash water on each other to celebrate the New Year. A: Yeah, I've always been interested in it. Why not go there next year? B: Sounds great! I heard it's a lot of fun. After playing the recording once, play it again sentence by sentence. Pause at each sentence and explain the key words and sentence patterns. Write them on the blackboard, such as “What do you think of...?”, “be interested in”, “Why not...?” Ask students to repeat each sentence after the recording to practice pronunciation and intonation. Then, show some more examples of using these key words and sentence patterns on the PPT and let students read them aloud. For example: What do you think of the idea of traveling alone? I'm interested in learning a new musical instrument. Why not start with the guitar? 4 Practice (15 minutes) Pair Work: Divide the students into pairs. Give each pair a set of cards. On each card, there is a description of a new experience, such as “participating in a food - eating contest”, “learning to ride a unicycle”, “going on a ghost tour”. One student in the pair picks a card and starts a conversation with the other student using the sentence patterns they just learned. For example, if a student picks the card “participating in a food - eating contest”, the conversation could be: A: What do you think of participating in a food - eating contest? B: I think it would be a crazy experience. But I'm a little worried about eating too much. What about you? A: I think it would be fun. Why not give it a try? Maybe we can win a prize. Walk around the classroom to monitor the pairs' conversations, offer help and correct mistakes if necessary. After about 5 minutes, ask several pairs to come to the front of the class and act out their conversations for the whole class. Group Discussion: Divide the class into groups of four. Give each group a topic related to trying new things, such as “The most interesting new thing you want to try in the coming summer vacation” or “If you could try any job for a day, what would it be and why?” Let the groups discuss for about 5 minutes. Each group member should express their opinions using the learned vocabulary and sentence patterns. Designate a group leader to summarize the group's discussion. Then, invite each group leader to report their group's discussion results to the class. 5 Production (10 minutes) Role - playing: Present a scenario on the PPT: A travel agency is promoting some special travel experiences, such as a trip to a remote island, a cultural - immersion tour in a foreign country, and a wildlife - watching adventure. Divide the students into groups of three. In each group, one student plays the role of a travel agent, and the other two students play customers. The travel agent should introduce these special travel experiences to the customers, and the customers should ask questions, express their opinions, and make decisions. For example: Travel agent: Good morning! We have some really exciting travel experiences for you. What do you think of a trip to a remote island? You can enjoy the beautiful beaches and unique local culture there. Customer 1: It sounds interesting. But is it safe? Travel agent: Absolutely! We have a professional team to ensure your safety. And you can have a chance to try some new water sports. Customer 2: I'm interested in the cultural - immersion tour. Can you tell me more about it? Let the groups prepare for about 3 minutes and then perform their role - plays in front of the class. After each group's performance, ask the other students to give some feedback, such as what they did well and what could be improved. 6 Summary and Homework (5 minutes) Summary: Summarize the key vocabulary, sentence patterns, and the main content of this class with the students. Ask students to recall what they have learned, such as important words about trying new things and how to express opinions and suggestions. Homework: Ask students to write a short passage (about 80 - 100 words) about a new thing they want to try in the future. They should use at least three key words and two sentence patterns learned in this class. Encourage students to share their writing with their parents or friends in English and listen to their opinions. 教学反思 After this class, I need to reflect on several aspects. Firstly, in terms of students' participation, most students were actively involved in the pair work and group discussion. However, a few shy students still didn't speak much. In the future, I should pay more attention to these students and create more opportunities for them to speak, such as asking them some easier questions first to build their confidence. Secondly, regarding the teaching content, the examples and activities were closely related to the topic, which helped students understand and practice the key vocabulary and sentence patterns. But some students still had difficulty using them flexibly in more complex situations. I might need to design more in - depth practice activities in the next class, for example, using longer and more complicated dialogues for imitation and adaptation. Thirdly, in the time management, the role - playing activity took a little longer than expected, which made the summary part a bit rushed. Next time, I should be more strict with the time limit for each activity to ensure a more balanced class structure. Overall, this class has achieved most of the teaching objectives, but there is still room for improvement to better meet the needs of all students and enhance the teaching effectiveness. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$