Unit 4 Honesty-B A way out (Speaking)教学设计 2024-2025学年沪教版（五四学制）英语七年级下册

Unit 4 Honesty-B A way out (Speaking) This speaking lesson is from Unit 4 "Honesty - A way out" of the 2024 Shanghai Education Edition (Five - Four System) for Grade 7. The theme of honesty is explored through speaking activities. Students will be engaged in various speaking tasks related to situations where honesty is crucial. They will learn to describe events, express their opinions on honesty, and discuss solutions to problems while maintaining honesty. The lesson aims to not only improve students' speaking skills but also cultivate their awareness of the importance of honesty in daily life. 教学目标 By the end of the lesson, students should be able to use relevant vocabulary and phrases related to honesty, such as "honest", "dishonest", "tell the truth", "lie", "cheat", "admit", etc. accurately in speaking. Students will be able to construct grammatically correct sentences to describe experiences, opinions, and suggestions regarding honesty. For example, they can use simple past tense to talk about past events related to honesty, and use modal verbs like "should", "ought to" to express opinions and advice. Students are expected to master common sentence patterns for asking for and giving opinions, such as "What do you think of...?", "In my opinion,...", "I think we should...". 教学重难点 1 Key Points Mastery of vocabulary and sentence patterns related to the theme of honesty. Enable students to express their opinions and experiences about honesty fluently and accurately in English. 2 Difficult Points Guide students to think deeply about the importance of honesty and be able to use English to discuss and analyze some complex situations involving honesty. Help students overcome their shyness and fear of making mistakes, and actively participate in speaking activities. 1 Vocabulary Nouns: honesty, truth, lie, cheat, admission Adjectives: honest, dishonest Verbs: tell (the truth), lie, cheat, admit, trust 2 Sentence Patterns Asking for opinions: What do you think of honesty? How do you feel about telling lies? Giving opinions: In my opinion, honesty is the best policy. I think we should always be honest. From my perspective, lying will only lead to more problems. Describing experiences: Once, I faced a situation where I had to choose between being honest and getting into trouble. I remember when I was in primary school, I saw my classmate cheating in an exam. Expressing advice: If you make a mistake, you should admit it bravely. You ought to tell the truth to your parents. 教学过程 1 Warming - up (5 minutes) Greet the students as usual. Then, show a short video clip about an honest person's story on the multimedia. The video can be a simple animated story or a real - life example. After watching the video, ask some simple questions to arouse students' interest, such as "What happened in the video?", "How do you feel about the person in the video?". Expected effect: The video can quickly attract students' attention and lead them into the theme of honesty. The simple questions can make students start to think about the topic and get them ready for the following learning. 2 Pre - speaking (10 minutes) Vocabulary presentation: Write the key vocabulary related to honesty on the blackboard, such as "honest", "dishonest", "tell the truth", "lie", "cheat", "admit". Explain the meanings and usage of these words with examples. For example, for "cheat", you can say "Some students cheat in exams by looking at their notes. This is a very dishonest behavior." Let students read the words aloud several times to ensure they can pronounce them correctly. Brainstorming: Divide the students into small groups of 4 - Give each group a piece of paper. Ask them to brainstorm and write down as many situations as possible where honesty is important. For example, in exams, when making friends, when dealing with money, etc. Walk around the classroom, monitor the groups' discussions, and offer help if necessary. After 5 minutes, ask each group to share one or two of their ideas. Write the ideas on the blackboard. Expected effect: Through vocabulary presentation, students can have a basic understanding of the key words they will use in the speaking activities. The brainstorming activity can stimulate students' thinking and make them recall relevant situations in their lives, laying a foundation for the subsequent speaking tasks. 3 While - speaking (20 minutes) Pair work - sharing experiences: Ask students to form pairs. Each student in the pair needs to share an experience related to honesty with their partner. It can be a personal experience, or an experience they heard from others. For example, "Once, I found a wallet on the street. I waited for the owner for a long time and finally returned it to him. I felt very proud of myself." While one student is speaking, the other should listen carefully and take notes. After both students in the pair have finished sharing, they can ask each other some questions, such as "How did you feel at that time?", "What would you do if you met the same situation again?". Walk around the classroom to check students' progress and offer language support if needed. Group discussion - problem - solving: After the pair work, re - group the students into groups of 6 - 8. Present some situations involving honesty problems to each group. For example, "Your friend wants you to help him cheat in the upcoming English test. What should you do?" or "You broke your neighbor's window by accident. Your parents are not at home. What is the best way to deal with this situation?". Each group should discuss the problem, come up with solutions, and choose a representative to report their discussion results to the whole class. During the group discussion, encourage students to use the vocabulary and sentence patterns they learned before, and to express their opinions clearly. Expected effect: In pair work, students can practice speaking in a relatively relaxed environment and learn from each other's experiences. The group discussion can further improve students' communication skills and their ability to think critically and solve problems. By reporting the results, students' speaking confidence can also be enhanced. 4 Post - speaking (10 minutes) Role - playing: Select two or three groups to do role - playing based on the situations they discussed in the previous group discussion. For example, one group can act out the situation of a student persuading his friend not to cheat in the test. The rest of the students watch the role - playing carefully. After the performance, ask the audience to give feedback, such as "What do you think of their performance?", "Do you think their solution is good? Why or why not?". Summary and homework assignment: Summarize the key points of this lesson, including the important vocabulary, sentence patterns, and the main ideas about honesty. Then, assign homework to the students. The homework can be to write a short passage about an unforgettable experience related to honesty, with at least 80 words. They need to use at least 5 of the key words and 3 of the sentence patterns learned in this lesson. Expected effect: The role - playing can make the learning atmosphere more active and help students better understand and apply what they have learned. The summary can help students review and consolidate the knowledge. The homework assignment can further strengthen students' writing and language - using ability, and also deepen their understanding of the theme of honesty. 教学反思 Positive aspects: The use of multimedia resources, such as the video clip in the warming - up stage, effectively attracted students' attention and quickly introduced the theme. The students showed great interest at the beginning of the class. The group work and pair work provided students with sufficient opportunities to practice speaking. Most students actively participated in the discussions and shared their ideas, which improved their communicative skills. The role - playing activity at the end of the class was very popular among students. It not only made the class more interesting but also allowed students to use English in a more vivid way. Areas for improvement: Some students still seemed a bit shy and reluctant to speak in front of the whole class, especially during the reporting of group discussion results. In future lessons, more encouragement and individual guidance should be given to these students to help them overcome their fear. During the group discussion, although most groups could reach a conclusion, the time management could be improved. Some groups spent too much time on unimportant details, which affected the overall progress. In the next class, more specific time limits and guidance on how to conduct efficient discussions should be given. When correcting students' language mistakes during speaking, it might be better to use a more implicit way. Sometimes, directly pointing out mistakes might make students feel embarrassed and reduce their enthusiasm for speaking. Instead, repeating the correct sentence or giving a hint can be more appropriate. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$