Unit 4 Fun in the Sun!-Preparing for the Topic-Listening & Speaking 教学设计2025-2026学年仁爱科普版英语七年级上册

Unit 4 Fun in the Sun!-Preparing for the Topic-Listening & Speaking This unit focuses on the theme of "Fun in the Sun," with this particular lesson, "Listening & Speaking," being the starting point. It aims to introduce students to vocabulary related to seasons, weather, and outdoor activities. Through a series of activities, including matching, listening exercises, and pair work, students will learn to describe the weather in different seasons and talk about their favorite seasonal activities. The content is presented in a way that not only enriches students' language knowledge but also encourages them to share their personal experiences and preferences, thus enhancing their communicative skills. 教学目标 Students will be able to master the vocabulary related to seasons (spring, summer, autumn, winter), weather (hot, cool, cold, warm, dry, sunny, snowy, rainy) and common outdoor activities (go hiking, have a picnic, make a snowman, go swimming). Students will learn the sentence patterns for asking about the weather in a certain season ("What's the weather like in...?") and expressing preferences for activities in different seasons ("What do you like doing in...? I like..."). Also, they will learn how to ask about one's favorite season and the reason ("Which season do you like best? Why? Because..."). 教学重难点 Key Points The vocabulary of seasons, weather, and outdoor activities. The sentence patterns for talking about weather, seasonal activities, and favorite seasons. Improving students' listening skills to extract key information about seasons, weather, and activities from dialogues. Difficult Points Using the learned sentence patterns fluently and accurately in real - life conversations to express personal ideas and preferences. Helping students understand and describe the relationship between seasons, weather, and activities comprehensively, especially in terms of logical reasoning. Vocabulary Seasons: spring /sprɪŋ/, summer /ˈsʌmə(r)/, autumn /ˈɔːtəm/, winter /ˈwɪntə(r)/ Weather: hot /hɒt/, cool /kuːl/, cold /kəʊld/, warm /wɔːm/, dry /draɪ/, sunny /ˈsʌni/, snowy /ˈsnəʊi/, rainy /ˈreɪni/ Activities: go hiking /ɡəʊ ˈhaɪkɪŋ/, have a picnic /hæv ə ˈpɪknɪk/, make a snowman /meɪk ə ˈsnəʊmæn/, go swimming /ɡəʊ ˈswɪmɪŋ/ Sentence Patterns Weather description: It's + adj. (e.g., It's hot. It's cool.) Asking about weather in a season: What's the weather like in + season? (e.g., What's the weather like in spring?) Answering about weather: It's + adj. (e.g., It's warm.) Asking about activities in a season: What do you like doing in + season? (e.g., What do you like doing in winter?) Answering about activities: I like + v - ing + other. (e.g., I like making a snowman with my friends.) Asking about favorite season: Which season do you like best? Answering about favorite season: (It's) + season name. / I like + season name + best. (e.g., I like summer best.) Asking for the reason: Why do/does + subject + like + sth./sb.? Answering with reason: Because... (e.g., Because I can go swimming in summer.) 教学过程 Lead - in (5 minutes) Greet the students and show them some pictures of different seasons on the PPT. For example, a picture of blooming flowers for spring, people swimming in a pool for summer, falling leaves for autumn, and a snow - covered landscape for winter. Ask students: "Boys and girls, look at these pictures. Can you tell me what seasons they are?" Encourage students to answer actively. Then start a simple conversation: "Do you like these seasons? Why or why not?" This can quickly draw students' attention and lead them into the topic of seasons. Presentation (10 minutes) Activity 1 A Present the pictures on Page 57 of the textbook on the PPT. Ask students to match the seasons with the pictures (1 - 4) and then connect each season with its suitable weather. For example, for spring, students should match it with a picture showing green grass and flowers, and then connect it with "warm". Walk around the classroom to check students' work and give necessary guidance. Activity 1 B Show the sentences in Activity 1 - B on the PPT: "My parents usually take us to go hiking on _________ weekends. It's very _________ today. My little brother is swimming now. It's snowing, but it's not very _________. Let's go and make a snowman. It's sunny and _________ today. Xiaoxiao's family is having a picnic in the park." Ask students to read the sentences and complete them with the words about weather learned in Activity 1 - A. After they finish, ask several students to read out their answers and check together. Activity 1 C Play the recording of the dialogue in Activity 1 - C: "A: What's the weather like in autumn? B: It's cool. A: What do you like doing in autumn? B: I like hiking with my family." Ask students to listen and repeat. Then, ask students to work in pairs. One student acts as A and the other acts as B. They practice the dialogue first, and then replace the parts in bold (the season and the activity) with other seasons and activities they have learned. For example, "A: What's the weather like in summer? B: It's hot. A: What do you like doing in summer? B: I like going swimming." Walk around the classroom to listen to their conversations and correct their pronunciation and grammar mistakes if there are any. Listening Practice (10 minutes) Activity 2 First, show the questions in Activity 2 on the PPT: "1. Which season does Miss Wang like best? A. Spring. B. Summer. C. Autumn. 2. Why does Miss Wang like that season? A. Because she likes the rain. B. Because the weather is nice. C. Because she can go swimming. 3. What's the weather like in Canada during the time? A. It is dry. B. It is hot. C. It is cool." Ask students to read the questions and predict the important information in the conversation. Then play the recording of Kangkang and Miss Wang's conversation. Students listen and choose the correct answers. Play the recording again. This time, ask students to listen carefully and follow and imitate the pronunciation and intonation. After that, ask some students to read the dialogue aloud to check their pronunciation. Group Work and Communication (15 minutes) Free Talk Start a conversation with students: "Now, class. I want to know which season you like best. Who can tell me?" Call on some students to answer the question and ask them to give reasons. For example, "I like spring best because the flowers are so beautiful and the weather is warm." Pair Work Ask students to work in pairs. They need to talk about their favorite seasons and activities with their partners. They should use the sentence patterns they have learned, such as "Which season do you like best? Why? What do you like doing in...?" Walk around the classroom to listen to their conversations. After a few minutes, ask some pairs to come to the front of the class and share their conversations with the whole class. Grouping Ask students to look for classmates who share the same favorite sport. Then set up groups. For example, students who like playing basketball can form a group named "Basketball Lovers". Each group should choose a leader to introduce their group members' common favorite sport and why they like it. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with students, including the vocabulary of seasons, weather, and activities, as well as the important sentence patterns. Write them on the blackboard if necessary. For example, review the words "spring, summer, autumn, winter, hot, cool, cold, warm" and the sentence patterns "What's the weather like in...? I like... best because...". Homework Ask students to write a short passage about their favorite season. They should describe the weather in that season and what they like doing. They need to use at least 5 sentences. Encourage students to talk with their family members about the seasons and activities they like in English at home. 教学反思 Positive Aspects The use of pictures in the lead - in part was effective in attracting students' attention and quickly getting them interested in the topic. Most students were actively involved in answering the questions about seasons. The step - by - step presentation of vocabulary, sentence patterns, and listening practice was in line with students' cognitive levels. Through various activities like matching, filling in the blanks, and pair work, students had multiple opportunities to practice and master the key knowledge. The group work and communication part provided a real - life context for students to use the learned language. They seemed to enjoy sharing their opinions with their classmates, which significantly improved their oral communication skills. Areas for Improvement In the listening practice, some students had difficulty in understanding the dialogue, especially when the speaker spoke a little fast. Next time, I can play the recording more slowly at first or divide the dialogue into smaller parts for students to listen to gradually. During the pair work and group work, a few students were a bit shy and did not participate actively. I should pay more attention to these students and encourage them to speak more. Maybe I can give them some easier tasks at the beginning to build up their confidence. The time management for the summary part could be better. I was a little rushed when going through the key points, and some students might not have fully grasped them. In future lessons, I will allocate more time for a detailed summary. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$