Unit 5 Love Mother Nature!-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 5 Love Mother Nature!-Preparing for the Topic-Listening & Speaking This unit focuses on the theme of "Love Mother Nature". The Listening & Speaking part in this unit aims to introduce students to different natural landscapes and their characteristics. It includes three main activities. Activity 1 starts with matching words of different landforms such as "sea", "desert", "rainforest", "mountain", "waterfall", and "grassland" with corresponding pictures. Then, students are required to describe the pictures using simple words, which helps them understand the basic features of these landscapes. After that, they need to read descriptions and write the corresponding landform words in the blanks. This activity not only helps students learn new vocabulary related to natural landscapes but also enables them to practice using descriptive sentences. Activity 2 is a listening activity. Students listen to a riddle described by Miss Wang and guess what kind of landform she is talking about, and then fill in the blanks. This activity reviews the knowledge learned in Activity 1 and improves students' listening comprehension ability. Activity 3 is a pair - work. Students use the vocabulary and sentence patterns learned in the previous activities to describe different landforms to their partners, and the partners guess the landforms according to the descriptions. This activity promotes students' communication skills and their ability to apply the learned knowledge in real - life situations. 教学目标 Students can correctly identify and pronounce new words related to natural landscapes, such as "desert", "rainforest", "mountain", etc. They are able to use simple sentences to describe the characteristics of different natural landscapes, for example, "It has little rain, so it’s very dry." (describing a desert), "It is hot and wet. It is home to many plants and animals." (describing a rainforest). Students can understand the main ideas and key information in the listening materials about natural landscapes. They can communicate with their partners about natural landscapes using the learned vocabulary and sentence patterns. 教学重难点 1. Key Points New vocabulary related to natural landscapes and their correct pronunciation. Sentence patterns for describing the characteristics of natural landscapes. Improving students' listening comprehension ability in the context of natural landscapes. Guiding students to use the learned language knowledge to communicate about natural landscapes. 2. Difficult Points Helping students accurately describe the complex characteristics of some natural landscapes, such as the unique ecological environment in a rainforest. Training students to think and express in English when communicating about natural landscapes, rather than just translating from Chinese. Improving students' listening ability to understand different accents and intonations in the listening materials. 1. New Words Desert: A large area of land that has very little water and very few plants growing on it. Rainforest: A thick forest in tropical areas where it rains a lot. Mountain: A very high hill, often with rocks near the top. Waterfall: A place where water falls down over a cliff or rocks. Grassland: A large area of land covered with grass. Sea: The large area of salt water that covers most of the earth's surface. 2. Sentence Patterns Describing dryness: It has little rain here, so it’s very dry. Describing a habitat: It is home to many plants and animals. Asking about a landform: What is a [landform name] like? Answering about a landform: It is [adjective] and [adjective]. 3. Grammar Points Countable and Uncountable Nouns: Students need to understand the difference between countable nouns (e.g., "mountain", "waterfall") and uncountable nouns (e.g., "water", "rain"). For uncountable nouns, we usually use "little" (with a negative meaning, indicating "almost none") and "a little" (with a positive meaning, indicating "some") to modify them. For example, "There is little water in the desert." 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some beautiful pictures of different natural landscapes on the PPT, such as the vast desert, the lush rainforest, the majestic mountain, the magnificent waterfall, the endless grassland, and the blue sea. While showing the pictures, ask students some simple questions like "What can you see in this picture?" "Do you like this place?" to arouse their interest in the topic. 2. Presentation (15 minutes) Vocabulary Teaching (7 minutes) Present the new words of different landforms one by one on the PPT, along with their pictures. For example, when showing the picture of a desert, say, "Look, this is a desert. D - E - S - E - R - T, desert. It is a very dry place with little rain." Read the word several times and ask students to repeat after you. Do the same for other words "rainforest", "mountain", "waterfall", "grassland", and "sea". Then, play a word - matching game. Show the pictures on one side of the PPT and the words on the other side, and ask students to come to the blackboard to match the pictures with the correct words. After that, check the answers together and give praise to the students who answer correctly. Sentence Pattern Teaching (8 minutes) Show the picture of a desert again and say, "Look at the desert. It has little rain here, so it’s very dry." Write this sentence on the blackboard and explain the key points. Point out that "little" is used to modify uncountable nouns like "rain" and has a negative meaning here. Then, show the picture of a rainforest and guide students to make a sentence following the pattern. Say, "Now, look at the rainforest. What can we say about it? It is hot and wet. And it is home to many plants and animals." Write this sentence on the blackboard as well and explain "be home to". Ask students to practice making sentences to describe the other landscapes in pairs. Walk around the classroom to monitor and offer help if necessary. Then, invite some pairs to share their sentences with the whole class. 3. Listening (10 minutes) Pre - listening (3 minutes) Tell students they are going to listen to a riddle. Show them some key words and phrases on the PPT, such as "grass", "trees", "animals", etc., and ask them to predict what kind of landform the riddle might be about. Explain the task: They need to listen carefully, guess what Miss Wang is describing, and fill in the blanks. While - listening (4 minutes) Play the recording of Activity 2 for the first time. Students just listen without writing. After the first listening, ask them if their predictions are correct. Play the recording again. This time, students listen and fill in the blanks. Post - listening (3 minutes) Check the answers together. Ask students to read the completed sentences aloud. Then, play the recording one more time for students to listen and imitate the pronunciation and intonation. 4. Practice (10 minutes) Pair - work (7 minutes) Divide students into pairs. Give each pair a set of cards with different landform names on one side and their characteristics on the other side. One student in the pair picks a card, looks at the landform name, and describes it to the partner using the learned sentence patterns without showing the card. The partner tries to guess the landform. Then, they switch roles. Walk around the classroom to monitor the pairs' activities. Encourage students to use English as much as possible and correct their mistakes in time. Group Reporting (3 minutes) Select several pairs to come to the front of the class and report their activities. One student in the pair describes the landform, and the other one explains how they guessed it. The rest of the class listens and gives feedback. 5. Summary and Homework (5 minutes) Summary (2 minutes) Review the new words and sentence patterns learned in this class with students. Ask students to recall the characteristics of different natural landscapes. Emphasize the importance of observing and protecting nature. Homework (3 minutes) Ask students to draw a picture of their favorite natural landscape and write at least three sentences to describe it. Tell students to prepare for the next class by looking for more information about natural landscapes. 教学反思 Positive Aspects The use of pictures in the warming - up and presentation stages effectively attracted students' attention and made it easier for them to understand new vocabulary and sentence patterns. Most students were actively involved in the word - matching game and sentence - making practice, which showed that they had a good understanding of the basic knowledge. The pair - work and group - reporting activities provided students with more opportunities to practice speaking English. Students were able to communicate with their partners relatively fluently, and their confidence in speaking English was enhanced. The listening activity was well - designed. The pre - listening prediction task helped students better understand the listening content, and the post - listening imitation improved their pronunciation and intonation. Areas for Improvement Some students still had difficulty in accurately using the sentence patterns to describe complex natural landscapes. In future classes, more practice and detailed explanations are needed. For example, when describing a rainforest, students might not be able to fully express the rich biodiversity. Teachers can provide more sample sentences and encourage students to observe and describe more details. During the pair - work and group - reporting activities, a few students were a bit shy and did not actively participate. In the future, more encouragement and individual guidance should be given to these students to make sure every student can benefit from the classroom activities. The time management in the pair - work activity could be improved. Some pairs did not have enough time to complete all the cards, so in the next class, the time allocation for each activity should be more precise. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$