Unit 8 Our Blue Planet Preparing for the Topic Listening & Speaking 教学设计 2024-2025学年仁爱科普版（2024）七年级英语下册

Unit 8 Our Blue Planet-Preparing for the Topic-Listening & Speaking This part is mainly about listening and speaking activities related to water resources. It starts with the learning of vocabulary about waterscapes. Students will match the names, introductions and pictures of typical rivers and water resources at home and abroad, which quickly leads to the unit theme and brings students into the world of water. Then, through a combination of listening, reading and speaking, students will replace the context according to the examples to introduce the characteristics of relevant water resources, focusing on presenting the basic vocabulary and target language related to them. Next, in the listening activity, students will learn about the characteristics of typical rivers and water resources in China, and deeply feel the characteristics and cultural heritage of the great rivers and mountains of the motherland. Finally, students are guided to use the learned vocabulary and sentence patterns to creatively introduce other famous waters in China. There are 3 activities in this part. 教学目标 With the help of multi-modal resources, students can identify and understand the basic characteristics of typical rivers and water resources at home and abroad. In the listening and speaking activities, students can sort out key information and form structured knowledge. In the created context, students can use the learned knowledge to introduce other water resources in China and feel the characteristics of the great rivers and mountains of the motherland. 教学重难点 A. Key Points Learn and master new words and expressions about waterscapes, such as “the Pacific Ocean”, “Niagara Falls”, “the Nile River”, “Lake Baikal”, “the Bohai Sea”, “waterfall”, “inland”, “freshwater” etc. Master useful sentence patterns for describing waterscapes, like “It runs through...”, “It is... kilometers long”, “It is... meters wide/high”. Be able to talk about the characteristics of waterscapes through listening, speaking and imitation. B. Difficult Points Make students use the learned words and sentence patterns flexibly in real communication. Improve students' listening ability, especially the ability to capture key information accurately. Cultivate students' creativity and critical thinking when introducing waterscapes. A. New Words Waterscape names: the Pacific Ocean (太平洋), Niagara Falls (尼亚加拉瀑布), the Nile River (尼罗河), Lake Baikal (贝加尔湖), the Bohai Sea (渤海), waterfall (瀑布), inland (内陆的), freshwater (淡水的) Descriptive words: long, wide, high, large, deep, old B. Key Sentence Patterns It runs through... 它流经…… It is... kilometers long. 它有…… 千米长。 It is... meters wide/high. 它有…… 米宽 / 高。 教学过程 A. Lead - in (5 minutes) Show students some pictures on Page 21 and play some short videos about other famous waterscapes in the world, such as the Amazon River, the Yangtze River, etc. Ask students to answer the following questions: What are they? What do you know about them? Design intention: Use multi - modal resources to introduce the theme, activate students' prior knowledge, and pave the way for the following learning. B. Pre - listening (10 minutes) Activity 1 - A Let students match the places (a - e) with the pictures on Page 21. The places include “the Pacific Ocean”, “Niagara Falls”, “the Nile River”, “Lake Baikal” and “the Bohai Sea”. Check the answers together. Activity 1 - B Ask students to read the descriptions in Activity 1 - B and choose the correct places in Activity 1 - A. The descriptions are as follows: It is a 99 - meter - high waterfall in North America. It is 6,671 kilometers long. It runs through eastern Africa. It’s an old freshwater lake on the earth. It is over 25 million years old. It is an inland sea in the north - east of China. It is very large and deep. It is one of the four oceans on the earth. Have a discussion: How do you get the answers? What else do you know about these places? Activity 1 - C (Part 1) Guide students to use the sentence patterns in Activity 1 - B “It runs through.../It is... kilometers long/It is... meters wide/high.” to describe the other waterscapes they know. For example, if a student knows about the Mississippi River, he/she can say “The Mississippi River runs through the central part of the United States. It is about 3,734 kilometers long.” Design intention: Through matching and reading activities, consolidate students' understanding of the names and characteristics of typical rivers and water resources in the world, and guide students to learn and correctly use target languages in the context, laying a foundation for the listening activity. C. Listening & Speaking (15 minutes) Activity 1 - C (Part 2) Let students listen and repeat the conversation in Activity 1 - C. Kangkang, what do you know about the Nile River? It runs through eastern Africa. How long is it? It’s 6,671 kilometers long. Then, ask students to work in pairs to practice the conversation. After that, let students replace the parts in bold and practice with their partners. For example, they can change “the Nile River” to “the Yangtze River” and have a new conversation. Invite some pairs to share their conversations in class. Activity 2 Show students the table in Activity 2. Let them predict the important information in the table, such as the name of the river, its length, width and its status in China. Play the recording for students to listen and complete the table. Play the recording again. Let students follow and imitate the pronunciation of the numbers and the intonation. Pay attention to the pronunciation of numbers above one thousand, such as “6,671” should be pronounced as “six thousand six hundred and seventy - one”. Design intention: Through listening, reading and speaking activities, guide students to obtain key information in the corpus, internalize the language in the process of following the reading, and lay a foundation for subsequent language output. D. Post - listening (10 minutes) Activity 3 Let students look at the picture in Activity 3 and have a free talk about Huangguoshu Waterfall. Encourage them to use the expressions in the box, such as “in Guizhou, China”, “about 100 meters wide”, “about 80 meters high”. Then, ask students to work in pairs. Use the given expressions in Activity 3 and make a conversation with their partners. Group Work Divide students into groups. Provide them with some pictures, videos and key words about other famous waterscapes in China, such as the Yellow River, the West Lake, etc. Let students talk about these waterscapes in groups, using the learned vocabulary and sentence patterns. Each group chooses a representative to report their discussion results to the class. Design intention: In the transferred context, use the learned language to creatively introduce more well - known water resources in China, improve students' innovative thinking and expression ability, cultivate vocabulary application and situational communication ability, and deeply feel the characteristics of the great rivers and mountains of the motherland. E. Summary (3 minutes) Summarize the new words and sentence patterns learned in this class, such as the names of waterscapes and the ways to describe their characteristics. Review the key points of listening, such as how to catch key information like numbers and locations. Emphasize the importance of using English to communicate about real - life topics, like introducing waterscapes. F. Homework (2 minutes) Ask students to make a short passage about their favorite waterscape in China, using at least 5 sentences they learned in this class. Let students collect more information about water resources around the world and be ready to share in the next class. 教学反思 Positive aspects The use of multi - modal resources, such as pictures and videos, in the lead - in part successfully attracted students' attention and activated their prior knowledge, making it easier for them to enter the learning state. The step - by - step design of pre - listening, listening & speaking and post - listening activities provided students with a clear learning path. From vocabulary learning to sentence pattern practice, and then to comprehensive speaking and group discussion, students' language skills were gradually improved. The group work in the post - listening part promoted students' cooperation and communication skills. They actively shared their ideas and learned from each other, which enhanced their confidence in using English to express themselves. Areas for improvement In the listening activity, some students still had difficulty in catching the numbers accurately. In the future, more targeted listening exercises about numbers can be designed, such as special training on the pronunciation and recognition of large numbers. Although most students participated actively in the speaking activities, there were still a few students who were relatively passive. More encouragement and individual guidance should be given to these students in the next class to make them more involved in class activities. The time control in the group work part can be optimized. Some groups needed more time to fully discuss and report, while others finished earlier. In the future, a more flexible time arrangement can be made according to the actual situation of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$