Unit 12 Better Together 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 12 Better Together-Preparing for the Topic-Listening & Speaking This "Listening & Speaking" section of Unit 12 in the Ren'ai Science Edition (2024) English textbook for Grade 7 aims to introduce students to various group activities. It starts with six pictures presenting different scenarios such as school drama shows, dragon - boat races, tree planting, blackboard newspaper making, basketball matches, and spring picnics. Through a series of activities, students are guided to learn relevant vocabulary, expressions, and how to describe their experiences in group activities. There are three main activities. Activity 1 focuses on vocabulary learning through picture - matching and sentence - based selection. Activity 2 is a listening task where students learn more expressions related to group activities. Activity 3 encourages students to talk about their own school - based group activity experiences. 教学目标 Knowledge Objectives Students will be able to master the vocabulary and phrases related to group activities, such as "drama", "newspaper", "cheer", "shoot", "practice", "hole", "tree planting", "cheer sb. on", "tidy up", "take out", "put on", etc. Students will learn how to use simple past tense to describe past group activities. Ability Objectives Develop students' listening skills to identify key information about group activities in the listening materials. Improve students' speaking ability to communicate about their own group activity experiences in English. Cultivate students' ability to cooperate with their partners in pair - work and group - work. Emotional Objectives Enhance students' awareness of teamwork and understand the importance of cooperation in group activities. Encourage students to actively participate in group activities and build a positive attitude towards cooperation. 教学重难点 Key Points The vocabulary and phrases related to group activities and their correct usage. Using simple past tense to describe past actions in group activities. The ability to understand and express ideas about group activities through listening and speaking. Difficult Points How to help students accurately use the learned vocabulary and phrases to describe their group activity experiences in a logical and fluent way. Training students to extract key information quickly and accurately during the listening process. Encouraging students who are less confident to actively participate in speaking activities. Vocabulary Group Activity Nouns: drama (戏，剧), newspaper (报纸), dragon - boat race (龙舟赛), tree planting (植树), blackboard newspaper making (黑板报制作), basketball match (篮球比赛), spring picnic (春游) Action Verbs: cheer (为…… 加油), shoot (投球), practice (练习), dig (挖), water (浇水), row (划船), pass (传递), plan (计划), prepare (准备), take (拿) Phrases cheer sb. on (为某人加油) put on (上演；穿上；增加) right away (立刻) try one's best (尽某人最大努力) Grammar: Simple Past Tense Used to describe actions that happened in the past. The general form is: subject + verb (past form). For example, "I dug a hole yesterday." "We practiced together many times last week." 教学过程 Warming - up (5 minutes) Greet the students and start with a simple game. Divide the class into several groups. Whisper a sentence to the first student of each group, and they need to pass the sentence secretly to the next student until it reaches the last one. The group that passes the sentence most correctly and quickly wins. This game can not only create a lively atmosphere but also introduce the theme of cooperation. After the game, ask students some questions related to cooperation, such as "How do you feel when you cooperate with your group members in this game?" "Do you think cooperation is important? Why?" Presentation (15 minutes) Activity 1A (5 minutes) Show the six pictures of group activities on Page 93 to the students. Let them look at the pictures carefully. Then present the six activities in words: "school drama show", "dragon - boat race", "tree planting", "blackboard newspaper making", "basketball match", "spring picnic". Ask students to match the activities with the pictures. Check the answers together. For example, point to the picture of students performing on the stage and ask "What activity is this?" and lead students to answer "school drama show". Read the words and phrases together with the students several times to help them remember. Activity 1B (5 minutes) Present the six sentences in Activity 1B on the screen or the blackboard. Read each sentence aloud and explain the key words and phrases in them. For example, in the sentence "I dug a hole and Li Xiang put a small tree in the hole. Wang Junfeng watered the tree.", explain the meaning of "dug", "put... in", and "watered". Ask students to read the sentences carefully and choose the suitable activities from those learned in Activity 1A. Let them work individually first, and then check the answers in pairs. Invite some pairs of students to share their answers with the class. For each sentence, ask them to explain why they choose that activity. Activity 1C (5 minutes) Play the recording of the conversation in Activity 1C for students to listen and repeat. Make sure they can imitate the intonation and pronunciation correctly. Divide students into pairs. Let them practice the conversation. Then ask them to replace the parts in bold with their own ideas related to group activities and practice again. Invite several pairs of students to come to the front of the class and perform their new conversations. Give them positive feedback and encouragement. Listening (10 minutes) Activity 2 (10 minutes) Before listening, show the pictures and the list of activities in Activity 2 to the students. Let them predict what activities they might hear. For example, ask "We are going to listen to a passage about House Cleaning Day. What kind of activities do you think family members might do on this day?" Encourage students to think and share their predictions. Play the recording of Activity 2 for the first time. Ask students to listen carefully and tick the activities they hear. Play the recording again. This time, ask students to pay attention to the details, such as who did what. Check the answers together. Then ask students to introduce the activities on House Cleaning Day based on the information they got from listening. Remind them to pay attention to the use of simple past tense. For example, call on a student and ask "What did your mom do on House Cleaning Day?" and the student should answer "My mom washed clothes." Speaking (10 minutes) Activity 3 (10 minutes) Divide students into groups of four or five. Ask each group to choose one of the school activities, such as a sports meet, a singing competition, or a volunteer activity. Let the group members discuss how they and their classmates worked together in that activity. Encourage them to use the vocabulary, phrases, and sentence patterns they have learned in this class. For example, they can say "In the sports meet, I ran in the relay race. My classmates cheered me on loudly." After the group discussion, ask each group to choose a representative to share their discussion results with the whole class. The other groups can listen and ask questions if they have any. At the end, conduct a vote for "The best team activity" among the shared ones. This can further stimulate students' enthusiasm and sense of competition. Summary and Homework (5 minutes) Summary (2 minutes) Summarize the key points of this class with the students, including the vocabulary and phrases about group activities, the usage of simple past tense, and the importance of teamwork. For example, review the words "drama", "cheer", "practice" and the phrases "cheer sb. on", "put on" together. Homework (3 minutes) Ask students to think of a time when they joined in a group activity outside of school. Write it down in English, including what they did, how they cooperated, and what they learned from it. Ask students to finish the relevant exercises in the workbook to further consolidate the knowledge learned in this class. 教学反思 Positive Aspects The warming - up game was effective in attracting students' attention and quickly getting them into the topic of cooperation. Most students were actively involved in the game, which created a good start for the class. The picture - matching and sentence - selection activities in Activity 1 helped students gradually understand and master the vocabulary and phrases related to group activities. By explaining the key words and phrases in the sentences, students had a better understanding of the context and could use them more accurately. The listening activity in Activity 2 provided students with real - life - like input. The pre - listening prediction activity activated their prior knowledge and made them more focused during the listening process. Most students were able to catch the key information and complete the ticking task. The group discussion and sharing in Activity 3 gave students a chance to express their own experiences. Through group cooperation, students not only improved their speaking skills but also enhanced their awareness of teamwork. Areas for Improvement Some students still had difficulties in using the simple past tense correctly when describing their group activity experiences. In future classes, more exercises and examples related to the simple past tense should be provided to strengthen their understanding and usage. During the speaking activities, a few students were less active. In the future, more encouragement and individual guidance should be given to these students to help them overcome their shyness and actively participate in speaking practice. The time for the group discussion in Activity 3 was a bit tight. Some groups did not have enough time to fully discuss and organize their ideas. Next time, more time can be allocated to ensure a more in - depth discussion. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$