Unit 4 Interests and Abilities-Speaking Workshop 教学设计2025-2026学年北师大版英语七年级上册

该初中英语教学设计聚焦“兴趣与能力”主题，围绕Tom申请志愿者的对话展开，通过导入活动激发学生兴趣，引导其从生活情境中提炼提问策略，再借助听读训练梳理功能句型结构，最后通过角色扮演和同伴访谈实现语言输出，形成由输入到输出的学习支架。 本资料亮点突出，体现语言能力、思维品质与学习能力的融合培养。例如，在“采访伙伴”环节中，学生运用“Can you...?”等句型进行真实交际，锻炼语言表达与理解能力，同时在对比“can”与“be good at”的使用差异时发展逻辑思维，提升语言准确性。教师还可利用音频跟读与发音辨析活动强化语音意识，帮助学生建立音形关联，提升自主学习能力。此设计既助力学生构建清晰的能力表达体系，又为教师提供可复制、易操作的教学范式，有效提升课堂实效。

Unit 4 Interests and Abilities-Speaking Workshop This Speaking Workshop in Unit 4 of the 2024 Beijing Normal University Edition English textbook for Grade 7 focuses on the theme of "Interests and Abilities." The core of this session is a dialogue between Tom and Ms. Jones. Tom intends to join a volunteer group, and during their conversation, Ms. Jones inquires about various aspects such as the languages Tom can speak, his hobbies, what he can and cannot do, as well as the reasons for his desire to become a volunteer. Tom responds to these questions one by one. This dialogue serves as a model for students to learn functional expressions for asking about and expressing abilities, talking about hobbies, and stating reasons for wanting to engage in volunteer work. 教学目标 Comprehend the dialogue between Tom and Ms. Jones, identify Tom's reasons for wanting to be a volunteer and the factors that support his application, and perform a role - play of the dialogue accurately. Systematically summarize the language used in the dialogue to ask about and express abilities and inabilities. Employ the learned functional sentences to interview their peers about their hobbies, abilities, and inabilities in a real - life - like context. Correctly pronounce the diphthongs /ei/, /ai/, /ɔi/, /au/, /əu/, be familiar with the letters and letter combinations that produce these sounds, and correctly spell related vocabulary. 教学重难点 A. Key Points Mastery of functional sentences for asking about and expressing abilities, such as "Can you...?", "I can...", "I'm afraid I can't...". Understanding and using expressions related to hobbies, like "love doing...", "be interested in...". Learning to state reasons clearly, especially in the context of applying for volunteer work. Correct pronunciation of the five given diphthongs and recognition of relevant letter combinations. B. Difficult Points Applying the learned expressions accurately and fluently in real - life communication, especially when dealing with unexpected situations. Distinguishing and correctly using different expressions for similar meanings, such as "be good at" and "can". Helping students with weaker language foundations to overcome difficulties in pronunciation and sentence construction. A. Functional Sentences Asking about abilities: "Can you cook?" "What languages can you speak?" "What other things can you do?" Expressing abilities: "I can...", e.g., "I can play the guitar." "I'm good at...", e.g., "I'm good at dancing." Expressing inabilities: "I'm afraid I can't...", e.g., "I'm afraid I can't swim." Asking about hobbies: "Do you have any hobbies?" "What are you interested in?" "What's your hobby?" Answering about hobbies: "I love doing...", e.g., "I love reading books." "I'm interested in...", e.g., "I'm interested in painting." Asking about the reason for being a volunteer: "Why do you want to be a volunteer?" Answering about the reason: "Because I want to help others." "I think it's a great way to make a difference." B. Vocabulary related to interests and abilities Hobbies: painting, dancing, singing, reading, playing the erhu, playing basketball, etc. Abilities: speak languages (English, Chinese, French, etc.), cook, write stories, draw pictures, etc. C. Diphthongs and related letter combinations /ei/: a - cake, make; ai - rain, train; ay - day, play /ai/: i - bike, like; igh - high, light /ɔi/: oi - oil, boil; oy - boy, toy /au/: ou - out, house; ow - cow, how /əu/: o - go, no; oa - boat, coat; ow - slow, know 教学过程 A. Lead - in (5 minutes) Activity: Display some pictures of students participating in different after - school clubs, such as the art club, music club, and sports club. Ask students to look at the pictures and think about the following questions: What clubs are these? Do you know anyone who is in these clubs? If you were helping your classmates choose after - school clubs, what questions would you ask them? Pair - work: Let students work in pairs to discuss the questions. Encourage them to come up with as many questions as possible. For example: What are you interested in? What's your hobby? Do you like doing sports? Can you play any instrument? What sports can you do? Feedback: Invite several pairs of students to share their questions with the class. Write some of the useful questions on the blackboard. B. Listening and Reading (10 minutes) Introduction: Tell students that Tom wants to join a volunteer group and is now talking with Ms. Jones. Explain that they are going to listen to this dialogue and find out what questions Ms. Jones asks. First listening: Play the recording of the dialogue for the first time. Students listen carefully and focus on the questions Ms. Jones asks. After listening, ask students to share the questions they heard. Second listening: Play the recording again. This time, students listen and underline the key information for the following questions: What things can Tom do? Why does he want to be a volunteer? Reading and repeating: Show the dialogue on the screen. Let students read the dialogue silently first, then read it aloud sentence by sentence, imitating the pronunciation and intonation of the speakers in the recording. Role - play: Divide students into pairs, one plays the role of Tom and the other plays Ms. Jones. They practice the dialogue several times and then perform it in front of the class. Observe students during this process to see if they can imitate the dialogue correctly in terms of pronunciation and intonation. C. Reading and Learning (10 minutes) Analysis of ability expressions: Ask students to read the dialogue again and think about how Tom and Ms. Jones express ability and inability. Guide them to find relevant sentences, such as "Can you cook?", "I can help people with their homework.", "I'm afraid I can't drive." Completing the Talk Builder: Play the recording of the Talk Builder part. Students listen and complete the sentences in the Talk Builder. For example: Asking about ability: Can you ______? Expressing ability: I can ______. Expressing inability: I'm afraid I can't ______. Practice of the Talk Builder sentences: After students complete the Talk Builder, let them read the sentences in pairs. One student asks a question using the "Asking about ability" sentence, and the other student answers with an "Expressing ability" or "Expressing inability" sentence. Walk around the classroom to monitor and provide guidance if necessary. Check if students can correctly complete the sentences and summarize the functional expressions for asking about and expressing abilities. D. Speaking (10 minutes) Interview task: Instruct students to interview a partner about his or her abilities and hobbies. Tell them to use the sentences in the Talk Builder to help them. Provide some examples on the screen, such as: A: Can you play basketball? B: Yes, I can. I'm good at it. / No, I'm afraid I can't. But I can play football. A: What are you interested in? B: I'm interested in singing. I love singing songs. Pair - work: Students work in pairs to conduct the interview. They should take turns asking and answering questions, and write down some key information about their partner. Report to the class: After the interview, each student reports to the class about their partner's abilities and hobbies. For example: "My partner is Tom. He can play the piano very well. He is interested in reading science fiction books." Observe whether students can correctly use the functional sentences to communicate with their partners and whether their pronunciation and intonation are appropriate. E. Pronunciation (10 minutes) Introduction to diphthongs: Write the five diphthongs /ei/, /ai/, /ɔi/, /au/, /əu/ on the blackboard. Explain to students that they are going to learn how to pronounce these diphthongs correctly. Listening and repeating: Play the recording of words and sentences containing these diphthongs. Students listen carefully and repeat after the recording. For example, for /ei/: "cake", "make", "I can make a cake." Word - circle activity: Show some words on the screen, among which some have the correct diphthong pronunciation and some don't. Students read and circle the word with the phonetic sound that doesn't match. For example: /ei/: cake, cat, make /ai/: bike, pig, like Identification in context: Let students identify the underlined phonetic sounds in Activity 1. Ask them which sound appears in both the poems and the quotation provided in the textbook. Spelling practice: Show some phonetic symbols on the screen and ask students how to spell the corresponding words. For example, show /əu/ and ask students to spell words like "go", "no", "boat". Check if students can correctly pronounce the words, identify the diphthong sounds in words, and spell words according to the given phonetic symbols. 教学反思 Positive aspects: Most students were actively involved in the class activities. The lead - in activity effectively aroused their interest and engaged them in thinking about the topic of interests and abilities. Through listening, reading, and role - playing the dialogue, students had a better understanding of how to use functional sentences to talk about abilities and hobbies. They were able to imitate the dialogue relatively well in terms of pronunciation and intonation. In the speaking activity, students tried to use the learned sentences to communicate with their partners. Some students showed good creativity in expressing their ideas, which indicated that they had internalized the knowledge to a certain extent. Problems: For some students with weaker language foundations, especially in pronunciation, they still had difficulties in correctly pronouncing the diphthongs. Although there were multiple practice opportunities, they might need more individual guidance and extra practice outside of class. During the pair - work and group - work activities, a few students were a bit shy and less active. They seemed to lack confidence in speaking English, which affected their participation and learning effect. Improvement measures: Provide more targeted pronunciation training for students with weak pronunciation skills. For example, record pronunciation practice materials for them to listen to and imitate repeatedly after class. Pay more attention to shy students during class. Encourage them more, give them more simple and achievable tasks at the beginning to build their confidence, and gradually guide them to participate more actively in class activities. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $