Unit 1 School life-D Listening and speaking 教学设计 2025-2026学年沪外教版（2024）英语七年级上册

Unit 1 School life-D Listening and speaking This lesson is from Unit 1 "School life" of the 2024 Shanghai Foreign Language Education Press English textbook for Grade 7. The main content focuses on school life, aiming to help students improve their listening and speaking skills related to this topic. Students will listen to conversations about school facilities, daily school activities, and subjects. They will also learn to use relevant vocabulary and sentence patterns to describe their own school life in speaking activities. 教学目标 Knowledge Objectives Students can master key vocabulary about school life, such as "classroom", "library", "canteen", "playground", "subjects" (e.g., "math", "English", "science", "history"), and verbs related to school activities like "attend", "study", "play", "join". Students are able to understand and use sentence patterns for describing school facilities and activities, such as "There is/are...", "This is...", "I/We...at school". For example, "There is a big library in our school.", "This is our new classroom.", "I study math and English every day at school." Ability Objectives By the end of this lesson, students can improve their listening ability, being able to catch key information from listening materials about school life, such as the location of school facilities, daily school schedules, and students' preferences for subjects. Students can enhance their speaking skills, using learned vocabulary and sentence patterns to fluently describe their own school life, including school facilities they use, activities they participate in, and their favorite subjects. Emotional Objectives Students can increase their interest in learning English by discussing the familiar topic of school life, and they can also develop a more positive attitude towards their own school life. 教学重难点 Teaching Key Points Vocabulary: Make sure students can correctly pronounce, understand the meaning of, and use vocabulary related to school life. Sentence Patterns: Enable students to skillfully apply sentence patterns for describing school facilities and activities in speaking and listening. Listening Skills: Guide students to master the skills of catching key information, such as names of places, activities, and time in listening materials. Teaching Difficult Points Listening Comprehension: Some students may have difficulty understanding fast - spoken or complex sentences in listening materials, especially when there are many details about school life. Speaking Fluency: Helping students to speak fluently without being overly concerned about grammar mistakes while using learned vocabulary and sentence patterns to describe their school life. Vocabulary School Facilities: classroom, library, canteen, playground, laboratory, art room, music room, gym Subjects: math, English, Chinese, science, history, geography, art, music, PE Verbs: attend, study, learn, play, join, have, do, listen, read, write Sentence Patterns Describing Existence: There is/are... There is a playground behind our teaching building. There are many books in the library. Introducing Places: This is... This is our new science laboratory. Describing Activities: I/We... I study English every morning. We play basketball on the playground after school. Expressing Preferences: My favorite subject is... My favorite subject is PE because I can play sports. 教学过程 Warming - up (5 minutes) Greet students as usual and then show some pictures of different school facilities on the PPT, such as a classroom, a library, and a canteen. Ask students to say the names of these facilities in English quickly. T: Good morning, class! Look at these pictures. What are they in English? Hands up and answer quickly. Ss: Classroom! Library! Canteen! Pre - listening (10 minutes) Review the vocabulary related to school life. Write some words on the blackboard, including "classroom", "math", "play", etc. Ask students to read them aloud and make simple sentences with these words. T: Now, let's review some words. Read these words after me. Classroom. Ss: Classroom. T: Good. Now, use the word "classroom" to make a sentence. Any volunteer? S1: This is our bright classroom. Then, introduce the listening task. Tell students they will listen to a conversation between two students about their school life. Before listening, let them predict what topics might be covered in the conversation, such as school facilities, subjects, or school activities. T: Next, we are going to listen to a conversation. Before that, think about what they may talk about. Discuss with your partner for one minute. Ss discuss in pairs. Then, invite some pairs to share their predictions. S2: They may talk about their favorite subjects. S3: Maybe they will talk about where they have lunch, like in the canteen. While - listening (15 minutes) Play the first part of the listening material for the first time. Ask students to listen carefully and answer a general question: What is the main topic of this conversation? T: Listen carefully. What is the main topic of this conversation? Is it about school facilities, subjects, or something else? After listening, ask students to raise their hands and answer. S4: It's about their daily school activities. Play the listening material again. This time, ask students to listen for specific information and fill in a simple form on the PPT. The form includes columns like "Time", "Activity", and "Place". T: Listen again. Fill in the form on the screen. Pay attention to the time, what they do, and where they do it. After listening, check the answers with the whole class. T: Let's check the answers. For 8:00 - 9:00 in the morning, what activity? Ss: They have a math class. T: And where? Ss: In the classroom. Post - listening (10 minutes) Divide students into pairs. Ask them to role - play the conversation they just listened to. They can make some minor changes according to their own school life. T: Now, work in pairs. Role - play the conversation. You can change some information to fit your own school life. Students start role - playing. Walk around the classroom to monitor and offer help if necessary. Then, invite some pairs to come to the front of the classroom and perform their role - plays for the whole class. After each performance, ask other students to give some simple comments. T: Who wants to come to the front and show your role - play? Pairs come to the front and perform. T: OK, let's ask our classmates to give some comments. What do you think of their performance? S5: They spoke clearly, but they could be more energetic. Speaking Activity (5 minutes) Ask students to talk about their own school life in groups of four. They can talk about their favorite school facilities, subjects, and activities. Each student should speak for at least one minute. T: Now, work in groups of four. Talk about your own school life. You can talk about your favorite school facilities, subjects, and activities. Everyone should speak for at least one minute. Students start group discussions. Walk around the classroom to listen and encourage shy students to participate. After the group discussions, invite some students to share their school life with the whole class. T: OK, time's up. Who wants to share your school life with us? S6: My favorite school facility is the library. I like reading books there. My favorite subject is English, and I often join the English club after school. 教学反思 Achievements In this lesson, most students showed great interest in the topic of school life, which made the teaching process go smoothly. The warming - up activity effectively activated students' prior knowledge of school - related vocabulary. Through pre - listening prediction, while - listening tasks, and post - listening role - plays, students' listening skills were gradually improved. They became more proficient in catching key information from listening materials. The speaking activities, including pair work and group work, provided students with sufficient opportunities to practice speaking English. Many students were able to use the learned vocabulary and sentence patterns to describe their school life, and their speaking confidence was enhanced. Deficiencies Some students still had difficulty understanding long and complex sentences in the listening materials, which indicated that more listening training with different levels of difficulty is needed in the future. During the speaking activities, a few students were still a bit shy and did not actively participate in group discussions. More encouragement and individual guidance should be given to these students in the next class. Improvement Measures Prepare more diverse listening materials, such as dialogues with different accents and speeds, and design more challenging listening tasks to improve students' listening comprehension ability. For shy students, create more small - group or one - on - one speaking opportunities in class, and give them more praise and positive feedback to boost their confidence in speaking English. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $