Unit 4 Ready, steady, go-D Listening and speaking 教学设计 2025-2026学年沪外教版（2024）英语七年级上册

该初中英语教学设计聚焦“体育”主题，围绕听力与口语能力培养展开，通过图片导入激发兴趣，借助预测活动搭建听前支架，再以分层听力任务（主旨→细节→理解判断）层层推进，最后通过小组讨论和角色扮演实现语言输出，形成从输入到输出的完整学习闭环。 本设计亮点突出，融合语言能力、思维品质与文化意识三大核心素养。例如，在听力环节中引导学生归纳安全措施，锻炼信息整合与批判性思维；在角色扮演中融入“团队精神”“极限运动风险”等真实语境，提升跨文化理解力；同时通过录制个人运动介绍音频作业，强化自主学习能力。教师可直接套用结构化流程，学生在真实交际中自然习得语言，课堂参与度高，教学效果显著。

Unit 4 Ready, steady, go-D Listening and speaking This unit focuses on the topic of sports. In the "Listening and speaking" part, students will be exposed to various materials related to sports, such as podcasts about how to balance fun and safety in sports. They will listen to different conversations, monologues, etc., to obtain information about sports, including types of sports, benefits of sports, and safety precautions. Through speaking activities, students are expected to express their opinions on sports, describe their favorite sports, and share their sports experiences. This part aims to improve students' listening comprehension ability and oral English expression ability, making them more proficient in using English to communicate about sports topics. 教学目标 1. Language Ability Objectives Students can accurately identify and understand new words and phrases related to sports from listening materials, such as "extreme sports", "safety equipment", etc., and be able to pronounce them correctly. They are able to understand key information in listening materials, including main ideas, details about different sports, and speakers' attitudes towards sports. Students can use learned vocabulary, sentence patterns, and expressions related to sports to describe common and uncommon sports, for example, "I like playing badminton because it can improve my reaction ability." They can also ask and answer simple questions about sports, like "What's your favorite sport? Why do you like it?" Be proficient in using conjunctions "and", "but", "or", "so" to connect sentences when speaking about sports, making their expressions more logical and fluent, e.g., "I want to try mountain climbing, but I'm a little scared of heights." 2. Cultural Awareness Objectives Through listening to materials from different cultural backgrounds related to sports, students can understand that different countries and regions may have unique sports cultures, such as the popularity of cricket in some Commonwealth countries. Develop an awareness of respecting different sports preferences and cultures, understanding that people from different cultures may have different attitudes towards sports participation and sports values. 3. Thinking Quality Objectives Train students' ability to analyze and summarize information in listening materials. For example, after listening to a podcast about sports safety, they can summarize the main safety measures. Encourage students to think critically about sports, such as considering the pros and cons of extreme sports, and be able to express their own rational opinions. Stimulate students' creative thinking in speaking activities. For instance, when inventing a new sport, they can think of unique sport rules and gameplay. 4. Learning Ability Objectives Guide students to master certain listening strategies, such as predicting the content before listening, grasping key words during listening, and making notes to help memory. Enable students to learn independently and cooperatively. In group speaking activities, they can learn from each other, exchange ideas about sports, and jointly complete learning tasks. 教学重难点 1. Teaching Key Points New words, phrases, and sentence patterns related to sports. Ensure students can master and use them proficiently in listening and speaking. Improve students' listening skills, including catching specific information, understanding main ideas, and inferring speakers' intentions. Cultivate students' oral English expression ability, allowing them to communicate smoothly and accurately on sports topics. 2. Teaching Difficult Points How to help students understand complex listening materials, especially those with fast speech rates or containing idiomatic expressions related to sports. Guide students to think deeply and express their unique views on sports topics in English, rather than just repeating learned sentences. Overcome students' psychological barriers in speaking English, especially for those who are less confident in oral expression, and encourage them to actively participate in speaking activities. 1. New Words and Phrases Extreme sports: 极限运动 Safety equipment: 安全装备 Balance: 平衡 Injury: 受伤 Cheer sb. on: 为某人加油 Team spirit: 团队精神 Marathon: 马拉松 Skateboarding: 滑板运动 Rock climbing: 攀岩 Water skiing: 滑水 2. Sentence Patterns What's your favorite sport? Why do you like...? I like... because it can... Which sport do you think is more exciting, A or B? When it comes to sports, I think... Although... is interesting, it is also a bit dangerous. 3. Pronunciation Focus Practice the pronunciation of /h/ /m/ /n/ /ŋ/ /j/ /ɑː/ /ɔ:/ /ɜː/ sounds, for example, "horse" /hɔːs/, "moon" /muːn/, "sing" /sɪŋ/, "yes" /jes/, "car" /kɑː/, "dog" /dɒɡ/, "bird" /bɜːd/. 4. Conjunctions And: used to connect words, phrases, or clauses that are similar or add information. For example, "I like running and swimming." But: used to show a contrast. For example, "He wants to play basketball, but it's raining outside." Or: used to present a choice. For example, "Do you want to play football or volleyball?" So: used to show a result. For example, "She practiced a lot, so she won the game." 教学过程 1. Warming-up (5 minutes) Greet students as usual and then show some pictures of famous sports events, such as the Olympics opening ceremony, a football World Cup game scene, etc., on the PPT. Ask students some simple questions related to the pictures, like "Do you know what event this is?" "What sports can you see in the picture?" to arouse students' interest and lead in the topic of sports. 2. Pre-listening (10 minutes) New Words Teaching Write some new words and phrases related to sports on the blackboard, such as "extreme sports", "safety equipment", "injury", etc. Teach students the pronunciation, meaning, and usage of these words through vivid explanations, examples, and body language. For example, when teaching "extreme sports", show pictures of bungee jumping and explain that these are very exciting and a bit dangerous sports. Prediction Activity Divide students into pairs. Then play a short preview of the upcoming listening material (a podcast about sports safety, for example, just play the beginning part with the background music and the host's opening remarks). Let students predict what the listening material will be about according to the preview, and ask each pair to share their predictions. This can help students actively think and prepare their minds for listening. 3. While-listening (15 minutes) First Listening Play the whole listening material (the podcast about sports safety) for the first time. Let students listen carefully and try to get the general idea of the material. After listening, ask students some general questions, such as "What is the main topic of this podcast?" "Who are the speakers talking about?" to check their understanding of the main idea. Second Listening Play the listening material again. This time, ask students to listen carefully and take notes on important details, such as specific safety measures mentioned in the podcast. After listening, organize students to share the details they noted in groups, and then invite some groups to report to the whole class. Multiple-choice Questions Present some multiple-choice questions on the PPT based on the listening material, for example: What is the most important safety equipment for rock climbing? A. Helmet B. Rope C. Gloves Why is it important to warm up before sports? A. To make the body stronger B. To avoid injuries C. To run faster Let students choose the correct answers, and then explain the reasons for each option to help students better understand the listening content. 4. Post-listening (10 minutes) Discussion in Groups Divide students into groups of 4 - 5. Give each group a topic related to sports, such as "What are the benefits and risks of extreme sports?" or "How to balance study and sports?" Let students discuss in groups using the knowledge and information they got from the listening material and their own ideas. Teachers walk around each group to listen to students' discussions and give appropriate guidance. Role-play Activity Set up some sports-related situations, such as a conversation between two friends choosing a sport to play together, or a dialogue between a coach and an athlete about training plans. Ask students to choose a situation and do a role-play in groups. Each group is required to use at least three new words or phrases and some of the learned sentence patterns in the role-play. After that, invite some groups to perform in front of the class. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including new words, phrases, important sentence patterns, and main ideas of the listening material. Emphasize the importance of using English to communicate about sports and the significance of sports in our lives. Homework Ask students to record a short English podcast about their favorite sport at home. They need to introduce the sport, its benefits, and their own experiences of playing this sport. The recording time should be about 2 - 3 minutes. The next class, students will share their podcasts with the class. 教学反思 In this class, through various activities such as listening, speaking, discussion, and role-play, students' enthusiasm for learning English was effectively stimulated. Most students actively participated in class activities, which improved their listening and speaking abilities to a certain extent. However, there are still some problems. Some students had difficulty understanding long and complex listening materials, indicating that more listening practice with different levels of difficulty is needed in the future. Also, in group speaking activities, a few students were a bit passive and did not fully participate. In the future, it is necessary to encourage these students more and design more interesting group tasks to ensure the full participation of every student. In terms of teaching methods, the use of prediction activities before listening was quite effective in guiding students to actively think. But the time control in some group activities was not very accurate, resulting in a slightly hasty end of some discussions. In future classes, more attention should be paid to time management to ensure the smooth progress of each teaching link. Overall, continuous improvement and adjustment of teaching strategies are required to better meet the learning needs of students and improve the teaching quality of English listening and speaking courses. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $