Unit 5 Go sightseeing D Listening and speaking 教学设计 2025-2026学年沪外教版（2024）七年级英语上册

该初中英语教学设计聚焦旅行主题词汇、名词所有格及听说技能，通过展示世界著名景点图片并提问，搭建从学生熟悉景点到新词汇、表达的学习支架，梳理前后知识联系。 特色在于分层听力与合作任务结合，泛听抓大意、精听记关键信息提升语言能力，角色扮演和小组设计旅行计划培养学习能力，世界景点图片激发文化意识。小组报告用新词汇描述计划，作业结合个人经历促进真实运用，助力学生提升听说与跨文化意识，为教师提供结构化活动设计。

Unit 5 Go sightseeing-D Listening and speaking This lesson is from Unit 5 “Go sightseeing” of the 2024 edition of the Shanghai Foreign Language Education Press English textbook for Grade 7. The main theme of this unit is travel and sightseeing. In the listening and speaking part, students will be exposed to various materials related to travel, such as conversations about travel plans, descriptions of tourist attractions, etc. They will practice listening skills like catching key information, understanding specific details, and also improve their speaking ability by expressing their own travel experiences, preferences, and making travel recommendations. The content not only enriches students' vocabulary about travel but also helps them communicate more fluently in real - life travel - related situations. 教学目标 A. Knowledge Objectives Students will be able to master new words and phrases related to travel, such as “transport”, “adventure”, “view”, “landscape”, “cable car”, “ticket”, “local restaurant”, “landmark” etc. Learn the possessive case of nouns and its correct usage in sentences, for example, “the Great Wall's fame”, “Australia's natural treasures”. Be familiar with common travel - related expressions, like “take a trip”, “go sightseeing”, “have a bird's eye view of ”. B. Ability Objectives Develop students' listening skills, enabling them to understand different types of travel - related conversations, including those about choosing transportation, planning a trip itinerary, and sharing travel experiences. They should be able to catch key information, such as names of places, transportation means, and activities during the trip. Improve students' speaking skills. Students will be able to talk about their own travel plans, experiences, and recommend travel destinations to others. They can express their opinions and feelings about travel in a clear and organized way, using appropriate vocabulary and sentence structures. Cultivate students' ability to cooperate with their partners. Through pair - work and group - work activities, students learn to communicate and share ideas with others, and improve their team - work spirit. C. Emotional Objectives Arouse students' interest in traveling and exploring different cultures. By learning about various tourist attractions around the world, students will be inspired to have a broader vision and a more open - minded attitude towards different cultures. Encourage students to be brave enough to express themselves in English, overcome their fear of speaking English in public, and build up their confidence in using the language. 教学重难点 A. Key Points New words and phrases related to travel and their correct pronunciation and usage. The possessive case of nouns and how to use it accurately in sentences to describe relationships or ownership in the context of travel, for example, “the city's landmarks”. Travel - related listening materials and understanding key information from them, such as the main idea of a conversation about a trip, the places the speakers are going to visit, and how they will get there. Guiding students to express their own travel - related ideas and experiences clearly and fluently in speaking activities. B. Difficult Points Helping students to distinguish and use the possessive case of nouns correctly, especially when dealing with irregular plural nouns and compound nouns. For example, “children's toys” (irregular plural) and “my father - in - law's car” (compound noun). Training students to understand different accents and speeds in listening materials. Since in real - life communication, people may speak with various accents and at different speeds, it is challenging for students to adapt to this diversity and still catch the necessary information. Encouraging students to be creative and use rich expressions when speaking about travel. Many students may tend to use simple and repetitive sentences, so it is difficult to guide them to use more vivid and descriptive language to make their speaking more attractive. A. New Words and Phrases transport /ˈtrænspɔːt/n. 交通车辆；运输工具；旅行方式 e.g. What's your favorite means of transport, bus, train or plane 你最喜欢的交通方式是什么，公交车、火车还是飞机 adventure /ədˈventʃə(r)/n. 冒险；冒险经历；奇遇 e.g. The trip to the forest was full of adventures. 这次森林之旅充满了奇遇。 view /vjuː/n. (从某处看到的) 景色；看法 e.g. We had a wonderful view of the sea from our hotel room. 从我们酒店房间可以看到美丽的海景。 landscape /ˈlændskeɪp/n. (陆上，尤指乡村的) 风景，景色 e.g. The landscape in the countryside is really beautiful. 乡村的风景真美。 camel /ˈkæml/n. 骆驼 e.g. Camels are very useful animals in the desert. 骆驼在沙漠中是非常有用的动物。 explore /ɪkˈsplɔː(r)/v. 探索；考察 e.g. We want to explore the ancient city during our trip. 我们想在旅行中探索这座古城。 skyline /ˈskaɪlaɪn/n. (建筑物、树、山等在天空映衬下的) 轮廓线；天际线 e.g. The city's skyline is very impressive at night. 这座城市夜晚的天际线令人印象深刻。 cable /ˈkeɪbl/n. 缆绳；钢索 e.g. The cable car is moving slowly up the mountain. 缆车正缓缓向山上移动。 amazing /əˈmeɪzɪŋ/adj. (尤指) 令人惊喜 (或惊羡、惊叹) 的 e.g. The Great Wall is an amazing building. 长城是一座令人惊叹的建筑。 building /ˈbɪldɪŋ/n. 建筑物；房子；楼房 e.g. There are many tall buildings in the city center. 市中心有许多高楼大厦。 ticket /ˈtɪkɪt/n. 票；券；车票；戏票 e.g. I need to buy a ticket for the concert. 我需要买一张音乐会的门票。 a bird's eye view (of sth) 鸟瞰；俯视 e.g. We took a helicopter to get a bird's eye view of the city. 我们乘坐直升机鸟瞰这座城市。 pass through 穿过 e.g. The train passes through a long tunnel. 火车穿过一条长长的隧道。 town /taʊn/n. 镇；市镇；集镇 e.g. My grandparents live in a small town. 我的祖父母住在一个小镇上。 return /rɪˈtɜːn/v. 回来；返回 e.g. When will you return from your trip 你什么时候旅行回来 meal /miːl/n. 早 (或午、晚) 餐；一顿饭 e.g. We had a delicious meal at the local restaurant. 我们在当地餐馆吃了一顿美味的饭。 local /ˈləʊkəl/adj. 地方的；当地的 e.g. We should try some local food when we travel. 我们旅行时应该尝尝当地的食物。 restaurant /ˈrestrɒnt/n. 餐馆；餐厅 e.g. There is a nice restaurant near the park. 公园附近有一家不错的餐厅。 market /ˈmɑːkɪt/n. 集市；市场；商场 e.g. We went to the market to buy some fresh fruits. 我们去市场买了一些新鲜水果。 mean /miːn/v. 表示的意思；意味着 e.g. What does this sign mean 这个标志是什么意思 landmark /ˈlændmɑːk/n. 陆标，地标 (有助于识别所处地点的大建筑物等) e.g. The Eiffel Tower is a famous landmark in Paris. 埃菲尔铁塔是巴黎著名的地标。 list /lɪst/n. 一览表；名单；清单 e.g. Make a list of things you need to buy. 列一个你需要买的东西的清单。 regular /ˈreɡjələ(r)/adj. 普通的；平凡的 e.g. It's just a regular day for me. 对我来说这只是平凡的一天。 café /ˈkæfeɪ/n. 咖啡馆，小餐馆 (供应饮料和便餐) e.g. Let's go to the café for a cup of coffee. 我们去咖啡馆喝杯咖啡吧。 experience /ɪkˈspɪərɪəns/n. (一次) 经历，体验 e.g. The trip to the beach was a great experience for me. 这次海滩之旅对我来说是一次很棒的经历。 postcard /ˈpəʊstkɑːd/n. 明信片 e.g. I sent a postcard to my friend from Beijing. 我从北京给我的朋友寄了一张明信片。 trip /trɪp/n. (尤指短程往返的) 旅行，旅游，出行 e.g. We are planning a trip to the mountains this weekend. 我们计划这个周末去山区旅行。 recommend /ˌrekəˈmend/v. 推荐；举荐；介绍 e.g. Can you recommend a good place to visit in this city 你能推荐这个城市里一个好玩的地方吗 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some beautiful pictures of famous tourist attractions around the world on the PPT, such as the Great Wall in China, the Eiffel Tower in France, the Sydney Opera House in Australia, etc. While showing the pictures, ask students simple questions like “Do you know where this place is ” “Have you ever been there ” to arouse their interest and lead in the topic of travel. B. Pre - listening (10 minutes) New Words Teaching Present the new words and phrases related to travel on the PPT one by one. Teach students the correct pronunciation, spelling, and meaning. For example, when teaching “transport”, show different pictures of transportations like buses, trains, and planes, and let students repeat the word several times. Use the same method for other words such as “adventure”, “view”, etc. Do some simple word - matching exercises on the PPT. List the words on one side and their definitions or pictures on the other side, and ask students to match them. This can help students review and consolidate the new words they have just learned. Introduction to the Listening Material Tell students that they are going to listen to a conversation between two friends, Tom and Lucy, who are planning a trip. Ask students to predict what aspects they may talk about in the conversation, such as the destination, transportation, activities during the trip, etc. Write down their predictions on the blackboard. C. While - listening (15 minutes) First Listening Play the recording of the conversation for the first time. Ask students to just listen carefully and try to get the general idea of the conversation, such as where they are going, and what kind of transportation they are considering. After listening, ask some students to share their understanding of the general idea. Second Listening Play the recording again. This time, ask students to listen more carefully and take notes of the key information, such as the names of the places they will visit, the means of transportation they choose, and some important activities they plan to do. Ask students to fill in the table while listening. Check the Answers After the second listening, ask students to stop and check the answers in pairs first. Then, invite some pairs to share their answers with the whole class. Correct the mistakes and clarify any misunderstandings. D. Post - listening (10 minutes) Pair - work Divide students into pairs. Ask them to role - play the conversation they just heard. One student acts as Tom and the other acts as Lucy. They need to use the key information from the listening material to have a similar conversation about planning a trip. Walk around the classroom to monitor their performance and offer help if necessary. Group - discussion Organize students into groups of four. Ask each group to discuss a travel plan of their own. They can choose any destination they like and talk about how to get there, what to do there, and where to eat. Each group needs to make a simple travel plan and write it down on a piece of paper. Group Report Ask each group to send a representative to the front of the class to report their travel plan. The representative should speak clearly and use English as much as possible. After each report, other students can ask questions or give suggestions. E. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with the students, including the new words and phrases related to travel, the possessive case of nouns briefly reviewed in the listening material, and the main content of the listening conversation. Emphasize the importance of using these words and expressions in real - life communication. Homework Ask students to write a short passage about their own travel experiences or a travel plan they are looking forward to. They should use at least five new words and phrases learned in this class and pay attention to the correct usage of grammar, especially the possessive case of nouns. Encourage students to share their writing with their parents or friends in English. 教学反思 After this class, I first reflected on the effectiveness of my teaching methods. In the warming - up part, showing pictures of famous tourist attractions successfully attracted students' attention and quickly brought them into the topic of travel. However, I could have engaged more students by asking them to share their personal feelings or stories related to the pictures. During the new words teaching in the pre - listening stage, the word - matching exercise was helpful for students to remember the new words, but it might be more beneficial if I added some real - life examples or short dialogues using these words to make the learning more vivid. In the listening process, most students could catch the key information after two listenings, but some students still had difficulties, especially when the speakers spoke a bit fast. In the future, I need to provide more listening materials with different speeds and guide students to practice listening skills such as predicting, catching keywords, and summarizing more effectively. The pair - work and group - work activities gave students opportunities to practice speaking, but there were some students who were too shy to speak actively. I should encourage these students more and create a more relaxed and supportive speaking environment. Overall, through this class, students have learned some new knowledge about travel and practiced their listening and speaking skills to a certain extent. However, there are still areas for improvement, and I will adjust my teaching methods and strategies accordingly in the following classes. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $