Unit 3 Social networking-D Listening and speaking 教学设计 2024-2025学年沪外教版英语七年级下册

该初中英语教学设计聚焦社会网络话题，围绕词汇、替代疑问句和不定代词展开，通过导入图片问答激活学生生活经验，以预测—听辨—讨论的阶梯式任务构建语言输入与输出的桥梁，形成清晰的学习支架。 本资料亮点突出，融合语言能力、思维品质与文化意识三大核心素养。例如，在角色扮演环节中，学生用所学语法结构表达观点，锻炼了语言运用能力；在小组讨论“如何理性使用社交网络”时，引导学生批判性思考利弊，提升思维品质；同时渗透健康上网理念，增强文化意识。教学过程设计巧妙，如词汇游戏、听力预测、真实情境对话等，既激发兴趣又落实语言技能训练，帮助教师高效达成目标，助力学生实现从知识到素养的转化。

Unit 3 Social networking-D Listening and speaking This unit focuses on social networking, which is highly relevant to students' daily lives. The listening and speaking part aims to help students understand different opinions about social networking through listening materials, and then express their own views in speaking activities. Students will encounter various vocabulary related to social networking, such as "social network", "online friends", "screen time", etc. They will also practice using alternative questions and indefinite pronouns in the context of discussing social networking. 教学目标 A. Knowledge Objectives Students can master the key vocabulary about social networking, like "social network", "chat", "post", "comment", "online friends", "screen time", "limit", etc. Students are able to understand and use alternative questions correctly, for example, "Do you like chatting with friends online or offline?" and know the intonation rules in alternative questions. Students can understand and use indefinite pronouns such as "someone", "anyone", "everyone", "no one", "something", "anything", "everything", "nothing" in relevant situations. B. Ability Objectives Listening Ability: Students can catch the main ideas and key information from the listening materials about social networking, such as a teenager's opinion on social networking, and understand different views expressed. Speaking Ability: Students can express their own ideas and opinions on social networking fluently and accurately, using the learned vocabulary and sentence patterns. They can also communicate with their partners about online behavior and responsibilities, and make suggestions on how to use social networks wisely. C. Emotional Objectives Cultivate students' awareness of using social networks rationally, making them understand the importance of balancing online and offline life. Encourage students to communicate actively in English, enhancing their confidence in using the language. 教学重难点 A. Key Points Key vocabulary and phrases related to social networking. The formation and usage of alternative questions and indefinite pronouns. Enable students to understand and express different views on social networking. B. Difficult Points Helping students use alternative questions and indefinite pronouns correctly in real communication. Guiding students to think critically about the advantages and disadvantages of social networking and express their complex ideas clearly. Vocabulary Social network: a platform that allows people to connect and communicate with each other online, e.g., WeChat, Facebook, etc. Chat: to talk in a friendly and informal way, usually online, e.g., I like to chat with my friends on QQ. Post: to share something (such as a message, a photo, or a video) on a social network, e.g., She posted a beautiful photo of her trip on Instagram. Comment: to write or say what you think about something on a social network, e.g., Many people left comments on his post. Online friends: friends that you make and communicate with through the Internet. Screen time: the amount of time spent using electronic devices with screens, e.g., We should limit our screen time to protect our eyes. Limit: to set a maximum amount or number of something, e.g., We need to limit the time we spend on social networks. Alternative Questions Structure: auxiliary verb + subject + verb + choice 1 + or + choice 2? For example, "Do you prefer reading books online or reading paper books?" "Would you rather go hiking or play video games?" Intonation: The intonation rises on the first choice and falls on the second choice. Indefinite Pronouns Someone/anyone: "Someone" is used in affirmative sentences to refer to an unspecified person. "Anyone" is used in negative sentences and questions. For example, "Someone is waiting for you outside." "Is there anyone in the classroom?" Everyone/no one: "Everyone" means every person. "No one" means not a single person. For example, "Everyone likes music." "No one wants to be late." Something/anything/everything/nothing: "Something" is used in affirmative sentences to refer to an unspecified thing. "Anything" is used in negative sentences and questions. "Everything" means all things. "Nothing" means not a single thing. For example, "I have something important to tell you." "Do you have anything to eat?" "He knows everything about this game." "There is nothing in the box." 教学过程 A. Warming-up (5 minutes) Greet the students as usual. Show some pictures of popular social networking apps on the PPT, such as WeChat, TikTok, and ask students: "Do you know these apps? Have you used them? What do you usually do on these social networks?" Encourage several students to answer and briefly share their experiences. This activity can arouse students' interest and lead in the topic of social networking. B. Presentation (12 minutes) Vocabulary Teaching Present the new words and phrases related to social networking one by one on the PPT, along with pictures or short examples to help students understand. For example, when teaching "chat", show a picture of two people chatting online and say, "Look, they are chatting. They are having a friendly talk on the Internet." Let students read the words after the teacher several times, paying attention to the pronunciation. Then play a vocabulary game. The teacher says a word in Chinese, and students need to quickly say the English equivalent. Or vice versa. This can help students consolidate the new words. Grammar Teaching - Alternative Questions Write some simple alternative questions on the blackboard, like "Do you like apples or bananas?" "Can you swim or dance?" Explain the structure and intonation of alternative questions to students. Let students read the questions aloud, paying attention to the rising and falling intonation. Give students some situations and ask them to make alternative questions. For example, the situation is choosing a weekend activity. Students may ask, "Would you like to go to the park or stay at home this weekend?" Invite several pairs of students to share their questions and answers. Grammar Teaching - Indefinite Pronouns Use some simple sentences to introduce indefinite pronouns. For example, "I saw someone in the classroom." "There isn't anything in the bag." Explain the usage of different indefinite pronouns as mentioned in the knowledge list. Then show some incomplete sentences on the PPT and ask students to fill in the blanks with the correct indefinite pronouns. For example, "______ is knocking at the door. Who can it be?" (Someone) Check the answers together and let students explain their choices. C. Listening (10 minutes) Pre - listening Tell students that they are going to listen to an interview about a teenager's ideas on social networking. Ask students to predict what aspects might be talked about in the interview, such as how much time the teenager spends on social networking, what he likes or dislikes about it, etc. Write some key words on the blackboard to help students with prediction, like "screen time", "online friends", "fun", "problems". While - listening Play the listening material for the first time. Students listen carefully and try to catch the main idea of the interview. After listening, ask students to briefly summarize what the interview is about. Play the listening material for the second time. This time, students need to listen more carefully and answer some multiple - choice questions on the PPT. The questions can be like: "How much time does the teenager spend on social networking every week?" "What does the teenager think is the problem of social networking?" etc. Check the answers together. Post - listening Divide students into pairs. Let them discuss the teenager's ideas on social networking. Do they agree with the teenager? Why or why not? Invite some pairs to share their opinions with the whole class. D. Speaking (15 minutes) Pair Work Present a speaking task to students. The task is to discuss with their partners about their own social networking behavior. They can ask each other questions like "How many hours a week do you spend on social networks?" "What do you usually do on social networks? Chat with friends, play games, or post something?" "Do you think you spend too much time on social networks? Why or why not?" Give students about 5 minutes to have the conversation. Walk around the classroom to offer help and monitor their conversations. Group Work Then divide students into groups of four. In the group, they need to summarize the results of their pair work and discuss how to use social networks more wisely. Each group should come up with at least three suggestions. For example, "Limit our screen time every day", "Don't believe all the information on social networks", etc. Give students about 5 minutes for group discussion. Then ask each group to choose a representative to report their suggestions to the whole class. Role - play Set up a role - play situation. Suppose one student is a parent and the other is a child. The parent is worried about the child spending too much time on social networks and wants to talk to the child. The child needs to explain his/her situation and also listen to the parent's advice. Let students practice the role - play in pairs for about 3 minutes. Then invite several pairs to come to the front of the classroom and perform their role - plays. After each performance, ask other students to give some comments. E. Summary and Homework (3 minutes) Summary Summarize the key points of this class with students, including the new vocabulary about social networking, the usage of alternative questions and indefinite pronouns, and the main ideas about social networking from the listening and speaking activities. Emphasize the importance of using social networks rationally. Homework Ask students to write a short passage about their own views on social networking, including their social networking behavior, the advantages and disadvantages they think of social networking, and how they plan to use social networks in the future. The passage should be at least 80 words. Encourage students to have a real conversation with their parents about social networking at home, using the English they learned in class. 教学反思 After this class, overall, students showed great interest in the topic of social networking. The warming - up activity effectively attracted their attention and made them actively participate in the following learning. In vocabulary and grammar teaching, through various methods such as picture - based explanation and games, most students seemed to have a good understanding. However, during the listening part, some students still had difficulty catching all the key information, especially when the speaker spoke a bit fast. In the future, more listening practice with different speeds and types of materials should be provided. In the speaking activities, students were quite active, but some students had problems expressing their complex ideas accurately. Teachers should give more guidance on how to organize thoughts and use appropriate words and sentence patterns in speaking. Also, the role - play activity was very popular among students, but the time allocated was a bit tight. Next time, more time can be set aside for students to fully prepare and perform. Overall, this class achieved most of the teaching objectives, but there is still room for improvement in teaching methods and time management. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $