Unit 4 Epic engineering-D Listening and speaking教学设计 2024-2025学年沪外教版英语七年级下册

Unit 4 Epic engineering-D Listening and speaking This section of "Listening and speaking" in Unit 4 "Epic engineering" focuses on enhancing students' listening comprehension and speaking skills related to epic engineering projects. Through listening to various materials such as dialogues and reports about engineering feats, students will be exposed to relevant vocabulary, sentence patterns, and different expressions of engineering - related topics. The speaking activities aim to encourage students to actively participate in discussions, share their opinions, and describe engineering works, the challenges during construction, and the solutions, thus improving their oral English communication ability in the context of engineering. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary related to engineering works, such as "canal", "tunnel", "dam", "bridge", "challenge", "solution", "engineer", etc. Learn and understand common sentence patterns used to describe engineering projects, like "The [engineering work] was built to...", "One of the challenges during the construction was...", "The engineers came up with a solution to...". Grasp the usage of conjunctions "although" and "though" to express contrast in the context of engineering challenges and achievements. B. Ability Objectives Improve students' listening skills, enabling them to accurately understand the main idea and key details of listening materials about epic engineering. Develop students' speaking skills, allowing them to fluently and accurately describe engineering projects, discuss challenges and solutions, and express their own views on epic engineering in English. Train students' ability to extract useful information from listening materials and organize their thoughts to express in speaking activities. C. Emotional Objectives Cultivate students' interest in engineering and stimulate their curiosity about great engineering feats around the world. Foster students' sense of teamwork and cooperation through group speaking activities, and enhance their confidence in using English to communicate. 教学重难点 A. Teaching Key Points Key vocabulary and sentence patterns related to epic engineering projects, ensuring students can correctly understand and use them in listening and speaking. The listening comprehension of different types of engineering - related materials, guiding students to effectively capture important information. Organizing students to carry out speaking activities, making them actively participate in group discussions and express their ideas clearly. B. Teaching Difficult Points Helping students understand the complex content of engineering - related listening materials, especially when there are professional terms and long sentences. Guiding students to use the learned vocabulary and sentence patterns flexibly in speaking, and expressing their opinions with logical thinking. Training students to correctly use "although" and "though" to express contrast in speaking, and avoiding common mistakes in usage. Vocabulary Engineering works: canal (运河), tunnel (隧道), dam (大坝), bridge (桥梁), railway (铁路), etc. Related actions and concepts: construct (建造), build (建设), design (设计), challenge (挑战), solution (解决方案), overcome (克服), connect (连接), etc. People: engineer (工程师), worker (工人) Sentence Patterns Describing the purpose of engineering works: The [engineering work] was built to + verb - base form. e.g. The canal was built to connect two major rivers. Stating challenges: One of the challenges during the construction of the [engineering work] was + noun / noun - phrase / that - clause. e.g. One of the challenges during the construction of the tunnel was the complex geological conditions. Introducing solutions: The engineers came up with a solution to + verb - base form. e.g. The engineers came up with a solution to deal with the water leakage problem. Expressing contrast with "although" and "though": Although / Though + clause, + main clause. e.g. Although it was a difficult task, the engineers didn't give up. Listening Skills Predicting the content of listening materials based on the given title, pictures or key words. Paying attention to key words, numbers, names and important details while listening. Using context to guess the meaning of unfamiliar words. Speaking Skills Organizing ideas before speaking, using logical connectors such as "firstly", "secondly", "finally" to make the speech more coherent. Using appropriate intonation, stress and rhythm to make the speech more natural and vivid. 教学过程 A. Lead - in (5 minutes) Show some pictures of famous epic engineering works around the world, such as the Great Wall in China, the Panama Canal, and the Sydney Opera House. Ask students: "Do you know these engineering works? What do you think are the most amazing parts of them?" Encourage students to share their initial impressions and ideas in simple English. Play a short video clip about a well - known engineering project. After watching, ask students to briefly describe what they saw in the video, aiming to arouse students' interest in the topic of epic engineering and lead in the listening and speaking content of this class. B. Pre - listening (10 minutes) Vocabulary teaching Present the key vocabulary related to engineering works on the PPT, and explain the meaning, pronunciation and usage of each word through pictures, examples and body language. For example, when teaching "canal", show a picture of a canal and say: "Look, this is a canal. It is a long, man - made waterway. We can say 'The Grand Canal in China is one of the greatest canal projects in the world.'". Let students read the words aloud several times to ensure correct pronunciation. Then, conduct a simple vocabulary quiz, such as showing pictures and asking students to quickly say the corresponding English words, to reinforce their memory. Predicting the listening content Show students the title and some key words of the listening material, and ask them to predict what the listening material might be about. For example, if the title is "The Construction of the Qinghai - Tibet Railway" and the key words are "high altitude", "freezing weather", "long distance", guide students to think: "What challenges might the engineers face when building a railway in such conditions? How could they solve these problems?" Let students discuss in pairs and share their predictions with the class. C. While - listening (15 minutes) First listening Play the whole listening material once, and ask students to listen carefully and get the general idea. Then, ask some general questions, such as "What is the main engineering work mentioned in the listening?" "What is the main topic of the conversation?" Let students answer briefly. For example, if the listening material is about the construction of the Suez Canal, after the first listening, students should be able to answer that the main engineering work is the Suez Canal, and the main topic might be about its construction process, challenges and significance. Second listening Play the listening material again, and this time, ask students to listen carefully and take notes of the key information, such as the challenges during construction, the solutions adopted by engineers, and some important data. After listening, ask students to share the key information they noted down in groups. Then, invite some groups to report to the whole class. For example, if the challenge is the large amount of earthwork, and the solution is to use advanced digging machines, students should be able to report this information clearly. Third listening (Optional, depending on the difficulty of the material) If the listening material is relatively difficult, play it for the third time. Let students focus on the details they might have missed before, especially some complex sentence structures or specific expressions. Pause at some key points to explain and clarify for students. D. Post - listening (10 minutes) Comprehension check Design some comprehension questions based on the listening material, including multiple - choice questions, true - false questions and short - answer questions. Let students answer these questions individually first, and then check the answers in pairs. For example: Multiple - choice question - What was one of the main challenges in building the [engineering work]? A. Lack of funds B. Bad weather C. Technical problems. True - false question - The engineers used traditional methods to solve the problems. (False) Short - answer question - How did the engineers solve the problem of [a specific challenge]? Speaking activities Group work: Divide students into groups of 4 - 5. Assign each group an epic engineering work. Ask them to discuss in groups, using the information from the listening and their own knowledge, to describe the engineering work, including its basic information, the challenges during construction, and the solutions. Each group member should take turns to speak. After group discussions, invite each group to give a presentation in front of the class. Encourage other students to listen carefully and ask questions or make comments after each presentation. E. Summary and Homework (5 minutes) Summary Summarize the key vocabulary, sentence patterns and important points of listening and speaking skills learned in this class with students. Write the key points on the blackboard and ask students to copy them into their notebooks. Review the main content of the listening material and the speaking activities, emphasizing the importance of understanding and expressing epic engineering - related information in English. Homework Ask students to find more information about an epic engineering work they are interested in, and write a short passage (about 80 - 100 words) to introduce it, including the challenges and solutions. They can use the Internet, books or magazines to collect information. Encourage students to practice speaking English with their partners at home, using the vocabulary and sentence patterns learned in this class to talk about engineering works. 教学反思 In the teaching process, the use of pictures, videos and real - life examples in the lead - in part effectively aroused students' interest in the topic of epic engineering. However, in the future, more interactive ways can be considered, such as asking students to share their personal experiences related to engineering (if any) to make the lead - in more engaging. During vocabulary teaching, the combination of pictures, examples and body language helped students better understand and remember the words. But for some students with weaker foundation, more practice and review might be needed. In the next class, a quick vocabulary review activity can be added at the beginning. In the listening part, most students could get the general idea and key information after proper guidance. However, for students with lower English proficiency, the speed of the listening material might be a bit fast. In the future, more listening materials with different speeds can be prepared, and some pre - listening guidance on how to deal with fast - paced materials can be provided. The group speaking activities provided students with opportunities to practice speaking English. But some groups had unbalanced participation, with a few students dominating the discussion. In future group work, more specific rules and guidance on group cooperation and equal participation can be given to ensure every student has a chance to speak and improve their oral English skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $