Unit 7 Who we are D Listening and speaking 教学设计 2024-2025学年沪外教版（2024）七年级英语下册

Unit 7 Who we are-D Listening and speaking This listening and speaking section in Unit 7 “Who we are” focuses on the theme of role models. The materials provided might include dialogues or monologues about different role models, such as their characteristics, contributions, and why people admire them. Through these materials, students are expected to improve their listening skills in catching key information and their speaking skills in expressing their opinions about role models. It aims to not only enhance students’ language proficiency but also guide them to think about positive qualities and values that role models possess. 教学目标 A. Knowledge Objectives Students will be able to master key vocabulary related to role models, such as “role model”, “admire”, “contribute”, “hard - working”, “determined”, etc. They can understand and use common sentence patterns for describing role models, like “I think... is a great role model because...”, “My role model is... and he/she has made great contributions in...”. B. Ability Objectives Improve students’ listening comprehension ability. They should be able to catch specific information, such as the name, occupation, achievements, and qualities of role models from the listening materials. Develop students’ oral English expression ability. Students are required to describe their own role models clearly, fluently and accurately, and express their feelings and thoughts about them. Foster students’ communicative ability. They can interact with their partners in group work, listen to others’ opinions and respond appropriately. C. Emotional Objectives Inspire students to learn from role models and cultivate positive values and attitudes. Boost students’ confidence in using English to communicate and participate in class activities actively. 教学重难点 A. Key Points Key vocabulary and sentence patterns for discussing role models. Training students to capture key information from listening materials effectively. Guiding students to organize their thoughts and express themselves clearly when speaking about role models. B. Difficult Points Helping students to understand and use some abstract words related to qualities of role models correctly, such as “perseverance”, “dedication”. Encouraging students to think deeply and express their unique views about role models in English, rather than just repeating common ideas. Improving students’ fluency in speaking while maintaining accuracy, especially for students with relatively weak English foundations. Vocabulary Role model: a person looked to by others as an example to be imitated. Admire: to regard with respect or warm approval. Contribute: to give (something, such as money, goods, or time) to help achieve or provide something. Hard - working: diligent and putting a lot of effort into work. Determined: having made a firm decision and being resolved not to change it. Perseverance: continued effort to do or achieve something despite difficulties, failure, or opposition. Dedication: the quality of being dedicated or committed to a task or purpose. Sentence Patterns I think... is a great role model because... My role model is... and he/she has made great contributions in... What I admire most about... is his/her... -... is widely respected for his/her... 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of well - known people on the PPT, such as scientists (Qian Xuesen), athletes (Sun Yang), and artists (Lang Lang). Ask students to work in pairs and discuss: “Who are these people? What do you know about them? Why do you think they are famous?” Invite several pairs to share their ideas with the class. B. Pre - listening (10 minutes) Present the topic of this lesson: “Today, we are going to talk about role models. First, let’s think about what qualities a good role model should have.” Write the word “Role Models” on the blackboard. Brainstorm with the whole class. Ask students to raise their hands and say out the qualities they think a role model should possess. Write down their answers on the blackboard, such as “kind - hearted”, “intelligent”, “brave”, “responsible”. After that, introduce some new vocabulary related to role models on the PPT, explain their meanings and pronunciations, and let students read them aloud several times to make sure they can pronounce them correctly. Then, show some incomplete sentences about role models on the PPT, like “I think a role model should be... because...”, “My ideal role model has the quality of...”. Ask students to fill in the blanks with the words they just learned or their own ideas, and share their sentences with their partners. C. While - listening (15 minutes) Tell students: “Now, we are going to listen to a dialogue about two students talking about their role models. Listen carefully and try to answer the following questions.” Show the following questions on the PPT: Who are the two role models mentioned in the dialogue? What are their jobs? Why do the two students admire their role models? Play the recording for the first time. Students listen and try to get a general idea of the dialogue. Play the recording again. This time, ask students to take notes while listening. After that, let them work in pairs to discuss and answer the questions. Check the answers with the whole class. Invite some students to share their answers. If there are any mistakes, play the relevant part of the recording again to clarify. Next, play the recording for the third time. Ask students to listen carefully and fill in a chart on the handout. The chart includes columns like “Name of Role Model”, “Occupation”, “Main Contributions”, “Qualities Admired”. After listening, ask students to check their answers with their partners. Then, invite several students to come to the front of the class and fill in the chart on the blackboard. Check the answers together and correct any mistakes. D. Post - listening (10 minutes) Divide the students into groups of four. Each group is given a topic card. The topics could be “My Favorite Role Model in History”, “Role Models in My Community”, “Famous Role Models Around the World”. In their groups, students are required to discuss their topic. They should introduce their role models, including basic information, contributions, and why they are admired. Encourage them to use the vocabulary and sentence patterns they have learned in this lesson. Walk around the classroom, monitor the group discussions, and offer help if necessary. For example, correct students’ pronunciation or grammar mistakes, and guide them to express their ideas more clearly. After the group discussions, each group selects a representative to give a presentation in front of the class. The representative should introduce their group’s topic and summarize the main points of their discussion. While the representatives are presenting, ask other students to listen carefully and take notes. After each presentation, ask the audience to ask at least one question. The group members can answer the questions together. E. Summary and Homework (5 minutes) Summarize the key points of this lesson with the students, including important vocabulary, sentence patterns, and the main ideas about role models. Assign homework: Ask students to write a short passage about their own role models. They should include at least 80 words and use the knowledge they have learned in this lesson. Encourage students to search for more information about their role models online or in books and share it with the class next time. 教学反思 In this lesson, the warming - up activity was quite effective in attracting students’ attention and activating their prior knowledge. However, in the future, more diverse forms of warming - up, such as short videos or songs related to role models, could be used to make it more interesting. During the pre - listening stage, the brainstorming of qualities of role models successfully inspired students’ thinking. But some students had difficulties in expressing their ideas accurately. In the following lessons, more language support should be provided in such activities. The while - listening part was well - organized. Students gradually improved their listening skills by listening for different purposes. However, for some students with weak listening abilities, they still had trouble catching all the key information. More targeted listening practice and guidance on listening strategies, like predicting and note - taking skills, are needed. The group discussion and presentation in the post - listening stage gave students a good opportunity to practice speaking. But some groups spent too much time on arguing and not enough time on organizing their ideas. Next time, more specific time limits and guidance on group cooperation should be given. Overall, through this lesson, most students achieved the teaching objectives. But continuous improvement and adjustment of teaching methods are necessary to meet the different needs of students and make the English class more efficient and engaging. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $