Unit 1 Friendship Section 1 （Listening）教案 2025-2026学年沪教版（2024）七年级英语上册

该教案聚焦七年级英语Unit 1 Friendship的听力教学，围绕“朋友特质”与“友谊表达”两大核心知识点，以图片导入激发兴趣，通过词汇呈现、预测训练和分层听力任务搭建清晰的学习支架，实现从感知到理解再到输出的自然过渡。 本教案亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在知识呈现环节巧妙利用学生描述同桌的活动强化语言运用，体现语言能力的实践性；在小组讨论中引导学生对比中外友谊观，提升文化意识；角色扮演设计鼓励创造性表达，发展思维品质。教师可直接使用结构化流程开展教学，学生则能在真实语境中提升听说技能，增强跨文化理解力，真正实现“学中用，用中学”。

教学设计 课程基本信息 学科 英语 年级 七年级 学期 秋季 课题 Unit 1 Friendship-Section 1 Experiencing and understanding language（Listening） 教学目标 1. Language Competence Students will be able to understand and use key vocabulary related to friendship, such as “friend”, “friendly”, “friendship”, “help”, “share”, “kind”, “loyal” etc. accurately. Master common sentence patterns for describing friends and friendship, like “My friend is...”, “We often... together”, “A good friend should...”. Comprehend short dialogues and monologues about friendship, and be able to extract specific information, such as friends’ characteristics, activities they do together, and the nature of their friendship. 2. Cultural Awareness Recognize the similarities and differences in the understanding and expression of friendship in different cultures. For example, understand how Western and Eastern cultures may vary in terms of the concept of friendship, the way friends interact, and the significance attached to friendship. Broaden students’ international perspective through English learning, and understand the important role of friendship in cross - cultural communication. 3. Thinking Quality Develop students’ logical thinking ability when describing friends and friendship. They should be able to organize their thoughts and language in a coherent way, for example, when introducing a friend, first talk about basic information, then character traits, and finally shared experiences. Stimulate students’ creative thinking through discussions on friendship - related topics. Encourage them to share unique friendship experiences and ideas, such as coming up with new ways to maintain a long - distance friendship. 4. Learning Ability Help students master learning methods such as predicting content before listening, listening for key words, and taking notes during listening to improve their listening comprehension. Guide students to summarize and generalize language knowledge about the friendship topic on their own, and be able to apply it to real - life communication. For example, after learning the listening materials, students can create their own dialogues about friendship using the learned vocabulary and sentence patterns. 重难点 1. Teaching Key Points Mastery of key vocabulary and sentence patterns related to friendship. Students should be able to use these words and sentences correctly in speaking and writing. Ability to understand the main idea and key details of listening materials about friendship. This includes being able to identify friends’ qualities, their activities, and the problems or joys in their friendship. Learning and application of listening strategies, such as predicting, listening for key information, and inferring meaning from context. 2. Teaching Difficult Points Helping students overcome difficulties in understanding different accents, intonations, and fast - paced speech in listening materials. This requires students to be exposed to a variety of listening materials with different voices and rhythms. Enabling students to express their own views and experiences of friendship fluently and accurately in English. Some students may find it challenging to translate their complex feelings and ideas about friendship into English. Cultivating students’ in - depth understanding of the cultural connotations of friendship in different cultures. This involves not only understanding the surface - level differences but also the underlying values and beliefs related to friendship in various cultures. 教学过程 教学环节 学习活动（包含设计意图） Lead - in (5 minutes) Activity: Show some pictures on the PPT, including pictures of friends playing together, helping each other, and having arguments. Ask students to look at the pictures and describe what they see briefly in Chinese. Then, start to guide them to think about how to describe these scenes in English. Design Intent: This activity can quickly attract students’ attention and arouse their interest in the topic of friendship. By first using Chinese to describe the pictures, it helps students build confidence and then smoothly transition to thinking in English, reducing the difficulty of entry. Knowledge Presentation (10 minutes) Vocabulary Introduction Write some key vocabulary about friendship on the blackboard, such as “friend”, “friendly”, “friendship”, “help”, “share”, “kind”, “loyal”, “honest”. Explain the meaning of each word with simple English explanations and examples. For example, for “friendly”, say “If someone is friendly, they are always nice and ready to talk to others. Like when you meet a new classmate, and he smiles at you and says hello, he is friendly.” Let students read the words after the teacher several times to ensure correct pronunciation. Then, divide the class into pairs and ask them to practice using these words to describe their deskmates in one or two sentences. For example, “My deskmate is very friendly. He often helps me with my homework.” Design Intent: By introducing vocabulary in a vivid way and having students practice using it immediately, it helps students better understand and remember the words. Using the context of describing their deskmates makes the learning more relevant and engaging. Predicting the Listening Content Show students the title of the listening material (if there is one) and some pictures related to the listening content (if available). For example, if the listening is about a group of friends planning a weekend trip, show pictures of a park, a picnic basket, and some sports equipment. Ask students to predict what they might hear in the listening. Encourage them to share their predictions in class. For example, students may say “I think they will talk about where to go for the trip” or “Maybe they will discuss what food to bring.” Design Intent: Prediction before listening can activate students’ prior knowledge and make them more focused during the listening process. It also helps students develop the ability to think actively and anticipate information. Practice (15 minutes) First Listening Play the listening material for the first time. Ask students to listen carefully and try to get the general idea of the material. After listening, ask them some general questions, such as “What is the main topic of the listening?” or “Who are the people talking in the listening?” Let students share their answers in class. For example, if the listening is a dialogue between two friends about a party, students may answer “The main topic is about a party” or “Two friends are talking.” Design Intent: The first listening is to give students a holistic understanding of the listening material. Answering general questions helps students focus on the overall context and main information. Second Listening Play the listening material again. This time, ask students to listen for specific information and complete a task. For example, provide a form with blanks about friends’ names, their plans, and their reasons for the plans. Students need to fill in the blanks while listening. After listening, ask students to check their answers in pairs first, and then invite some pairs to share their answers with the whole class. The teacher can correct the answers and clarify any misunderstandings. Design Intent: The second listening with a specific task trains students’ ability to listen for detailed information. Pair - checking and class - sharing can promote students’ communication and learning from each other. Listening for Pronunciation and Intonation Play a short part of the listening material again, especially the part with some difficult or important pronunciation or intonation. For example, if there is a sentence with a rising intonation for a question, play it repeatedly. Ask students to listen carefully and imitate the pronunciation and intonation. The teacher can walk around the classroom to monitor and correct students’ pronunciation and intonation. Design Intent: Focusing on pronunciation and intonation during listening can improve students’ speaking skills. Imitation is an effective way for students to learn correct pronunciation and intonation. Production (10 minutes) Group Discussion Divide students into groups of 4 - 5. Pose some discussion questions related to the listening content, such as “What do you think is the most important quality in a friendship according to the listening?” or “If you were in the same situation as the people in the listening, what would you do?” Let students discuss in groups. Encourage each student to express their opinions. The teacher can move around the groups, listen to their discussions, and provide guidance and help when necessary. After the discussion, ask each group to select a representative to share their group’s ideas with the whole class. Design Intent: Group discussion can deepen students’ understanding of the listening content and also improve their communication and critical thinking abilities. Sharing group ideas in class gives students a sense of achievement and promotes class - wide interaction. Role - play Based on the listening material, design a role - play task. For example, if the listening is a dialogue between two friends having an argument and then making up, assign roles to students and ask them to act out a similar situation. They can use the language and ideas from the listening material, and also add their own creativity. Let students practice their role - plays in groups for a few minutes. Then, invite some groups to perform in front of the class. After each performance, ask the other students to give feedback, such as what they liked about the performance and what could be improved. Design Intent: Role - play can make students apply the language they learned in the listening in a real - life - like situation. It also helps students improve their speaking fluency and acting skills. Peer feedback can promote students’ self - reflection and learning. Summary and Homework (5 minutes) Summary Review the key vocabulary and sentence patterns about friendship learned in this class with the students. Ask students to recall the main points of the listening material and the important listening strategies they used, such as predicting, listening for key words. Design Intent: Summary helps students consolidate what they have learned in class and form a clear knowledge framework. Homework Ask students to write a short passage about their best friend, using at least 5 key words and 3 sentence patterns learned in this class. Encourage students to listen to some English songs or watch some English short videos about friendship at home to further improve their listening skills. Design Intent: The writing homework can help students practice using the language knowledge they learned in class. Listening to English songs and watching videos can expand students’ exposure to English and enhance their interest in learning English. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $