Unit 1 A new start Developing ideas Listening and Speaking 教学设计 2025-2026学年外研版七年级英语上册

该初中英语教学设计聚焦“描述学习问题与给出建议”核心目标，通过单词快读游戏与视频《Trouble is a friend》导入，激活学生已有的基础词汇和简单句型，逐步引入“I have a problem”“Here’s advice”等功能句型，搭建从已知到未知的学习支架。 资料亮点在于融合听力输入与口语输出，以学生刚入初中的真实问题为载体，通过听广播抓关键信息、小组创编对话等任务，培养思维品质（分析问题、提建议）与学习能力（合作、自主）。视频导入激发兴趣，分层任务适配不同水平，助力教师高效开展听说教学，帮助学生适应初中生活。

外研版新教材七年级上册 Unit 1 A new start Developing ideas Listening and Speaking 第4课时 教学设计 文本分析 This lesson is a listening and speaking lesson, which belongs to the theme category “Human and Self”, the theme cluster “Life and Learning”, and the sub-theme are: positive learning experiences and appropriate learning methods and strategies. What This lesson includes two listening texts: Text 1 is a piece of students’ union’s broadcast which mentions common challenges faced by freshmen (e.g., time management) and announces a lecture to help students utilize time effectively. Text 2 is a dialogue between two students: Zhang Wen, a freshman struggling to balance multiple subjects and homework; Li Lin, who offers three suggestions: make a daily plan; prioritize the most important tasks and break large tasks into smaller steps. How The two texts both develop in logical orders. Text 1 mentions that students enter middle school life, and raises three common problems faced by new students. Finally, it states the lecture’s time and content. In Text 2, Zhang Wen raises his learning problems, and Li Lin helps to overcome difficulties based on the content from the lecture. The texts use rich sentence structures. When describing problems, it shows the sentences such as “I have a problem,” “It’s hard to...,” and “But how about...?”. When giving advice, it shows the sentences like “Here’s the first piece of advice...” and “That’s the second piece of advice...”. The dialogue is simple, clear, and easy to imitate. Why The task of this lesson is let students collaborate and produce an oral dialogue. The first text helps students learn expressions about describing problems. The second text provides a model for describing problems and giving advice. Through completing listening activities, students will use relevant sentence patterns to express their own problems, propose suggestions, and communicate with peers. Therefore, they can learn to respect others and listen to others patiently. Simultaneously, this lesson guides students to actively seek solutions and help classmates adapt to middle school life. 学情分析 Knew: Students in Grade Seven, can use basic vocabulary and simple sentence patterns such as “how about...” after the primary school education. Based on this, this lesson will show more functional sentence patterns related to expressing problems and giving advice. It will help students understand the role of the Students’ Union in school and accumulate language expressions related to the themes of “life and learning”. Want: Students who have just entered middle school may encounter difficulties and challenges in this new state, such as academic struggles, time management issues, and interpersonal communication problems. They show interest in the topic of “middle school life” and seek solutions to prepare for starting their own wonderful middle school journey. Learn: Based on the texts and students’ prior knowledge, scaffolded sentence patterns will be used to guide students in internalizing knowledge and completing output tasks. Through posing questions, analyzing problems (e.g., time management difficulties), and proposing solutions, students’ logical and critical thinking skills will be developed. 教学目标 After this class, students will be able to: 1. Language Competence: attain the information, describe and give advice about studying problems through listening activities; 2. Learning Ability: improve autonomous learning and collaboration skills through group tasks like poster design and role-play; 3. Cultural Awareness: understand the supportive role of the Students’ Union in school life and develop teamwork awareness; 4. Thinking Ability: analyze problems and propose solutions to enhance logical and critical thinking. 教学重、难点 Key points: 1. Students can attain key information about new junior high students’ problems by listening to the broadcast and the dialogue; 2. Students can make a dialogue with partners to talk about the problems and advice with the help of sentence patterns. Difficult points: 1. To improve abilities in listening and speaking, get skills of listening and speaking; 2. Students can summarize and the ways of describing problems and advice by themselves. 教学过程 环节/时间 教学目标 学习活动 评价 Step 1 Lead in(3mins) 回顾本课时涉及 到的新单词，活 跃课堂气氛，为 接下来的教学活 动做准备。 1. Read and say the meaning of the words as fast as you can: ① problem ② advice ③ task ④ project 2. Watch a video: Trouble is a friend. 观察学生的参与度，了解其对本课时词汇的熟悉程度。 观察学生回答问题 的情况，掌握其对 trouble/problem 这 一话题的熟练程度。 设计意图： 通过单词游戏、视频导入学习问题与建议的话题，激发学生参与的兴趣，激活学生已有的语言知识，进而在知识与话题层面引入本节课：初中生活的问题。 Step 2 Pre-listening (5mins) 引导学生思考入 学后面临的问题，引起共鸣。 逐步引导学生产 生向学生会求助 的想法。理解有 关学生会职能的 短文介绍，为听 中活动做准备。 3. Think about the questions: (1) You have been junior high students for a few days. Do you have these problems/troubles? (2) Who can you ask for help when you face problems? 4. Learn the functions of the Students’ Union and know the meaning of it. 5. Look at the picture on textbook, and think what students in the picture are doing. 观察学生对所呈现 问题的回答，把握学生在初中学习中遇到的问题；观察学生阅读学生会职能时的反应，掌握学生对语篇的理解程度。 设计意图： 通过观察课本图片，导入主题：学生会的公告，帮助学生了解认识学生会的职能，激发学生的兴趣，丰富语言知识，拓展词汇，减轻听力障碍。 Step 3 While-listening (15mins) 听懂学生会广播 的大意和细节， 概括海报的构成 要素；获取学生 张文和李林对话 的内容；总结表 述问题和建议的 句型；意识到学 生会的价值和互助的意义。 6. Listen to the radio and choose the correct answer. After knowing about the main idea, students will work in pairs and discuss what problems might the junior high students have. 7. Listen again and complete the poster with the words in the box. Get the details of this notice. 8. Listen to the whole dialogue and choose the main idea. Listen to the tape step by step and finish the table. 9. Summarize ways to describe problems and give advice. 能正确选出对话大 意； 能正确填出细节信 息; 能准确说出句子要 点。 设计意图： 通过小听力中学生会公告，让学生了解对本单元主题；通过选词填空，进学生对新单词 的熟悉度，培养学生获取、记录关键信息的能力(获取与梳理)；教师引导学生注意海报的形式，让学生感知海报设计的要点，为本单元最后设计海报奠定基础；通过大听力的总听和分听，让学生梳理此对话的关键点，抓取细节信息(获取与梳理)；总结对话内容，让学生明确如何陈述问题并给出建议(获取与梳理)。 Step 4 Post-listening (15mins) 引导学生掌握对 话内容，应用所 学，会表述问题，提出建议。 10. Answer questions through the tapescript. 11. Fill in the blanks with what they heard just now. 12. Group work: Make a dialogue about problems in planning your studies and give advice with the help of sentence patterns. 能准确回答问题；能根据提示简要说出对话主要内容。采用分层式，由易到难，85％以上的学生能够说出。 观察小组合作情况 衡量学生的合作能 力以及对语言知识 的掌握。 设计意图： 点出多参与集体活动的重要性，互帮互助的重要性；根据师生总结出的提问题和给建议的基本句式，完成表格为小组合作自行问答做准备；通过设置分层任务，小组合作自行问答，检验学生学习情况，培养学生自我学习、小组学习的能力，让学生敢于展示自我 Step 5 Summary (2mins) 总结梳理本节所 学 , 自我评价 反思。 13. Summarize with a sentence and a short video: work together and face the problems. 14. Lead students to judge themselves according to the checklist. 通过互评表和自评 表衡量学生的课堂 掌握 Homework： Must do: write down your dialogue and try to polish it; Can do: record a video about the dialogue and share it to the class group; find more problems you meet in junior high school and give your advice. Share them next class. 学科网（北京）股份有限公司 $