Unit3 lesson1 listening and speaking教学设计-2025-2026学年仁爱科普版七年级英语上册

该初中英语教学设计聚焦学科名词、时间表达法及相关句型，通过问题“What’s your friend like?”和图片导入，激活学生对学校生活的已有认知，引入新词汇，搭建从已知到未知的学习支架，为听、说活动奠定基础。 特色在于任务型教学与真实情境融合，语言能力上通过听力重复、角色扮演提升听说技能，思维品质上借助真实课表讨论促进分析与表达，学习能力上小组合作完成对话替换与分享。如用真实课表替换对话内容，学生主动运用语言描述课程安排，既落实知识，又激发参与。助力教师高效组织课堂，学生提升综合语言运用与合作能力。

2025年嵩县优质教学资源评选活动 ---七年级上册第3单元第1课《listening and speaking》教学设计 （注：标题采用四号宋体，正文采用五号宋体，1.5 倍行距。） 课程基本信息 主备人 付旭亮 课型 新授课/一轮复习 学科 英语 年级 七 学段 初中 版本章节 仁爱科普版新教材unit3lesson1 教学目标 1. To understand, remember, and confidently use nouns related to school subjects in conversation. 2. To comprehend and use time expressions to describe a class timetable. 3. To listen attentively and express oneself bravely when discussing favorite subjects. 教学重难点 理解并运用时间表达法，介绍班级课程表。 学情分析 This section introduces the topic of “Experiencing Diverse Courses for Holistic Development” through dialogues between textbook characters. It presents vocabulary and sentence patterns related to school subjects and schedules, supported by substitution drills and listening input. Students will learn the names of school subjects and how to express time, enabling them to describe a class timetable and talk about their favorite subject using simple words, phrases, and time expressions. 教学准备 教学图片，钟表等 教学过程 教学步骤 学习活动 效果评价 设计意图 Step 1 Lead-in Begin by asking the class: “What’s your friend like?” Present the learning objectives for the lesson. Show the pictures on page 39 and guide students to answer: What are they doing? What class are they having? 观察学生回答问题的表现，评判其融入新课堂的情况。 To create context, activate prior knowledge about school subjects, introduce new vocabulary, and prepare students for subsequent learning. Step 2 Viewing & Pre-listening 1. Match the subjects with the corresponding pictures (a–h) on page 39. 2. Read aloud the subject words. 3. Look at the timetable in Activity 1-B and write the correct subjects on the lines. 4. Read the timetable together as a class. 5. Answer questions based on the timetable: · When does the maths class start? · When is the English class over? 根据学生图文匹配的情况，判断学生的学科相关词汇储备情况。 To help students extract information from visuals, understand sentences about subjects and class times, and use target language accurately in preparation for listening activities. Step 3 Listening & Speaking 1. Listen and repeat the conversation in Activity 1-C. 2. Work in pairs to practice the conversation. 3. Replace the bold parts in the dialogue and practice based on the real class timetable. 4. Act out the conversation. 5. Read through the text before listening to Activity 2. 6. Listen to the conversation and fill in the blanks with time or subjects. 7. Check answers together. 8. Work in pairs to practice and role-play the conversation in Activity 2. 观察学生的朗读和模仿表达是否正确。 观察学生对时间和学科信息的获取情况，判断学生在听中提取关键信息的能力。 Through listening, repetition, and role-play, students will extract information about time and subjects, describe their favorite subject and class times using their real timetable, and internalize key language for later output. Step 4 Post-listening 1. In pairs, discuss your favorite subject and the class timetable. 2. Share your conversation with the class. 观察两两活动和展示活动中学生能否依据真实课表谈论自己最喜爱的学科及其上课时间，并根据需要给予必要指导和反馈。 To apply learned language in a new context—describing the class timetable and favorite subjects—developing language skills and encouraging active participation in the theme of experiencing colorful courses and self-development. 板书设计/课堂小结 1. Summarize the knowledge points and skills learned in this class. 2. Show the students the homework for the class. Unit 3 Our Colorful School Life Lesson 1 Listening & Speaking 1. words: biology, geography, history, past, quarter 2. phrases: have a … class 3. sentence patterns: What time is it now?/ What's the time? What class are you having 教学反思 在学习动机的激发、高阶思维的嵌入、学习共同体的构建以及学习成果的社会性价值等方面，都进行了更深度的探索。它当然也对教师的课堂驾驭能力、资源准备和信息化工具的应用提出了更高要求。在实际教学中，教师可以根据学情，将优化设计中的理念和活动逐步融入原设计的稳健框架中，实现一种稳步的创新与进化。 — - 1 - — 学科网（北京）股份有限公司 $