Unit 6 Section A 2a-2e 听说课教学设计2025-2026学年人教版英语七年级下册

Unit 6 Rain or Shine Section A: What’s the weather like? Period 2: Holidays Near and Far (2a–2e) Class Type: Listening & Speaking (Functional Focus: Holiday Phone Conversations) Duration: 45 minutes Grade: Grade 7 I. Teaching Objectives 1. Language Knowledge · Understand and use holiday-related vocabulary: sunbathe, beach, snowman, build, temperature, holiday, lucky you! · Master functional expressions for phone conversations about holidays: · Opening: “How’s your holiday going?” · Describing weather: “The weather here is hot and sunny.” · Reporting activities: “I’m sunbathing at the moment.” / “We’re building a snowman.” · Recognize and practice expressive intonation to convey emotion (e.g., excitement, surprise). 2. Language Skills · Listening: Identify specific information (location, weather, temperature, activity) from a comparative holiday dialogue. · Speaking: Role-play a short, natural-sounding phone call between friends on holidays in contrasting climates. · Reading for Detail: Scan a dialogue to extract and organize comparative information into a table. 3. Affective & Cultural Awareness · Appreciate how geography and climate shape diverse holiday experiences (e.g., tropical beach vs. snowy city). · Build confidence in using English for authentic, motivating social interaction—sharing personal experiences with peers. II. Key & Difficult Points Category Content Key Points • Understanding the contrast between two holiday scenarios. • Using present continuous + weather adjectives to describe an imagined holiday moment. Difficult Points • Sustaining a mini-conversation beyond Q&A (adding follow-up questions or reactions). • Using natural, expressive intonation to convey feelings like joy (“Lucky you!”) or vivid description (“It’s freezing!”). III. Teaching Preparation Role Materials Teacher • PPT with:  – High-quality photos of Sanya (beach) and Stockholm/Harbin (snow)  – Embedded audio of 2a conversation  – Interactive side-by-side comparison table  – Sentence frames for role-play  – Timer & intonation visual cues (↑ for rising tone) • Props: Two toy phones (or students use hands as phones) Students • Worksheet 1: Gap-fill for 2a + Comparison table for 2b • Worksheet 2: “My Holiday Call Planner” – choose location, weather, activity, and draft lines IV. Teaching Procedures Step 1: Warm-up – Dream Holiday Choices (5 min) Goal: Activate schema & introduce contrast. · Show two vivid images: tropical beach vs. snowy city. · T: “If you could go on holiday right now, which would you choose? Why?” → Elicit words: sun, swim, warm, snow, cold, ski. · T: “Today, two friends—Anna and Bill—are on very different holidays. Let’s listen to their phone call!” Step 2: Listening & Reading – Compare & Contrast (2a & 2b – 12 min) Goal: Extract and organize key information from authentic dialogue. · First Listen (Gist): 1. Task: “Where is Anna? Where is Bill? What’s the biggest difference?” 1. Play audio → Students complete gap-fill (2a) on Worksheet 1. 1. Quick check: Anna – Sanya (hot/sunny/beach); Bill – Stockholm (cold/snowy/snowman). · Reading for Detail (2b): 2. Students read full dialogue to complete comparison table (Place / Temp / Weather / Activity). 2. Pair Check → Teacher co-constructs table on board. · Language Spotlight: 3. Highlight functional phrases: “How’s your holiday going?” (friendly opener) “Lucky you!” (positive reaction) “I’m… at the moment.” (present continuous for current action) 3. Practice with emphatic stress: “It’s HOT and SUNny!” Step 3: Pronunciation – The Music of Conversation (2c – 5 min) Goal: Develop awareness of intonation for emotional expression. · Play “Lucky you!” → Ask: “Does the voice go up or down?” → “Up! It sounds happy and excited!” · Play “It’s cold and snowy.” → “Which words are stressed?” → “COLD and SNOWy!” · Choral Drill: Practice 3 key lines with exaggerated intonation (happy, surprised, descriptive). · Tip: Use hand gestures (↑ for rising tone, ↓ for falling) to visualize pitch. Step 4: Speaking – Create Your Own Holiday Call (2d & 2e – 15 min) Goal: Personalize language through structured, creative output. · Step 1: Choose Your Holiday 1. Pairs use Worksheet 2 to select contrasting locations: 0. Option A: Hainan – sunny, 30°C – swimming / sunbathing 0. Option B: Harbin – cold, -10°C – skiing / building snowmen · Step 2: Plan Your Dialogue 2. Use sentence frames on PPT/board: A: Hi! How’s your holiday going? B: Great! The weather here is ______. What’s it like there? A: It’s ______. What are you doing? B: I’m ______. What about you? A: I’m ______. Have fun! / Lucky you! 2. · Step 3: Practice & Perform · Pairs rehearse (2–3 mins). Teacher circulates for support. · Perform: 3–4 pairs present with toy phones and expressive voices. Class gives “thumbs up” for clear weather/activity descriptions. Step 5: Summary & Homework (3 min) Summary: “You’ve just compared real holidays and created your own! Remember: ‘How’s your holiday going?’ is a great way to start a friendly chat in English.” Homework: · 必做 (Required): Write your 4–6 line holiday phone call in your notebook. · 选做 (Optional): Draw a 2-panel comic strip of your call with English speech bubbles (e.g., ☀️ “I’m swimming!” / ❄️ “I’m making a snowman!”). V. Assessment Design Method Purpose Observational Monitor use of target vocabulary, present continuous, and intonation during pair work. Product-based Collect Worksheet 1 to assess listening/reading comprehension accuracy. Performance-based Evaluate role-plays for fluency, functional language use, and expressive delivery. VI. Blackboard Layout Unit 6 Section A: Holiday Phone Calls 🌍 Comparing Holidays: Anna (Sanya) Bill (Stockholm) 📍 Place: Hainan Harbin 🌡️ Temp: 28°C -3°C ☀️/❄️ Weather: Hot & sunny Cold & snowy 🏖️/⛄ Activity: Sunbathing Building a snowman 📞 Useful Phrases: • How’s your holiday going? • The weather here is ______. • I’m ______ at the moment. • Lucky you! / That sounds amazing! ✨ Your Turn! A: Hainan → sunny → swimming B: Harbin → cold → skiing (Use color coding: blue for cold, orange for warm; add simple icons) VII. Post-Lesson Reflection (To be completed after class) 1. Comparative Thinking: Did the side-by-side table effectively help students notice and articulate contrasts? 2. Scaffolding Success: Was the “Holiday Call Planner” sufficient to support confident creation without over-scripting? 3. Intonation Impact: Did the focused practice on “Lucky you!” and descriptive stress improve naturalness in role-plays? 4. Motivation & Engagement: Did the personalized holiday choice boost willingness to speak? Was the China-localized context (Hainan/Harbin) more relatable than Sanya/Stockholm? 5. Time Allocation: Was 15 minutes enough for planning, practicing, and performing? Should future lessons allocate more time for speaking output? Design Rationale: This lesson moves from receptive understanding (listening/reading) to controlled practice (intonation) and finally to creative application (role-play), fostering both linguistic accuracy and communicative confidence within a culturally resonant, student-centered framework. 学科网（北京）股份有限公司 $