Unit 1 Learning to be—D Listening and speaking教学设计 2025-2026学年沪教版七年级英语下册

该初中英语教学设计聚焦“责任与未来计划”主题，涵盖核心词汇（responsible, take care of等）、will/be going to用法及听力口语训练。通过真实生活图片与分层问题导入，激活学生旧知，再经词汇教学与语音训练（/kw/, /tn/等）搭建听力学习支架。 特色在于分层教学（听力分大意/细节理解，作业设A/B/C级）、情境与任务型教学（角色扮演“成长分享会”、小组讨论责任品质），融入文化意识（中外青少年责任认知对比）。通过听力复述和口语对话提升语言能力，信息捕捉与讨论培养思维品质，为教师提供结构化流程和丰富资源，助力学生形成责任意识与积极成长心态。

主备人 备课时间 授课时间 教案编号 教学内容 Unit 1 Learning to be — D Listening and speaking 课 型 新授课 时间分配 教师讲授时间 20 学生活动时间 20 教学目标 1. Language competence: Master words and phrases about responsibility and future plans: responsible, take care of, goal, be going to, will; master special pronunciations /kw/, /tn/, /tw/, /vn/; grasp the usage of will & be going to for future intentions; understand a speech on responsibility and a dialogue about future plans; talk about being a better person and personal future plans fluently. 2. Thinking quality: Improve listening ability to get main ideas and key details; develop oral English and the ability to summarize information. 3. Learning ability: Help students reflect on daily behaviour and build a sense of responsibility; set personal goals and develop self-improvement awareness. 4. Cultural awareness: Learn teenagers’ different understandings of responsibility and growth in diverse cultures and form positive values of taking responsibility. 教学重点 1. Master core vocabulary & phrases of the topic; 2. Master the usage of will and be going to for future tenses; 3. Understand and retell listening contents. 教学难点 1. Distinguish will and be going to and use them properly in different situations; 2. Catch and retell key information from listening speeches and conversations; 3. Talk about responsibility and future plans coherently in English. 教学资源 Textbooks, PPT, pictures about responsibility, word cards, listening audio, pronunciation worksheets, dialogue templates, future-plan task sheets 教法设计 Situational Approach, Task-based Language Teaching, Communicative Approach, Graded Drills, Cooperative Learning 本课重点 解决问题 Master words & sentence patterns about responsibility and future plans; understand and retell listening materials; express future plans with will / be going to; discuss growth and responsibility topics 本 课 学生所得 Grasp topic words and future-tense structures; improve listening & speaking skills; form responsibility awareness and positive growth mindset 课前准备 学生预习准备 Preview new words; think about personal responsibilities and future goals in advance. 教师教学准备 Complete course PPT, prepare listening audio, word cards, pronunciation exercises, dialogue templates and all task worksheets. 教学过程 主备栏 二次备课栏（手写） Step 1 Lead-in & Vocabulary Pre-teaching (5 mins) Warm-up situational introduction: The teacher displays a set of real-life pictures: kids feeding small pets, helping parents clean rooms, tutoring classmates’ homework and writing study plans. Put forward layered guiding questions: “What good things do you usually do at home or school? What do you want to become in the future?” Organize free casual talk, activate students’ existing knowledge reserve related to responsibility and dreams. 1. 2. Core vocabulary teaching: 3. Show word cards one by one with responsible, take care of, goal, improve, skill, hard-working, practice. Teacher reads each word with correct stress and pronunciation for twice, then leads the whole class to read together, picks several individual students randomly to check reading accuracy and correct wrong pronunciations timely. 4. Phonics paving for listening: List typical words containing target phonemes /kw/, /tn/, /tw/, /ʃən/ such as quick, often, twice, action. Teacher demonstrates mouth shape and pronunciation, students follow group by group, eliminate listening pronunciation barriers in advance. 5. Task announcement: 6. Write lesson topic on blackboard briefly, inform students the class core tasks: finish two listening materials including a responsibility speech and a future-plan dialogue, and master future sentence patterns to finish follow-up oral practice. Step 2 Pre-listening: Grammar & Phrase Preparation (6 mins) 1. Example sentence presentation and collective reading: 2. Write four typical sentences on PPT: 3. ① I will take good care of my little dog every day. 4. ② I’m going to study English harder to reach my small goal. 5. ③ What are you going to do to make yourself a better student? 6. ④ What will you do to improve your bad habits? 7. All students read in chorus first, then read line by line in groups. 8. 9. Grammar differentiation explanation: · be going to: Used for plans and arrangements students have already made carefully in advance; · will: Used for sudden willingness, instant decisions or objective future predictions without prior plan. · Add extra contrasting example sentences: · I’m going to join the school football club next month. · I will help my mum wash dishes after dinner tonight. · · Teacher combines daily life scenes to help students understand differences intuitively. 1. Key phrase consolidation: 2. Explain four core phrases: 3. take care of, achieve one’s goal, improve oneself, be responsible for, match each phrase with simple life examples to clear listening comprehension obstacles. 4. Step 3 While-listening: Layered Listening Training (15 mins) Part A Listening: Speech about Being Responsible 1. First listening (General idea): 2. Play the full audio once without pause. Students finish single-choice question: What’s the main idea of the speech? 3. A. Ways to be a responsible person B. Different kinds of future jobs. 4. 5. After listening, check answers together briefly. Meanwhile ask students to tick all responsible behaviors mentioned in the speech on textbook. 6. 7. Second listening (Detailed information): 8. Play audio for the second time, pause appropriately at key sentences, students complete three blanks on their worksheet: 9. ① A responsible person will ______ their pets carefully. 10. ② They are going to ______ housework with their family members. ③ They will also ______ all the school lessons seriously. Finish answers checking and analyze difficult sentences in the speech. Guided retelling: With the help of key word hints on PPT, the whole class retells the speech paragraph by paragraph first, then invite 2~3 individual students to retell the whole speech independently. Part B Listening: Dialogue about Personal Future Plans 1. First listening: Listen to the complete dialogue once, students mark down the core topic of this conversation. 2. Second listening: Play audio again, students fill in personal information table including partners’ future dream jobs and corresponding improvement measures. Teacher checks answers after listening. 3. Imitation listening: Play audio sentence by sentence, students follow the recording to copy tone, intonation and pause; teacher walks around the classroom, correct students’ wrong reading of will and be going to in time. Step 4 Post-listening: In-depth Oral Consolidation & Group Activities (12 mins) 1. Text reading consolidation: Students read the speech and dialogue in two forms: individual silent reading first, then pair reading with deskmates; underline all core words and future tense sentences in textbooks, check reading fluency mutually. 2. Fixed pattern pair drill: Students use the given dialogue frame to make short conversations: 3. A: What’s your dream goal in the future? 4. B: I’m going to be a(n)… 5. A: What practical things will you do to achieve it? 6. B: I will… / I’m going to… 7. Teacher patrols the whole classroom, records common grammar mistakes and give centralized correction after practice. 8. Group role-play activity: Divide students into groups of 2~3, hold a small “Growth Sharing Meeting”. Every group needs to combine responsibility performance and future plans to organize a short role-play performance, teacher scores from three dimensions: grammar accuracy, oral fluency and content completeness. 9. Topic group discussion: Four students form one group to discuss two core questions: What qualities make a responsible teenager? What things will you stick to do to become a better person later? Each group sorts out 3~4 viewpoints and selects one representative to share discussion results before the whole class with target sentence structures. 10. Brief cultural expansion: Introduce the different definitions of family responsibility between Chinese and western teenagers, talk about different ways kids take family duties in various countries, cultivate students’ cross-cultural cognition and positive sense of responsibility. 11. Step 5 Lesson Summary & Layered Homework Arrangement (2 mins) 1. Knowledge summary: Teacher leads all students to review core vocabulary, usage rules of will/be going to, main content of two listening materials and common topic expressions together. 2. Tiered differentiated homework: 3. Level A (Basic): Memorize all core phrases; listen to class audio and repeat three times every day. 4. Level B (Medium): Complete all textbook listening exercises; write a 4-sentence short speech about how to be responsible. 5. Level C (Improvement): Finish a 60-word short composition introducing personal future goals and specific improvement plans. 6. Preview task: Ask students to preview new words and key expressions of the next period’s lesson in advance. 知识结构或板书设计 Unit1 Listening and Speaking 1. Key words & phrases: responsible, take care of, goal, improve, hard-working 2.Future expressions✅ be going to → pre-planned arrangements✅ will → willingness / sudden decisions / predictions 3.Listening themes Speech: how to be responsible Dialogue: personal future plans 作业设计与布置 作业内容 所需时量 批阅方式 Level A: Recite core phrases + repeat listening audio three times Level B: Finish textbook listening exercises + write a short speech on responsibility Level C: Write a 60-word English passage about personal future plans 教学后记 Most students can master core vocabulary and two future structures, finish listening tasks smoothly and complete simple oral conversations. Several underachievers still mix up the usage of will and be going to and lack logical expression in free talk. Targeted comparative exercises and small oral sentence drills will be added in the following remedial practice. 年 月 日 学科网（北京）股份有限公司 $