Unit 1 A new start — Developing ideas (Listening & Speaking) 教学设计 2026-2027学年外研版七年级英语上册

该初中英语教学设计聚焦“初中新生活适应”主题，核心知识点包括描述问题与提建议的关键词（如subject, task）、句型及/ɑː/ /æ/ /e/语音识别。课堂以学生会、社团场景提问导入，激活学生兴趣并铺垫情境，听前通过词汇教学与语音训练扫清障碍，听中分层抓取主旨与细节，听后用句型支架完成情境对话，构建连贯学习脉络。 此资料亮点在于情境教学与任务型教学深度融合，以学生会场景为主线贯穿全程。分层听力任务（从主旨到细节）培养思维品质，情境对话输出提升语言能力，渗透校园互助文化意识。帮助学生提升听说及新环境适应能力，为教师提供目标明确、活动可操作的教学路径，有效落实核心素养培养。

Unit 1 A new start — Developing ideas (Listening & Speaking) 学科 / 年级：英语 / 七上外研版 （孙中有） 课时：1 课时（45 分钟） 1. Analysis of Teaching Materials (What / Why / How) What This lesson is from Developing ideas section of Unit 1 A new start. It focuses on the theme of junior high school new life adaptation. The learning materials include a Students’ Union broadcast speech and a student dialogue. The core knowledge covers key words (subject, task, activity, Students’ Union), key sentence patterns for describing problems and giving advice, and phonetic recognition of /ɑː/ /æ/ /e/. Students need to finish listening tasks of grasping main ideas and detailed information, then complete oral expression practice. Why The topic is closely connected with seventh graders’ real school life. Freshmen usually face troubles of heavy study tasks and unreasonable time planning. The textbook sets the scene of Students’ Union helping new students, which is vivid and practical. It helps students master functional sentences for asking and giving advice, improve listening and speaking skills, and cultivate the ability to adapt to new campus life, which conforms to the core literacy requirements of English curriculum. How The textbook arranges learning tasks progressively: pre-listening prediction and vocabulary paving, while-listening layered information grabbing (main idea + details), post-listening imitating and situational oral output. It combines input and output, takes the Students’ Union scenario as the main line throughout the class, and guides students to learn and use English in real communicative situations. 2. Analysis of Students Seventh graders are new to junior high school. They are curious about new campus organizations such as Students’ Union and school clubs, and have strong interest in situational interactive learning. Emotionally, they have real confusion about increased learning tasks and time management, which resonates with the lesson theme. In terms of language foundation, they have mastered simple daily communication sentences, but lack standardized and fixed expressions to describe learning difficulties and put forward suggestions. Besides, their ability to capture listening details and flexible oral expression needs to be improved. They are active in classroom interaction but lack autonomous learning and situational application ability. 3. Teaching Objectives (Core Competencies) 1) Language ability： Students can master and use key words and core sentence patterns skillfully; they can understand the general idea and key details of the listening material about Students’ Union lectures and student dialogues; they can complete simple oral communication of describing learning problems and giving reasonable advice in paired work. 2) Thinking quality Through listening prediction, information screening and dialogue creation, students can develop logical thinking and analytical ability; they can sort out problems and solutions independently, and form critical and innovative thinking in situational expression. 3) Cultural awareness Students can understand the mutual-help spirit of campus collective life, establish positive awareness of adapting to new junior high school life, learn to face learning difficulties bravely, and form good values of mutual assistance and common progress. 4) Learning ability Students can master the learning method of predicting before listening and grasping key information while listening; they can take the initiative to participate in classroom dialogue and cooperative learning, and improve their autonomous learning and practical language application ability. 4. Teaching Key and Difficult Points Key Points 1) Master the core vocabulary and functional sentence patterns for describing problems and giving advice. 2) Grasp the main idea and detailed information of the listening materials accurately. 3) Complete situational oral expression with the help of sentence scaffolds. 4.2 Difficult Points 1) Capture subtle detailed information in listening materials accurately. 2) Use target language flexibly and naturally in real campus scenarios to complete interactive communication. 5. Teaching Methods Situational Teaching Method, Task-based Language Teaching Method, Cooperative Learning Method, Layered Listening Teaching Method 6. Teaching Aids Textbook, PPT courseware, listening audio, chalk 7. Teaching Procedures (45 mins) Step 1 Warming-up & Lead-in (3 mins) 1. Ask situational questions: Do you know our school’s Students’ Union and clubs? What can they do for us? 2. Guide students to share their ideas, conclude that the Students’ Union helps new students solve school problems. 3. Present the textbook picture, lead students to observe and predict: The students in the picture are from the Students’ Union. They will hold a talk for new students. What problems will they talk about? 设计意图：以初中专属的学生会、社团场景切入，贴合教材听力核心场景（学生会新生讲座），快速拉近学生与文本距离，激活课堂氛围，同时为本课整体情境主线铺垫。 Step 2 Pre-listening (7 mins) 1. Teach key new words: Students’ Union, subject, task, activity, combine campus scenarios to explain and guide students to read. 2. Phonetic training: Teach the pronunciation of /ɑː/ /æ/ /e/, guide students to distinguish and read related words. 3. Guide students to read the options of Exercise 1 and predict the main problem of new students. 设计意图：听前扫清词汇、语音障碍，降低后续听力难度；通过预测任务培养学生听前预判的学习习惯，衔接导入的学生会场景，保证课堂情境连贯统一。 Step 3 While-listening (18 mins) 1. First listening (Main idea): Play the audio for the first time, ask students to finish Exercise 1 and find out the biggest problem for new students. Check answers. 2. Second listening (Details 1): Play the audio again, let students complete the Students’ Union talk poster in Exercise 2, supplement key scene information. 3. Third listening (Details 2): Transition with situational sentences, play the dialogue audio, guide students to finish the table in Exercise 3, sort out students’ problems and corresponding advice. 4. Summarize the listening skill: state problems + add details. 设计意图：采用分层听力任务，从主旨到细节、从宏观学生会集体讲座到微观学生个体对话，层层递进符合学生认知规律；落实听力技能训练，突破本课教学重点，同时紧扣全程学生会主题场景。 Step 4 Post-listening (12 mins) 1. Guide students to imitate the audio to consolidate pronunciation and sentence patterns. 2. Present core sentence scaffolds, demonstrate paired dialogue with one student. 3. Set situational task: Act as Students’ Union members, communicate with classmates, listen to their learning problems and give advice. 4. Organize pair work and select groups to show their dialogues, give targeted comments. 设计意图：以学生会服务同学为口语输出场景，避免机械句型操练，实现学用结合；通过句型支架降低口语输出难度，分层锻炼学生语言运用能力，攻克教学难点。 Step 5 Summary & Homework (5 mins) Teacher’s Activities: 1. Guide students to summarize the key knowledge: core sentences, listening skills and time management methods. 2. Assign layered homework: ① Basic homework: Read the listening materials fluently. ② Extended homework: Write 2 groups of dialogues about asking for and giving advice as a Students’ Union member. 设计意图：师生共同总结梳理本课重难点，巩固课堂所学；分层作业兼顾不同层次学生，延续本课学生会情境，实现课堂知识的课后迁移运用。 8. Blackboard Design Unit 1 A new start Developing idea Key Problems more subjects / heavy tasks / hard time planning Key Sentences 1. It’s hard to… 2. Can you give me some advice? 3. Here’s the piece of advice… Phonetics /ɑː/ hard /æ/ activity /e/ second 学科网（北京）股份有限公司 $