Unit 1 School life D Listening and Speaking 教学设计2026-2027学年沪外教版英语七年级上册

该初中英语教学设计聚焦“学校生活”主题，核心知识点包括描述科目与教师的形容词（如patient, energetic等）、连接词（and, but, because）及表达喜好的句型。通过卡通对话角色扮演和实物图片预测导入，激活学生已知的学校生活词汇，为听力任务搭建学习支架，梳理新旧知识脉络。 此资料特色在于听口输入输出紧密衔接，分层任务（小组讨论、结对练习）融合核心素养。语言能力方面，引导学生运用新词汇和连接词组织表达；思维品质上，通过连接词逻辑串联观点；文化意识中，培养尊重教师、欣赏不同科目的态度。实例有小组合作介绍学校、结对用连接词讨论喜好，既提升学生语言运用与逻辑表达能力，也为教师提供清晰教学流程和分层设计参考。

Unit 1 School life 第4课时 Listening and speaking课时教学设计 教材分析 What---语篇主题和主要内容 Topic: My colourful school life My favourite school subjects and teachers Main content: This listening-speaking material consists of two listening parts and speaking tasks. In the first part, several middle-school students talk about their favourite school subjects and give their reasons for liking them. In the second part, four students share their opinions about their teachers, describing teachers' personal qualities with adjectives. Students are supposed to get information from listening, practise using linking words (and, but, because) and useful expressions to talk about their own favourite subjects and teachers in pair-work and group-work. Why---语篇传递的主题意义 Core values conveyed: 1. Appreciate school subjects — Different students have different favourite subjects; every subject can bring us joy and knowledge. 2. Respect and appreciate teachers — Good teachers have different fine qualities. They bring out the best in students and adjust teaching to fit students' learning styles. Teachers can be both helpers and role-models for students. 3. Express true personal feelings — Learn to voice one's own opinions and feelings about school life in a polite way. How---文体结构、语言特点及功能 1. Text structure Listening input 1: Conversations about school subjects. Speakers state their favourite subjects and explain their reasons. Listening input 2: Short student dialogues about teachers. Speakers comment on teachers' qualities and express their views on good teaching. Speaking output: Guided pair / group tasks. Students talk about their favourite subjects and teachers, give reasons and share ideas for school introduction. 2. Language features Key vocabulary: school-subject nouns; adjectives to describe teachers (patient, energetic, funny, friendly, helpful, kind); Sentence patterns for personal preference: My favourite subject is...because...; I find...enjoyable because it's...; ...is my favourite teacher. Linking words: and, but, because (to connect ideas, show contrast and give reasons) Short informal spoken sentences, natural daily-conversation style. 3. Language functions Listen for specific information: get speakers' favourite subjects, reasons and teachers' qualities. Describe people (teachers) and talk about school subjects. Express personal preferences and give reasons. State personal opinions about good teachers. Use linking words to organize ideas in oral speeches. 学情分析 【已知】Students have met simple There be structures in previous learning. They are familiar with some basic school-life-related vocabulary. They can take part in pair-work activities and follow simple classroom instructions. They can understand short, simple conversations about daily topics. 【未知】1. Key vocabulary & expressions Adjectives to describe teachers: patient, energetic, funny, friendly, helpful Useful expressions for talking about favourite subjects / teachers; fixed phrases bring out the best in, role model. 2. Skills & strategies Listening subskill: guessing the speaker's identity based on life experience. Speaking subskill: use linking words and, but, because to connect ideas and organize oral output. 【能知】 Master and use the new adjectives and useful expressions to talk about school subjects and teachers. Apply listening subskill to guess speakers' identity and catch key information from conversations. Use linking words and, but, because to give reasons and make their speaking logical. Practise the target phonemes in imitation activities. 核心素养教学目标 通过本课学习，学生能够： 1.语言能力：Use core vocabulary (e.g. patient, energetic, funny, friendly, helpful, kind, subject-related words) and useful expressions to talk about school subjects and teachers. Employ linking words (and, but, because) to state personal preferences and give reasons; pronounce the phonemes /k/ /ɡ/ /f/ /v/ /aɪ/ /ɪ/ /əʊ/ /ɒ/ correctly in oral practice. 2.学习能力：Gather specific information from listening materials, apply the listening subskill—guessing the speaker's identity. Take part in pair-work and group discussion, and transfer listening input into oral output to express personal opinions about subjects and teachers. 3.思维品质：Infer speakers' opinions and feelings based on listening context. Organize ideas logically with linking words when speaking, make reasonable judgements about good teachers' qualities, and form objective views on different school subjects. 4.文化意识：Learn to appreciate different school subjects. Recognize the valuable qualities of good teachers, understand the importance of teacher-student relationships, and develop positive attitudes towards school life. 教学重难点 教学重点： Core vocabulary for describing subjects and teachers: patient, energetic, funny, friendly, helpful, kind, nice, good, fun; school-subject-related words; Useful expressions for talking about favourite subjects and teachers. Listening subskill: guessing the speaker's identity. Linking words: and, but, because to connect ideas and give reasons. 教学难点： Apply linking words (and, but, because) logically in oral output; use newly-learned adjectives and expressions to talk about one's own favourite subject or teacher with complete and proper reasons. Grasp speakers' opinions and implied feelings from short listening conversations. 教学过程 教学环节 教师活动 学生活动 设计意图 Lead in 情景导入 Show the cartoon dialogue pictures about school subjects. Organize students to read and act out the short conversation. Then present the pictures of three objects and guide students to predict the subjects in the listening material. Read the sample dialogue, practise role-play with partners. Observe the pictures, make predictions about what subjects will be mentioned in the listening task. Activate students' existing knowledge about school subjects. Arouse students' interest in the topic. Lay language foundation for the following listening activity and develop students' predicting skill. · Presentation 学习理解 1.Play the audio for D2 and guide students to choose the best answers. 2.Introduce the listening subskill of guessing the speaker's identity. 3.Play the recording again for D3 and ask students to complete the table. 4.Organize pair-work for D4 with the given example. Next, play the audio of D5, require students to circle descriptive adjectives. Play the audio once more for D6, ask students to match speakers with opinions and fill in blanks. 5.Give necessary vocabulary support and check students' answers. 1.Listen to the audio and finish multiple-choice questions. 2.Learn the listening subskill. Listen again to complete the table about subjects and reasons. 3.Practise pair-work to talk about difficult and enjoyable subjects. 4.Listen and circle target adjectives for describing teachers. 5.Finish matching and gap-filling tasks, check answers with the teacher. · 1.Train students' listening skills to get main ideas and specific details. 2.Help students master new adjectives and subject-related expressions. 3.Enable students to transfer listening input to simple oral output. 4. Develop students' ability to infer information from listening materials. · Practice 探究应用 Assign the group-work task D7. Present the sample speech. Walk around to offer guidance when students discuss in groups. Invite several groups to give presentations in front of the class and give proper feedback. Discuss the given question within groups. Refer to the example to prepare a short school introduction. Some groups share their work in front of the whole class. Help students integrate the language points learned in this lesson. Improve students' cooperative learning and oral expression skills. Consolidate output around the topic of school life. · Production 迁移创新 1. Present useful expressions for talking about subjects and teachers. 2. Introduce the speaking subskill of using linking words. 3. Assign pair-discussion task D8 and show the sample dialogue. 4. Lead the pronunciation part, play audio for students to listen, imitate and read sentences. 5. Walk around to monitor pair work and give timely guidance. Invite some pairs to show their dialogues and give comments. 1. 1.Learn and memorize the useful expressions. 2.Understand how to use linking words. 3.Complete pair discussion to talk about their favourite subjects or teachers. 4.Listen to the pronunciation recording, imitate sounds and read sentences aloud. 5.Take part in pair practice and some students present their dialogues to the class. 1.Offer language support for students' oral output. 2.Strengthen students' ability to use linking words in speech. 3.Consolidate target phonetic sounds. 4.Improve students' oral-communicating competence on the topic of school life. · Summary 归纳总结 1. Guide students to review key vocabulary and key sentences of this unit. 2. Help students go over listening-speaking skills and main topics as well as opinions. 3. Organize brief revision activities to check students' mastery of knowledge. 4. Give proper supplements and evaluation. 1.Recall and sort out the learned words, sentences and skills. 2.Participate in class review. 3.Reinforce the topic-related expressions and practical listening-speaking strategies. · 1.Consolidate the core language knowledge and skills learned in this lesson. 2.Help students build clear knowledge framework about school-life topic. 3.Strengthen students' understanding of relevant viewpoints. Language points 知识梳理 1.Present the blackboard-style knowledge framework. 2.Clarify listening subskill and main listening tasks. 3.Highlight speaking topics and core useful expressions. 4.Guide students to sort out key knowledge points of listening and speaking. 1.Observe and take notes on the knowledge framework. 2.Sort out listening skills and speaking expressions. 3.Comprehend how to get information about school subjects and teachers' qualities. 1.Help students form clear knowledge structure of this lesson. 2.Reinforce listening subskill and oral output language support. 3.Make it convenient for students to review and memorize key points. · · Exercises 练习巩固 1. Assign layered homework including basic, improving and extend tasks. 2. Explain the requirements of each task clearly. 3. Remind students to apply words and sentence patterns learned in class. Arrange ways for homework submission. 1. Finish differentiated homework tasks. 2. Practice pronunciation through recording. 3.Complete sentence-writing, short-passage writing and oral output tasks according to their own level. 1. 1.Realize layered teaching to meet different-level students' needs. 2.Consolidate vocabulary and sentence patterns. 3.Combine written and oral practice to develop students' comprehensive language competence. 4.Extend students' language output after class. 分层作业设计 A层： 基础巩固 面向基础薄弱学生，设计简单、保底的作业任务…. B层： 能力运用 面向大多数学生，设计应用型、巩固性作业…. C层： 拓展挑战 面向学有余力学生，设计拓展性、创造性作业…. 教学反思 亮点：Pre-listening prediction activities successfully motivated students and got them involved in the school-life topic. Most students mastered the key adjectives and useful sentence patterns for describing subjects and teachers. Layered group-work and speaking tasks offered students chances for oral practice. Students could apply listening skills to catch specific information such as speakers' opinions.不足：Some lower-level students had difficulty in using complex sentence patterns in oral output. Limited class time made part of the speaking production step a little hurried; several students could not finish their sharing. A small number of students failed to use proper adjectives when describing teachers. 改进：Prepare more sentence frames as scaffolding for less-competent students before group discussion. Optimize time distribution and reserve enough time for students' presentation and feedback. Add more guided practice of descriptive adjectives. Give more individual guidance during pair-work to help students polish their oral expressions. www.21cnjy.com 精品试卷·第 2 页 （共 2 页） 学科网（北京）股份有限公司 $