Unit 2 Making friends D Listening and Speaking 教学设计2026-2027学年沪外教版七年级英语上册

该初中英语教学设计聚焦“Starting a friendship”主题，核心知识点为友谊相关词汇（如buddy, teenager等）及提建议表达（如Why don't you...等）。通过播放友谊视频和预听任务导入，结合学生已知的基础形容词，搭建从描述朋友到学习新词汇、运用提建议表达的学习支架，衔接前后知识。 此资料特色在于融合文化意识（引入俞伯牙与钟子期“高山流水”故事）、思维品质（引导分析友谊问题并给出合理建议），通过听力关键信息抓取训练、小组讨论及角色扮演提升语言能力。分层作业设计满足不同学生需求，助力学生跨文化理解与沟通能力提升，为教师提供清晰教学流程与实用教学支架。

Unit 2 Making friends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: Starting a friendship Main content: This lesson is about making friends and solving friendship problems. It begins with a listening task about Sophie, who calls Amy for advice on starting a friendship at a new school. Students listen for key words such as advice, tips and suggestion, and complete notes about how to start a friendship. Then students answer questions about close friends and the questions they want to ask their best friend. In the Best Friend Challenge, students listen to Bokang and Maxine answering questions about each other and complete a table. Finally, students discuss friendship problems and give suggestions using useful expressions. Why---语篇传递的主题意义 Core values conveyed: 1. Understanding friendship — Students learn what makes a good friend and how to start a friendship at a new school. 2. Learning to give advice — Students practise giving suggestions to help friends solve problems. 3. Valuing communication — Students understand that talking and listening are important in friendship. 4. Appreciating Chinese culture — Students learn the story of Yu Boya and Zhong Ziqi, and understand the meaning of "high mountain and running water". How---文体结构、语言特点及功能 1. Text structure The lesson is organized into three parts. First, students listen to a conversation about starting a friendship and complete notes. Then they take part in the Best Friend Challenge, listening and completing a table. Finally, they discuss friendship problems in pairs and act out conversations. 2. Language features The lesson uses key vocabulary about friendship (buddy, teenager, friendship, challenge, common, loyal, truly, get along, have sth. in common). It also uses useful expressions for giving suggestions (Why don't you ...? Maybe we should ... My suggestion is ... I suggest that ...). The listening tasks focus on key words such as advice, tips and suggestion. 3. Language functions Students are able to ask and answer questions about friends. They can give advice and suggestions to solve friendship problems. They can also listen for specific information and complete notes and tables. 学情分析 【已知】Students have learned basic adjectives to describe people, such as kind, nice, friendly and funny in primary school. They can understand and use simple sentences to talk about their friends, such as He is friendly. They are familiar with school-related topics and can work in pairs to ask and answer questions. They also have basic listening skills and can follow simple classroom instructions in English. 【未知】Students have not learned the key vocabulary of this lesson: buddy, teenager, spend, join, friendship, together, challenge, common, loyal, truly, get along, have sth in common. They are unfamiliar with useful expressions for giving suggestions, such as Why don't you ...? Maybe we should ... My suggestion is ... I suggest that .... They also do not know how to listen for key words (advice, tips, suggestion) to find specific information in a conversation. They cannot yet talk about friendship problems or give advice in complete sentences. 【能知】 Through listening activities, pair work, group discussion and role-play, students will be able to understand and use the core vocabulary and useful expressions from the lesson. They will be able to listen for key words to find specific information, complete notes and tables, and talk about friendship problems. They will also be able to give suggestions to help friends solve problems in real-life contexts. 核心素养教学目标 通过本课学习，学生能够： 1.语言能力：Master the key vocabulary about friendship (buddy, teenager, spend, join, friendship, together, challenge, common, loyal, truly, get along, have sth in common) and use useful expressions to give suggestions (Why don't you ...? Maybe we should ... My suggestion is ... I suggest that ...). 2.学习能力：Grasp key information through listening activities by focusing on key words such as advice, tips and suggestion, and apply the target vocabulary and expressions in pair work, group discussion and role-play tasks. 3.思维品质：Compare and analyse friendship problems, and think of proper ways to solve them by giving suggestions and explaining reasons. 4.文化意识：Understand the story of Yu Boya and Zhong Ziqi, and appreciate the meaning of "high mountain and running water" — deep friendship between close friends. Develop positive values such as loyalty, honesty and understanding in friendship. 教学重难点 教学重点： Master the key vocabulary about friendship: buddy, teenager, spend, join, friendship, together, challenge, common, loyal, truly, get along, have sth in common. Understand and use useful expressions for giving suggestions: Why don't you ...? Maybe we should ... Would you like ...? My suggestion is ... I suggest that ... If you ask me, ... Listen for key words such as advice, tips and suggestion to find specific information in a conversation. Complete notes and tables based on listening materials. 教学难点： Use the target vocabulary and expressions correctly to talk about friendship and give advice in both speaking and writing. Listen for specific information and complete the table accurately. Analyse friendship problems and give proper suggestions to solve them. Talk about their own experiences of making friends with proper supporting details. 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 1. Play a short video about friendship. 2. Show the Pre-listening task and ask students to tick what the advice is possibly about. 3. Present the key vocabulary (buddy, get along) and guide students to guess their meanings. 1.Watch the video and think about the topic of friendship. 2.Read the situation about Sophie and tick what the advice is possibly about. 3.Learn the key vocabulary and try to guess their meanings. 1.Arouse students' interest in the topic of friendship. 2.Introduce the situation and key vocabulary for the listening task. 3.Prepare students for the listening activities. Presentation 学习理解 1. Play the recording and guide students to choose the best answers for D2. 2. Present the key vocabulary (teenager, spend, join) and explain their meanings. 3. Play the recording again and guide students to complete the notes about starting a friendship. 4. Guide students to answer the question in D4: What do you think of Amy's advice? and share their ideas in pairs. 5. Ask students to answer the questions in D5: How many close friends do you have? and What questions do you want to ask your best friend? 6. Present the Culture link about Yu Boya and Zhong Ziqi, and explain the key words and phrases. 1.Listen to the recording and choose the best answers. 2.Learn the key vocabulary and take notes. 3.Listen again and complete the notes with the correct information. 4.Work in pairs and answer the question about Amy's advice. 5.Answer the questions about close friends and share their ideas. 6.Read the Culture link and learn about the story of "high mountain and running water". · 1.Develop students' listening skills by focusing on key words and specific information. 2.Help students understand and use the target vocabulary in context. 3.Encourage students to express their own ideas about friendship and share personal experiences. 4.Broaden students' cultural knowledge about the Chinese phrase "high mountain and running water". Practice 探究应用 1. Play the recording and guide students to put the questions in the order asked in the challenge. 2. Play the recording again and guide students to complete the table about Bokang and Maxine. 3. Present the key vocabulary (common, have sth. in common, loyal) and explain their meanings. 1.Listen to the recording and number the questions in the correct order. 2.Listen again and complete the table with the correct information. 3.Learn the key vocabulary and take notes. 1.Develop students' listening skills by focusing on specific information. 2.Help students understand and use the target vocabulary in context. 3.Check students' understanding of the listening material through the ordering and completion tasks. Production 迁移创新 1. Guide students to discuss the questions in groups (D8) and share their opinions. 2. Present the useful expressions and guide students to role-play the friendship problem conversation in pairs (D9). 3. Guide students to listen and imitate the pronunciation of the target sounds, and read the sentences aloud. 1.Discuss the questions in groups and share their ideas about friendship. 2.Work in pairs, choose a friendship problem, and act out the conversation using the useful expressions. 3.Listen and imitate the pronunciation of the target sounds, and read the sentences aloud. 1.Enable students to apply the target vocabulary and expressions in real communication. 2.Develop students' speaking skills through group discussion and role-play. 3.Improve students' pronunciation and intonation through listening and imitation. Summary 归纳总结 1. Review the key vocabulary and useful expressions for giving suggestions. 2. Review the listening skills and speaking skills from this lesson. 3. Guide students to summarize the topics and key points about friendship. 1.Read and review the key vocabulary and useful expressions. 2.Review the listening and speaking skills they have learned. 3.Share their understanding of the topics and key points about friendship. · 1.Consolidate the key vocabulary, expressions and skills from the lesson. 2.Help students reflect on what they have learned about friendship. 3.Prepare students for the assessment and homework. Language points 知识梳理 Present the summary of the Listening and Speaking content, including the listening tasks (Sophie's worry, Starting a friendship, Best Friend Challenge) and the speaking tasks (topics and useful expressions for giving suggestions). Explain the key points with examples. Review the summary and take notes. Read the useful expressions aloud and practise giving suggestions in pairs. Help students consolidate the listening and speaking content in a clear and organized way, and prepare students for the assessment and homework tasks. · · Exercises 练习巩固 1. Explain the three levels of homework tasks clearly to the students. 2. Provide guidance on how to complete each task. 3. Show an example for the Basic task to help students understand what to do. 1.Read and record the key vocabulary and sentence patterns, and write 3 sentences to introduce their best friend. 2.Talk with family members or classmates in English and write a short passage about the conversation. 3.Record a 1-minute introduction about their friendship, and introduce the story of "high mountain and running water". 1.Help students consolidate the key vocabulary and sentence patterns from the lesson. 2.Practice using the target language in real communication through speaking and writing tasks. 3.Encourage students to connect the topic to their own life and learn more about Chinese culture. 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：The lead-in activities effectively aroused students' interest in the topic of friendship through the video and the Pre-listening task. Most students could understand and use the key vocabulary (buddy, teenager, spend, join, friendship, challenge, common, loyal, truly, get along, have sth in common). The clear listening tasks and useful expressions provided solid support for students' speaking tasks. The step-by-step lesson design (watch → predict → listen → complete → discuss → act out) helped students grasp the content smoothly. Students learned to listen for key words such as advice, tips and suggestion, and could give suggestions to solve friendship problems using the target expressions. 不足：Some weak students could not use the target vocabulary and expressions flexibly in their conversations. Limited class time left insufficient time for students to share and present their dialogues. A few students failed to give proper reasons when discussing friendship problems. Individual students made mistakes in using the useful expressions for giving suggestions. 改进：Offer more sentence frames as learning support for low-level students before pair work. Better arrange class time to spare more time for students' presentations and peer sharing. Design more guided practice on using the target vocabulary and expressions correctly. 学科网（北京）股份有限公司 $