资源简介

教学设计
课程基本信息
学科 英语 年级 七年级 学期 秋季
课题 Unit 1 A new start（Presenting ideas）
教学目标
1. Knowledge Objectives Students will be able to master key vocabulary related to school life, such as “problem, advice, project, task, timetable, activity” etc. Students can understand and use the expressions for stating problems and giving advice, like “It’s hard to...”, “There are so many tasks.”, “Here’s the first piece of advice.”, “That’s the second piece of advice.” Enable students to recognize and pronounce the new words correctly, paying attention to the sounds of certain letters as presented in the dialogue. 2. Ability Objectives Develop students’ listening skills to understand the dialogue about how to plan study time reasonably and obtain detailed information. Cultivate students’ speaking skills to state their own problems in the way of “presenting the problem first and then adding details” and seek help from others. Also, they can communicate with others about the problems in study and life and share solutions. Improve students’ reading ability to extract useful information from the conversation materials. Train students’ writing ability to briefly describe their problems and the corresponding advice they get. 3. Emotional Objectives Stimulate students’ interest in learning English through activities related to real - life situations. Foster students’ awareness of “a proper plan is essential for success” during the discussion of making new - term plans, and encourage them to make plans in their study and life. Promote students’ cooperation and communication skills through pair - work and group - work activities.
重难点
1. Teaching Key Points Help students understand the dialogue content about planning study time and obtain key information. Guide students to use the correct expressions to state problems and give advice. Enable students to communicate about study and life problems and share experiences in English. 2. Teaching Difficult Points Guide students to think independently and come up with practical and diverse advice when communicating about problems. Improve students’ ability to flexibly use English in real - life communication scenarios to solve problems.
教学过程
教学环节 学习活动（包含设计意图）
Step 1: Warming-up & Lead-in (5 minutes) Activity: The teacher shows some pictures of students in different situations at school, such as students having a lot of homework, students participating in club activities, and students feeling confused about new subjects. Then the teacher asks students to look at the pictures and think about the questions: “What problems do you think these students may encounter ” and “Have you ever faced similar problems ” Design Intent: This activity can quickly arouse students’ interest and attention, activate their prior knowledge related to school life, and lead to the topic of this class - problems in school life, creating a good starting point for the following teaching.
Step 2: Presentation (10 minutes) Activity: The teacher presents two pictures related to the listening content. One picture shows a student looking worried and surrounded by a lot of books and papers, and the other picture shows two students talking, with one student writing something down. The teacher asks students to observe the pictures and predict what the dialogue may be about. For example, the teacher can ask: “What are these two students probably talking about Why is the first student so worried ” Then, the teacher briefly introduces some key words and phrases that may appear in the dialogue, such as “problem, advice, project, too much homework” etc., and helps students understand their meanings and pronunciations. Design Intent: By predicting through pictures, it can cultivate students’ ability to observe and think, and also help them have a preliminary understanding of the listening content, reducing the difficulty of listening. The introduction of key words and phrases can make students more familiar with the vocabulary in the dialogue, which is conducive to better comprehension during listening.
Step 3: Practice (15 minutes) Activity: First listening: The teacher plays the first dialogue (the conversation about the student union inviting students to a talk show). Students listen carefully and choose the main idea of the dialogue from several options given by the teacher, such as “A. The student union is organizing a party. B. The student union is inviting students to a talk show to solve new - term problems. C. The student union is recruiting new members.” Second listening: Play the first dialogue again. This time, students listen carefully and complete a simple poster about the talk show. The poster includes information such as the purpose of the talk show, the time, and the place. Third listening: The teacher plays the second dialogue (Zhang Wen asks Li Lin for help and Li Lin shares the advice she learned from the talk show). Students listen and write down the problems Zhang Wen mentioned and the corresponding advice Li Lin gave. After that, the teacher asks several students to share their answers. Fourth listening: Play the second dialogue once more. Students listen and pay attention to how Zhang Wen describes his problems. For example, note the expressions he uses like “It’s hard to...” or “There are so many tasks.” Design Intent: Multiple - listening exercises with different tasks can gradually guide students to understand the listening content from the overall to the detailed level. Choosing the main idea helps students grasp the general context; filling in the poster and writing down problems and advice can train students’ ability to obtain specific information; and focusing on the way of describing problems can help students learn how to express their own problems in the future.
Step 4: Oral Practice & Consolidation (15 minutes) Activity: The teacher asks students to read the two dialogues carefully and underline the expressions for stating problems and giving advice. Then, students do a role - play in pairs. One student acts as a person with problems, and the other acts as a person giving advice, using the underlined expressions. After the role - play, the teacher presents some new problems in study and life on the PPT, such as “I can’t get up early in the morning for school.” “I don’t know how to make friends in the new class.” etc. Students work in pairs again. They choose one problem and discuss to give some advice. Then several pairs are invited to share their discussions in front of the class. Design Intent: Reading and underlining can help students further consolidate the key expressions. Role - play provides students with an opportunity to practice using these expressions in a simulated situation. Discussing new problems and giving advice can not only improve students’ speaking ability but also encourage them to think actively and use English to solve practical problems.
Step 5: Summary & Homework (5 minutes) Summary: The teacher reviews the key vocabulary, expressions for stating problems and giving advice with students. For example, review words like “problem, advice” and expressions like “It’s hard to...” “Here’s the advice...” The teacher emphasizes the importance of making plans in study and life and encourages students to apply what they have learned in class to their daily life. Homework: Students are required to write a short passage about a problem they have encountered in their study or life recently and the advice they get (from classmates, parents or teachers). They should use at least three expressions learned in this class. Ask students to search for more information about how to plan study time effectively and share it with the class in the next class. Design Intent: The summary can help students review and strengthen the knowledge learned in class. The homework of writing a passage can consolidate students’ writing ability and the use of key expressions. Searching for information can cultivate students’ autonomous learning ability and expand their knowledge.

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