【教学评一体化】Unit 1 The secret of happiness Developing ideas听说课第一课时教学设计-新外研七下
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| 名称 | 【教学评一体化】Unit 1 The secret of happiness Developing ideas听说课第一课时教学设计-新外研七下 |
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| 更新时间 | 2026-03-03 00:00:00 | ||
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基于标准的“教学评一体化”设计
课题 七上 Unit 1 The secrets of happiness
日期 课时 1st 课型 听说 授课教师
目标 确立 依据 课标 分析 课标摘录 义务教育《英语课程标准》语言技能四级标准： 听 1．能听懂接近自然语速、熟悉话题的简单语段，识别主题，获取主要信息； 读 3．能从简单的文章中找出有关信息，理解大意： 4．能根据上下文猜测生词的意思。
课标分解 1.能通过听对话，选择或说出对话的主题、记录数字等关键信息； 2.能通过阅读对话，找出对话中的具体人物、时间、地点、原因等信 息：能选出或说出对话的主要内容； 3.能在语境中理解生词的意思，不妨碍听和阅读的理解。
语篇研读 本听说课的主题是“人与自我”，聚焦于探讨积极态度如何影响个人的幸福感。通过对话的形式，学生将接触到描述人们态度的词汇和句型。What：对话通过“玻璃杯实验”这一具体情境，展示了不同人对同一事件（半杯水）的不同看法，进而引出积极与消极态度的讨论。这种设计旨在帮助学生理解并认识到，态度对个人的生活体验和幸福感有着重要影响。Why：本课旨在培养学生的听力、阅读、口语和写作能力，特别是通过对话形式加深对积极与消极态度的理解。同时，通过引导学生认识到积极态度对生活的重要性，本课也致力于提升学生的心理韧性和幸福感，塑造他们健康向上的人生观。How：本课采用了简单、地道的英语表达，适合七年级学生的水平。对话形式使得语言更加生动、贴近实际，易于学生理解和模仿。
学情 分析 学生已具备一定的英语听力基础，但可能对生词的猜测和理解能力有所不同。 学生对积极生活态度的认识和理解程度不一，需要通过教学活动进行引导和提升。
学习 目标 通过本课时学习，学生能够： 在语境中理解并认读下列词汇：glass, half full, half empty, positive, negative。 学会使用表达和句子结构来描述人们的态度并举例。 通过分析生活事件的不同视角，提高批判性思维能力，了解对生活持积极态度的重要性。
评价任务 评价标准
1.听力理解任务：捕捉对话关键信息（指向目标1）。 识别并复述对话中描述积极与消极态度的关键词汇和句型
2．口语表达任务：模仿与表达观点（指向目标2）。 运用所学词汇和句型，表达自己的观点，展示积极态度对生活的影响。
3．综合运用任务：编写对话或故事（指向目标1、3）。 正确运用所学词汇、句型和语法，编写并分享出流畅英语对话或故事，
教学过程
教学环节 教学活动 评价要点
Step1. Warm-up 教师设置情景：You are very thirsty after having a P.E. class but then you notice this glass of water. 向学生提问：What do you think of the glass of water How do you describe this glass of water 引出“half full”和“half empty”。 These two boys also notice the glass of water. Try to guess their feelings at first.Tips：Observe their emojis. 引出：People often have different opinions about the same thing. 学生是否能够积极参与讨论。 学生是否能够用简单的英语表达自己的观点。
设计意图 通过直观的情境引入，激发学生的学习兴趣。引导学生思考积极与消极态度的差异。
Step2. Pre- Listening Let’s listen to a radio programme to get more details about it. A middle school also made a survey调查 about half a glass of water.
设计意图 设置情景，过渡到下一环节
Step3. While- Listening Situation1：A middle school made a survey with half a glass of water. Task1: Listening for main idea What does the survey report show A. The number of students drinking water . B. People’s view on life by a question about water. C. Different ways to fill a glass with water. What parts does the survey report include It includes ①Steps ②Cost ③Results ④Conclusion A. ①②③ B. ①②④ C. ①③④ Task 2: Listening for details Steps: Step 1: Show ________students half a glass of water. Step 2: Ask ________________ : “Is the glass ____________ or ____________ " Step 3: Study their answers. Results: _____________ % said the glass was half full. _____________ % said the glass was half empty. Conclusion: The "glass half-full!" people usually look on_______________of life. The "glass half-empty" people often believe that bad things _______________________. Learning to learn Listening for an experience analysis When listening to a description(n. 描述) of a study or a survey,we can focus on three parts:how it's done,the results and the conclusion. Give special attention to any numbers in the results. Being positive can bring good things, while complaining抱怨 only makes things worse. Task 3: Listen and repeat Task 4: Retell Steps: Step 1: Show ________students half a glass of water. Step 2: Ask ________________ : “Is the glass ____________ or ____________ " Step 3: Study their answers. Results: _____________ % said the glass was half full. _____________ % said the glass was half empty. Conclusion: The "glass half-full!" people usually look on_______________of life. The "glass half-empty" people often believe that bad things _______________________. Situation2：Dr Zheng has a talk with two students Mike and Kate . Task 5 :Listening for main idea 1.What is the main idea of their talk A. Kate and Mike's different problems in school. B. Reactions to a problem and the advice to follow . C. Ways of catching the school bus when late. 2.What words does Dr Zheng use to describe students A.“Glass new ” and “Glass old ”. B.“Glass unbroken” and “Glass broken”. C.“Glass half - empty” and “Glass half - full ”. Task 6: Listening for details Speaker: Dr Zheng Main Topic:Sometimes we meet1_________.What should we do Examples-Two Students missed their school bus: Examples-Two Students missed their school bus: "glass 2___________"person-Kate: I had to run all the way to school.It made me 2_______.And I missed the presentation. I felt very 3_________.What a bad 4_________. "glass 6___________"person-Mike: I ran all the way to school.It was a 5_________ way to exercise! I was late for the music class. I 6_________to say sorry.It was a 7________ morning . Advice:Advice:It's8__________to look on the bright side of life. Let's choose to see the glass as 9_________. Task 7: Listen and repeat Task 8: Retell Speaker: Dr Zheng Main Topic:Sometimes we meet1_________.What should we do Examples-Two Students missed their school bus: Examples-Two Students missed their school bus: "glass 2___________"person-Kate: I had to run all the way to school.It made me 2_______.And I missed the presentation. I felt very 3_________.What a bad 4_________. "glass 6___________"person-Mike: I ran all the way to school.It was a 5_________ way to exercise! I was late for the music class. I 6_________to say sorry.It was a 7________ morning . Advice:Advice:It's8__________to look on the bright side of life. Let's choose to see the glass as 9_________. 学生是否能够准确捕捉到广播节目的主要内容。 学生是否理解并运用了寻找主旨大意的方法，如关注开头部分的关键信息。 学生是否准确填写了结果。 学生是否理解了实验背后的心理学原理，即人们对同一事物的不同看法反映其生活态度。 变式朗读，学生能否准确复述句子 学生是否能够根据题目提示预测讲话内容。 学生是否具备从题目中提炼关键信息并进行合理推测的能力。 学生是否能够准确理解对话内容，并选出正确答案。 学生是否能够从对话中提取关键信息，如人物、事件、情感等。 学生是否能够准确识别并描述Dr. Zheng在讲话中使用的例子。 学生是否理解例子在讲话中的作用，即增强趣味性和帮助理解。
设计意图 这些教学活动旨在全面培养学生的听力理解能力、信息提取能力、预测能力、逻辑推理能力以及表达能力。通过实际操作和讨论，学生能够更深入地理解所学知识，并学会如何将其应用于实际情境中。同时，这些活动也有助于激发学生的学习兴趣和积极性，提高他们的综合素养。
Step3. Post- listening How did Kate feel about missing the bus Why？ Negative(消极的) B.Positive（积极的） How did Mike react to （作出反应）being late for school A.Negative(消极的) B.Positive（积极的） Further thinking: “It's important to look for the bright side of life.Let's choose to see the glass as full.” Why is it important So how to lead a positive life Work in pairs. Share if you are a “glass half-empty” person or a “glsaa half-full” person. Give specific examples. Group work Share advice on how to stay a positive attitude on life according to your own experiences, and give some examples. Useful expressions: . What do you think are some ways to stay . What are some ways we can encourage other to stay positive . . I think one key aspect of staying positive is... . In my opinion, being positive means... . I find that when I..., it helps me stay positive . Overall, I believe that... I think we should... For example,... 学生是否能够清晰、有条理地解释自己的想法和观点。 学生是否有效地与同伴合作，共同分享和讨论。 学生给出的建议是否具体、可行，并附有实际例子。 学生是否使用了恰当的语言和语气来传达角色的情感和意图。
设计意图 这些教学活动旨在通过不同的方式和方法来培养学生的综合能力，包括团队合作、沟通能力、表达能力、深度思考能力、想象力和创造力等。通过参与这些活动，学生不仅能够学到知识，还能够在实践中锻炼自己的能力，提高自己的综合素养。同时，这些活动也有助于激发学生的学习兴趣和积极性，促进他们的全面发展。
Step 4 Homework 1.Read aloud the new words and phrases. 2.Read aloud the dialogue. 3.Prepare a speech on the topic of "How to keep a positive attitude in life" using at least three words and phrases from the text.
课题 七上 Unit 1 The secrets of happiness
日期 课时 1st 课型 听说 授课教师
目标 确立 依据 课标 分析 课标摘录 义务教育《英语课程标准》语言技能四级标准： 听 1．能听懂接近自然语速、熟悉话题的简单语段，识别主题，获取主要信息； 读 3．能从简单的文章中找出有关信息，理解大意： 4．能根据上下文猜测生词的意思。
课标分解 1.能通过听对话，选择或说出对话的主题、记录数字等关键信息； 2.能通过阅读对话，找出对话中的具体人物、时间、地点、原因等信 息：能选出或说出对话的主要内容； 3.能在语境中理解生词的意思，不妨碍听和阅读的理解。
语篇研读 本听说课的主题是“人与自我”，聚焦于探讨积极态度如何影响个人的幸福感。通过对话的形式，学生将接触到描述人们态度的词汇和句型。What：对话通过“玻璃杯实验”这一具体情境，展示了不同人对同一事件（半杯水）的不同看法，进而引出积极与消极态度的讨论。这种设计旨在帮助学生理解并认识到，态度对个人的生活体验和幸福感有着重要影响。Why：本课旨在培养学生的听力、阅读、口语和写作能力，特别是通过对话形式加深对积极与消极态度的理解。同时，通过引导学生认识到积极态度对生活的重要性，本课也致力于提升学生的心理韧性和幸福感，塑造他们健康向上的人生观。How：本课采用了简单、地道的英语表达，适合七年级学生的水平。对话形式使得语言更加生动、贴近实际，易于学生理解和模仿。
学情 分析 学生已具备一定的英语听力基础，但可能对生词的猜测和理解能力有所不同。 学生对积极生活态度的认识和理解程度不一，需要通过教学活动进行引导和提升。
学习 目标 通过本课时学习，学生能够： 在语境中理解并认读下列词汇：glass, half full, half empty, positive, negative。 学会使用表达和句子结构来描述人们的态度并举例。 通过分析生活事件的不同视角，提高批判性思维能力，了解对生活持积极态度的重要性。
评价任务 评价标准
1.听力理解任务：捕捉对话关键信息（指向目标1）。 识别并复述对话中描述积极与消极态度的关键词汇和句型
2．口语表达任务：模仿与表达观点（指向目标2）。 运用所学词汇和句型，表达自己的观点，展示积极态度对生活的影响。
3．综合运用任务：编写对话或故事（指向目标1、3）。 正确运用所学词汇、句型和语法，编写并分享出流畅英语对话或故事，
教学过程
教学环节 教学活动 评价要点
Step1. Warm-up 教师设置情景：You are very thirsty after having a P.E. class but then you notice this glass of water. 向学生提问：What do you think of the glass of water How do you describe this glass of water 引出“half full”和“half empty”。 These two boys also notice the glass of water. Try to guess their feelings at first.Tips：Observe their emojis. 引出：People often have different opinions about the same thing. 学生是否能够积极参与讨论。 学生是否能够用简单的英语表达自己的观点。
设计意图 通过直观的情境引入，激发学生的学习兴趣。引导学生思考积极与消极态度的差异。
Step2. Pre- Listening Let’s listen to a radio programme to get more details about it. A middle school also made a survey调查 about half a glass of water.
设计意图 设置情景，过渡到下一环节
Step3. While- Listening Situation1：A middle school made a survey with half a glass of water. Task1: Listening for main idea What does the survey report show A. The number of students drinking water . B. People’s view on life by a question about water. C. Different ways to fill a glass with water. What parts does the survey report include It includes ①Steps ②Cost ③Results ④Conclusion A. ①②③ B. ①②④ C. ①③④ Task 2: Listening for details Steps: Step 1: Show ________students half a glass of water. Step 2: Ask ________________ : “Is the glass ____________ or ____________ " Step 3: Study their answers. Results: _____________ % said the glass was half full. _____________ % said the glass was half empty. Conclusion: The "glass half-full!" people usually look on_______________of life. The "glass half-empty" people often believe that bad things _______________________. Learning to learn Listening for an experience analysis When listening to a description(n. 描述) of a study or a survey,we can focus on three parts:how it's done,the results and the conclusion. Give special attention to any numbers in the results. Being positive can bring good things, while complaining抱怨 only makes things worse. Task 3: Listen and repeat Task 4: Retell Steps: Step 1: Show ________students half a glass of water. Step 2: Ask ________________ : “Is the glass ____________ or ____________ " Step 3: Study their answers. Results: _____________ % said the glass was half full. _____________ % said the glass was half empty. Conclusion: The "glass half-full!" people usually look on_______________of life. The "glass half-empty" people often believe that bad things _______________________. Situation2：Dr Zheng has a talk with two students Mike and Kate . Task 5 :Listening for main idea 1.What is the main idea of their talk A. Kate and Mike's different problems in school. B. Reactions to a problem and the advice to follow . C. Ways of catching the school bus when late. 2.What words does Dr Zheng use to describe students A.“Glass new ” and “Glass old ”. B.“Glass unbroken” and “Glass broken”. C.“Glass half - empty” and “Glass half - full ”. Task 6: Listening for details Speaker: Dr Zheng Main Topic:Sometimes we meet1_________.What should we do Examples-Two Students missed their school bus: Examples-Two Students missed their school bus: "glass 2___________"person-Kate: I had to run all the way to school.It made me 2_______.And I missed the presentation. I felt very 3_________.What a bad 4_________. "glass 6___________"person-Mike: I ran all the way to school.It was a 5_________ way to exercise! I was late for the music class. I 6_________to say sorry.It was a 7________ morning . Advice:Advice:It's8__________to look on the bright side of life. Let's choose to see the glass as 9_________. Task 7: Listen and repeat Task 8: Retell Speaker: Dr Zheng Main Topic:Sometimes we meet1_________.What should we do Examples-Two Students missed their school bus: Examples-Two Students missed their school bus: "glass 2___________"person-Kate: I had to run all the way to school.It made me 2_______.And I missed the presentation. I felt very 3_________.What a bad 4_________. "glass 6___________"person-Mike: I ran all the way to school.It was a 5_________ way to exercise! I was late for the music class. I 6_________to say sorry.It was a 7________ morning . Advice:Advice:It's8__________to look on the bright side of life. Let's choose to see the glass as 9_________. 学生是否能够准确捕捉到广播节目的主要内容。 学生是否理解并运用了寻找主旨大意的方法，如关注开头部分的关键信息。 学生是否准确填写了结果。 学生是否理解了实验背后的心理学原理，即人们对同一事物的不同看法反映其生活态度。 变式朗读，学生能否准确复述句子 学生是否能够根据题目提示预测讲话内容。 学生是否具备从题目中提炼关键信息并进行合理推测的能力。 学生是否能够准确理解对话内容，并选出正确答案。 学生是否能够从对话中提取关键信息，如人物、事件、情感等。 学生是否能够准确识别并描述Dr. Zheng在讲话中使用的例子。 学生是否理解例子在讲话中的作用，即增强趣味性和帮助理解。
设计意图 这些教学活动旨在全面培养学生的听力理解能力、信息提取能力、预测能力、逻辑推理能力以及表达能力。通过实际操作和讨论，学生能够更深入地理解所学知识，并学会如何将其应用于实际情境中。同时，这些活动也有助于激发学生的学习兴趣和积极性，提高他们的综合素养。
Step3. Post- listening How did Kate feel about missing the bus Why？ Negative(消极的) B.Positive（积极的） How did Mike react to （作出反应）being late for school A.Negative(消极的) B.Positive（积极的） Further thinking: “It's important to look for the bright side of life.Let's choose to see the glass as full.” Why is it important So how to lead a positive life Work in pairs. Share if you are a “glass half-empty” person or a “glsaa half-full” person. Give specific examples. Group work Share advice on how to stay a positive attitude on life according to your own experiences, and give some examples. Useful expressions: . What do you think are some ways to stay . What are some ways we can encourage other to stay positive . . I think one key aspect of staying positive is... . In my opinion, being positive means... . I find that when I..., it helps me stay positive . Overall, I believe that... I think we should... For example,... 学生是否能够清晰、有条理地解释自己的想法和观点。 学生是否有效地与同伴合作，共同分享和讨论。 学生给出的建议是否具体、可行，并附有实际例子。 学生是否使用了恰当的语言和语气来传达角色的情感和意图。
设计意图 这些教学活动旨在通过不同的方式和方法来培养学生的综合能力，包括团队合作、沟通能力、表达能力、深度思考能力、想象力和创造力等。通过参与这些活动，学生不仅能够学到知识，还能够在实践中锻炼自己的能力，提高自己的综合素养。同时，这些活动也有助于激发学生的学习兴趣和积极性，促进他们的全面发展。
Step 4 Homework 1.Read aloud the new words and phrases. 2.Read aloud the dialogue. 3.Prepare a speech on the topic of "How to keep a positive attitude in life" using at least three words and phrases from the text.
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