Unit 4 Ready, steady, go-A Getting ready 教学设计 2024-2025学年沪外教版英语七年级上册

Unit 4 Ready, steady, go-A Getting ready 1. Content Overview This section, "A Getting ready" in Unit 4 "Ready, steady, go", focuses on introducing students to the topic of sports. It presents a conversation among four students, Kevin, Joan, Alice, and Mike, about their favorite sports and the benefits they get from them. Through reading these mini - texts, students can start to think about different sports and their own experiences with sports. Additionally, there are activities like matching sports with icons and verbs, which help students expand their vocabulary related to sports. The key question "What do sports bring us?" runs through this part, guiding students to explore the significance of sports in our lives. 教学目标 2.1 Knowledge Objectives Students will be able to learn and remember new words and phrases related to sports, such as "water sports", "boxing", "ping - pong", "basketball", etc. They can master the usage of common verbs associated with sports, like "go", "do", "play", and use them correctly in sentences, e.g., "go swimming", "do boxing", "play basketball". Students will understand and be able to use conjunctions "and", "but", "or", "so" to connect sentences about sports, for example, "I like playing basketball, and it helps me make new friends." 2.2 Ability Objectives Develop students' reading skills, including skimming and scanning to find specific information in the mini - texts about students' sports experiences. Improve students' oral communication ability. They should be able to ask and answer simple questions about sports, such as "What sports do you play?", "Do you prefer playing sports alone or in a team?" Train students' ability to organize their thoughts and express the benefits of sports they get in English. 2.3 Emotional Objectives Stimulate students' interest in sports and English learning related to sports. Encourage students to actively participate in sports, understand the importance of sports in keeping healthy and developing personal qualities. 教学重难点 3.1 Teaching Key Points New vocabulary and phrases about sports. Make sure students can pronounce, recognize, and use them correctly. The correct usage of verbs "go", "do", "play" with different sports. Using conjunctions to connect sentences smoothly. 3.2 Teaching Difficult Points Helping students distinguish the differences between "go", "do", "play" when used with sports. For example, why we say "go swimming" instead of "play swimming", and "do boxing" rather than "go boxing". Guiding students to express their own ideas about sports and the benefits they bring in fluent and correct English, especially for students with relatively weak English foundation. 4.1 New Words and Phrases Water sports: Activities that are carried out in or on water, such as swimming, surfing, water skiing, etc. Example: "Kevin is really into water sports. He goes swimming every Saturday." Boxing: A sport in which two people wear special gloves and try to hit each other within a marked - off area. Example: "Joan does boxing at weekends. It is quite challenging." Ping - pong: Also known as table tennis, a sport played on a table with small bats and a lightweight ball. Example: "Alice likes playing ping - pong with friends." Basketball: A team sport in which two teams of five players try to score points by throwing a ball through a hoop. Example: "Mike started to play basketball at primary school." 4.2 Verb - Sport Collocations Go + sports: Usually used for sports that involve movement, especially those that are outdoor or involve traveling a distance. For example, "go swimming", "go skiing", "go cycling", "go running". Do + sports: Often used for sports that are more about exercise, training, or activities that focus on individual skills and body movements. Such as "do boxing", "do yoga", "do gymnastics". Play + sports: Mainly used for team sports or sports that use a ball. For instance, "play basketball", "play football", "play volleyball", "play tennis". 4.3 Conjunctions And: Used to connect words, phrases, or clauses that are similar or add information. Example: "I like playing basketball and football." But: Expresses a contrast. Example: "Boxing is challenging, but it keeps me fit." Or: Used to present a choice. Example: "Do you prefer playing sports alone or in a team?" So: Indicates a result. Example: "I like playing ping - pong with friends, so I often spend weekends with them." 教学过程 5.1 Warming - up (5 minutes) Greet the students as usual. Then show some pictures of famous sports events, like the Olympics, the World Cup, etc., on the PPT. While showing the pictures, ask students some simple questions, such as "Do you know what sport it is?", "Have you watched this sport on TV?" This can quickly draw students' attention and arouse their interest in the topic of sports. 5.2 Pre - reading (10 minutes) Introduce new words and phrases about sports. Show pictures of different sports on the PPT one by one, and write the corresponding English words on the blackboard, like "water sports", "boxing", "ping - pong", "basketball". Teach students how to pronounce these words correctly, and let students read them several times in chorus and individually. Explain the verb - sport collocations. Use examples on the PPT to illustrate the usage of "go", "do", "play" with different sports. For example, show a picture of a person swimming and say "We say 'go swimming'", then show a picture of a person doing yoga and say "We use 'do' with 'yoga', like 'do yoga'". Let students practice making sentences with these collocations. 5.3 While - reading (15 minutes) Let students read the mini - texts about Kevin, Joan, Alice, and Mike's sports experiences on page 59 silently for the first time. Ask them to find out what sports each student likes. Then, let students read the texts again carefully. This time, ask them to match the questions on page 59 with the students' answers. After they finish, check the answers together in class. Next, ask students to tick the benefits the students get from their sports. Discuss the answers with students, and ask some students to explain why they think a certain sport can bring such benefits. For example, ask "Why do you think swimming can make our body stronger?" 5.4 Post - reading (10 minutes) Match the sports with the icons. Show the sports icons on the PPT, and let students match them with the corresponding sports names they have learned. Then ask students to choose the correct verbs from the word map to talk about these sports. This can help students further consolidate the verb - sport collocations. Pair work. Divide students into pairs. Student A thinks of a sport, and Student B asks questions to guess the sport. The questions can be like "How many players are there?", "Does the sport often go with the verb play?", "Do the players kick the ball or play with hands?" This activity can train students' oral communication ability and their understanding of different sports. 5.5 Summary and Homework (5 minutes) Summarize the key points of this class, including new words, verb - sport collocations, and the usage of conjunctions. Ask students to recall and repeat after the teacher. Assign homework: Ask students to write a short passage about their favorite sport, including what the sport is, when they started to play it, and what benefits they get from it. They should use at least three new words and one conjunction they have learned in this class. Let students collect more information about their favorite sport, such as famous players, important competitions, and bring it to class next time to share with their classmates. 教学反思 After teaching this class, I have the following reflections: In the warming - up part, showing pictures of famous sports events successfully attracted students' attention and made them quickly get into the topic of sports. However, in the future, I can also add some short video clips of exciting sports moments to make the introduction more vivid. When teaching new words and verb - sport collocations, most students could understand and follow the explanations. But for some students with weak foundation, they still had difficulties in distinguishing the usage of "go", "do", "play". In the next class, I need to design more practice activities, such as more sentence - making exercises and error - correction exercises, to help them master this point. During the reading process, students actively participated in answering questions and discussing the benefits of sports. But some students were a little shy when expressing their own opinions in English. I should encourage them more and create a more relaxed and friendly speaking environment. The pair work activity was quite popular among students. They were engaged in the process of asking and answering questions. However, some students used Chinese to communicate when they couldn't find the right English words. I need to remind them to use English as much as possible in class and provide more vocabulary support when they encounter difficulties. Regarding the homework, I hope it can help students further consolidate what they have learned in class and expand their knowledge about sports. In the next class, I will carefully check students' homework and give detailed feedback. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $