Unit 5 Sports and sportsmanship-B Reading and critical thinking 教学设计 2024-2025学年沪外教版英语七年级下册

Unit 5 Sports and sportsmanship-B Reading and critical thinking This reading passage in Unit 5 of the 2024 Shanghai Foreign Language Education Press (SFLEP) English textbook for Grade 7 focuses on sports and sportsmanship. It likely presents various sports events, introduces different athletes' experiences, and emphasizes the significance of sportsmanship in the sports field. Through vivid descriptions and real - life examples, students will be exposed to the language related to sports, such as names of sports, actions in sports, and adjectives to describe sportsmanship like "fair", "brave", and "respectful". The passage may also contain some challenges and conflicts in sports, which provide opportunities for students to think critically about how to handle such situations with good sportsmanship. 教学目标 1. Knowledge Aims Students will be able to master key vocabulary related to sports and sportsmanship, such as "champion", "compete", "cheat", "teamwork", etc. Students will understand important sentence structures used to describe sports events and express opinions on sportsmanship, like "It is important to... in sports" and "A true sportsman should...". 2. Ability Aims Students will be able to understand the main idea and details of the reading passage about sports and sportsmanship. Students will be able to summarize the passage in their own words, improving their reading comprehension and summarizing skills. Students will be able to express their own views on sports and sportsmanship orally and in writing, enhancing their language output ability. Students will develop critical thinking skills by analyzing and evaluating the examples of sportsmanship presented in the passage. 3. Emotional Aims Students will be inspired to have a positive attitude towards sports, actively participate in sports activities, and cultivate a sense of sportsmanship. Students will learn to respect opponents, value teamwork, and understand the importance of fairness and integrity in sports and in life. 教学重难点 1. Key Points The acquisition of new vocabulary and sentence structures related to sports and sportsmanship. Comprehending the main idea and important details of the reading passage. Guiding students to express their opinions on sportsmanship clearly and fluently. 2. Difficult Points Helping students to think critically about complex issues in sportsmanship, such as how to balance winning and fair play when facing tough competition. Improving students' ability to use the learned language to analyze real - life sports situations and make reasonable judgments. 1. Vocabulary Sports names: basketball, football, running, swimming, tennis, etc. Sports - related actions: throw, catch, kick, jump, run, etc. Sportsmanship - related words: fair, honest, respectful, brave, team - spirited, cheat, unfair, etc. 2. Sentence Structures Describing sports events: “In the [sport name] game, the players are [action].” For example, “In the basketball game, the players are shooting and passing the ball.” “The [team/player] is competing against [opponent].” For example, “The Chinese team is competing against the American team.” Expressing opinions on sportsmanship: “It is + adj. + to do sth. in sports.” For example, “It is important to be fair to all players in sports.” “A good sportsman/sportswoman should + verb...” For example, “A good sportsman should respect his opponents.” 教学过程 1. Lead - in (5 minutes) Show some pictures of famous sports events and athletes on the PPT, such as the Olympics, NBA games, etc. Ask students: “Do you know these sports events and athletes? What sports do you like? Why do you like them?” Encourage students to share their favorite sports and reasons in simple English. 2. Pre - reading (10 minutes) Present the new vocabulary related to sports and sportsmanship on the PPT. Teach the pronunciation, meaning, and usage of each word through word - cards, pictures, and simple examples. For example, when teaching “cheat”, show a picture of a runner starting before the whistle and say “This runner cheats in the race. Cheating is not allowed in sports.” Group students into pairs. Give each pair a set of words related to sports and sportsmanship, and ask them to make simple sentences using these words. Walk around the classroom to offer help and check their work. 3. While - reading (15 minutes) Fast - reading Ask students to quickly read the passage and find out the main idea. Set a time limit, for example, 2 minutes. Then ask several students to share their understanding of the main idea. Guide students to summarize the main idea in one or two sentences. For example, “The passage is mainly about different sports and the importance of sportsmanship in these sports.” Careful - reading Let students read the passage again carefully. Divide the passage into several parts and ask students to find specific information in each part. For example, in the first part, ask them to find out the names of sports mentioned; in the second part, find examples of good sportsmanship. Present some detailed - understanding questions on the PPT, such as “Why is sportsmanship important in sports?” “What did the athlete do to show good sportsmanship?” Let students read the passage carefully to answer these questions. Ask them to underline the relevant sentences in the passage. Check the answers with the whole class. Invite students to read out the sentences they underlined as evidence for their answers. 4. Critical Thinking (10 minutes) Present some controversial sports situations on the PPT, such as an athlete using performance - enhancing drugs but winning the game, or a team using a tricky strategy that seems unfair but is within the rules. Divide students into small groups of 4 - 5. Ask each group to discuss these situations and answer the questions: “Do you think these actions are right? Why or why not? What should the athletes or teams do to show good sportsmanship?” Each group selects a representative to share their group's discussion results with the whole class. Encourage other students to ask questions or give different opinions. Guide students to think critically and support their views with reasonable arguments. 5. Post - reading (5 minutes) Ask students to write a short paragraph about their understanding of sportsmanship, using the new words and sentence structures they have learned. They can also mention an example of good sportsmanship they know. After students finish writing, ask several students to read their paragraphs aloud. Give positive feedback and point out some language mistakes for correction. 教学反思 After this 45 - minute class, there are several aspects that need to be reflected on. In terms of teaching content, the selection of vocabulary, sentence structures, and the reading passage is closely related to the theme of sports and sportsmanship, which is in line with the teaching requirements. However, some students may still have difficulty understanding complex sentences in the passage, especially those with long clauses. In future teaching, more time should be spent on analyzing sentence structures before reading. Regarding teaching methods, the combination of lead - in, pre - reading, while - reading, critical thinking, and post - reading activities can effectively guide students to learn step by step. The group discussion in the critical - thinking part can arouse students' enthusiasm and improve their communication and critical - thinking skills. But some groups may not have enough time to fully discuss, and some students may be less involved. In the future, more time should be allocated for group work, and specific guidance should be given to those less - involved students to ensure their participation. In terms of teaching effect, most students can master the key vocabulary and understand the main idea of the passage. However, in the aspect of expressing their own views on sportsmanship, some students' language is still limited, and their expressions are not very fluent. More oral and writing practice should be provided in subsequent classes to strengthen students' language output ability. Overall, continuous improvement of teaching methods and content adjustment according to students' learning situations are necessary to better achieve teaching goals. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $