Unit 3 第四课时 Reading for writing（Word教案）-【优翼·学练优】2025-2026学年新教材七年级英语上册同步备课（外研版2024）

该教案聚焦“通过阅读学写作”，核心是引导学生从Taylor兄弟的故事中学习描述家人支持，进而完成短文写作。导入用图片描述结合词汇提示搭建支架，阅读环节通过问题链、填空、词义理解逐步深入，衔接阅读输入与写作输出。 特色在于读写结合与情感渗透，写作任务提供表格梳理事件要素、自我检查清单，培养学习能力，语言要点详解词汇用法提升语言能力，问题链分析指代与词义发展思维品质。助力学生提升读写与情感表达，教师可直接套用，高效落实语言能力与情感教育目标。

第四课时　Reading for writing Teaching Objects　【教学目标】 1.Know the story about John and Robert Taylor. 2.Write a short paragraph about your family members’ support. 3.Feel the power of love. Teaching Aids　【教学工具】 an English book，a tape recorder and CAI Teaching Steps　【教学过程】 ★Step 1　Lead in【情景导入】 Page 56,1 1.Ask the Ss to look at the three pictures on the Page 56—57 and describe them. 2.Let the Ss use the following words and expression to help them. family smile close to love enjoy important 3.Ask some Ss to say their answers. 4.Check the answers with the class. ★Step 2　Pre-task【准备任务】 Page 56,2 1.Ask the Ss to look at the title and pictures. Then ask them to predict the following answers to the questions. ①What race do they take part in? ②Why do they race together? ★Step 3　While-task【过程任务】 Page 56,2 1.Ask the Ss to read the story and answer the question: What is the story about? 2.Let some Ss say their answers. 3.Check the answer with the class. Page 58,3 1.Show the notes to the Ss, and then ask them to guess what may be filled in the blanks. 2.Ask the Ss to complete the notes with the words and expressions from the story. 3.Let some Ss say their answers. 4.Check the answers with the class. Page 58,4 1.Ask the Ss to read the story and answer the following questions. (1)What does “They” refer to in “They didn't win”? (2)What does “it” refer to in “He put Robert in a trailer and pulled it along with his bike”? (3)What's the meaning of “powers” in the last paragraph? 2.Give the Ss some prompts. 3.Let some Ss say their answers and check the answers with the class. ★Step 4　Post-task【后续任务】 Page 58, Think and share 1.Ask the Ss to answer the following questions. ①What really matters for the Taylor brothers? ②Do you think the Taylor brothers win? Why or why not? 2.Give the Ss some prompts. 3.Let some Ss say their answers. 4.Check the answers with the class. Page 59, 5 1.Ask the Ss to write a short paragraph about their family members’ support. 2.Give them some prompts.Ask them to do as follows. ①When did your family members support each other? Think of a moment. ②Complete the table. Who were the family members? What happened? · At first · Then · At last What do you think of the family members? ③Write your paragraph with the help of the table. ④Check your paragraph as follows. Did you describe your family members’ support? Did you use the words and expressions from the reading passage? Did you write your comments? ⑤Share your paragraph with the class. ★Step 5　Language points【语言要点】 1. pick up 的用法 (1)捡起;拾起 pick up the litter 捡起垃圾 (2)开车来接;搭载 pick you up 接你 (3)拿起;提起 pick up the phone 接电话 【注意】pick up后接代词作宾语时,必须将代词放在pick与up 之间。 2. feel like 的用法 feel like 表示“摸起来像……;感觉像……;有……的感觉”。常见用法: (1)feel like+doing sth.想要做某事 例如:I feel like watching different kinds of films.我想要看不同类型的电影。 (2)feel like+sth.感觉像 例如:It feels like spring.感觉像春天。 3. finish 的用法 作动词,意为“完成;结束;吃完,用尽”,其后接名词、代词或动名词作宾语，finish (doing) sth.意为“完成(做)某事”。例如: Let’s go home together after finishing watching the football game.看完足球比赛后我们一起回家吧。 4.matter 的用法 matter 词性及汉语意思 用法 v.重要,要紧，有关系 尤指对某人自己或对发生之事,重要，主要用于否定句、疑问句或条件句中，多用it做主语 n.事情;事态;关乎……的问题 What’s the matter＝What’s wrong with ...一般用于关心某人 5. power 的用法 作动词，意为“给……提供动力”;还可作名词,意为“权力;能力;动力;能量;电力供应”。例如:My phone is out of power.我的手机没电了。 ★Step 6　Summary　【课堂小结】 Ask the Ss to use the students’ self-assessment form to check what they have learned in this lesson. I can know the story about John and Robert Taylor. I can write a short paragraph about my family members’ support. I can feel the power of love. ★Step 7　Homework【家庭作业】 1.Review the words, phrases and sentences. 2.Do the exercises in students’ book. Teaching reflection　【教学反思】 The theme of today’s lesson was “writing a short paragraph about your family members’ support,” aiming to help students express family emotions in English. In class, I guided students to think about the ways their family members support them and shared their own experiences. The students actively participated, and their writings were rich in content and sincere in emotion. However, some students still need to improve their abilities of using grammar and vocabulary. Overall, this lesson achieved the desired effect and enhanced the students’ writing skills. 学科网（北京）股份有限公司 $