Unit 2 Go for it!(Listening and Speaking)教案2024-2025学年外研版英语七年级下册

该初中英语教学设计聚焦“体育益处”主题，围绕相关词汇、句型及积极回应表达展开。课堂以体育图片导入并结合自由讨论，驱动阶段呈现“小组创编‘我最爱的运动及其益处’对话”核心任务，促成环节通过“阳光学校新闻”和Tim访谈音频，引导学生提取信息、学习关键句型，搭建语言支架衔接产出任务。 本设计以产出导向法为核心，输出驱动激发学习动机，输入促成环节通过听力材料提供语言支持，培养信息提取与句型运用能力，体现语言能力和思维品质培养。产出任务小组合作创编对话，结合自评互评提升协作与反思能力，作业中的思维导图任务拓展学习渠道。助力学生提升听说及协作能力，为教师提供清晰教学路径，增强课堂实效。

Teaching Plan: Unit 2 Go for it! (Listening and Speaking) Topic: The Benefits of Sports Duration: 40 minutes Theoretical Basis: Production-Oriented Approach (POA) Teaching Objectives 1.Students can grasp the main idea and detail information of the conversation by listening. 2. Students can understand functional expressions for positive replies. 3. Students can describe the benefits of sports using key sentence patterns in the conversation. Teaching Key and Difficult Points Key Points: Using target vocabulary and sentence patterns to talk about sports benefits and use functional expressions for positive replies. Difficult Points: Flexibly applying indefinite pronouns and functional expressions in real communication to complete the output task. Teaching Aids Multimedia, whiteboard, learning sheets. Teaching Procedures Step 1: Driving Stage – Output Task Presentation Free talk: The teacher shows some vivid pictures of sports moments and asks: "Do you like sports? Why do people love sports? What do sports give us from Zhang Shun’s story? Can sports make us healthy? How?" “What other sports can students do?” After free talk, the teacher presents the core output task: "By the end of this class, you will work in groups to make a conversation: ‘My Favorite Sport and Its Benefits’. You need to introduce your sport, explain its benefits with examples, and share your feelings." 设计意图：根据POA的“输出驱动”原则，在开始时提出任务，以激发学生的学习动机，明确输入的目的。图片和现实生活中的问题将任务与学生的经历联系起来，使输出需求真实而有意义。 Step 2: Facilitating Stage – Input Learning for Output 1. Listening Input: Extracting Information Play the "Sunshine School Breaking News" audio. Ask students to: ① Listen and choose the main idea: "What is the news about?" ② Listen again to complete the news report. Tip: predict-take notes-check Check answers and explain key vocabulary: gold medal, record, proud. Think: What’s the purpose of the news report? If you have a chance to interview Tim, what would you ask him? 设计意图：提供与输出任务密切相关的输入材料（复述体育故事）。通过听力和信息提取，学生积累了复述的内容和语言支持（如时间表达、成就描述）。 2. Interview Input: Learning Benefits Description Prediction: The teacher leads students to predict the part of speech in the blank. Play Tim’s interview audio. Guide students to: ① Find how sports benefited Tim: "How did swimming help Tim? " ② Underline key sentence patterns: "I became fit and strong. It was good for my heart. Swimming helped me so much." Discussion: Students work in pairs to discuss what benefits sports bring to Tim. 设计意图：注重“输入促进”学习。访谈提供了体育益处的具体例子，提取句型有助于学生内化在自己的报告中描述益处所需的语言结构。 3. Language Focus: Functional Expressions for Interaction Introduce positive reply expressions from the interview: "That sounds like a good idea. That’s great to hear. Wonderful!" Practice: Students role-play the interview, using the expressions to respond positively. Discussion: Group students into 4-5 members to have a discussion about what other benefits sports bring to you by using the following expressions. ·It can help me ... For example,... ·I think one benefit is... because by playing..., I can... ·In my opinion, it can make me... When I... Tip: When giving your opinions, please provide examples to make your speech more interesting and convincing (可信的). 设计意图：培养学生的沟通技巧，使他们的口头报告具有互动性，这对于完成协作输出任务至关重要。 Step 3: Production Stage – Completing the Output Task Group students into 4-5 members. Each group chooses a sport (e.g., basketball, running, dancing) and prepares the oral report using: Vocabulary: benefit, fit, healthy, enjoy. Sentence patterns: One benefit is...;By playing..., you can...; The health benefits of... include... Positive replies : That’s a good / an important / a relevant point. Each group presents their report, and others give positive feedback using learned expressions. 设计意图：实施“使用促进学习”。该任务将所有输入（词汇、模式、表达）整合到实际使用中，使学生能够在协作环境中应用知识，从而加深理解并提高输出能力。 Step 4: Assessment and Feedback Peer-assessment Items Descriptions Score (1 - 5) Content talk about sports experience and benefits of sports Language use different expressions and make less mistakes Interaction 交流互动 use body language or have eye contact Presentation speak loudly, confidently and fluently Students use the self-assessment form to check: self-assessment Contents Score (1 - 5) I know about Tim Simons' award-winning information and his experience of becoming a swimmer. I can use expressions like “One benefit is...” and “By playing..., you can...” to talk about my own sports experiences and the benefits that sports bring to me. I understand the positive influences that sports bring to me. I can have a dialogue with my classmate confidently and fluently without referring to the script. The teacher gives feedback: Praise strengthsand suggest improvements. 设计意图：POA强调“改进评估”。自我评估和同伴评估有助于学生反思自己的产出，而教师的反馈则指导进一步的学习。 Step 5: Summary What have you learnt about sports and health in this section? Doing sports is a great way for people to keep physically and mentally healthy. Step 6: Homework Need to do: Search online for more benefits of sports and make a mind map to show the benefits. Choose to do: Retell the benefits of doing sports and write it into a paragraph. Blackboard DesignUnit 2: The Benefits of Sports Output Task: Oral Report – "My Favorite Sport and Its Benefits" Useful Vocabulary: gold medal, benefit, fit, healthy, interview Key Patterns: - One benefit is... - By playing..., I can... - It helps me... Positive Replies: That’s great to hear! Wonderful! Teaching reflection 本节课围绕“体育益处”主题，较好地践行了产出导向法（POA）的核心理念。在驱动环节，开篇即呈现“小组创编‘我最爱的运动及其益处’对话”这一核心输出任务，结合体育图片和生活化问题引发自由讨论，有效激发了学生的学习动机，让输入目标更明确，符合 POA“输出驱动”原则。 在促成环节，通过 “阳光学校新闻” 听力材料和 Tim 的访谈音频，精准提供与输出任务相关的输入内容，引导学生提取关键词汇、句型（如“One benefit is...”）和积极回应表达，为后续输出积累了语言素材，体现了“输入促成”的要求。 但仍有改进空间：难点“不定代词的灵活运用”缺乏针对性输入练习，部分学生在交流中存在障碍；同伴评估标准可进一步细化，以更好发挥反思促进作用。后续需优化输入与输出的匹配度，提升教学实效。 学科网（北京）股份有限公司 $