Unit 2 Developing ideas 教学设计-2025-2026学年外研版七年级英语下册

Unit 1 Go for it! Teaching background Teaching content Unit 1 Go for it! Developing ideas(listening and speaking) Analysis of the Teaching Material What: 听力一a radio programme （音频语篇）。这是一则校园广播新闻，宣布蒂姆·西蒙斯获得市游泳比赛的金牌，并邀请听众准时收听对他的采访。听力二这是一段学校广播站对蒂姆·西蒙斯的采访，讲述了他是如何成为一名游泳运动员的。 Why: 语篇运用有关核心词汇： win a gold medal , break one ' s own record , be proud of， start swimming , get sick , pool , move one ' s whole body , become fit and strong , be good for , become a swimmer , join a swimming race , just for fun , to one ' s surprise , stay active and healthy 等组织文本。 How: 学生分享自己常做的运动，讨论运动对人身心健康的益处。聚焦于运动精神和体育赛事背后的动人故事。通过一系列话题的讨论，帮助学生正确理解运动精神的内涵，引导学生学会为达成自己的目标坚持不懈、永不言败。 Analysis of the Target Students 已有基础： 1.学生以往的学习和生活中，大部分学生都有自己喜欢的运动并参与其中，对运动话题感兴趣。 2.在以往的学习中，也初步掌握如何理解和分析图片、对话、文章和视频等多模态语篇。 存在问题： 1.学生尽管有参加运动的经历，对各种运动形式有一定的了解，但对于运动精神和体育赛事背后的动人故事可能存在偏见或不了解，未能充分认识到运动对个人发展的重要性。 2.学生尚不能做到较深入地理解和分析图片、对话、文章和视频等多模态语篇，分析、推断和总结相关信息。 Teaching objectives 通过本课时学习，学生能够： 1.在语境中理解并识记单词。（学习理解类） 2.通过选择、填空、回答问题和复述等听说方式，能准确获取文本大意和新闻报道及采访中的细节信息。（学习理解类） 3.通过文本内容能够总结并复述运动的益处。(应用实践) 4.通过两人合作，运用本课时的核心词汇和句型谈论运动对人身心健康的益处。 （迁移创新） Teaching key points and difficult points 教学重点： 1.学生能够正确理解运动对健康产生的积极影响。 2.学生完成一小段对话，话题为 health benefits of sports. 3.学生能够介绍自己经常做的运动项目。 教学难点： 能够介绍运动给自身健康带来的好处，能够尽可能多地使用之前板块和本板块的核心词汇，以及学生用书 Useful expressions 中的表达。 Teaching and learning methods Teaching methods: Situational approach, the communicative approach Learning methods: Cooperative learning approach Teaching procedures: 教学环节 教学活动 评价要点 Step 1 Warming up 1.New words.环节得分：_____ 每个1分，共1分   2.Watch and think.环节得分：_____ 每个1分，共1分   What is the video about?环节得分：_____ 每个1分，共1分   环节得分:____________ 朗读单词并单词填空,每空1分，总共6分。 能够用相关词汇描述观点。 设计意图 通过观看视频，快速导入话题，激活已知。（感知与注意） Step 2 Pre-listening Free Talk. Look at the picture and talk about： What are they doing ? What kinds of sports do you do at school? How long do you do sports every day? 能够结合图片回答问题。 设计意图 扫清学生在话题及词汇方面的障碍，为接下来的听力做铺垫。（感知与注意） Step 3 While- listening 语篇1 (a radio programme) Task 1: Listening 一听：Listen to the radio programme and choose the main idea. A. Tim Simons told a story. B. Tim Simons won a gold medal. C. Tim Simons broke his arm.环节得分:____________ 听力Task1,每小题1分，总共1分。 二听：Listen again and complete the news report. 环节得分:____________ 听力Task2,每空1分，总共6分。 Task 2: Read the school news report and answer. 1. According to the news report, what do you think of Tim Simons? 2. What is the purpose of the news report? 语篇2 (an interview) Task 1: Listening 一听：Listen and complete the interview . 环节得分:____________ 听力Task1,每空1分，总共6分。 二听：Listen and answer the question. How does the interviewer give positive replies? _______________________________________________ Task 2: Read the interview and answer the question. What benefits（好处）do sports bring to Tim? _______________________________________________________ Task3: Read and retell (听后跟读并用剥洋葱法对关键信息进行大量朗读) 环节得分:____________ 5分：能正确说五条运动的好处和积极回复语，内容全面，发音准确。 3分：能正确说三条运动的好处和积极回复语，内容较全面，发音较准确。 1分：能正确说一条运动的好处和积极回复语，语音语调不准确。 听报告，正确选出主旨大意。 听文本，能正确记录报告细节信息。 读报告能正确回答问题。 听采访，正确填出采访的细节信息。 再次听采访，正确回答问题。 读采访内容并回答问题。 借助变式朗读熟、识记并复述重点句型。 设计意图 分层分段听，学生记录下关键细节信息，听后跟读并用剥洋葱法对关键信息进行大量朗读，这是对听力材料进行二次利用，也使学生能够加深对重点句子的理解和内化，进而进行复述，为完成后边单元大任务做铺垫。 Step 4 Post-listening Work in pairs. Choose one and talk about your experiences. A:What sport do you often do? B: I often .... A:Good to know. Do you think it’s good for your health? B:Yes,it is. It helps...and be good for ... A:Wonderful! Pair work.学生能在教师引导下，正确思考并表达观点。 设计意图 让学生感知运动给人身心健康带来益处的同时，培养学生加强体育运动的意识。（概括与整合） Step 5 Summary 能结合文本内容，在教师的引导下总结运动给人身心健康带来的益处和积极回复语。 设计意图 通过回答问题让学生认识到运动给人身心健康带来的益处，促进人的成长，紧扣子主题。（概括与整合） Step 6 Homework For all: 1. Talk about what you have learnt about sports and health. 2. Share your sports story with your friends so that they can know more about your experiences. Optional:Combined (结合）with the content of the sports activities, make a video to share what you have learnt through everyday sports moments. 能按要求正确完成。 设计意图 设计分层作业，通过学生自选作业，有效解决了一刀切的弊端。同时，通过设计基础巩固型、能力拓展型、综合实践型和学科融合型等作业，真正实现了作业的价值和功用。 Blackboard Design Unit 1 Go for it! Developing ideas(Listening and speaking) Exercise： 一、根据汉语及首字母提示填写单词。 1. The s of the Olympics is “Faster, higher, stronger.” 2. Our basketball t won first place. How excited we felt! 3. —I’m going to Sanya tomorrow. I w which place I should visit first. —How about the Wuzhizhou Island? It’s really beautiful. 4.Learn to protect yourselves and it’s everyone’s duty to f against school bullying (校园霸凌). 5.Always remember that planning things carefully a is better than regretting later. 二、根据汉语意思完成句子。 1.作为一名护士帮助有需要的人，我感到很自豪。 I being a nurse to help people in need. 2.水污染影响了我们城市的面貌，甚至更糟糕的是，它对我们的健康有害。 Water pollution influences the look of our city and , it does harm to our health. 3.每当我回顾过去我们一起度过的日子时，我总能感到幸福。 Each time I the old days we spent together, I can always get a feeling of happiness. 4.你不应该灰心。毕竟，你还年轻，还有很多其他的机会。 You shouldn’t . After all, you are young and have many other chances. 5.当他们的主队在足球比赛中进球时，人群欢呼起来。 The crowd cheered when their home team in the football match. 三、阅读理解。 Lucy was excited and a little nervous. Today was the day of her first soccer game. She put on her blue and white uniform, laced up her new cleats (防滑鞋), and tied her brown hair back into a ponytail (马尾辫). Her heart was racing as she stepped onto the grassy field. The referee blew the whistle, and the game began. Lucy tried to remember all the things she learned at practice. She ran fast, kept her eye on the ball, and passed it to her teammates. In the middle of the game, Lucy saw her chance. She kicked the ball with all her might and watched as it sailed into the goal. Lucy had scored her first goal! Her team cheered loudly. But the game wasn’t over yet. There was a mix-up in their defense, and the other team scored a goal. The score was now tied at 1-1. Lucy felt a knot in her stomach. She didn’t want to let her team down. With just a few minutes left, Lucy got the ball again. She dribbled down the field, dodged a player from the other team, and took a shot. The ball went right into the net. Lucy had scored the winning goal! As her teammates hugged her and her coach gave her a high five, Lucy couldn’t stop smiling. ( )1.How did Lucy feel before the game? A.Excited and happy. B.Worried and nervous. C.Excited and anxious. D.Calm and sad. ( )2.What’s the second paragraph mainly about? A. Lucy’s teammates cheering for her. B.Lucy’s preparation before the game. C.The referee’s role in the soccer game. D.The start of the game and Lucy’s first goal. ( )3.What does the underlined sentence in the third paragraph mean? A.Lucy was very hungry. B.Lucy’s stomach was in pain. C.Lucy felt very nervous. D.Lucy had eaten too much. ( )4.What’s the final score of the soccer game? A．1-0. B．2-1. C．1-1. D．2-0. Reflection 1 学科网（北京）股份有限公司 $