Unit 2 Understanding ideas 第1课时 Reading-【木牍中考·名师教案】2025-2026学年七年级下册英语（外研版·新教材）

该教案聚焦初中英语阅读教学，核心涵盖重点词汇（如confident, stomachache）、短语（finishing line, make it）及句型（Either choice seemed fine...），通过马拉松趣事和名人故事导入，搭建新旧知识联系的支架，引导学生预览文本内容，梳理马拉松老人故事的关键信息。 以“马拉松老人”故事为载体，特色在于融合语言能力与思维品质培养，如通过快速阅读抓大意、细读析细节提升信息提取能力，小组讨论写作意图并班级辩论培养批判性思维，联系生活分享感悟涵养品格，助力学生提升文本理解与表达，为教师提供结构化教学流程，有效落实核心素养。

Understanding ideas 第一课时 Reading ◇目标导航◇ 类别 课时要点 重点单词 however adv.然而 still adv.还,仍然 metre n.(书面缩写为 m) 米,公尺 line n.线 breath n.呼出的气;吸入的气 would v.会 confident adj.有信心的,自信的 stomachache n.胃痛;肚子痛 shall v.要不要……? either pron.(两者中的) 任何一个 choice n.选择;选择权 重点单词 seem v.看来,似乎,好像 someone pron.某人,有人 neither pron.两者都不(的),两者中无一的 cheer v.(为……) 欢呼,喝彩;(为……) 加油 cross v.穿过,越过,跑过(终点线、小径等) lifelong adj.终身的,毕生的 dream n.梦想,愿望,理想 past prep.经过 record n.记录,记载 none pron.全无,没有一点 member n.成员 moment n.某一时刻 if conj.假若,要是,如果 重点单词 possible adj.可能的,可能做到的,可能实现的 purpose n.目的,意图 raise v.筹集;筹募 charity n.慈善机构 encourage v.鼓励,激励 teach v.教 note n.笔记 during prep.在……期间 consider v.考虑,细想 重点短语 finishing line终点线 last but not least最后但同样重要的(一点) make it获得成功 hold your breath屏住呼吸;屏息静气 have a stomachache胃痛,肚子痛 fall behind落后 take a rest休息 at one’s age在某人这个年龄 go past路过 fill...with sth用某物充满……,用某物填满…… try to do sth试图做某事 if possible如果可能的话 take part in参加 get through the challenge克服挑战 重点句型 1.All of them held their breath.Would he make it?他们全都屏息静气。他能成功吗? 2.Either choice seemed fine for someone at his age.对于他这个年纪的人来说,这两种选择似乎都很好。 3.With people cheering,he finally crossed the finishing line!在人们的欢呼声中,他终于冲过了终点线! 4.None of his family members worried or tried to stop him.他的家人都不担心,也没有试图阻止他。 5.If possible,I will keep running.如果可能的话,我会继续跑。 教学重点 1.帮助学生理解马拉松老人的故事,掌握重点单词和短语的用法及意义。 2.引导学生梳理老人比赛中的关键事件和情感变化,培养信息提取能力。 教学难点 1.让学生深刻领会老人坚持完成比赛所体现的体育精神。 2.指导学生分析作者写作意图,提升文本深层次理解能力和批判性思维。 ◇教学过程◇ Step 1 Leading in 1.Greet the class. 2.Introduce the topic of marathon running and share some interesting facts or famous marathoners’ stories to arouse students’ interest. Step 2 Work on Activity 1 1.Show pictures related to the story of Zhang Shun and ask students to match them with the words and expressions to preview the text content. 2.Check the answers and ask students to explain their choices,ensuring they understand the meaning of the words in context. Step 3 Work on Activity 2 and 3 1.Ask students to read the passage quickly to get a general idea of the story and answer the question about what is amazing about the old man. 2.Instruct students to read the passage carefully again,underlining the sentences that describe Zhang Shun’s physical condition,thoughts,and actions during the race. 3.After reading,guide students to complete the notes about Zhang Shun’s experience,dream,and comments,using the words and expressions from the passage. Step 4 Work on Activity 4 1.Present the options for the writer’s purpose and ask students to discuss in pairs which one they think is correct and why. 2.Have a class vote and debate on the different choices,and then reveal the correct answer.Explain the reasons for the writer’s choice,helping students understand the text’s theme and message. Step 5 Think and share 1.Divide students into groups to discuss the questions:What do you think the title means?What can you learn from Zhang Shun? 2.Each group appoints a spokesperson to share the group’s ideas,and encourage other students to ask questions and have a further exchange of views. ◇教学反思◇ 学生能理解文章大意,但在细节理解和词汇运用上仍有欠缺。部分学生对马拉松老人的情感变化体会不够深刻,在讨论写作意图时,思维较为局限。后续应加强细节阅读训练,引导学生深入文本分析人物情感,同时拓展相关背景知识,丰富学生的思维角度,提升阅读理解能力。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $