Unit 2 Go for it! 第一课时：Starting out 教学设计 2025-2026学年外研版英语七年级下册

Unit 2 Go for it!第一课时:Starting out & Understanding ideas教学设计 授课教材 外研版(2024)七年级下册 授课题目 Unit 2 Go for it! Starting out & Understanding ideas 课时 第 1 课时 主题情境 人与自我—体育精神与坚持梦想 课型 阅读课 语篇研读 What-Why-How 分析维度 内容阐释 【What】 本课语篇是一篇人物特写,讲述了86岁高龄的张顺参加2022年北京马拉松比赛的故事。文章按照时间顺序展开:比赛开始时他感到自信;中途他出现胃痛、落后;面临选择时他既不放弃也不休息,而是选择坚持;最终在人们的欢呼声中冲过终点线。文章揭示了张顺坚持跑步的原因——这是他毕生的梦想,他为此坚持训练,享受跑步的乐趣,并表示只要可能就会一直跑下去。 【Why】 文章旨在通过真实人物案例,传递“年龄不是梦想限制”的理念,激发读者对体育精神的认同。作者通过张顺的故事引导学生理解“坚持、勇敢、不畏挑战”的体育精神,鼓励学生突破自我限制、追求梦想,培养积极健康的生活态度。 【How】 语篇为记叙文体,采用时间顺序(At first Then Finally)展开,结构清晰。语言上运用了对比手法(86岁高龄与马拉松赛事的反差)、动作描写(fell behind, took a rest, keep running)、人物语言(If possible, I will keep running)和场景描写(With people cheering, he finally crossed the finishing line)来强化情感表达,生动展现张顺的坚持与毅力。 学情分析 分析维度 具体描述 已有基础 学生在小学阶段已掌握“football、basketball、run”等基础运动词汇,对运动话题有生活经验。85%的学生能独立提取记叙文“人物、事件、结果”等基础信息,82%的学生对励志类故事感兴趣。 存在问题 1. 对专业运动词汇如“marathon”、“finish line”等认知率不足40%;2. 对含状语从句的长句理解能力较弱,准确率仅53%;3. 89%的学生对马拉松运动文化意义了解甚少;4. 62%的学生难以共情高龄老人坚持完赛的决心。 发展需求 需要学习核心运动词汇和短语;需要通过时间线梳理故事结构;需要理解体育精神的内涵;需要将文本理解与个人生活经验相联系。 核心素养目标 Teaching Aims 1. 语言能力 掌握核心词汇和短语:marathon, metre, hold one's breath, feel confident, fall behind, take a rest, cheer, cross the finishing line, lifelong dream, train, keep running, last but not least等。 理解核心句子: All of them held their breath. Either choice seemed fine for someone at his age. With people cheering, he finally crossed the finishing line! None of his family members worried or tried to stop him. If possible, I will keep running. 能读懂张顺的故事,梳理故事的时间线和关键细节。 能运用所学语言复述故事,表达对体育精神的理解。 2. 文化意识 了解马拉松运动的文化意义(完赛比夺冠更重要),感知“终身运动”的体育价值观。 通过张顺的案例,理解“坚持、突破自我”的体育精神内涵。 3. 思维品质 通过时间线梳理,培养逻辑思维和信息整合能力。 通过分析张顺面对困难时的选择,培养价值判断和批判性思维。 通过讨论“What can you learn from him”,培养归纳概括能力。 4. 学习能力 掌握略读、寻读等阅读策略,提升阅读效率。 学会用时间线梳理故事信息,提高信息处理能力。 通过小组讨论,提升合作学习和口语表达能力。 教学重点 Key Points 理解张顺参加北京马拉松的故事,梳理时间线和关键细节。 掌握核心词汇和短语在语境中的含义。 理解“年龄不是梦想限制”的主题意义。 教学难点 Difficult Points 通过细节描写分析人物的内心世界和精神品质。 理解并表达体育精神的内涵。 将文本理解与个人生活经验相联系,用英语表达感悟。 教学方法 Teaching Methods PWP阅读教学模式、任务型教学法、情境教学法、合作学习法、时间线法 教学工具 Teaching Aids 多媒体课件(含马拉松比赛视频、课文音频、时间线模板)、词汇卡片、阅读任务单、小组讨论提示卡 教学过程 Teaching Procedures Step 1: Warm-up & Lead-in 热身导入 (5 mins) Activity: 视频导入,激活话题 1. 播放视频:播放一段北京马拉松比赛的短视频(1分钟左右),展示选手起跑、途中坚持、冲线等场景。 2. 自由问答:视频结束后,向学生提问: “What sport did you see in the video?” (Marathon) “How long is a marathon?” (About 42 kilometres) “What do you think of people who run a marathon?” (Strong, brave, never give up...) 3. 导入单元主题:引导学生观察教材首页图片和标题“Go for it!”,提问: “What does 'Go for it!’ mean to you?” (Try your best, never give up...) 教师总结:“Today we’re going to read about an 86-year-old man who ran the Beijing Marathon. Let's find out his story!” 设计意图:通过视频直观导入,激发学生对马拉松运动的兴趣;通过讨论激活学生对运动精神的已有认知,自然导入本课主题。 Step 2: Starting out 运动起源探究 (8 mins) Activity: 认识运动项目,探究运动起源 1. 观察图片:展示教材第19页的四张图片(太极拳、攀岩、滑冰、跳水),引导学生回答问题: “What sports can you see in the pictures?” “Which of the sports do you like best? Why?” 2. 了解运动起源:播放视频或展示图片,介绍一些运动项目的起源地: Marathon: Greece Tai Chi: China Football: China (Cuju) / England Basketball: USA 3. 小组讨论:学生4人一组讨论: “Do you know the origin of any other sports? Can you share with the class?” 设计意图:通过运动起源的探究,拓宽学生文化视野,激发对运动话题的兴趣,为后续阅读做好主题铺垫。 Step 3: Pre-reading 读前准备 (5 mins) Activity: 观察图片,预测内容 1. 词汇预热:展示教材活动1的四张图片,让学生匹配图片与短语: cheer / finishing line / fall behind / train 2. 观察配图:引导学生看课文中的配图(86岁老人跑步的图片),回答问题: “What sport does the man take part in?” (Marathon) “How old is he? What do you think of him?” (He is old but looks strong.) “Can you guess what happened to him?” 3. 预测课文内容:引导学生根据标题“Last but not least”进行预测: “What do you think the title means?” “What might happen to the old man in the race?” 设计意图:通过图片预测培养学生读前预判能力,词汇预热扫清阅读障碍,标题预测激发阅读期待。 Step 4: While-reading 读中理解 (15 mins) Step 1 – 略读:获取主旨大意 1. 快速阅读:学生快速浏览全文,找出以下问题的答案: “What is amazing about the old man?” (He is 86 years old and finished the marathon.) “Did he finish the race?” (Yes, he did.) 2. 选择写作意图:学生完成教材活动3,选择作者的写作意图: a) To raise money for charities. b) To tell people about an old man's love of sports. c) To encourage people to run a marathon. d) To teach readers how to win a marathon. 正确答案:b Step 2 – 寻读:梳理时间线 1. 明确任务:学生再次阅读课文,完成以下时间线表格: Time What happened How he felt/What he did At first Started running felt confident Then had a stomachache, fell behind had a choice: stop or take a rest But chose neither kept running Finally crossed the finishing line people cheered 2. 独立完成:学生独立完成表格,教师巡视指导。 3. 小组核对:小组内交流答案,互相补充。 4. 全班核对:邀请学生分享,教师完善表格。 Step 3 – 精读:细节理解 1. 细读课文:学生分段阅读课文,回答以下问题: Paragraphs 1-2 (比赛过程): “What happened to Zhang Shun during the race?” (He had a stomachache and fell behind.) “What choices did he have?” (To stop or to take a rest.) “What did he choose?” (Neither of them. He kept running.) Paragraphs 3-4 (比赛结果与原因): “What is Zhang Shun's lifelong dream?” (To run in the marathon.) “Why does he keep running?” (He enjoys it and it’s his dream.) “What will he do in the future?” (If possible, he will keep running.) 2. 语言点讲解: 短语 含义 例句 hold one's breath 屏住呼吸 All of them held their breath. fall behind 落后 He fell behind during the race. take a rest 休息 He could take a rest, but he didn't. cross the finishing line 冲过终点线 He finally crossed the finishing line. lifelong dream 毕生的梦想 Running a marathon was his lifelong dream. 设计意图:通过分层阅读任务,从略读获取主旨到寻读梳理信息,再到精读理解细节,逐步提升学生的阅读理解能力。时间线表格帮助学生清晰把握故事脉络。 Step 5: Post-reading 读后拓展 (7 mins) Step 1 – 复述故事 1. 教师示范:根据时间线表格,教师示范复述故事。 2. 小组练习:学生根据时间线,小组内互相复述故事。 3. 展示点评:邀请1-2名学生上台复述,教师点评。 Step 2 – 深度思考与讨论 1. 小组讨论:学生4人一组,讨论以下问题: “What do you think the title 'Last but not least’ means?”(最后但同样重要的;指他虽然最后一个冲线,但同样值得尊敬) “What can you learn from Zhang Shun?” (Never give up, follow your dream, age is not a problem...) 2. 全班分享:每组派代表分享讨论结果。 Step 3 – 联系自身 1. 教师引导:“Do you have a dream? What do you do to make it come true?” 2. 学生分享:邀请2-3名学生分享自己的梦想和努力。 设计意图:通过复述巩固对故事的理解,通过讨论深入理解体育精神内涵,通过联系自身将文本学习与个人成长相结合。 Step 6: Summary 总结归纳 (5 mins) 1. 知识总结:引导学生回顾本节课所学内容: “What did we learn about Zhang Shun?” (His marathon story, his choices, his dream) “What new words and phrases did we learn?” (fall behind, take a rest, cross the finishing line, lifelong dream...) “What does 'Go for it!’ mean?” (Try your best, never give up) 2. 方法总结:总结阅读策略——通过时间线梳理故事,通过细节描写分析人物品质。 3. 情感升华:“Zhang Shun teaches us that age is not a limit to dreams. No matter how old you are, if you have a dream, go for it! Keep running, keep fighting, keep believing!” 板书设计 Blackboard Design Unit 2 Go for it! Starting out & Understanding ideas 一、Zhang Shun's Marathon Story Time What happened What he did At first felt confident started running Then had stomachache, fell behind kept running (no stop/no rest) Finally crossed the finishing line people cheered 二、Key Phrases hold one’s breath 屏住呼吸 fall behind 落后 take a rest 休息 cross the finishing line 冲过终点线 lifelong dream 毕生的梦想 keep running 一直跑 三、Key Sentences Either choice seemed fine for someone at his age. But Zhang chose neither. With people cheering, he finally crossed the finishing line! If possible, I will keep running. 四、Theme Age is not a limit to dreams. Go for it! 作业设计 Homework Design 分层 作业内容 设计意图 基础作业 1. 听读课文3遍,模仿语音语调。2. 抄写本节课核心词汇和短语各2遍。 巩固基础语言知识,培养语感。 拓展作业 What do you think of Zhang Shun? What can you learn from him? Please write a paragraph (40-50 words). 将课堂所学迁移到真实写作,培养综合语言运用能力。 选做作业 Search for information about another inspiring sports story. Share it with the class next time. 拓展课外学习渠道,培养信息素养。 教学反思 Teaching Reflection 反思维度 记录要点 亮点 马拉松视频导入有效激发学生兴趣;时间线表格帮助学生清晰梳理故事脉络;讨论环节学生能结合自身谈感悟。 不足 部分学生对“either/neither”等词汇理解不够深入;少数学生在复述故事时语言组织不够流畅。 改进 增加更多“either/neither”的语境练习;在复述前提供更多时间线支架。 教学评价 Teaching Evaluation 评价维度 评价标准 课堂观察 85%的学生能正确认读核心词汇;80%的学生能完成时间线表格;小组讨论中多数学生能运用目标语言表达观点。 任务完成度 时间线表格填写准确性;复述故事的流畅性和准确性;讨论参与度和语言表达质量。 作业反馈 通过拓展写作评估学生对张顺故事的理解和对体育精神的感悟。 1 学科网(北京)股份有限公司 $