Unit 2 第一课时 Starting out&Reading（word教案）-【优翼·学练优】2025-2026学年七年级英语下册同步备课（外研版）

该教案聚焦“谈论运动”核心知识点，通过展示运动项目图片、播放乒乓球等运动起源视频导入，激活学生对日常运动的认知，搭建从已知运动经验到体育文化理解的学习支架。 特色在于情境化语言学习与体育精神渗透结合，以张顺马拉松故事、女足亚洲杯等真实素材为载体，通过Pre-task到Post-task任务链提升语言能力，引导学生感知坚持等体育精神（文化意识），学生自我评估表促进学习能力反思。助力学生综合语言运用与价值观养成，为教师提供清晰可操作的教学路径。

Unit 2 Go for it! 单元教学目标 【Language Abilities】 1.Use words and expressions in the unit to talk about sports. 2.Use indefinite pronouns to tell stories of sports lovers. 3.Describe the role of sports in your life. 【Culture Awareness】 1.Understand the diversity of sports cultures. 2.Appreciate and learn the sporting spirits. 3.Understand the importance of sports in society. 4.Respect the origins and development of sports. 【Quality of Thinking】 1.Summarise the influence of persistence, strategy, teamwork and other factors on performance in sports competitions. 2.Cultivate the thinking habit of extracting key information from specific sports events and systematically concluding it. 【Learning Abilities】 1.Guide students in critical reflection of their studying methods. 2.Students will master effective communication and cooperation skills in English learning groups. 【Class Hour Division】 Five periods 第一课时 Starting out&Reading 第二课时 Grammar 第三课时 Listening and Speaking 第四课时 Reading for writing 第五课时 Presenting ideas&Reflection 单元教材分析 本单元归属于“人与社会”主题范畴下的“文学、艺术与体育”主题群，对应“日常体育活动，重大体育赛事，体育精神”这一子主题内容。本单元内容围绕谈论运动展开，主要包括：关于常见运动项目的讨论；阅读张顺参加 2022 年北京马拉松比赛的事迹以及 2022 年女子足球亚洲杯比赛相关内容；聚焦不定代词的用法，将其融入体育话题情境，帮助学生掌握在描述体育相关概念时的准确表达；通过学校广播站对游泳冠军Tim Simons的采访，了解Tim学习游泳的故事；制作运动瞬间海报，要求学生运用所学体育知识和语言表达，结合自身创意，培养综合语言运用能力和跨学科思维能力。 本单元教材通过丰富多样的内容和形式，将语言学习与体育运动主题紧密结合。从文化层面来看，它向学生传递了体育运动所承载的积极向上的价值观念、多元的文化内涵以及对人类社会发展的重要意义。从语言学习角度而言，在真实有趣的体育情境中，学生能够提高词汇量、语法运用能力、听说读写各项技能，为学生提供了全面发展语言能力的机会，有助于培养学生积极健康的生活方式和国际视野。 课时分解 第一课时　Starting out&Reading Teaching Objects　【教学目标】 1.Talk about sports using words and expressions in this unit. 2.Perceive the sporting spirits in the story. Teaching Aids　【教学工具】 an English book，a tape recorder and CAI Teaching Steps　【教学步骤】 ★Step 1　Lead in【导入】 Show the picture of different sports items and ask students to talk about the following questions: 1.What sports do you like or often do? 2.How do you feel when you do the sport? Starting out Page 19，1 1.Show the five pictures to students,and then ask them to answer the questions. ①What sports can you see in the pictures? ②How do you like these sports? ③What sport do you like best? Why? 2.Let some students share the answers,and the teacher can make some supplements if necessary. Page 19，2 1.Ask students to look at the picture and answer the questions: ①Do you know the origin of some sports? ②Can you share one with the class? 2.Show some videos to help students,such as the origin of table tennis, the origin of basketball and the origin of marathon running. 3.Let some students share the answers,and the teacher can make some supplements if necessary. Understanding ideas（1－4） ★Step 2 Pre-task【准备任务】 Page 20，1 1.Show the pictures on page 20 to students and ask them to describe them. 2.Let students read the following words and expressions and match each picture with them. cheer finishing line fall behind train 3.Then use the words and expressions to enrich their descriptions. ★Step 3 While-task【过程任务】 Page 20，2 1.Ask students to read the passage and answer the question:What is amazing about the old man? 2.Check the right answer with the class. Page 20，3 1.Ask students to choose the writer’s purpose of writing this passage. 2.Check the answer with the class. 3.Teacher can explain the benefits of understanding the writer’s writing purpose. Page 20，4 1.Ask students to complete the notes with the words and expressions from the passage. 2.Check the answers with the class. ★Step 4　Post-task【后续任务】 Page 22, Think and share 1.Ask students to think about the following questions: ①What do you think the title means? ②What can you learn from Zhang Shun? 2.For the first question, the teacher can give some prompts to the students. 3.Let some students share their answers, and the teacher can make some supplements if necessary. ★Step 5　Language points【语言要点】 1. All of them held their breath. Would he make it? (1)hold one's breath意为“屏住呼吸；屏息静气”，在这里表示“紧张地等待，焦急地盼望”的氛围。 E.g. When the ball was in midair, we all held our breath.当球在半空中时，我们都屏住了呼吸。 【拓展】breath的其他常用短语： take a deep breath 深呼吸 out of breath 喘不过气 catch one’s breath 喘息；缓口气 take one’s breath away 使某人惊叹 (2)make it在句中意为“取得成功”。 e.g. The actor wasn't famous at all a few years ago, but now he really makes it.几年前这位演员一点都不出名，但现在他很成功。 2.For years, he trained every morning in the park. He filled over 30 notebooks with his running records. (1)fill... with ...表示“用……填满……”。 E.g. He filled his room with books.他的房间里堆满了书。 (2)be full of...表示“充满……”。 E.g. His room is full of books.他的房间里堆满了书。 ★Step 6　Summary　【课堂小结】 Ask students to use the students’ self-assessment form to check what they have learned in this lesson. I can talk about sports using words and expressions in this unit. I can perceive the sporting spirits in the story. ★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】 This inspiring story has greatly attracted the students’ attention. The classroom atmosphere is active, and the students can actively participate in the discussion. During the reading process, students can perceive the character’s spirits gradually and think about what they can learn from him. It can help students develop their thinking abilities. 学科网（北京）股份有限公司 $