Unit 4 Ready, steady, go 第1课时教学设计（A Getting ready B Reading）2026-2027学年七年级英语上册沪外教版

Unit 4 Ready, steady, go 第1课时 教案 粤教沪外版（三起）《英语》七年级上册　|　A Getting ready + B Reading 阅读新授课　|　设计者： 一、课题基本信息 课题 Unit 4 Ready, steady, go（A+B 阅读 第1课时） 教材版本 粤教沪外版（三起）2024新版 册次 七年级上册 年级 七年级 课时 第1课时 课型 阅读新授课 教学内容 四名学生运动分享+校运会博客 设计者 二、教材内容分析 本课时选自 A Getting ready 与 B Reading and critical thinking。Key Question 是 What do sports bring us? 运动给我们带来什么。 A 板块中四名学生分享自己喜欢的运动及好处。Kevin 喜欢游泳等水上运动，说 It makes me strong. 它让我强壮。Joan 喜欢拳击，说 Boxing changed me from a shy little girl to a brave teenager. 拳击把我从害羞小女孩变成勇敢少女。Alice 喜欢乒乓球，说 I have fun with my friends. 我和朋友玩得开心。Mike 喜欢篮球，说 It improves decision-making. 它提升决策力。 Culture link 提示 football 与 soccer 在英美含义不同：英国说 football 指足球，美国说 football 指橄榄球，美国人说足球用 soccer。 B 板块是可欣 Kexin 写的校运会博客 A school sports day blog post。第一段：每年十月第三个星期五开校运会，彩旗鲜花。第二段：可欣参加100米赛跑获银杯 silver cup。第三段：4×100米接力 relay race 激动人心，Mike 长跑第一。第四段：Rita 跳远 long jump 未获奖但尽力了，Rita did not get a prize, but she tried her best. 第五段：全班合唱结束，What an unforgettable day! 多难忘的一天。 阅读技能是 Predicting from the title and the pictures 根据标题和图片预测内容。词法点是后缀 -able：enjoyable 令人愉快的，unforgettable 难忘的。 核心词汇：sport, swimming, boxing, ping-pong, basketball, race, relay race, long jump, high jump, cheer, prize, silver cup, unforgettable, challenge, keep fit, sports field, coach。核心句型：I am really into water sports. It makes me strong. The 4×100m relay was very exciting. Rita did not get a prize, but she tried her best. What an unforgettable day! 单元地位：本单元承接 Unit 3 健康话题，把运动作为健康生活方式的一部分展开。从个人运动偏好到校运会集体经历，再到语法并列连词、听说写综合，是健康主题的延伸。 三、学情分析 七年级学生刚学完 Unit 3 健康话题，对运动话题有生活经验。学生能说出常见运动名称，但用英语描述运动好处和校运会经历仍需支架。阅读策略方面，学生在前三单元接触过 Skimming、Scanning、Making connections，本单元 Predicting 是新策略，需教师示范。学生对校运会、赛跑、接力等话题有共鸣，参与热情高。 四、教学目标（核心素养导向） 【语言能力】能听懂并说出四名学生喜欢的运动及好处；能读懂 Kexin 校运会博客，找出时间、人物、事件；能用 It makes me strong. / She tried her best. 描述运动经历。 【文化意识】了解英美 football/soccer 差异；体会校运会中尽力而为的体育精神。 【思维品质】通过标题图片预测内容；梳理校运会事件顺序；分析情感线（激动、遗憾、感动）。 【学习能力】掌握 Predicting 阅读策略；学会从标题图片预测主旨。 【情感态度】体会运动带来的快乐和体育精神；学会为尽力而为的同学鼓掌。 五、教学重难点 重点：四名学生运动分享；Kexin 博客事件顺序；运动词汇。 难点：Predicting 策略运用；描述过去事件的一般过去时；后缀 -able。 六、教学准备 教师：运动词汇卡片（swimming/boxing/ping-pong/basketball/race/relay/long jump）、校运会图片、彩旗、银杯道具、板书运动好处思维导图、事件时间线。 七、教学过程 环节一　热身导入（约5分钟） 【教师话术】Good morning, class. What sports do you like? 你喜欢什么运动？ 【教师活动】做动作让学生猜运动：swim, run, play basketball, play ping-pong。学生抢答。 【关键提问】What sports can you see in the picture? 【学生预设】I like basketball. / I like swimming. / I like running. 【设计意图】用TPR动作激活运动词汇，引出单元话题。 【学生齐读运动词汇】swim, run, box, play ping-pong, play basketball, jump, race。学生边做动作边读。 【Culture link】教师补充：In the UK, football is soccer. In the US, football is rugby. 英国足球叫 soccer，美国 football 是橄榄球。学生齐读。 【关键提问】Do you like sports? Why? 学生自由回答。 【学生预设】Yes, I like running. It is fun. / No, I do not like sports. 【教师点评】Good. Today we will talk about sports day. 【设计意图】引出本课主题。 【单元标题】Unit 4 Ready, steady, go. 学生齐读。 环节二　新知呈现（约15分钟） 【教师话术】Look at the four students. They like different sports. Let us listen. 【活动1　四名学生运动分享】【教师活动】依次呈现 Kevin、Joan、Alice、Mike 图片。Kevin: I am really into water sports. It makes me strong. Joan: Boxing changed me from a shy girl to a brave teenager. Alice: I have fun with my friends. Mike: It improves decision-making. 教师带读，学生跟读。 【关键提问】What sport does Kevin like? What does Joan say about boxing? 【学生预设】Kevin likes swimming. Boxing made Joan brave. 【设计意图】从四个人物分享中提取运动和好处。 【板书】四个人物图旁写：Kevin swimming → strong；Joan boxing → brave；Alice ping-pong → fun；Mike basketball → decision-making。 【活动2　Predicting 策略教学】【教师话术】Before reading, look at the title and pictures. Predict: What is the blog about? 读前看标题图片预测。 【教师活动】板书 Predicting：标题 A school sports day + 彩旗图片 → 预测校运会。学生说预测。 【学生预设】It is about a sports meeting. / They run races. 【预测验证】读完后对照预测：学生预测对了吗？教师问：Were you right? 学生回答。 【设计意图】示范 Predicting 策略，培养读前预测习惯。 【活动3　读博客找细节】【教师活动】播放博客录音，学生边听边找：When? Who? What? 填表格：时间 October third Friday；人物 Kexin, Mike, Rita；事件 100m race, relay, long jump。 【学生预设】Kexin got a silver cup. Mike was first in relay. Rita did not get a prize. 【设计意图】Scanning 找关键信息。 【词法点 -able】enjoyable 令人愉快的；unforgettable 难忘的。-able 后缀表示"可……的"。学生齐读。 【博客原文】Every October, on the third Friday, we have a sports day. There are flags and flowers. I ran the 100m race and got a silver cup. The 4×100m relay was very exciting. Mike was first in the long run. Rita did the long jump. She did not get a prize, but she tried her best. We sang together at the end. What an unforgettable day! 教师带读，学生指读。 【关键提问】When is the sports day? What did Kexin get? What did Mike do? 【学生预设】It is on the third Friday of October. Kexin got a silver cup. Mike was first in relay. 环节三　操练巩固（约12分钟） 任务1　运动好处配对。【教师活动】把人物卡和好处卡打乱：Kevin→strong；Joan→brave；Alice→fun with friends；Mike→decision-making。学生配对并说句子：Kevin likes swimming. It makes him strong. 任务2　事件排序。【教师活动】把校运会事件卡打乱：彩旗鲜花→100m赛跑→接力→跳远→合唱。学生排序。 任务3　情感线梳理。【教师活动】提问：How did Kexin feel? 学生说：excited when she got the cup; exciting relay; sorry for Rita but she tried her best; unforgettable day. 任务4　齐读关键句。【教师活动】板书：Rita did not get a prize, but she tried her best. What an unforgettable day! 学生齐读。 任务5　复述博客。【教师活动】学生根据时间线复述：On sports day, Kexin ran 100m. She got a silver cup. The relay was exciting. Mike was first. Rita did long jump. She tried her best. 【学生预设】学生能根据时间线复述。 【常见错误】学生把过去式 ran/got/was 说成 run/get/is。教师板书提醒：过去发生的事用过去式。 【设计意图】配对、排序、情感线三种活动巩固阅读。 【学生预设】学生能排序并说出情感。 环节四　应用拓展（约8分钟） 【教师话术】Talk about your sports day. What sport did you do? How did you feel? 【学生活动】两人一组说自己的校运会经历：I ran 100m. I was excited. My class sang together. 【学生预设】I played basketball. My team won. It was unforgettable. 【关键提问】Did you try your best? 学生点头回答：Yes, I did. 【设计意图】迁移到学生真实校运会经历。 【分享】请两三名学生上台说自己的校运会。教师点评：Good! You tried your best! 环节五　小结作业（约5分钟） 【教师话术】Today we learned four students sports and Kexin sports day blog. 运动让我们强壮、勇敢、快乐。 【作业说明】基础：抄运动词汇；巩固：读博客三遍；提升：写五句你的校运会。 【设计意图】复习总结，布置分层作业。 【课堂齐读】What do sports bring us? They make us strong, brave and happy. 学生齐读。 八、板书设计 左侧：运动好处思维导图——中心 Sports bring us；分支1 strong（Kevin swimming）；分支2 brave（Joan boxing）；分支3 fun（Alice ping-pong）；分支4 decision-making（Mike basketball）。中间：校运会事件时间线——October third Friday → 100m silver cup → relay Mike first → long jump Rita tried best → singing unforgettable。右侧：Culture link football/soccer。 九、作业设计 【基础达标】1. 抄写运动词汇：swimming, boxing, ping-pong, basketball, race, relay, long jump, prize, silver cup, unforgettable。2. 跟读博客录音三遍。 【巩固提升】3. 用自己的话复述 Kexin 校运会（五句）。 【拓展挑战】4. 写五句：你最喜欢的运动及好处，用上 It makes me... / It is fun... 【预习下节课】读 C Grammaring 部分，找 and/but/or/so 的句子。 十、教学反思 可取之处：四名学生分享贴近生活，Predicting 策略有示范。 可能不足：一般过去时动词形式学生易混；情感线梳理需更多支架。 改进方向：下节课语法课复现 and/but/or/so；对过去时做对比。 【后续衔接】第2课时学并列连词 and/but/or/so，用博客中的句子 Rita did not get a prize, but she tried her best. 作为语法例句。 学科网（北京）股份有限公司 $