Unit 3 Family ties Developing ideas（Reading for writing）教学设计 2026-2027学年英语外研版七年级上册

Unit 3 Family ties Developing ideas（Reading for writing）教学设计（第四课时·读写课） 2026—2027学年　外研版（2024）英语七年级上册 依据《义务教育英语课程标准（2022年版）》编制 课　　题 Developing ideas（Racing Together：兄弟同心） 课　　型 读写课（Reading for Writing） 课　　时 第4课时（45分钟） 授课年级 七年级上册 单元大观念 What does family mean to you?（家庭对你意味着什么？） 语篇研读 【What】本课语篇为记叙文 Racing together（教材 p56–59）：John and Robert Taylor are brothers. They are always close to each other. But Robert has a serious disease and cannot move at all. 哥哥 John 把弟弟放进拖车用自行车拉着参赛（He puts Robert in a trailer and pulls it along with his bike），For the first time, Robert feels like the other kids；他们不常获胜，但 some things are more important than winning；结尾点题 The love between them powers their bike. And love always wins.。配套活动含图片描述（活动1）、读前预测（活动2）、笔记填空（活动3）、指代与词义问答（活动4）及“家庭支持”段落写作五步任务。 【Why】引导学生理解家庭成员相互支持的重要性，培养感恩、关爱家人的情感态度；学习用英语叙述家庭支持类事件，提升读写结合能力。 【How】语篇按时间顺序展开（at first → one day → now），使用简单句与并列句，穿插情感描写；写作环节依托教材五步流程与表格（Who are the family members? / What do you do to support each other? / What do you think of the family members?）搭建段落支架。 学情分析 学生在前三课时已学习家庭活动、影评与沟通话题，具备词汇句型基础；但对情感类话题的深入表达和名词所有格的使用仍不熟练，需在语境中强化。 教学目标（核心素养导向） 通过本课时学习，学生能够： 素养维度 目标描述 语言能力 掌握核心词汇 support, race, serious, disease, trailer, pull, refuse, power 等；读懂故事，完成活动3笔记填空（close to/lonely/pulls/first/time/love）与活动4指代、词义问答；按教材五步流程写一个描述家人相互支持的段落。 学习能力 运用标题插图预测、时间轴梳理、笔记概括等阅读策略；借助表格搭建写作框架并按 Check 清单自检。 思维品质 讨论 What really matters for the Taylor brothers?，辩证理解陪伴与输赢的关系。 文化意识 体会家人间无私的爱与支持，增强感恩意识与家庭责任感。 【迁移落点】写一个段落描述自己家庭成员间的支持行为，表达感受与评价，并按标准自检互评、分享。 教学重难点 教学重点：理解语篇内容，掌握核心词汇与句型；活动3笔记六空与活动4三问。 教学难点：写出连贯、有情感的段落，表达对家庭支持的理解与感悟。 教学过程 教学环节 教师活动 学生活动 Step 1 情境导入 激活已知 (3’) ①完成教材 p56 活动1：Look at the three pictures on the right and describe them. Use the words and expression to help you.（family, close to, love, smile, enjoy, important, together） ②参考描述：The two brothers smile happily. They are close to each other. They enjoy the race together. 追问 How do they feel? 借助词库描述三幅图片，预测人物关系与事件。 Step 2 学习理解 分层读文 (15’) ①读前预测：Look at the title and the pictures. What is the story about? Now read the story and check your answer.（参考：The story is about two brothers taking part in bike races together in a special way.） ②找读梳理 5W+H：Who: John and Robert Taylor（brothers）/ Where: at home → bike races / What: John puts Robert in a trailer and pulls it along with his bike / Why: Robert has a serious disease and cannot move at all / How: 时间轴 at first → one day → now。 ③精读摘录关键句：He has to stay at home every day and he often feels lonely. / A big, bright smile appears on his face. / John refuses to race without his brother. / “We are family,” John says. ④完成 p58 活动3 Complete the notes with the words and expression from the story.——They are brothers and are always 1 close to each other.；At first Robert cannot move at all. He often feels 2 lonely.；Then John puts Robert in a trailer and 3 pulls it along with his bike. For the 4 first time, Robert feels like the other kids.；Now they often take part in bike races. They enjoy the 5 time together.；The 6 love between them powers their bike. And love always wins.（参考答案：1 close to　2 lonely　3 pulls　4 first　5 time　6 love） ⑤讲解核心词：serious disease（重疾）, trailer（拖车）, pull（拉）, refuse to do（拒绝做）, power v.（驱动）。 预测并快速读文验证；梳理5W+H与时间轴；摘录情感描写句；完成笔记六空并核对；在语境中理解核心词汇。 Step 3 应用实践 深读讨论 (11’) ①完成活动4 Answer the questions.——1 What does “it” refer to in “He puts Robert in a trailer and pulls it along with his bike”?（参考答案：The trailer.）2 What does “They” refer to in “They don’t often win”?（参考答案：John and Robert / The Taylor brothers.）3 What’s the meaning of “powers” in the last paragraph?（参考答案：It means “gives power to”；驱动。） ②Think and share：1 What really matters for the Taylor brothers?（参考：They enjoy the time together. Their love for each other.）2 Do you think the Taylor brothers win? Why or why not?（参考：Yes. The result doesn’t really matter. The love between them powers their bike. And love always wins.） ③小组分工翻译课文重点段（第2、4段），讨论重点句译法。 精读定位回答指代与词义三问；结合文本表达对陪伴与输赢的看法；小组合作翻译重点段。 Step 4 迁移创新 段落写作 (6’) ①布置写作任务（教材 p59 五步）：Step 1 Think of some examples——How do your family members support each other? ②Step 2 Complete the table.——Who are the family members? / What do you do to support each other? Give three examples. / What do you think of the family members? ③Step 3 Write your paragraph with the help of the table.；Step 4 Check. Did you: ☐ describe your family members’ support? ☐ use the words and expressions from the reading passage? ☐ write your comments? ④Step 5 Share your paragraph with the class.（时间不足时移至课后分享） 头脑风暴填表梳理素材；依据表格撰写段落；按 Check 清单自检互评并分享。 Step 5 归纳总结 考点速递 (7’) ①依托板书梳理故事要素与写作框架：Who supported you? → What did he/she do? → How did you feel? ②精讲语言点：be close to（亲密无间）；feel like（感觉像）；take part in（参加）；refuse to do sth；more important than；power 作动词（The love powers their bike.），结合检测题示范。 跟随板书复述故事脉络与写作框架；记录语言点并完成笔记消化。 Step 6 随堂检测 布置作业 (3’) ①发放随堂检测（见作业设计），限时完成并讲评。 ②布置分层作业并说明要求。 完成巩固检测一、二、三；记录分层作业。 板书设计 Unit 3 Family ties Racing together Who: John and Robert Taylor (brothers) What: John puts Robert in a trailer and pulls it along with his bike. Why: Robert has a serious disease and cannot move at all. Some things are more important than winning. The love between them powers their bike. And love always wins. Writing: Who supported you? → What did he/she do? → How did you feel? 作业设计（分层） 本课作业按“基础—提升—拓展”三级设计（原教案作业保留归级），检测题依据教材活动改编，兼顾词汇记忆、句型运用与综合输出。 【基础·必做】①完善修改课堂写作段落，重点检查是否用上阅读语篇中的词句并添加表达感受的结尾句（原教案基础作业）；②完成“巩固检测一”。 巩固检测一　写出下列单词或短语（依据教材p56–59改编） (1) 支持　　　(2) 比赛 (3) 严重的　　(4) 疾病 (5) 拒绝　　　(6) 参加；参与 【提升·选做】①完成“巩固检测二、三”；②采访一位家人接受或给予家庭支持的经历，整理成约80词的英文短文并与同学分享（原教案进阶作业）。 巩固检测二　单项选择（依据教材p56–59课文改编） 1. Robert has a serious ______ and cannot move at all. 　　A. disease　　B. race　　C. result 2. But John refuses ______ without his brother. 　　A. to race　　B. racing　　C. race 3. The love between them ______ their bike. 　　A. power　　B. powers　　C. powerful 巩固检测三　完成句子（依据教材p56–59课文改编） 1. 兄弟俩总是彼此亲密无间。The brothers are always ______ ______ each other. 2. 第一次，Robert 感觉和其他孩子一样。For ______ ______ time, Robert feels like the other kids. 3. 有些事比获胜更重要。Some things are ______ ______ than winning. 【拓展·挑战】小组合作创作“家庭支持”主题英文海报：包含至少两个家人互助事例、配插图与英文说明，班级展示讲解（原教案拓展作业）。 巩固检测参考答案（供教师批阅） 一：(1) support　(2) race　(3) serious　(4) disease　(5) refuse　(6) take part in 二：1—3　A　A　B 三：1. close to　2. the first　3. more important 教学评价与反思 1. 目标—评价对应（教-学-评一体化）： 素养目标 课堂评价任务与证据 语言能力目标 活动3笔记填空与活动4指代、词义问答的正确率；段落写作的连贯性与语言准确性 学习能力目标 预测、时间轴、笔记概括策略运用；表格支架与 Check 清单的使用 思维品质目标 讨论陪伴与输赢关系时的思辨深度 文化意识目标 对家人无私之爱的体会与感恩表达 2. 预设反思点：①语篇情感真挚易共鸣，五步写作任务有支架有示范，输出顺利；②活动4指代问答题训练了依据上下文推理的微技能，但部分学生回答不完整，需示范完整句回答（原教案反思转化）；③写作时间稍紧张，部分学生未完成互评，可把 Step 5 分享移至下节课前；④名词所有格在写作中偶有遗漏，需在批改中集中反馈；⑤对学困生的个别指导需加强。 学科网（北京）股份有限公司 $