Unit 2 Go for it!整体教学说课稿（教案）2025新外研版七年级英语下册

2025新外研版七年级英语下册unit2整体教学说课稿
尊敬的各位评委：
大家好！我是[姓名]，今天我要为大家呈现的是外研版七年级下册第二单元 “Go for it!” 的教学说课内容。接下来，我会从单元整体教学设计、教学流程构建、教学评价以及教学反思这四个关键方面展开详细阐述。
Dear judges,
Hello everyone! I'm [Name]. Today, I will present the teaching plan for Unit 2 "Go for it!" in the second volume of Grade 7 of the Foreign Language Teaching and Research Press textbook. Next, I will elaborate in detail from four key aspects: the overall unit teaching design, the construction of the teaching process, teaching evaluation, and teaching reflection.
一、单元整体教学设计
（一）单元主题剖析
本单元聚焦“体育运动”这一主题，它横跨“人与自我”和“人与社会”两大范畴。其中涵盖了“积极向上、丰富多彩的生活方式”以及“日常体育活动、重大体育赛事和体育精神内涵”等多个子话题。通过本单元的学习，学生将全方位接触体育领域知识，有助于激发他们对体育运动的兴趣与热爱。
1. Overall Unit Teaching Design
(1) Analysis of the Unit Theme
This unit focuses on the theme of "Sports", which spans two categories: "People and Themselves" and "People and Society". It covers multiple sub - topics, such as "a positive and colorful lifestyle", "daily sports activities, major sports events, and the connotation of sportsmanship". Through the study of this unit, students will have a comprehensive exposure to sports - related knowledge, which helps to stimulate their interest in and love for sports.
（二）教学目标设定
1. 学生能够自主设计一张海报，生动介绍某个精彩的运动瞬间。
2. 熟练运用本单元所学词汇和表达方式，流畅地谈论各类体育运动。
3. 借助不定代词，绘声绘色地讲述运动爱好者的故事。
4. 清晰阐述运动在自己日常生活中所发挥的重要作用。
(2) Setting of Teaching Objectives
1. Students will be able to independently design a poster to vividly introduce a wonderful sports moment.
2. Skillfully use the vocabulary and expressions learned in this unit to fluently talk about various sports.
3. With the help of indefinite pronouns, vividly tell stories about sports enthusiasts.
4. Clearly explain the important role of sports in their daily lives.
二、教学流程构建（教学评闭环教学活动）
整个教学过程共分为六个课时，环环相扣，形成一个完整的教学评闭环。
2. Construction of the Teaching Process (Teaching - Learning - Evaluation Closed - loop Teaching Activities)
The entire teaching process is divided into six class periods, which are closely linked to form a complete teaching - learning - evaluation closed - loop.
（一）第一课时：文本解读
1. 教学目标：学生学会运用核心词汇和句型谈论运动，介绍自己钟爱的运动项目及其原因；深入理解他人对运动的执着与热爱，并能用目标词汇表达个人观点。
2. 学习活动：导入环节，学生观察章首页图片，思考并回答 “他在做什么？你对这项运动的看法如何？” 等问题；读前阶段，观察教材活动1的图片，完成图片与单词或短语的匹配，并根据提示写出核心词汇，同时结合课文配图进行预测；读中时，学生通过略读回答问题，选出作者的写作意图，再细读课文完成填空；读后引导学生关注标题，内化课文内容并思考相关问题。
3. 效果评价：依据学生对问题的回答质量，判断他们对核心词汇的掌握程度、对课文内容的预测准确性、对作者写作意图的理解深度，以及对课文结构和细节的把握能力。
4. 作业布置：让学生写一段话描述张顺，并谈谈从他身上获得的启示。
(1) The First Class Period: Text Interpretation
1. Teaching Objectives: Students learn to use core vocabulary and sentence patterns to talk about sports, introduce their favorite sports and the reasons. They can deeply understand others' passion and perseverance for sports and express their personal views with target vocabulary.
2. Learning Activities: In the lead - in stage, students observe the picture on the first page of the chapter, think and answer questions like "What is he doing What's your opinion about this sport ". In the pre - reading stage, they observe the pictures in Activity 1 of the textbook, match the pictures with the corresponding words or phrases, write out the core vocabulary according to the hints, and make predictions based on the text illustrations. During reading, students skim the text to answer questions, select the author's writing intention, and then read carefully to complete the blanks. After reading, guide students to focus on the title, internalize the text content and think about relevant questions.
3. Effect Evaluation: Judge students' mastery of core vocabulary, the accuracy of their text content prediction, the depth of their understanding of the author's writing intention, and their grasp of the text structure and details according to the quality of their answers to the questions.
4. Homework Assignment: Ask students to write a paragraph describing Zhang Shun and share what they have learned from him.
（二）第二课时：语法学习
1. 教学目标：学生理解并能正确运用不定代词，结合本单元核心词汇和句型，分享运动爱好者的故事。
2. 学习活动：复习上一课时的课文内容，通过回答问题巩固知识；语法学习部分，学生观察句子理解不定代词含义，总结用法并进行图片配对、完成阅读填空；语法运用阶段，学生独立思考写出运动爱好者相关内容，然后两人一组交流并记录。
3. 效果评价：根据学生的总结、选择和交流表现，评估他们对不定代词的理解运用能力以及讲述故事的水平。
4. 作业布置：借助思维导图，写一个关于自己心中运动爱好者的小故事。
(2) The Second Class Period: Grammar Learning
1. Teaching Objectives: Students understand and can correctly use indefinite pronouns, and combine the core vocabulary and sentence patterns of this unit to share stories about sports enthusiasts.
2. Learning Activities: Review the text content of the previous class by answering questions. In the grammar learning part, students observe sentences to understand the meaning of indefinite pronouns, summarize their usage, match pictures, and complete reading blanks. In the grammar application stage, students think independently and write about sports enthusiasts, and then communicate in pairs and record.
3. Effect Evaluation: Evaluate students' understanding and application of indefinite pronouns and their storytelling skills according to their summaries, choices, and communication performance.
4. Homework Assignment: Write a short story about a sports enthusiast in their mind with the help of a mind map.
（三）第三课时：听说训练
1. 教学目标：学生理解运动与健康的内在联系，运用本课时核心词汇和句型探讨运动给自己带来的益处。
2. 学习活动：听前，学生观察图片，思考并回答学校可开展的体育活动、每日运动时长和运动的好处等问题；听时，学生听新闻音频选择主旨大意，再次听后填空补全报道，听采访音频完成填空并留意积极回复；之后进行语音训练，学生阅读相关内容并跟读模仿。
3. 效果评价：依据学生对问题的回答、听力选择和跟读情况，评价他们对运动与健康关系的理解程度、听力理解能力以及语音模仿能力。
4. 作业布置：写一段关于运动和健康的短文。
(3) The Third Class Period: Listening and Speaking Training
1. Teaching Objectives: Students understand the internal relationship between sports and health, and use the core vocabulary and sentence patterns of this class period to discuss the benefits of sports to themselves.
2. Learning Activities: Before listening, students observe pictures, think and answer questions such as the sports activities that can be carried out in school, the daily exercise duration, and the benefits of sports. During listening, students listen to the news audio to select the main idea, listen again to fill in the blanks to complete the report, and listen to the interview audio to complete the blanks and pay attention to positive responses. Then carry out pronunciation training, students read the relevant content and imitate the pronunciation.
3. Effect Evaluation: Evaluate students' understanding of the relationship between sports and health, their listening comprehension ability, and their pronunciation imitation ability according to their answers to the questions, listening choices, and following - reading situations.
4. Homework Assignment: Write a short passage about sports and health.
（四）第四课时：阅读拓展
1. 教学目标：学生领会体育精神的真谛，感受其对人的深远影响，运用本课时核心词汇和句型分享自己对体育精神的见解。
2. 学习活动：读前，学生观察图片回答问题，选择合适的单词或短语完成语段填空；读中，学生快速阅读文章回答问题，再次阅读并用文中词语填空，思考讨论相关问题；读后，学生关注特定内容并回答问题，结合自身经历分享观点。
3. 效果评价：根据学生对问题的回答、填空情况以及分享内容，评价他们对体育精神的理解和感悟能力。
4. 作业布置：复述“铿锵玫瑰”的故事，并分享对体育精神的看法。
(4) The Fourth Class Period: Reading Expansion
1. Teaching Objectives: Students understand the essence of sportsmanship, feel its profound impact on people, and use the core vocabulary and sentence patterns of this class period to share their views on sportsmanship.
2. Learning Activities: Before reading, students observe pictures, answer questions, and choose the appropriate words or phrases to complete the paragraph blanks. During reading, students quickly read the article to answer questions, read again to fill in the blanks with words from the text, and think and discuss relevant questions. After reading, students focus on specific content, answer questions, and share their views combined with their own experiences.
3. Effect Evaluation: Evaluate students' understanding and perception of sportsmanship according to their answers to the questions, filling - in - the - blank situations, and shared content.
4. Homework Assignment: Retell the story of the "Steel Roses" and share their views on sportsmanship.
（五）第五课时：写作训练
1. 教学目标：学生运用本课时核心词汇和句型介绍一支运动队，并分享自己对该运动队的评价。
2. 学习活动：复习时，学生观察图片回顾课文内容并回答问题；写前，在教师引导下梳理写作结构、内容和语言表达；写中，学生根据梳理完成写作；写后，学生进行自评，并依据评价标准互评。
3. 效果评价：根据学生的写作质量和评价表现，评估他们介绍运动团队的能力以及对体育精神的理解深度。
4. 作业布置：进一步完善写作内容。
(5) The Fifth Class Period: Writing Training
1. Teaching Objectives: Students use the core vocabulary and sentence patterns of this class period to introduce a sports team and share their evaluation of the team.
2. Learning Activities: During the review, students observe pictures, recall the text content and answer questions. Before writing, under the guidance of the teacher, students sort out the writing structure, content, and language expression. During writing, students complete the writing according to the sorting. After writing, students conduct self - evaluation and peer - evaluation based on the evaluation criteria.
3. Effect Evaluation: Evaluate students' ability to introduce sports teams and their understanding depth of sportsmanship according to their writing quality and evaluation performance.
4. Homework Assignment: Further improve the writing content.
（六）第六课时：成果展示与反思
1. 教学目标：学生运用本单元核心词汇、句型和语法设计海报，分享运动瞬间，全面深化对运动重要性的理解。
2. 学习活动：复习阶段，学生浏览图片回顾运动的重要性；准备环节，小组内分享交流运动瞬间，投票选定主题并讨论分工；创作过程中，小组合作完成海报制作；展示环节，小组练习展示海报并互评，全班投票选出最佳海报；最后反思，学生梳理单元主题架构，完成思维导图，反思学习成果与不足。
3. 效果评价：根据学生的回顾、讨论、展示和反思情况，评价他们对运动瞬间的理解、对单元知识的掌握和内化程度，以及对运动重要性的认知水平。
4. 作业布置：课后完善海报。
(6) The Sixth Class Period: Result Presentation and Reflection
1. Teaching Objectives: Students use the core vocabulary, sentence patterns, and grammar of this unit to design a poster, share sports moments, and comprehensively deepen their understanding of the importance of sports.
2. Learning Activities: In the review stage, students browse pictures to recall the importance of sports. In the preparation link, students share and communicate sports moments within the group, vote to select the theme, and discuss the division of labor. During the creation process, the group works together to complete the poster production. In the presentation link, the group practices presenting the poster and conducts peer - evaluation, and the whole class votes to select the best poster. Finally, in the reflection part, students sort out the unit theme framework, complete the mind map, and reflect on their learning achievements and deficiencies.
3. Effect Evaluation: Evaluate students' understanding of sports moments, their mastery and internalization of unit knowledge, and their cognitive level of the importance of sports according to their review, discussion, presentation, and reflection situations.
4. Homework Assignment: Improve the poster after class.
三、教学评价
在整个教学过程中，每个教学环节都紧紧围绕教学目标展开。通过课堂提问、小组活动参与度、作业完成情况、阶段性测试等多样化的评价方式，全面考量学生在语言能力、学习能力、思维品质和文化意识等方面的发展情况。同时，根据评价结果灵活调整教学策略和方法，满足不同层次学生的学习需求，助力学生全面发展。
3. Teaching Evaluation
In the entire teaching process, each teaching link closely revolves around the teaching objectives. Through diversified evaluation methods such as classroom questioning, group activity participation, homework completion, and periodic tests, we comprehensively consider the development of students in language ability, learning ability, thinking quality, and cultural awareness. At the same time, we flexibly adjust teaching strategies and methods according to the evaluation results to meet the learning needs of students at different levels and help students develop comprehensively.
四、教学反思
通过本单元的教学实践，学生不仅收获了丰富的语言知识，还深刻领悟了体育精神，认识到运动的重要意义。教学中，我注重培养学生的思维能力和文化意识，设计了丰富多样的课堂活动，有效激发了学生的学习兴趣和积极性。但也发现存在一些不足，比如在满足不同层次学生学习需求方面还有提升空间。在今后的教学中，我将持续优化教学方法和策略，加强对学生的个性化辅导，确保每位学生都能在英语学习道路上不断进步。
感谢大家的聆听！
4. Teaching Reflection
Through the teaching practice of this unit, students not only acquire rich language knowledge but also deeply understand sportsmanship and the importance of sports. In the teaching process, I paid attention to cultivating students' thinking ability and cultural awareness. By designing diverse classroom activities, I effectively stimulated students' learning interest and enthusiasm. However, I also found some deficiencies. For example, there is still room for improvement in meeting the learning needs of students at different levels. In future teaching, I will continue to optimize teaching methods and strategies, strengthen personalized tutoring for students, and ensure that every student can make continuous progress in the process of English learning.
Thank you all for listening!