Unit 2 Go for it! understanding ideas 教学设计 2025年新外研版七年级英语下册

2025新外研版七年级英语下册Unit2 understanding ideas教学设计
课题 7BU2 Go for it. 课时 understanding ideas
学习目标（目标类型/目标行为）
After the class, students will be able to: 【学习理解】 1. identify key details such as Zhang Shun's age, his motivation and the challenges; 2. perceive the use of definitive pronounce; 【应用实践】 3. describe the basic information of a sports lover; 4. share their feeling about Zhang Shun's story and learn the joy sports can bring; 【迁移创新】 5. reflect themselves and share how to deal with difficulties.
学情分析
【语言能力】 初一学生英语基础相对薄弱，在口语表达方面比较欠缺，在处理生词和复杂句型时挑战较大。张顺的真实故事有助于引起学生兴趣，提高学生的学习积极性。 【文化意识】 学生对马拉松了解有限，对体育精神理解不慎，但主人公坚持不懈的品质是任何文化背景下的人都引起共鸣的。 【思维品质】 学生的逻辑思维和批判性思维尚未充分发展，分析和解决问题的能力有待提高。在理解和分析张顺如何克服困难的过程中，需要教师引导深入思考和反思。 【学习能力】 学生的学习方法和策略不够多样化，面对较难的学习任务时缺乏信息和策略。教师可以充分利用学案和课件，指导学生自主学习。
课程内容分析（课标解读/教材分析/支持性材料）
What The passage tells the story of Zhang Shun, an 86-year-old man who participated in the 2022 Beijing Marathon. Despite being the oldest and the slowest runner, Zhang Shun crosses the finish line with determination. Why This passage can serve as a source of inspiration for students, teaching them the value of persistence, setting goals, and not being discouraged by age or physical limitations. It also conveys a positive message about health, fitness, and the importance of following one's dreams. How The passage tells a story about Zhang Shun's experience in the marathon, following a clear sequence of events (his race, struggle with his body, and final victory). The author uses descriptive language to paint a vivid picture of Zhang Shun's determination, physical condition and the environment. The use of contrasting ideas also creates dramatic tension and enhances the inspirational impact of the story.
教学过程
学习任务 ① 话题热身
学习活动 Look and match 学生观察活动1中的四幅图片，讨论左边的词汇应与哪幅图片匹配，并推测中文意思。 a - train b - fall behind c - cheer d - finishing line 教学活动 Look and match 教师将活动1中的四幅图片投屏，引导学生讨论并匹配。
过程诊断
通过学生的匹配结果，判断学生对体育相关词汇的积累和认知，检查学生预习情况。
学习任务 ② 读前活动
学习活动 Free talk 学生观察图片并回答： 1.running, marathon running... 学生观看视频后思考并回答问题 2.He is very old but he takes part in marathon... 学生朗读标题，大胆猜测。 教学活动 Free talk 教师将第20页左侧老人的照片投屏，提问：1. What sport does the man take part in 教师播放视频，提问： 2. What is amazing about the old man 鼓励学生大胆猜测，不做评价。引导学生观察图片细节，如人物年龄，身上的号码牌，所处地点等。 引导学生关注语篇标题并朗读，请学生猜测，提示学生可以使用中文，但鼓励尽可能说英语： 3.What's the meaning of the title 4.Why does the writer use this title What happened to the man 教师不对学生的回答做评价，由此引入语篇。
过程诊断 通过学生的回答，评估学生对图片/视频的分析、解读能力以及学生的猜测和推理能力，了解学生在观察、讨论和回答问题时的参与度和理解程度。
学习任务 ③ 读中活动
学习活动 Read and match 学生快速阅读全文，匹配正确的段落： 1. (P1-2) 2.(P3) 3.(P4) Read part 1 and choose the correct answer 学生阅读第1、2自然段，完成学案上的选择题： 1.A; 2. C; 3. B Read part 2 and write T (true) or F (false) 学生阅读第3自然段，判断正误，并修正： 1.T; 2. F; 3. F 学生观察图表，回答问题： Zhang trained hard./Zhang was really hard working./Zhang really loved marathon... To make his lifelong dream come true. Read part 3 and answer the questions. 学生阅读第4自然段，在学案上回答问题： 1. Zhang Shun was the oldest and slowest runner to finish the 2022 Beijing Marathon. 2. Yes, he will keep running. 教学活动 Read and match 教师引导学生阅读全文，完成学案上的匹配任务 1. Experience (P1-2) 2. Dream (P3) 3. Comments (P4) Read part 1and choose 教师呈现文章的第一部分，要求学生在规定时间内完成选择： 1. How did Zhang Shun feel before the race A. He felt confident. B. He felt nervous. C. He felt regretted. 2. What made Zhang Shun fall behind A. He was 86-year-old. B. He move slowly. C. He had a stomachache. 3. What was the result A. Zhang took a rest then continued. B. Zhang crossed the finishing line. C. Zhang gave up (放弃) marathon. Read part 2 and write T (true) or F (false) 教师呈现文章的第二部分，要求学生判断正误，并建议学生找出相关错误： 1. Marathon running is Zhang Shun's lifelong dream. 2. Zhang Shun trained every morning and filled 30 notebooks with his daily diet. 3. All of his family members worried and tried to stop Zhang Shun. 教师将第21页的半马跑量情况表，投屏，提问：What can you learn from this 教师继续引导：Why did he trained so hard 教师总结：Zhang trained hard to make his lifelong dream come true. Read part 3 and answer the questions. 教师呈现文章的第三部分，要求学生回答问题： 1. What do people think of Zhang Shun 2. Will Zhang Shun continue to run in the future
过程诊断 教师观察并记录学生学案的正确率，评估学生对语篇的理解和掌握情况，判断学生在阅读中遇到的障碍和难点，并及时提供指导。
学习任务 ④ 读后活动
学习活动 学生根据语篇主题选择正确选项：b 学生根据回忆完成书上的练习，必要时可翻书查看原文。 1.fell behind 2. take a rest 3. cheering 4. finishing line 5. lifelong dream 6. trained 7. enjoyed 8. love Discussion 学生小组讨论，英语基础薄弱的同学可以适当使用中文表达，在老师和组员的帮助下完成任务。 学生分享讨论成果。 教学活动 Choose the writer's purpose of writing this passage. 教师引导学生思考语篇的主题意义，完成选择： 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. Complete the notes with the words and expressions from the passage. 教师呈现活动4练习，引导学生完成笔记。 Discussion 教师呈现小组任务，要求学生在规定时间内讨论并完成记录。 Step 1 Work in 4 or 5. Step 2 Discuss: Q1: In your opinion, should Zhang Shun stop running And why Q2: What makes him keep running Q3: What can you learn from Zhang Shun Step 3 Write your answers down. Step 4 Share your opinions in class.
过程诊断
根据学生的练习结果，判断学生对语篇及主题的掌握情况。根据学生的输出成果，评估学生的学习效果，并及时调整教学策略。

反思改进 本节课作业 Must do 1. Finish workbook B P11, P12. 2. Complete the information sheet telling the story of Zhang Shun.