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Unit2 Go for it集体备课教学设计（集备手册）
学科 英语 年级 七年级 第 2 单元 第 1 课 第 1 课时
课题 Unit2 Go for it (Starting out& Understanding ideas) 主备人
参与人
备课时间 2025.2.17起 2020.2.28止 研讨时间 2025.2.28
教前分析
项目 内容 建议与思考
教学内容 What：主题：“人与社会”主题范畴下“文学、艺术与体育”主题群，涉及子主题内容为“日常体育活动，重大体育赛事，体育精神”。 Starting out多模态语篇展示我们身边各种形式的运动，激活学生对运动话题的背景知识。 Understanding ideas第一个语篇讲述了86岁高龄的张顺参加2022年北京马拉松比赛的故事。第二个语篇介绍了职业冲浪运动员贝萨妮·汉密尔顿不畏苦难，坚持自己冲浪梦想的故事。 Why：通过描述86岁高龄的张顺参加2022年北京马拉松比赛的故事，告诉学生要坚持自己的梦想，引导学生体会热爱可以冲破艰难险阻；通过职业冲浪运动员贝萨妮·汉密尔顿的经历，引导学生学会坚持不懈追寻梦想。语篇的设计对于新步入初中生活的学生有着重要的引导作用，通过叙述不同主人公的运动故事，引导学生体会运动带来的乐趣。 How：文本：记叙文。结构：主要分别就两位运动员的运动经历展开。语言：在语境中自然而言的引出介绍运动的主题词汇：如marathon、rmetre等，以及不定代词的用法。完成话题为a sports lover的对话，感知并叙述他人对运动的热爱。
教学目标 通过本课时学习，学生能够： 1.运用已知词汇描述运动，探究运动项目的起源。（学习理解类） 2.运用skimming阅读策略，获取语篇主题，梳理文章结构。（学习理解类） 3.运用scanning阅读策略，获取与梳理语篇中张顺的信息，内化语言，讲述从其身上学到的品质。（应用实践类） 4. 分析张顺的人生经历，简要评价主人公的做法，分析坚持梦想的重要性，评选班级“思维小达人”。（迁移创新类
教学重难点 1能在句子中认读词汇，精准理解词义； 2.能通过阅读，选择或说出关于运动的主题、记录介绍主人公运动经历的关键信息; 3.能通过阅读对话，简要评价主人公的做法，分析坚持梦想的重要性，并能积极参与小组合作，勇敢展示。
教学策略 （教法学法） 情景教学法，交际法
教学资源 希沃课件，书
教学过程设计
主备教学设计 建议与思考 （参与备课）
教师行为（导案） 学生行为（学案） 设计意图
Starting out Step1:Lead in T:Ask students to watch a video and talk: 1. What’s the video about 2. What sports do you know T: Ask students to do a pair work. A: What sports do you like best B: I like running best . A: How do you like this sport B: I think it is exciting. Step2:Think and share 1 Do you know the origin of some sports 2 Can you share one with the class T: Let students to watch a video about sports. Understanding ideas Step1: Pre-reading T: Ask students to look at the pictures and match them with the words and expressions. T: Introduce Zhang Shun. T: Ask students to guess what is the passage probably about. Step2: While reading Activity1:Skimming 1.Choose the writer's purpose of writing this passage.( ) 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. Divide the passage into three parts and match. · Comments on Zhang Shun · Zhang Shun's experience during the 2022 Beijing marathon · Zhang Shun's dream Activity2: Scanning Read para.1&2 and complete the notes. Read para.3 and complete the notes. Read para.4 and complete the notes. Step3：Post reading T:Think and share. 1.1What do you think the title means What can you learn from Zhang Shun T:Let’s talk. Do you know someone who loves sports Work in pairs and talk about the picture. A: Who is he/she B: He/She is ... He/She enjoys/loves ... A: How did he/she become so good at it B: Well, he/she trained hard for ... A: It must have been difficult. B: Of course. He/She met the challenge of ... A: To... or to ... Either seemed ... A: Yes, but he/she chose ... And he/she achieved great success. B: That's really inspiring. I can learn ... from him/her. Watch and talk. Pair work. Think and share. Watch. Look and match. Guess the main idea. Choose the writer's purpose. Divide the passage into three parts and match. Read and complete. Think and share. Work in pairs and talk about the picture. 通过猜测和视频引入话题，调动学生的学习兴趣，感受不同的运动项目，引导学生进行有关运动的思考，为后文学习奠定基础。 创设情境，导入主题，激发学生参与的兴趣，激活学生对人物的猜测。 深入情境，略读文章，验证之前的猜测，激发学生参与课堂的兴趣；整体感知文章内容，了解文章主要结构脉络。 通过分段读，指导学生读大意和捕捉关键词的阅读技巧，培养学生准确获取、梳理和记录关键信息的能力，感知故事高潮，渗透思想。 分层任务，指导学生理顺文章脉络，感知故事发展的每一步，并能深入思考“学”与“思”。
板书设计 Go for it(Starting out& Understanding ideas) A: What sports do you like best B: I like running best . A: How do you like this sport B: I think it is exciting.
作业设计 For all: 1. Read the passage until you can read it fluently. 2. Remember the words and expressions we learned in this lesson. Optional: Talk with your family members about Zhang Shun’s story.
预习任务单 （下一课时） Read the new words. Underline the words and expressions you don’t know.
教学反思
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Unit2 Go for it集体备课教学设计（集备手册）
学科 英语 年级 七年级 第 2 单元 第 1 课 第 2 课时
课题 Unit2 Go for it(Grammar) 主备人
参与人
备课时间 2025.2.17起 2020.2.28止 研讨时间 2020.2.28
教前分析
项目 内容 建议与思考
教学内容 不定代词理解和运用。
教学目标 通过本课时学习，学生能够： （1）理解和运用不定代词； （2）运用不定代词及本单元核心词汇、句型，分享一个运动爱好者的故事。
教学重难点 理解和运用不定代词
教学策略 （教法学法） 任务型教学法
教学资源 书，希沃
教学过程设计
主备教学设计 建议与思考 （参与备课）
教师行为（导案） 学生行为（学案） 设计意图
Step1:Review 学生回顾上一课时的课文内容，回答问题：What sport did Zhang Shun take part in Did he finish it Why doesn’t he plan to stop Step2:Presentation T:Ask students to read the sentences and focus on the bold words. (a) All of them held their breath. (b) Either choice seemed fine for someone at his age. But Zhang chose neither of them. (c) None of his family members worried or tried to stop him. Step2:Presentation T:Lead students to summarize the usage of indefinite pronouns. 定义:不明确指代某个人、某个事物、某些人、某些事物的代词叫不定代词。 种类 辨析 固定搭配 Step3:Practice T: Ask students to do the following exercises. Match the pictures with words. Then make a sentence with each word. Choose the correct answer. 1). ___ of the two roads leads to the park. a) Both b) Neither c) Either d) None 2). ___ of the students knew the answer. a) Both b) Neither c) Either d) None 3). ___ of the books on the shelf are interesting. a) Both b) Neither c) Either d) All 4). ___ of the cakes were eaten. a) Both b) Neither c) Either d) None 5). ___ of the children were playing outside. a) Both b) Neither c) Either d) All 6). ___ of the apples are ripe. a) Both b) Neither c) Either d) None Think and answer. Read and summarize. Take notes. Take notes. Match the pictures with words. Choose the correct answer. 复习回顾。 呈现关于不定代词的相关知识点。 通过练习帮助学生进一步巩固。
板书设计
作业设计 Sort out your notes. Finish the exercise book.
预习任务单 （下一课时） Preview the next lesson.
教学反思
上传时间： 备课组长：
Unit2 Go for it集体备课教学设计（集备手册）
学科 英语 年级 七年级 第 2 单元 第 3 课 第 1 课时
课题 Unit2 Go for it(Listening and speaking) 主备人
参与人
备课时间 2025.2.17起 2020.2.28止 研讨时间 2020.2.28
教前分析
项目 内容 建议与思考
教学内容 听力一a radio programme （音频语篇）。这是一则校园广播新闻，宣布蒂姆·西蒙斯获得市游泳比赛的金牌，并邀请听众准时收听对他的采访。听力二这是一段学校广播站对蒂姆·西蒙斯的采访，讲述了他是如何成为一名游泳运动员的。
教学目标 通过本课时学习，学生能够： 在语境中理解并识记单词。（学习理解类） 通过选择、填空、回答问题和复述等听说方式，能准确获取文本大意和新闻报道及采访中的细节信息。（学习理解类） 3.通过文本内容能够总结并复述运动的益处。(应用实践) 4.通过两人合作，运用本课时的核心词汇和句型谈论运动对人身心健康的益处。 （迁移创新）
教学重难点 1.通过文本内容能够总结并复述运动的益处。 2.通过两人合作，运用本课时的核心词汇和句型谈论运动对人身心健康的益处。
教学策略 （教法学法） 情景教学法，交际法
教学资源 书、希沃
教学过程设计
主备教学设计 建议与思考 （参与备课）
教师行为（导案） 学生行为（学案） 设计意图
Step1:Lead in T: Ask the students to talk about the questions: Do you have the habit of exercising regularly What sports do you often do or like How do you feel after doing the sport Step2:Pre-listening T: Look and say. What are these students doing How do you think these students feel after the race Have you ever tried the sport How often do you do the sports T: Did you know Walking,running, bike-riding, dancing, and any other forms of sports are all physical activities. According to the WHO, teenagers should do at least 60 minutes of physical activity every day. T: Predict. Ask students to look at the picture and guess what it is and what it says. Step3:While-listening T: Ask students to listen to the radio programme and choose the main idea. a Tim Simons told a story. b Tim Simons won a gold medal. c Tim Simons broke his arm. T: Ask students to listen again and complete the news report. T: Ask students to listen and complete the interview. Step4:Post listening T: Ask students to work in pairs. Choose a sport and talk about your experiences. Talk about the questions. Look at the pictures and talk. Predict. Listen to the radio programme and choose the main idea. Listen again and complete the news report. Listen and complete the interview. Work in pairs. Choose a sport and talk about your experiences. 根据学生回答问题的情况，观察其能否参与互动交流，分享自己在学校的运动情况，能否思考运动对自身的益处。 根据学生选择的情况，评价其对听力文本主旨大意的理解是否准确。 根据学生作答的情况，评价其对听力文本细节信息的理解。 根据学生的完成情况，了解其对运动的认知，并了解学生是否理解本单元的子话题：运动能够使我们健康。
板书设计 Unit2 The secrets of happiness.
作业设计 Recite the new words. Finish your conversation. Finish the exercise book.
预习任务单 （下一课时） Read the new words. Underline the words and expressions you don’t know.
教学反思
上传时间： 备课组长：
Unit2 Go for it集体备课教学设计（集备手册）
学科 英语 年级 七年级 第 2 单元 第 4 课 第 1 课时
课题 Go for it(Reading for writing) 主备人
参与人
备课时间 2025.2.17起 2020.2.28止 研讨时间 2020.2.28
教前分析
项目 内容 建议与思考
教学内容 这是一篇新闻特写，结合中国女足反败为胜的事迹，帮助学生理解女足精神。在本篇学习之后学生结合中国女子的故事写一个段落介绍令自己印象深刻的运动团队。
教学目标 通过本课的学习， 学生能够介绍运动团队的基本信息。 学生能够介绍运动团队背后的故事。 学生能够描述运动团队所传递的运动精神，并表达自己的看法。 学生能够尽可能的使用之前板块和本板块的核心词汇。 学生能够完成一个段落写作话题为sports team。
教学重难点 1.学生能够描述运动团队所传递的运动精神，并表达自己的看法。 2.学生能够完成一个段落写作话题为sports team。
教学策略 （教法学法） 情景教学法，交际法
教学资源 书、希沃
教学过程设计
主备教学设计 建议与思考 （参与备课）
教师行为（导案） 学生行为（学案） 设计意图
Step1: Pre-reading T:Ask students to watch and think about about the questions. What’s the result of the match What do you think of the match T: Ask students to look at the pictures below and describe them with the words and expressions. Step2: While reading Activity1:Skimming T: Read and answer. 1. What does "the Steel Roses of China" mean What does it refer to 2. Where can you probably read the passage A. A fashion magazine. B. A sports newspaper. C. A science journal. Activity2:Scanning T: Ask students to read the passage carefully and finish the following tasks. Task1:Read para 1 and answer. Why did the Chinese team's best player continue to play despite hurting her foot A. She wanted to show off her skills. B. She didn't want to let her team down and wanted to encourage her teammates. C. She thought the injury was not serious. Task 2: Read para 2&3 and answer. 1. How did the team perform over the years They never gave up and took every _______ to ________________. Over the years, they created many ______. What’s the key to their success Task 3: Read para4 and answer. Why is the team called “the Steel Roses” They have ________ and __________. They ______ to every challenge. They have shining _______. T: Ask students to read again and complete the notes with the words and expressions from the passage. Step3:Post reading T:Ask students to think about this question: What can you learn from these team sports Step4:Writing T:Ask students to write a passage according to the prompts. 生命在于运动，运动能给人们带来诸多好处。请以“My sports life”为题，用英语写一篇70词左右的短文。 提示： 1.What sport do you often do Why 2.When do you often do it How long do you do it 3.What other sport（s） do you want to learn Why Watch and think about about the questions. Read and answer. Read the passage carefully and finish the following tasks. Read again and complete the notes with the words and expressions from the passage. Think about this question. Write a passage according to the prompts. 根据学生的回答情况，观察其对体育精神是否有初步的了解，能否通过观察图片主动分享自己的想法。 根据学生的回答，评价其能否快速从语篇中得到答案并用语篇句子进行说明。 根据学生填空的情况，评价其对语篇细节信息的理解。 根据学生的分享，评价其能否准确理解并描述中国女足的品质。 根据学生的写作情况，评价其对本课时核心词汇和句型的掌握情况。
板书设计
作业设计 Rewrite your passage. Recite the new words. Finish the exercise book.
预习任务单 （下一课时） Read the new words. Underline the words and expressions you don’t know.
教学反思
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