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2025新外研版七年级英语下册Unit2 developing ideas教学设计
课题 Unit 2 Go for it! 课时 developing 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. retell the breaking news of Tim; 2. understand how Tim started swimming and became a swimmer through listening; 【应用实践】 3. describe the experience of Tim using key words and expressions learned; 4. share their feelings about Tim; 【迁移创新】 5. share the benefits of a sport; 6. make an interview to share their favourite sports.
学情分析
【语言能力】 初一学生的阅读和听力能力还在提升中，教师在课堂中可以结合图片等多媒体帮助学生理解文本，同时通过填空、问答等形式在鼓励学生输出的同时进行语言输入。 【文化意识】 初一学生对体育赛事十分感兴趣，但他们困难不太了解游泳比赛在不同国家的重要性以及如何通过新闻报道来庆祝个人成就。教师可通过Tim的故事帮助学生理解个人成就对机体的影响。 【思维品质】 学生对文本的理解比较表面，能够理解简单的因果关系，但对于深层次思考需要引导。在本节课中，教师可引导Tim成果背后的原因，如个人努力、热爱坚持和家庭支持，由此深入思考及体育活动的好处。 【学习能力】 初一学生对新知识接受能力较强，但在复习和巩固方面缺乏主动性。教师可通过课后作业和复习任务巩固学习成果。
课程内容分析（课标解读/教材分析/支持性材料）
What The first discourse is breaking news from Sunshine School, reporting Tim Simons winning a gold medal. And the radio is going to share a story about him. The second discourse is an interview where Tim shared how he start swimming and became a good swimmer. Why The breaking news is a celebration of Tim's good performance and it inspires students to learn from Tim. The second discourse means to convey the importance of hardworking and persistence through Tim's experience. How The first discourse uses Breaking news to draw the attention of readers. The second one is an interview so the language is more casual and easier for students to understand and imitate.
教学过程
学习任务 ① 听前活动
学习活动 学生观察图片，回答： 1.They are running. 2.It makes us.../ It gives us... 3.I spend ______ minutes every day. Useful expressions: 教学活动 教师将第25页的图片投屏，与学生展开问答：1. What are they doing 教师补充：They are having a relay race. 追问：2. What benefits does the sport bring to us 追问：3. How much time do you spend on sports every day 教师总结：According to the WHO, teenagers should do at least 60 minutes of physical activity every day.
过程诊断
根据学生的活动，判断学生对该话题的熟悉和兴趣程度、评估学生的语言储备。教师在热身环节重视为学生提供语言支架，对重点词汇进行热身。
学习任务 ② 听中活动（听力理解1）
学习活动 Look and say 学生观察图片，回答： 1.The boy is swimming. 2.It's a gold medal. 3.学生自由回答，不做评价。 Listen and choose 学生浏览活动1的选项，推测新闻主人公并预测音频大意。 听录音，独立完成活动1. 答案：b Listen and complete 学生根据记忆补全学案上的表格， 0 Big 1 7/Seven Listen and fill in the blank 学生预测空格需填词的词性，听录音，填空。2. last year 3. fifth 4. talk to 5. story 6. Thursday Think and choose 学生根据回忆，选择正确选项：a 教学活动 Look and say 教师呈现第26的图片，引导学生观察图片，提问： 1.What is the boy doing 2.What's this 3.What's the relation between the boy and the gold medal Did the boy win the gold medal Or not Listen and choose 教师引入场景：Sunshine School has big news today引导学生浏览活动1的选项，推测Who is the news about 圈出Tim Simons，然后解释told a story, won a gold medal, broke his arm的意思。请学生预测音频大意。 教师播放音频。 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. Listening tip 1: Pay attention to the illustration and choices, predict before listening. Listen and complete 教师请学生根据记忆补全表格（根据学情可再播放一遍） __________big WhenTodayWhoTim Simons in Grade__________Whatwon a gold medal againWhereat the City Swim Meet.
教师补充背景知识：Note: We call big news breaking news (大新闻). Breaking news also refers to an event that is currently occurring or has just occurred (突发新闻) (usually some natural disasters, political events etc.). Listen and fill in the blank 教师呈现活动2，请学生预测第2-6空需填词的词性。播放音频，提醒学生结合预测的词性做笔记，记录关键词，补全新闻内容，并核对答案。 Listening tip 2: Before listening, infer the part of speech (POS) of each blank. Think and choose 教师补充提问： 1.What is the purpose of the news report
过程诊断 教师根据学生的预测内容，评估学生的预测能力，并及时扫除词汇障碍、提供策略引导学生进行合理推测。根据学生的答题结果，判断学生的听力水平和信息获取能力，适当调整听力理解2的难度。
学习任务 ③ 听中活动（听力理解2）
学习活动 Let's talk 学生假设自己是采访者，从5H1W思考可以向Tim提的问题。 Listen and complete the questions 学生听录音，写出主持人提的问题。 1.How did you startswimming 2.How did you becomeaswimmer Listen and fill in the blank 学生听录音，填空： 1.pool 2. body 3. my heart 4. 10/ten 5. won 6. helped Read and underline 学生阅读听力文本，划出采访者的积极反馈： Congratulations! That sounds like a good idea. That's great to hear. Wonderful! Let's imitate 学生听录音，模仿朗读。 Let's talk 学生回答问题： 1.To Tim's body:...; To Tim's feelings:... 2.I like... because... 教学活动 Let's talk 教师提问：If you had a chance to interview Tim, what would you ask him 教师板书学生提出的问题。 Listen and complete the questions 教师提问：What questions did the interviewer ask 引导学生关注主持人的问题，完成问题。 1.____ did you ____ ______ 2.____ did you _______ __ ______ Listen and fill in the blank 教师再次播放第一段回答的音频，引导学生完成练习。 教师再次播放第二段回答的音频，引导学生完成练习。 Read and underline 教师呈现听力文本，要求学生快速阅读并划出采访者如何给予Tim积极反馈的。 How the interviewer gives positive replies 教师板书positive replies Let's imitate 教师播放学生划出的个别句子，邀请学生模仿朗读。 Let's talk 教师引导学生思考并回答问题： 1.What benefits does swimming bring to Tim 2.What's sports do you like Why do you like the sport
过程诊断 教师根据学生的提问，评估学生对该话题的思考和语言储备，引导学生对Simons热爱的游泳运动进行细节提问，将关注点转移到与采访内容相关的问题上，降低学生的听力难度。在讨论环节，鼓励学生用完整句子回答，为输出环节做铺垫。
学习任务 ④ 听后活动
学习活动 Pair work 学生两人一组准备对话，并积极在班级分享。 教学活动 Pair work 教师呈现活动内容和要求，引导学生准备活动： Task: Share your favourite sports Step 1 Work in pair. Imagine one is the interviewer and the other is the interviewee. Step 2 The interviewer write a list of questions. The interviewee write the sports and the benefits. Step 3 Have a conversation. Interviewer: Hello! May i ask you some questions Interviewee: Of course! Interviewer: What sports do you often do ... Interviewer: Thanks for sharing. Interviewee:... Step 4 Share your conversation. Checklist Did you introduce your favourite sports Did you share the benefits of the sports Did you give positive replies Did you ask/answer clearly and loudly
过程诊断
教师根据学生的输出成果，评估学生的合作能力和语言表达能力。在学生准备的过程中，教师要及时给予帮助和反馈，保证不同学力的学生都能积极参与活动。

反思改进 本节课作业 Must do 1.Finish workbook B P13,P14 Ⅱ,Ⅲ 2.Preview the text The Steel Roses of China and search the team on internet to learn more about them. Choose to do 3.Make your conversation into a video and share online.

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