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科目 英语 授课教材 外研版（2024）七年级下册
授课题目 Unit 2 Sports and health Understanding ideas (Reading) 课时课型 第 2 课时阅读课
主题情境 人与自我 — 运动精神、坚持与热爱 授课教师
语篇研读 【What】这是一篇记叙文，讲述 86 岁老人张顺参加 2022 年北京马拉松的故事。语篇按 “赛事过程 — 追梦背景 — 主题升华” 结构展开：先描述张顺赛事中突发腹痛仍坚持冲线的经历，再介绍他多年训练的追梦历程，最后点明 “运动的意义不在于输赢，而在于享受过程” 的核心主旨。 【Why】作者旨在通过真实人物故事传递 “坚持热爱、超越自我” 的运动精神，引发学生对运动价值的思考；同时围绕 “运动赛事”“个人坚持” 等话题，提供丰富的动作描写、情感表达词汇和句型，助力学生在语境中提升语言理解与运用能力。 【How】语篇采用时间顺序叙事，细节描写生动（如 “held their breath”“ran on”），通过对比 “年龄大、速度慢” 与 “坚持完成” 突出人物品质；标题 “Last but not least” 暗含深意，结尾直接点题，情感真挚易引发共鸣。
学情分析 七年级学生已能读懂简单记叙文，对 “运动” 话题熟悉，容易产生兴趣。但对 “marathon”“lifelong dream” 等词汇可能陌生，理解长句（如 “With people cheering, he finally crossed the finishing line!”）和标题隐喻含义存在困难，需通过词汇铺垫、句型拆解和情境引导辅助理解。
课标要求 1. 能理解与运动相关的记叙文，提取人物经历、事件细节等关键信息。2. 能运用所学词汇和句型描述运动经历与个人感悟。3. 能就 “运动精神” 话题进行简单讨论，表达个人看法。4. 培养坚持热爱、勇于挑战的积极人生态度。
教学目标 通过本节课学习，学生能够： 理解并运用核心词汇与表达，如 marathon, stomachache, fall behind, cheer, finishing line, lifelong, train 等。 梳理张顺的马拉松经历与追梦历程，理解 “Last but not least” 的含义及语篇主旨。 结合自身经历，用英语简单表达对运动精神的理解与感悟。 4. 感受张顺的坚持与热爱，树立积极向上的人生态度。
教学重难点 重点：理解张顺的赛事经历与训练背景，掌握核心词汇和关键句型在语境中的含义。难点：理解标题 “Last but not least” 的深层含义，体会 “运动重在享受过程” 的主旨，并联系自身进行表达。
核心语言 【核心词汇】marathon, stomachache, fall behind, cheer, finishing line, lifelong, train, confident, record, experience 【核心短语】hold one’s breath, make it, fall behind, run on, cross the finishing line, fill...with..., enjoy the sport itself 【核心句子】1. Would he make it 2. This made him fall behind.3. With people cheering, he finally crossed the finishing line!4. Marathon running is Zhang's lifelong dream.5. Running isn't about winning—it's about enjoying the sport itself.
教学工具 PPT（含北京马拉松赛事片段、张顺训练图片）、核心词汇卡片、语篇细节填空工作表
教学策略 情境教学法、任务型教学法、小组合作法、细节分析法
教学过程
教学环节 教学活动 学生活动 设计意图
Part1：Lead in（3min） T plays a 1-minute clip of the Beijing Marathon, asks: “What event can you see How do you feel about the runners ” T shows a picture of Zhang Shun crossing the finishing line, asks: “This runner is 86 years old! What do you want to know about him ” 3. T writes the key word “marathon” on the board, leads Ss to brainstorm related words. 观看赛事片段，分享感受；观察图片，提出好奇的问题；参与词汇联想，激活已有知识。 通过视听刺激聚焦 “马拉松” 话题，引发对核心人物的兴趣，为阅读铺垫词汇基础。
效果评价：自评、师评。观察学生能否说出至少 2 个与马拉松相关的词汇，能否主动提出有价值的问题。
Part2：Pre-reading（8min） T introduces core vocabulary with flashcards: marathon, stomachache, fall behind, finishing line, cheer. Guides Ss to read and use them in simple sentences. T asks: “What do you think ‘Last but not least’ means Can you guess from the title ” 3. T invites Ss to predict: “What might the story be about an 86-year-old marathon runner ” 跟读并记忆核心词汇，尝试造句；猜测标题含义，分享预测；结合标题和图片，预测故事内容。 扫除阅读词汇障碍，通过预测激活思维，激发阅读欲望。
效果评价：自评、师评。检查学生能否正确认读和运用核心词汇，评估预测是否贴合主题。
Part3：While-reading（15min） 【Fast-reading】 T asks Ss to read the passage quickly and choose the writer's purpose (Option b: To show the power of loving sports). T asks: “What is amazing about Zhang Shun ” (Guides Ss to answer with key information: 86-year-old, finished the marathon despite stomachache) 【Careful-reading】 T asks Ss to read Paragraphs 1-2 and finish the blanks:Zhang Shun _______ because of a stomachache. He could either _______ or stop. But he chose neither and ran on. With people _______, he crossed the _______ finally. T asks Ss to read Paragraphs 3-4 and answer questions: When did Zhang Shun have the marathon dream How did he prepare for the marathon 3) Why didn't he care about being the slowest 3. T explains the title: “‘Last but not least’ means Zhang was the last to finish, but his spirit is the most important.” 快速阅读，选择作者写作意图，提炼核心信息。 细读 1-2 段，完成细节填空； 细读 3-4 段，定位并回答关于梦想、准备和态度的问题；聆听教师对标题的解析，理解深层含义。 快速阅读训练整体把握能力，明确主旨；细读任务聚焦细节，帮助学生梳理事件脉络和人物品质；解析标题突破难点，深化对语篇核心的理解。
效果评价：自评、师评。评估学生快速阅读的准确性；检查细节填空和问题回答的正确率，判断是否掌握关键信息。
Part4：Post-reading（10min） T organizes group discussion (4 students in a group): “What can you learn from Zhang Shun Share your own experience of 坚持 something you love.” T invites group representatives to present their ideas. Provides sentence patterns: “I learned that we should _______. I once kept _______ because I loved it.” 3. T asks Ss to retell the story with the help of key words (marathon, stomachache, run on, lifelong dream, enjoy the process). 小组内讨论感悟，分享个人坚持热爱的经历；结合句型支架，展示小组观点；借助关键词，简要复述故事。 将语篇主题与个人生活结合，促进语言输出；复述训练巩固对语篇结构和细节的把握，提升语言组织能力。
效果评价：自评、互评、师评。观察小组讨论参与度，评估学生能否用英语清晰表达感悟；检查复述的完整性与逻辑性。
Part5：Summary（2min） T reviews the main content and theme: “Zhang Shun chased his lifelong marathon dream with years of training. Though he was the last to finish, he showed us that love for sports and perseverance are more important than winning.” 跟随教师总结，梳理知识与情感收获。 巩固课堂重点，升华对运动精神的认知。
Part6：Language points（5min） T explains key language points with examples: 1. “fall behind”: e.g., He didn't study hard, so he fell behind his classmates. 2. “with + 宾语 + doing”: e.g., With the teacher helping me, I finished the task easily. 3. “It's not about...—it's about...”: e.g., Learning is not about marks—it's about growth. 做好笔记，理解并模仿例句造句。 强化语言知识运用，为后续表达提供支架。
Part7：Exercise（5min） T assigns in-class exercises: Fill in the blanks with core words. 2. Translate sentences with key structures (e.g., “在同学们的欢呼中，他冲过了终点线” → With classmates cheering, he crossed the finishing line.). 完成练习，巩固所学知识。 及时检测学习效果，帮助学生查漏补缺。
Part8：Homework 基础作业：抄写核心词汇与句子，背诵最后一段。拓展作业：写一段话 “My Understanding of Sports Spirit”（不少于 5 句），结合自身经历或所见所闻。 记录作业，明确任务要求。 分层作业满足不同需求，延伸课堂学习，深化主题理解。
板书设计 Unit 2 Sports and health Key Words: marathon, stomachache, fall behind, cheer, finishing line, lifelong, train 二、Key Phrases: hold one’s breath, cross the finishing line, enjoy the sport itself 三、Key Sentences: 1. With people cheering, he finally crossed the finishing line! 2. Running isn't about winning—it's about enjoying the sport itself. 四、Theme: Perseverance & Love for Sports 五、Title Meaning: Last to finish, but most important in spirit
教学反思 本节课以真实人物故事为载体，通过任务驱动和情境引导，有效达成了语言理解与情感培养目标。成功之处在于：1. 故事贴近生活，容易引发学生共鸣，课堂参与度高；2. 阅读任务设计有梯度，从整体到细节，逐步突破重难点；3. 情感渗透自然，学生能初步领悟运动精神的内涵。有待改进之处：1. 部分学生复述时语言不够流畅，需提供更详细的思维导图支架；2. 小组讨论时间可适当延长，让更多学生充分表达；3. 可引入更多类似的励志运动故事，拓宽学生视野。后续教学应优化语言输出环节的支撑设计，关注学生的个性化表达需求。

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