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/ 教学评一体化 高效备课 | 英语学科
Unit 4 Ready, steady, go第1课时 Getting ready课时教学设计
教材分析
What---语篇主题和主要内容 Topic: What sports do you play and what benefits do they bring us Main content: This lesson focuses on talking about different sports and the benefits they bring. It begins with four students sharing their favourite sports and the reasons they enjoy them. Next, students learn to match sports with icons and use the correct verbs to talk about different sports. Then, they listen to a broadcast about a school sports day and complete the missing information. After that, they work in pairs to guess a sport by asking and answering questions. Finally, they tick the benefits they get from sports, such as making their body stronger, having fun with friends, and staying fit and healthy. Why---语篇传递的主题意义 Core values conveyed: 1. Understanding different sports — Students learn to identify common and uncommon sports (e.g., badminton, boxing, diving, taekwondo) and use the correct verbs (play, go, do) to talk about them. 2. Recognizing the benefits of sports — Students learn that sports can make our body stronger, help us have fun with friends, make us feel happy, and help us stay fit and healthy. 3. Developing communication skills — Students learn to ask and answer questions about sports, guess a sport through questioning, and share their own sports experiences. 4. Building confidence and bravery — Through the stories of Kevin, Joan, Alice, and Mike, students understand that sports can change people (e.g., Boxing changed me from a shy little girl to a brave teenager.). 5. Using language in real situations — Students practice using English to talk about their favourite sports, describe sports habits, and discuss the benefits of sports in meaningful contexts. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear four-step structure. First, students read four mini-texts about different students' sports and match them with the questions. Next, they tick the benefits the students get from their sports. Then, they match sports with icons and choose the correct verbs (play, go, do) from the word map. After that, they listen to a broadcast about a school sports day and fill in the blanks. Finally, they work in pairs to guess a sport by asking and answering questions. 2. Language features The lesson uses the simple present tense to describe sports habits and preferences. It uses the simple past tense to describe past experiences. It also uses linking words like and, but, or, and so to connect sentences. Key phrases include prefer doing sports on my own, work hard at improving my skills, and make better and quicker decisions. 3. Language functions Students are able to name different sports, use the correct verbs to talk about sports, describe their sports habits and preferences, ask and answer questions about sports, and discuss the benefits of sports. They are also able to guess a sport by asking questions and share their own sports experiences with others.
学情分析
【已知】Students have learned basic vocabulary about sports and daily activities in primary school, such as swimming, running, basketball, and ping-pong. They can understand and use simple sentences to describe their daily routines and hobbies. They are familiar with the simple present tense and can talk about their habits using simple sentences. They also have basic listening skills and can understand short, simple dialogues about sports. Most students can work in pairs to ask and answer simple questions like What sport do you like and How often do you play 【未知】Students do not know how to use the correct verbs to talk about different sports. They cannot yet use frequency adverbs and phrases accurately to describe how often they do sports. They may struggle to talk about the benefits of sports using appropriate expressions. Additionally, they lack the ability to guess a sport by asking and answering questions in a structured way. They also need practice using linking words to connect sentences about sports. 【能知】 Through model study, picture matching, listening practice, pair work, and guessing games, students will be able to name different types of sports and use the correct verbs to talk about them. They will be able to describe their sports habits and preferences using the simple present tense. They will also be able to talk about the benefits of sports using target expressions. Furthermore, they will be able to ask and answer questions to guess a sport and use linking words to connect their ideas.
核心素养教学目标
通过本课学习，学生能够： 1.语言能力：Use key vocabulary to name different types of sports. Understand and use the correct verbs to talk about different sports. Use the simple present tense to describe sports habits and preferences. Use linking words (and, but, or, so) to connect sentences about sports. 2.学习能力：Apply the skill of matching sports with icons and choosing the correct verbs from the word map (A3). Listen for key information in a broadcast and complete the missing information (A4). Work in pairs to guess a sport by asking and answering questions (A5). Use the target vocabulary and sentence patterns to describe personal sports experiences and benefits. 3.思维品质：Develop logical thinking by analyzing the benefits of different sports and matching them with the correct descriptions (A2). Understand cause-and-effect relationships between sports and their benefits (e.g., It makes me strong. / It keeps me fit.). Compare different sports and draw conclusions about which sports are suitable for different people (e.g., prefer doing sports on my own vs. playing with friends). 4.文化意识：Understand the importance of doing sports for a healthy life. Learn about different sports from around the world and respect different sports cultures. Realize the value of teamwork and sportsmanship through playing sports with friends.
教学重难点
教学重点： 1. Master the key vocabulary for describing different types of sports: Acquire the vocabulary to name common and uncommon sports. 2. Understand and use the correct verbs (play, go, do) to talk about sports: Recognize and apply the correct verb collocations for different sports. 3. Use the simple present tense to describe sports habits and preferences: Accurately use the simple present tense to talk about how often they do sports and what sports they prefer. 4. Use linking words (and, but, or, so) to connect sentences about sports: Accurately use and (parallel), but (contrast), or (choice), and so (result) to connect short sentences into longer ones (e.g., It is quite challenging, but it keeps me fit.). 教学难点： 1. Accurately distinguishing and applying the verbs play, go, and do: Students may confuse the three verbs and use them incorrectly when talking about different sports. 2. Describing the benefits of sports using appropriate expressions: Students may struggle to express the benefits of sports using target structures and may lack the vocabulary to explain why they like a particular sport. 3. Guessing a sport by asking and answering questions in a structured way: Students may find it difficult to ask logical questions to narrow down the possibilities and to use the information to guess the sport correctly.
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情景导入 1. Play a short video about sports to introduce the topic and capture students' attention. 2. Present pictures of different sports and ask: "What sports are they doing " 3. Guide students to think about the question: "Why do people do sports " and encourage them to share their ideas. 1. Watch the video and focus on the topic of sports. 2. Look at the pictures and identify the sports (e.g., swimming, boxing, ping-pong, basketball). 3. Brainstorm and share reasons why people do sports (e.g., to keep fit, to have fun, to make friends, to stay healthy). 1. To activate students' prior knowledge about sports through visual aids and a video. 2. To introduce the target vocabulary and topic naturally through picture observation and guided questions. 3. To prepare students for the subsequent activities by helping them think about the benefits of sports and build a vocabulary base.
Presentation 学习理解 1. Present the four mini-texts and guide students to read and understand the new vocabulary in context. 2. Explain the key grammar points highlighted in the pictures: the use of but (contrast), and (parallel), and the structure "It is + adj. + to do sth." (using it as a formal subject). 3. Guide students to observe the example sentences and summarize the rules for using linking words and the formal subject it. 1. Read the mini-texts carefully and learn the new words by understanding their meanings in the context of sports. 2. Take notes on the grammar highlights, focusing on how but and and connect ideas, and how it is used as a formal subject. 3. Work in pairs or groups to find more examples of these grammar points in the texts and practice making sentences. 1. To help students learn new vocabulary in a meaningful context related to sports. 2. To provide explicit grammar instruction on linking words (and, but) and the formal subject it, laying a solid foundation for students' speaking and writing. 3. To develop students' ability to observe, analyze, and summarize grammar rules through guided discovery.
Practice 探究应用 1. Guide students to read the mini-texts and match the questions with the correct students' answers (A1). 2. Lead students to tick the benefits the students get from their sports based on the reading (A2). 3. Present the sports vocabulary and guide students to match the sports with the icons and choose the correct verbs (play, go, do) from the word map (A3). 4. Play the recording of the school sports day broadcast and guide students to fill in the blanks with the correct information (A4). 5. Check the answers together and clarify any remaining questions about vocabulary, verb collocations, and listening details. 1. Read the mini-texts carefully and match the questions (1-4) with the correct students (a-d). 2. Review the texts and tick the benefits mentioned. 3. Match the sports with the icons and use the correct verbs to talk about them. 4. Listen to the broadcast and complete the missing information on the two award certificates. 5. Check their answers with the teacher and correct any mistakes. 1. To develop students' reading skills by matching questions with answers and identifying specific details. 2. To consolidate the target vocabulary and verb collocations (play, go, do) through matching and speaking practice. 3. To improve students' listening skills by listening for specific information in a broadcast.
Production 迁移创新 1. Present the pair work task (A5): Student A thinks of a sport, and Student B asks questions to guess the sport. 2. Provide the example dialogue and useful question patterns. 3. Monitor the pair work, encourage students to ask logical questions, and offer support where needed. 4. Invite a few pairs to act out their guessing game in front of the class. 1. Work in pairs to play the guessing game. Student A secretly chooses a sport. 2. Student B asks questions based on the example to narrow down the possibilities. 3. Student A answers the questions until Student B guesses the sport correctly. 4. Swap roles and play again with a different sport. 1. To provide students with an opportunity to use the target vocabulary and sentence patterns in a meaningful, game-based context. 2. To develop students' logical thinking and questioning skills by asking and answering questions to guess a sport. 3. To improve students' speaking fluency and confidence through pair work and role-play.
Summary 归纳总结 1. Guide students to review the key words by matching English words with their correct Chinese meanings. 2. Lead students to complete the sentences with the correct fixed phrases from the box. 3. Ask students to translate the target sentences into English using the fixed phrases from the passage. 4. Present the grammar exercise and guide students to complete the dialogue with the correct options, focusing on verb collocations and linking words. 5. Check the answers together and clarify any remaining questions. 1. Review the key words by matching them with the correct Chinese meanings. 2. Complete the sentences by choosing the correct fixed phrases from the box. 3. Translate the Chinese sentences into English using the target phrases. 4. Complete the dialogue by choosing the correct options for verb forms and linking words. 5. Check their answers with the teacher and correct any mistakes. 1. To consolidate the key vocabulary, phrases, and sentence patterns learned in this lesson through systematic review. 2. To check students' mastery of the target grammar, including verb collocations and linking words. 3. To help students build a clear knowledge framework and prepare for future learning and real-life application.
Language points 知识梳理 1. Present a summary chart on the blackboard covering sports vocabulary, key words, grammar focus, and useful phrases. 2. Guide students to review the verb collocations for different sports: play + ball games, do + combat sports, and go + activities ending in -ing. 3. Explain the grammar focus: like / prefer + doing sth. and make / keep + sb. + adj., providing examples for each structure. 4. Review the useful phrases and encourage students to make sentences with them. 1. Review the vocabulary and verb collocations by reading the chart aloud and giving more examples. 2. Take notes on the grammar focus and practice making sentences using the target structures. 3. Practice using the useful phrases to describe their own sports habits and preferences. 4. Work in pairs to check each other's sentences and correct any mistakes. 1. To provide a clear and structured visual summary of the key content, helping students build a systematic knowledge framework. 2. To reinforce students' understanding of the verb collocations and grammar structures through review and practice. 3. To prepare students for applying the target language in real-life communication about sports.
Exercises 练习巩固 1. Assign differentiated homework tasks: Basic, Improving, and Extending, to meet the needs of students at different levels. 2. Explain the requirements clearly: Basic tasks focus on making sentences with given words; Improving tasks require translating Chinese sentences into English; Extending tasks involve writing a short passage using target phrases. 3. Provide clear evaluation criteria and encourage students to use the target vocabulary and sentence patterns accurately. 1. Complete the Basic task by making one sentence for each given word. 2. For the Improving task, translate the Chinese sentences into English. 3. For the Extending task, write 3 sentences to introduce their favourite sport, using at least two of the given phrases. 1. To consolidate the target vocabulary and sentence patterns through varied and leveled practice tasks. 2. To encourage students to apply the target language to describe their own sports habits and preferences. 3. To develop students' comprehensive language skills, including sentence writing, translation, and creative expression.
分层作业设计
A层： 基础巩固 面向基础薄弱学生，设计简单、保底的作业任务….
B层： 能力运用 面向大多数学生，设计应用型、巩固性作业….
C层： 拓展挑战 面向学有余力学生，设计拓展性、创造性作业….
教学反思
亮点：The lead-in activities effectively aroused students' interest in the topic of sports through the video and picture observation. Most students could understand and use the target vocabulary to name different sports. The step-by-step practice design helped students grasp the target language smoothly. The pair work guessing game successfully integrated speaking practice with logical thinking, helping students learn to ask and answer questions about sports. Students learned to use the correct verbs to talk about different sports. The listening activity about the school sports day helped students develop their ability to listen for specific information. 不足：Some weak students could not use the correct verbs (play, go, do) flexibly when talking about sports. Limited class time left insufficient time for students to present their guessing games and share their group results. A few students failed to record the key information accurately while listening to the broadcast. Individual students made mistakes in spelling and sentence structure when writing about their favourite sports. 改进：Offer more sentence frames and visual aids as learning support for low-level students before the pair work and speaking tasks. Better arrange class time to spare more time for students' presentations and peer sharing. Design more guided practice exercises to help students distinguish between play, go, and do in different contexts. Provide more opportunities for students to practice using the target vocabulary and sentence patterns in real-life situations.
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