资源简介

/ 教学评一体化 高效备课 | 英语学科
Unit 4 Ready, steady, go第2课时 Reading and critical thinking 课时教学设计
教材分析
What---语篇主题和主要内容 Topic: A sports day Main content: This lesson focuses on reading a blog post about a school sports day. It begins with a pre-reading prediction activity based on the title and pictures. Next, students read the blog post A sports day and complete comprehension tasks, including choosing the best answers, answering questions, and finding sentences that describe the unforgettable day. Then, students learn the suffix -able to form adjectives and complete vocabulary exercises. Finally, they engage in critical thinking activities: recalling the sports events and results, distinguishing team sports from individual sports, and talking about a sports event they would like to take part in. Why---语篇传递的主题意义 Core values conveyed: 1. Understanding the value of sports — Sports are not just about winning; they are also about making new friends, staying healthy, and creating unforgettable memories. 2. Developing critical thinking skills — Students learn to recall information, categorize sports events, and apply their knowledge to real-life situations. 3. Building confidence and perseverance — Through Kexin's story and the example of Rita (who tried her best despite not winning), students understand the importance of effort and participation. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear reading and comprehension structure. First, students predict the content from the title and pictures. Next, they read the blog post and complete comprehension tasks (B1-B3). Then, they learn the suffix -able and complete vocabulary exercises (B4-B5). After that, they complete a passage about popular sports with the target phrases (B6). Finally, they engage in critical thinking activities. 2. Language features The lesson uses the simple past tense to describe past events. It uses adjectives to describe feelings and atmosphere. It also uses the suffix -able to form adjectives from verbs. Key phrases include take part in, come in first, try one's best, be full of, and here and there. 3. Language functions Students are able to read and understand a blog post about a sports day, extract key information, distinguish between team sports and individual sports, form adjectives using the suffix -able, use key phrases to complete a passage about sports, and talk about a sports event they would like to take part in.
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 reading skills and can understand short, simple passages about school life. 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 simple past tense to describe past events accurately. They cannot yet identify the main idea and key details of a blog post efficiently. They may struggle to form adjectives using the suffix -able (e.g., enjoy → enjoyable, forget → unforgettable). Additionally, they lack the ability to distinguish between team sports and individual sports, and they need practice talking about a sports event they would like to take part in and giving their reasons. 【能知】 Through pre-reading prediction, reading comprehension tasks, vocabulary exercises, and critical thinking activities, students will be able to read and understand a blog post about a sports day, extract key information, and identify the main idea and details. They will be able to use the suffix -able to form adjectives and use key phrases to complete a passage about sports. Furthermore, they will be able to distinguish between team sports and individual sports, and talk about a sports event they would like to take part in and give their reasons.
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 describe a sports day. Understand and use the simple past tense to describe past events. Use the suffix -able to form adjectives. Use key phrases to complete a passage about sports. 2.学习能力：Apply the subskill of predicting from the title and pictures before reading. Read a blog post and extract key information to complete comprehension tasks (B1-B3). Use the suffix -able to form adjectives and complete vocabulary exercises. Work in pairs to distinguish between team sports and individual sports, and talk about a sports event they would like to take part in. 3.思维品质：Develop logical thinking by recalling the sports events and results, and categorizing them into team sports and individual sports. Understand cause-and-effect relationships between sports and their benefits. Analyze the structure of the blog post and draw conclusions about what makes a sports day unforgettable. 4.文化意识：Understand the importance of doing sports for a healthy life. Learn about taijiquan and its addition to the UNESCO Intangible Cultural Heritage List. Realize the value of teamwork, effort, and sportsmanship through participating in sports activities.
教学重难点
教学重点： 1. Master the key vocabulary for describing a sports day: Acquire the vocabulary to describe sports events and feelings. 2. Understand and use the simple past tense to describe past events: Accurately use the simple past tense to talk about what happened on the sports day. 3. Use the suffix -able to form adjectives: Recognize and apply the suffix -able to form adjectives from verbs. 4. Use key phrases to complete a passage about sports: Accurately use take part in, come in first, try one's best, be full of, and here and there to complete sentences and passages. 教学难点： 1. Accurately distinguishing and applying the simple past tense: Students may confuse the simple past tense with the simple present tense when describing past events. 2. Distinguishing between team sports and individual sports: Students may find it difficult to categorize sports events correctly. 3. Using the suffix -able to form adjectives correctly: Students may struggle to apply the suffix -able to form adjectives and use them correctly in context (e.g., forget → unforgettable). 4. Talking about a sports event they would like to take part in and giving reasons: Students may lack the confidence or language skills to express their preferences and explain why they want to take part in a particular sports event.
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 a school Sports Day to introduce the topic and capture students' attention. 2. Present the "Free talk" questions and guide students to discuss their own sports day experiences. 3. Introduce common sports events and encourage students to add their own ideas. 1. Watch the video and focus on the topic of the school Sports Day. 2. Answer the teacher's questions about their own school sports day and share what sports events they know. 3. Discuss in pairs or groups which sports event they want to take part in and give their reasons. 1. To activate students' prior knowledge about sports events through visual aids and a video. 2. To introduce the target vocabulary and topic naturally through free talk and guided questions. 3. To prepare students for the subsequent reading task by helping them build a vocabulary base and personal connection to the topic.
Presentation 学习理解 1. Guide students to look at the title and pictures to predict what Kexin will talk about in her blog post. 2. Present the key words from the text and explain their meanings. 3. Lead students to read and analyze the passage by completing a table about the person, event, result, and feeling. 4. Guide students to analyze the text structure. 5. Lead students to complete the comprehension tasks: choosing the best answers (B1), answering the questions (B2), and finding sentences to fill in the table (B3). 1. Look at the title and pictures and predict the content of the blog post. 2. Learn and take notes on the key words from the text. 3. Read the passage and complete the analysis table. 4. Analyze the text structure and understand the writing order and the theme of the passage. 5. Complete the comprehension tasks by choosing the best answers, answering the questions, and finding sentences to fill in the table. 1. To activate students' prior knowledge and prepare them for reading through prediction. 2. To help students understand the key vocabulary and the main idea of the passage. 3. To develop students' reading skills by analyzing the text structure and extracting key information. 4. To check students' understanding of the passage through various comprehension tasks.
Practice 探究应用 1. Guide students to write the correct words from the text based on the given meanings and first letters (B4). 2. Lead students to complete the sentences with the correct forms of the words they wrote in B4 (B5). 3. Introduce the Culture Link about taijiquan and the UNESCO Intangible Cultural Heritage List, and explain the key terms. 4. Guide students to complete the passage about popular sports with the correct phrases from the box (B6). 5. Check the answers together and clarify any remaining questions about vocabulary and phrases. 1. Write the correct words from the text based on the meanings and first letters. 2. Complete the sentences with the correct forms of the words. 3. Read the Culture Link and learn about taijiquan and the UNESCO Intangible Cultural Heritage List. 4. Complete the passage about popular sports with the correct phrases. 5. Check their answers with the teacher and correct any mistakes. 1. To consolidate the key vocabulary from the text through meaning-matching and sentence completion. 2. To develop students' understanding of word formation (the suffix-able) and vocabulary usage. 3. To broaden students' cultural knowledge by introducing taijiquan and its cultural heritage status. 4. To practice using key phrases in context and prepare students for the subsequent writing task.
Production 迁移创新 1. Guide students to recall the sports events Kexin and her classmates took part in and the results they got (Recall). 2. Lead students to distinguish between team sports and individual sports by writing T or I (Understand). 3. Present the "Apply" task and guide students to talk about a sports event they would like to take part in and give their reasons. 4. Provide the example and useful expressions to support students' speaking. 1. Recall the details from the passage and complete the table with sports events and results. 2. Read the sports events and write T for team sports and I for individual sports. 3. Work in pairs or groups to talk about a sports event they would like to take part in and give their reasons, using the example as a model. 4. Share their ideas with the class. 1. To develop students' ability to recall and organize information from the reading passage. 2. To help students understand the difference between team sports and individual sports. 3. To encourage students to apply what they have learned by expressing their own preferences and giving reasons in a meaningful context. 4. To improve students' speaking fluency and confidence through pair work and class sharing.
Summary 归纳总结 1. Guide students to review the key words by translating between English and Chinese. 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 key sentence patterns from the passage. 4. Present the grammar exercise and guide students to correct the mistakes in the sentences, focusing on verb forms and fixed phrases. 5. Check the answers together and clarify any remaining questions. 1. Review the key words by translating them between English and Chinese. 2. Complete the sentences by choosing the correct fixed phrases from the box. 3. Translate the Chinese sentences into English using the target sentence patterns. 4. Correct the mistakes in the sentences, focusing on verb forms and fixed phrases. 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 the simple past tense and fixed phrases. 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 core vocabulary, key phrases, theme, and the distinction between team sports and individual sports. 2. Guide students to review the core vocabulary and key phrases. 3. Explain the theme of the passage: sports are not just about winning; they are also about making new friends, staying healthy, and creating unforgettable memories. 4. Guide students to classify the sports events from the passage into team sports and individual sports. 1. Review the core vocabulary and key phrases by reading the chart aloud and making sentences with them. 2. Discuss and share their understanding of the theme: what sports really bring us besides winning. 3. Work in pairs or groups to classify the sports events into team sports and individual sports, and give more examples for each category. 4. Check their answers with the teacher 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 vocabulary, phrases, and theme through review and discussion. 3. To develop students' ability to classify information and prepare them 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 creating a profile for Kexin; Improving tasks involve writing a social media post as Kexin; Extending tasks require making a mind map to compare sports habits. 3. Provide clear evaluation criteria and encourage students to use the target vocabulary and sentence patterns accurately. 1. Complete the Basic task by making a "Sports Day Profile" for Kexin, including 2 sports events she took part in, 1 result she got, and 2 feeling words she described. 2. For the Improving task, imagine they are Kexin and write a social media post describing their sports day experience and feelings, using at least 3 phrases from the text. 3. For the Extending task, make a mind map to organize their own sports habits and Kexin's. 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 experiences and feelings. 3. To develop students' comprehensive language skills, including information extraction, creative writing, and comparing and organizing information.
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 describe a sports day. The step-by-step reading design helped students grasp the text smoothly. The critical thinking activities successfully integrated reading comprehension with logical thinking, helping students learn to classify team sports and individual sports. Students also learned to use the suffix -able to form adjectives. The vocabulary exercises and sentence translation helped students consolidate the target language. 不足：Some weak students could not use the simple past tense accurately when describing past events. Limited class time left insufficient time for students to present their "Apply" task and share their group results. A few students failed to distinguish between team sports and individual sports correctly. Individual students made mistakes in spelling and sentence structure when completing the vocabulary exercises. 改进：Offer more sentence frames and visual aids as learning support for low-level students before the reading and writing 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 the simple past tense and the simple present tense. Provide more opportunities for students to practice using the target vocabulary and phrases in real-life situations.
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）

展开更多......

收起↑