外研版（2025）七年級下冊英語全冊教案

第第頁外研版（2025）七年級下冊英語全冊教案Unit1Thesecretsofhappiness單元教學(xué)目標(biāo)【LanguageAbilities】1.Usewordsandexpressionsintheunittotalkabouthappiness.2.Usethesimplepasttensetodescribehappymoments.3.Sharethemeaningofhappinessinourlives.【CultureAwareness】1.Cultivatetheawarenessoftreasuringemotionalwealthinsteadofblindlypursuingmaterialthings.2.Developapositiveandoptimisticwayofthinking.3.Explorethesimilaritiesanddifferencesofhappinessunderdifferentculturalbackgrounds.【QualityofThinking】1.Analyzetheplot,characters’emotionsandbehaviorsinthetext,andinfertherelationshipbetweenhappinessanddifferentfactors.2.Deducetheinternallogicbetweenhelpingothersandobtainingpersonalhappiness.3.Thinkcriticallyabouttheideasofhappinesspresentedinpoems,stories,andbookreviews.【LearningAbilities】1.KeeppositiveandconfidentinstudyingEnglish.2.Usethelearnedknowledgeandpersonalperceptiontocreativelyexpressdifferentviewsonhappinessandwaystoachievehappiness.【ClassHourDivision】Fiveperiods第一課時Startingout&Reading第二課時Grammar第三課時ListeningandSpeaking第四課時Readingforwriting第五課時Presentingideas&Reflection單元教材分析本單元歸屬于“人與自我”主題范疇下的“生活與學(xué)習(xí)”主題群，對應(yīng)“自我認(rèn)識，自我管理，自我提升”這一子主題內(nèi)容。本單元內(nèi)容圍繞探索幸福的含義展開，主要包括：談?wù)撚嘘P(guān)幸福的詩歌和故事，引導(dǎo)學(xué)生理解幸福的不同內(nèi)涵；《查理和巧克力工廠》書評閱讀啟發(fā)學(xué)生思考幸福的來源；be動詞和行為動詞的一般過去時學(xué)習(xí)；閱讀ZhouJian留長頭發(fā)幫助身患癌癥兒童并收獲快樂的故事；最后學(xué)生需要制作一張幸福書頁，這一活動將單元所學(xué)內(nèi)容進(jìn)行整合應(yīng)用，要求學(xué)生運用所學(xué)的詞匯、語法以及對幸福的理解，創(chuàng)造性地表達(dá)如何獲得快樂，培養(yǎng)學(xué)生的綜合語言運用能力和思維能力。課時分解第一課時Startingout&ReadingTeachingObjects【教學(xué)目標(biāo)】1.Talkaboutstoriesandpoemsabouthappiness.2.UnderstandthehappinessofCharlie'sfamilyfromthebookreview.3.Explorethetruemeaningofhappiness.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadin【導(dǎo)入】1.Showsomephotostostudents,thenaskthemtoanswerthequestions.Howdoyouthinkthesepeoplefeel?Why?Letsomestudentssharetheanswers.StartingoutPage3,11.Askstudentstoreadthepoemandanswerthequestions.①Whatisthepoemabout?②What’sspecialaboutthepoem?Checktheanswerswiththeclass.Teachercanintroducemoreaboutacrosticpoem（藏頭詩）toSs.Page3,21.Askstudentstolookatthepictureandanswerthequestions:①Whatstoriesdoyouknowabouthappiness?②Whatcanyoulearnfromthem?2.EncourageSstosharetheiranswersinclass.Understandingideas(1-4)★Step2Pre-task【準(zhǔn)備任務(wù)】Page4,11.Askstudentstolookatthepictureonpage4andanswerthequestions.①Whatcanyouseeinthepicture?②Doyouthinkeveryoneishappy?③Whatdoyouthinkmakesthemhappy?2.Showthefollowingwordsandexpressiontohelpthestudents.smallhousefamilytogetherpoorlovetheonlybedkeytohappinesshappyplace3.Askstudentstosharetheanswerswiththeclass.★Step3While-task【過程任務(wù)】Page4,21.Askstudentstoreadthebookreviewandchecktheiranswers.2.Sharetherightanswerswiththeclass.Page6,31.ShowthethreetitlesforthereviewtostudentsandencourageSstotranslatethem.2.Askstudentstochoosethebesttitleforthereviewandsharetheirreasons.3.Representtherightanswerandexplainthereason.Page6,41.Askstudentstocompletethethinkingmapwiththewordsandexpressionsfromthepassage.2.Checktheanswerswiththeclass.★Step4Post-task【后續(xù)任務(wù)】Page6,Thinkandshare1.Askstudentstothinkaboutthefollowingquestions:①Doyouagreethat"happinesscomesfromthingslikemoney"？②WhatdoyouthinkthewordsofOscarWildeinthelastparagraphofthepassagemean?2.Givesomepromptstothestudents.3.Letsomestudentssharetheiranswers.★Step5Languagepoints【語言要點】1.ButIkeptgoingovertheexcitingstoryinmymind.goover是一個常見的短語，它的用法和意義相對廣泛。在這句話中，它的意思是“復(fù)習(xí)；重溫”。E.g.Ialwaysgoovermy

notes

justbeforeIgointoan

exam.goover還可以表示“仔細(xì)檢查”。E.g.Goovertheexampaperoncemore.2.Theyalwaysatewaterycabbagesoupfordinner.watery的意思是“水的；含水的；水分多的”。E.g.Thesoupiswatery.Itdoesn’thavemuchtaste.這湯太稀了，沒什么味道。E.g.Hereyesbecamewaterywhensheheardthesadnews.當(dāng)她聽到這個悲傷的消息時，她的眼睛濕潤了。3.Inwinter,thefreezingwindsweptacrossthefloorallnightlong.這句話形象地描繪了冬季Charlie家寒冷、破敗的景象。這句話的意思是”凜冽的寒風(fēng)橫掃過地面“freezing的意思是”極冷的；冰凍的“E.g.It’sfreezingoutside.Putonyourwarmclose.Thetemperaturewassolowthatthewaterinthepondbecamefreezing.4.Thistouchedmegreatly.在這句話中，touch的意思是“觸動；感動”。E.g.Themovieaboutfriendshipreallytouchedmyheart.Herkindwordstouchedusandweallhadtearsinoureyes.5.Itcanmoveus,changeusandgiveusalifefullofhappiness.在這句話中，move的意思是“感動”。E.g.Thelittleboy’sbraverymovedeveryoneintheroom.Thestoryoftheteachermovedusdeeplyandwecouldn'thelpcrying.★Step6Summary【課堂小結(jié)】Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icantalkabouthappiness.Icandescribehappymoments.Icansharethemeaningofhappinessinourlives.★Step7Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教學(xué)反思】Inthisclass,weonlytalkedabouthappinessinthestories.Inthefollowinglessons,Icanexpandthispart.Forexample,Icanaskstudentstotalkaboutotherthingsthatcanbringhappinessinourreallife.Thiscanmaketheclassmorerelevanttotheirdailylifeandhelpthemunderstandthethemebetter.第二課時GrammarTeachingObjects【教學(xué)目標(biāo)】1.Mastertheusageofsimplepasttense.2.Completetheexercisesrelatedtosimplepasttense.3.Usesimplepasttensetotalkaboutyourhappymoments.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadin【情景導(dǎo)入】1.Showthefollowingsentencestostudentsandaskthemtopayattentiontotheboldwords.Thebookwasfullofmagic.Thefamilyneverhadenoughfood.Tomysurprise,thefamilywerehappytogether.2.Leadtothegrammarsimplepasttense.Understandingideas(5—8)★Step2Pre-task【過程任務(wù)】Page7,51.Askstudentstofindmoresentenceswiththesestructuresinthereadingpassage.2.Letsomestudentssaytheiranswers.3.Checktheanswerswiththeclassasfollows.E.g.ButIkeptgoingovertheexcitingstoryinmymind.Charlie’shomewasasmallhouseatthesideofabigtown.Theyalwaysatewaterycabbagesoupfordinner.★Step3Grammarfocuslearning【語法學(xué)習(xí)】1.Writetheverbsinthesimplepasttenseonblackboard.Askstudentsiftheyknowtheoriginalformsoftheseverbs.2.Teachstudentshowverbschangetothesimplepasttense.規(guī)則動詞的變化構(gòu)成法例詞一般加-edwork—worked以e結(jié)尾的詞加-dlive—lived以“輔音字母+y”結(jié)尾的詞，改y為i，再加-edcry—cried以“元音字母+y”結(jié)尾的詞，直接加-edplay—played以重讀閉音節(jié)或r音結(jié)尾，末尾只有一個輔音字母的詞，要雙寫這個輔音字母，再加-edstop—stoppedprefer—preferredbe動詞的一般過去式主語一般現(xiàn)在時Iwashe,she,itwasyouwerewe,theywere3.Askstudentstounderlinethetimeexpressionsforthepast.常用語一般過去時句子中的時間狀語：yesterday,twodaysago,thedaybeforeyesterday,lastyear,theotherday,onceuponatime,justnow,intheolddays,whenIwas...yearsold,lastweekend,aweekago,...4.Teachstudentsthesentencestructuresofthesimplepasttense.（1）行為動詞的一般過去時①肯定句：主語+動詞的過去式+其他E.g.Hehadagoodtimeyesterday.②否定句：主語+didnot+動詞原形+其他E.g.Wedidnot(=didn’t)haveagoodtimeyesterday.③一般疑問句：Did+主語+動詞原形+其他？E.g.—Didhegothere?—Yes,hedid./No,hedidn’t.④特殊疑問句：疑問詞+一般疑問句？E.g.—Whendidyougetupthismorning?—Igotupat6o’clock.(2)be動詞的一般過去時①肯定句：主語+be動詞的過去式（was/were）+其他E.g.Iwasverytiredlastnight.②否定句：主語+be動詞的過去式（was/were）+not+其他E.g.Mikewasn’tatschoolthismorning.③一般疑問句：be動詞的過去式（Was/Were）+主語+其他E.g.—Wassheateacher?—Yes,shewas./No,shewasn’t.④特殊疑問句：疑問詞+一般疑問句？E.g.—Wherewereyouyesterdaymorning?—Iwasatschool.★Step4While-task【過程任務(wù)】Page7,61.Askstudentstocompletethesentenceswiththecorrectformoftheverbsinbrackets.2.Letstudentsshareanswerswiththeclass.Page7,71.Askstudentstocompletethepostwiththecorrectformoftheverbsinbrackets.2.Checktheanswerswiththeclass.★Step5Post-task【后續(xù)任務(wù)】Page8,81.Askstudentstoworkinpairsandthenaskthemtoanswerthequestion:Doyouthinklovecanmakeushappy?2.Askstudentstotalkabouttheirexperience.3.Showthethinkingmaponthebookandaskthemtousethewordsandexpressionsfromthereadingpassageandtheusefulexpressionstohelpthemtoorganizetheirideas.Usefulexpressions:Ikeptgoingover...inmymind.Thatmadehim/herfeel...Tomysurprise,...Thistouchedmegreatly.Fromthis,Ilearnt...Ibelievethat...Loveisthekeytohappiness.Choosesomestudentstosharetheirwritings.★Step6Summary【課堂小結(jié)】Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icanmastertheusageofsimplepasttense.Icancompletetheexercisesrelatedtosimplepasttense.Icanusesimplepasttensetotalkaboutmyhappymoments.★Step7Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教學(xué)反思】IfoundthatsomestudentswithpoorEnglishfoundationstillhadproblemswiththesimplepasttense.Theymightbeconfusedabouttheirregularverbforms.Forexample,whentheymetwordslike“go—went”or“see—saw”，theymademistakeseasily.Inthefuture,Iwillgivethesestudentsmorespecialpracticeonirregularverbs.Icanmakesomecardswiththeoriginalformoftheverbsononesideandthesimplepastformontheotherside.Letthempracticemoreoftentohelpthemremembertheseformsbetter.第三課時ListeningandSpeakingTeachingObjects【教學(xué)目標(biāo)】1.Understandthelisteningmaterialandgraspthekeyinformation.2.Pronounce/??//a?/correctlyandrememberthelettersandlettercombinationsthatrepresentthem.3.Talkaboutwhatyouhavelearntaboutstayingpositiveinthissection.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadin【情景導(dǎo)入】1.Showthepictureonpage9tostudents,andthenaskthemtoanswerthefollowingquestions.Whatcanyouseeinthepicture?Howdoyoudescribetheglassofwater?2.Letsomestudentssharetheanswerswiththeclass.3.Showthetwokindsofopinionstostudents.Somepeoplealwayslookonthebrightsideoflife.Theyexpectgoodthingstohappen.Otherpeopleoftenbelievethatbadthingswillhappen.★Step2Pre-task【準(zhǔn)備任務(wù)】1.Showtwogroupsofcontrastingpictures.Forthefirstgroupofpictures:oneisacolorfulrainbowstretchingacrosstheskyunderthebrightsunshine,andtheotherisagloomyanddampstreetonarainyday.Forthesecondgroupofpictures:oneisabirthdaypartywithdeliciousfoodandlaughingpeople,andtheotherisamessysceneaftertheparty.2.Pointatthepicturesandaskthestudents,“Lookatthesepictures.Whatdoyouseeinthefirstpictureofeachgroup?Whataboutthesecondone?Whichonedoyoulikebetter?”3.Guidethestudentstoanswer,forexample,“Iseearainbowinthefirstone.It'sbeautiful.Iseeawetstreetinthesecondone.It'snotnice.”4.Thencontinuetoask,“Doyouthinkdifferentpeoplemayhavedifferentfeelingsaboutthesepictures?Why?”Throughsuchadiscussion,itwillnaturallyleadtothetopicofseeinglifescenesinapositiveornegativeway,layingagoodfoundationforthesubsequentcoursecontent.★Step3While-task【過程任務(wù)】Page9,11.Askstudentstolistentotheradioprogrammeandchoosethemainidea.2.Checktheanswerswiththeclass.Page10,21.Askstudentstolistentotheradioprogrammeagainandcompletetheblanks.2.Checktheanswerswiththeclass.Page11,31.Showthetabletostudents,andaskthemtoguesswhatmaybefilledintheblanks.2.Askstudentstolistentothetalkandcompletethenotes.3.Letsomestudentssaytheiranswers.4.Checktheanswerswiththeclass.Page11,31.AskstudentstolistenagainandtalkabouthowDrZhenggivesexamplesinhistalk.2.Tellstudentsthewaytogiveexamples.Forexample,wecanusetake...forexample,likeandsuchastointroduceexamples.★Step4Post-task【后續(xù)任務(wù)】Phoneticsinuse1.Letstudentsreadthewordsonpage9freely,andthenaskthemtopayattentiontotheboldlettersandfindthesimilaritiesofpronunciationineachcolumn.2.Playtherecordingandaskstudentstorepeatthem.3.Tellthepronunciationof/??/and/a?/.4.Havestudentsreadthewordstogether.5.Ifpossible,providemoretargetlanguagematerialsforstudentstopractise.Page11,41.Askstudentstoworkinpairsandsharetheiradviceforleadingahappierlife.2.Showanexampletostudents.3.Letstudentstalkaboutwhattheyhavelearntaboutstayingpositiveinthissection.★Step5Summary【課堂小結(jié)】Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icanlearntolistenforanexperienceanalysis.Icanpronounce/??//a?/correctlyandremembertherelatedlettersandlettercombinations.IcantalkaboutwhatIhavelearntaboutstayingpositiveinthissection.★Step6Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教學(xué)反思】Inthisperiod,weshouldaskthestudentstograspthekeywordstocompletethelisteningtasks.Inaddition,weshouldencouragethemtotalkaboutwhattheyhavelearntaboutstayingpositiveinthissection.第四課時ReadingforwritingTeachingObjects【教學(xué)目標(biāo)】1.FindoutwhyZhouJiankeepshishairlongandwhathappinesshegets;2.Analyzehowtheauthormakesthestoryvivid;3.Writeastoryaboutfeelinghappythroughhelpingothers.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadin【情景導(dǎo)入】ShowsomepicturesabouthelpingothersandaskSstoobservehowthehelpgiverfeel.ElicitSstofindthatit’shappytohelpothers.★Step2Pre-task【準(zhǔn)備任務(wù)】Page12,11.Letstudentslookatthepicturesandpredictwhatthepassageisabout.2.Showsomewordsandexpressionstohelpstudents.Forexample,keephairlonghappinessgrowsmilehelpothersdoinggoodlaughatcutitshort3.Askstudentstosharetheirguesseswiththeclass.★Step3While-task【過程任務(wù)】Page13,21.Askstudentstoreadthepassageandseeiftheirguesseswereright.2.Checktherightanswerwiththeclass.Page14,31.Askstudentstoreadthepassageandcompletethenoteswiththewordsandexpressionsfromthepassage.2.Letsomestudentssaytheiranswers.3.Checktheanswerswiththeclass.Page14,41.Askstudentstoanswerthequestions.①Whatdoyouthink"hopegrewtogetherwithhishair"mean?②WhatwillZhouJiandoto"growhappinessagain"？③WhydoesthewriterusethewordsofPlatointhelastparagraph?2.Letsomestudentssaytheiranswers.3.Checktheanswerswiththeclass.★Step4Post-task【后續(xù)任務(wù)】Page14,Thinkandshare1.Askstudentstothinkandshare:①Howdoyoufeelwhenyoureadtheletterinthepassage?②Whatcanyoulearnfromthepassage?2.Givestudentssomeprompts.3.Letsomestudentssharetheiranswersandchecktheanswerswiththem.Page15,51.Askstudentstowriteashortparagraphaboutfeelinghappythroughhelpingothers.2.Givethemsomeprompts.Askthemtodoasfollows.①Writeyouranswerstothefollowingquestions.Whenandwheredoesthestoryhappen?Whoisthemaincharacterofthestory?Whatdoeshe/shedoandwhatchallenge(s)doeshe/sheface?Howdoeshe/shereacttothechallenge(s)?Whatdoeshe/shefeel?②Organiseyourideasbyansweringthefollowingquestions.③Checkyourparagraphasfollows.Didyouincludecharacters,asettingandevent(s)?Didyouusethewordsfromthereadingpassage?Didyougiveyouropinionsaboutthesecretsofhappiness?3.Asksomestudentstosharetheirstorieswiththeclass.★Step5Languagepoints【語言要點】1.ZhouJian’shatblewoff.blewoff的原形是blowoff，在這句話中意思是“吹掉，吹走”。E.g.ThestrongwindblewoffmyhatwhenIwaswalkingontheplayground.2.Hislonghairwavedintheair.wave在這句話中作動詞，意思是“飄揚(yáng)，飄動”。E.g.Thecolorfulflagswavedinthegentlebreeze（微風(fēng)）ontheschoolplayground.3.“Justonemonth!”hesaidtohimself.saytooneself的意思是“對自己說”。E.g.Shesaidtoherself,“Youcandoit.”4.Peopleoftentalkedabouthislonghairbehindhisback.Sometimestheylaughedathim.behindone’sback的意思是“在某人背后，背地里”。E.g.Don’tspeakillofothersbehindtheirbacks。不要在背后說人壞話。laughat的意思是“嘲笑，取笑”。E.g.Youshouldn’tlaughatothers’failures.5.Butheneverfeltanyshame.shame在這句話中作名詞，意思是“丟臉；恥辱”。E.g.Losingthegameinsuchaneasywaywasagreatshameforourteam.6.Dayafterday,hopegrewtogetherwithhishair.dayafterday的意思是“日復(fù)一日，天天地”。E.g.Ourteamisworkingharddayafterdaytoensurethesuccessofthisproject。為了確保這個項目的成功，我們團(tuán)隊日復(fù)一日地努力工作。7.Hetookoffhishatandhishairfellaroundhisshoulders.tookoff的原形是takeoff，意思是“脫下，脫掉”。E.g.Hetookoffhisclothesandgotintotheshower.★Step6Summary【課堂小結(jié)】Askstudentstousethestudents'self-assessmentformtocheckwhattheyhavelearnedinthislesson.IcanknowZhouJian’sbehaviourthathelpskidswithcancer.Icanunderstandhappinessspringsfromdoinggoodandhelpingothers.Icanwriteashortstoryaboutfeelinghappythroughhelpingothers.★Step7Homework【家庭作業(yè)】1.Reviewthewordsandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教學(xué)反思】Inclass,weneedtoguidethestudentstousetheknowledgetocompletethereadingtasks.Thislessonisabitdifficultandhasalotofimportantphrasesandsentences.Therefore,weshouldpayattentiontoadjustingthedifficulty.Theactivitiesandquestionsforthislessonneedtobedesignedinadvancesothatstudentscanfollowtheteacher’sthought.Inthisway,theywillhavemoreinterestandconfidenceinlearningEnglish.第五課時Presentingideas&ReflectionTeachingObjects【教學(xué)目標(biāo)】1.Makeabookpageaboutwaystobehappy.2.Talkaboutyourunderstandingabouthappiness.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadin【情景導(dǎo)入】Hello,boysandgirls!Howareyoufeelingtoday?Areyouhappy,sad,orjustso-so?（微笑著詢問學(xué)生，用簡單的表情和手勢輔助理解）Let'ssee.Raiseyourhandifyou'rehappy.（觀察舉手情況）Oh,someofyouarehappy.That'sgreat!Now,Ihaveabigquestionforyouall.Whatmakesyouhappy?（稍作停頓，等待學(xué)生思考）Wecantalkonebyone.Youcanjustsayoneortwosimplewords.Forexample,youcansay"toys"ifplayingwithtoysmakesyouhappy.（給出示例，在黑板上寫下“toys”）Now,let'sstart.（邀請幾位學(xué)生回答，把他們說的關(guān)鍵詞寫在黑板上，如“friends”“games”“ice-cream”等）★Step2Pre-task【準(zhǔn)備任務(wù)】Lookatallthesethingsontheblackboard.Theyarealldifferent,buttheyhavesomethingincommon.Theycanbringushappiness.Today,wearegoingtomakeabookpage.Andthisbookpageisallaboutwaystobehappy.We'llwritedownmorethingsliketheseandmakeitbeautiful.（指著黑板上的單詞，然后拿出一張做好的示例書頁展示給學(xué)生看）Areyouexcited?Let'sbegin!★Step3While-task【過程任務(wù)】1.Askstudentstoworkingroups.Searchforinformationaboutwaystobehappy.Thendecidewhichwaysyouwillincludeinyourbookpage.Considerthefollowingaspects:①Whatmakesyouhappy?②Howcanwehelpothersbehappy?③Whatisyouradviceforunhappypeople?2.Letstudentsorganisetheirideaswiththehelpoftheoutlineonpage16andwriteyourbookpage.3.Askthemtousethelanguagetipsonpage16orfindusefulexpressionsorsentencesfromthisunit.4.Asksomestudentstopractiseandpresenttheirbookpagestotheclass.★Step4Post-task【后續(xù)任務(wù)】1.Askstudentstovoteonthebestthreebookpagesandthebestthreepresentations.2.Askstudentstotalkaboutwhattheyhaveunderstoodmoreaboutwhatmakesasthefollowingmindmap.Whatarethesecretsofhappiness?LoveStayingpositiveHelpingothers3.Askstudentstocheckwhethertheyhaveachievedtheirlearninggoals.4.Letstudentswritedownwhattheystillneedtoimprove.★Step5Summary【課堂小結(jié)】Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icanmakeabookpageaboutwaystobehappy.IcantalkaboutwhatIunderstandaboutwhatmakesyouhappy.★Step6Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教學(xué)反思】Inthisclass,Iclearlytoldthestudentsthatthetaskofthisclasswastomakeabookpageaboutwaystobehappy.AndIalsoshowedthemanexample.Thismadethestudentshaveaclearunderstandingoftheactivity.Quiteafewstudentsshowedgreatinterestandwereeagertostartmakingtheirownbookpages,whichhelpedtoimprovetheirclassroomparticipation.Unit2Goforit!單元教學(xué)目標(biāo)【LanguageAbilities】1.Usewordsandexpressionsintheunittotalkaboutsports.2.Useindefinitepronounstotellstoriesofsportslovers.3.Describetheroleofsportsinyourlife.【CultureAwareness】1.Understandthediversityofsportscultures.2.Appreciateandlearnthesportingspirits.3.Understandtheimportanceofsportsinsociety.4.Respecttheoriginsanddevelopmentofsports.【QualityofThinking】1.Summarizetheinfluenceofpersistence,strategy,teamworkandotherfactorsonperformanceinsportscompetitions.2.Cultivatethethinkinghabitofextractingkeyinformationfromspecificsportseventsandsystematicallyconcludingit.【LearningAbilities】1.Guidestudentsincriticalreflectionoftheirstudyingmethods.2.StudentswillmastereffectivecommunicationandcooperationskillsinEnglishlearninggroups.【ClassHourDivision】Fiveperiods第一課時Startingout&Reading第二課時Grammar第三課時ListeningandSpeaking第四課時Readingforwriting第五課時Presentingideas&Reflection單元教材分析本單元歸屬于“人與社會”主題范疇下的“文學(xué)、藝術(shù)與體育”主題群，對應(yīng)“日常體育活動，重大體育賽事，體育精神”這一子主題內(nèi)容。本單元內(nèi)容圍繞談?wù)撨\動展開，主要包括：關(guān)于常見運動項目的討論；閱讀張順參加2022年北京馬拉松比賽的事跡以及2022年女子足球亞洲杯比賽相關(guān)內(nèi)容；聚焦不定代詞的用法，將其融入體育話題情境，幫助學(xué)生掌握在描述體育相關(guān)概念時的準(zhǔn)確表達(dá)；通過學(xué)校廣播站對游泳冠軍TimSimons的采訪，了解Tim學(xué)習(xí)游泳的故事；制作運動瞬間海報，要求學(xué)生運用所學(xué)體育知識和語言表達(dá)，結(jié)合自身創(chuàng)意，培養(yǎng)綜合語言運用能力和跨學(xué)科思維能力。本單元教材通過豐富多樣的內(nèi)容和形式，將語言學(xué)習(xí)與體育運動主題緊密結(jié)合。從文化層面來看，它向?qū)W生傳遞了體育運動所承載的積極向上的價值觀念、多元的文化內(nèi)涵以及對人類社會發(fā)展的重要意義。從語言學(xué)習(xí)角度而言，在真實有趣的體育情境中，學(xué)生能夠提高詞匯量、語法運用能力、聽說讀寫各項技能，為學(xué)生提供了全面發(fā)展語言能力的機(jī)會，有助于培養(yǎng)學(xué)生積極健康的生活方式和國際視野。課時分解第一課時Startingout&ReadingTeachingObjects【教學(xué)目標(biāo)】1.Talkaboutsportsusingwordsandexpressionsinthisunit.2.Perceivethesportingspiritsinthestory.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadin【導(dǎo)入】ShowthepictureofdifferentsportsitemsandaskSstotalkaboutthefollowingquestions:Whatsportsdoyoulikeoroftendo?Howdoyoufeelwhenyoudothesport?StartingoutPage19,11.Showthefivepicturestostudents,thenaskthemtoanswerthequestions.①Whatsportscanyouseeinthepictures?②Howdoyoulikethesesports?③Whatsportdoyoulikebest?Why?2.Letsomestudentssharetheanswers,theteachercanmakesomesupplementsifnecessary.Page19,21.Askstudentstolookatthepictureandanswerthequestions:①Doyouknowtheoriginofsomesports?②Canyoushareonewiththeclass?2.Showsomevideostohelpstudents.Suchastheoriginoftabletennis,theoriginofbasketballandtheoriginofmarathonrunning.3.Letsomestudentssharetheanswers,theteachercanmakesomesupplementsifnecessary.Understandingideas(1-4)★Step2Pre-task【準(zhǔn)備任務(wù)】Page20,11.Showthepicturesonpage20tostudentsandaskthemtodescribethem.2.LetSsreadthefollowingwordsandexpressionsandmatcheachpicturewiththem.cheerfinishinglinefallbehindtrain3.Thenusethewordsandexpressionstoenrichtheirdescriptions.★Step3While-task【過程任務(wù)】Page20,21.Askstudentstoreadthepassageandanswerthequestion.Whatisamazingabouttheoldman?2.Checktherightanswerwiththeclass.Page20,31.Askstudentstochoosethewriter’spurposeofwritingthispassage.2.Checktheanswerwiththeclass.3.Tcanexplainthebenefitsofunderstandingthewriter’swritingpurpose.Page20,41.Askstudentstocompletethenoteswiththewordsandexpressionsfromthepassage.2.Checktheanswerswiththeclass.★Step4Post-task【后續(xù)任務(wù)】Page22,Thinkandshare1.Askstudentstothinkaboutthefollowingquestions:①Whatdoyouthinkthetitlemean?②WhatcanyoulearnfromZhangShun?2.Forthefirstquestion,theteachercangivesomepromptstothestudents.3.Letsomestudentssharetheiranswers,theteachercanmakesomesupplementsifnecessary.★Step5Languagepoints【語言要點】1.Allofthemheldtheirbreath.Wouldhemakeit?(1)holdone'sbreath意為“屏住呼吸；屏息靜氣”，在這里表示“緊張地等待，焦急地盼望”的氛圍。E.g.Whentheballwasinmidair,weallheldourbreath。當(dāng)球在半空中時，我們都屏住了呼吸?！就卣埂縝reath的其他常用短語：takeadeepbreath深呼吸outofbreath喘不過氣catchone’sbreath喘息；緩口氣takeone’sbreathaway使某人驚嘆(2)makeit在句中意為“取得成功”e.g.Theactorwasn'tfamousatallafewyearsago,butnowhe'sreallymadeit.幾年前這位演員一點都不出名，但現(xiàn)在他很成功。2.Foryears,hetrainedeverymorninginthepark.Hefilledover30notebookswithhisrunningrecords.(1)fill...withsth表示“用某物充滿……，用某物填滿……”。E.g.Hefilledhisroomwithbooks。他的房間里堆滿了書。(2)befullof...表示“充滿……”E.g.Hisroomisfullofbooks。他的房間里堆滿了書?！颯tep6Summary【課堂小結(jié)】Askstudentstousethestudents’self-assessmentformtocheckwhattheyhavelearnedinthislesson.Icantalkaboutsportsusingwordsandexpressionsinthisunit.Icanperceivethesportingspiritsinthestory.★Step7Homework【家庭作業(yè)】1.Reviewthewords,phrasesandsentences.2.Dotheexercisesinstudents’book.Teachingreflection【教學(xué)反思】Thisinspiringstoryhasgreatlyattractedthestudents’attention.Theclassroomatmosphereisactive,andthestudentscanactivelyparticipateinthediscussion.Duringthereadingprocess,studentscanperceivethecharacter’sspiritsgraduallyandthinkaboutwhattheycanlearnfromhim.Itcanhelpstudentsdeveloptheirthinkingabilities.第二課時GrammarTeachingObjects【教學(xué)目標(biāo)】1.Mastertheusageofindefinitepronouns.2.Completetheexercisesrelatedtoindefinitepronouns.3.Useindefinitepronounstotellastoryofasportslover.TeachingAids【教學(xué)工具】anEnglishbook,ataperecorderandCAITeachingSteps【教學(xué)步驟】★Step1Leadin【情景導(dǎo)入】1.Showthefollowingsentencestostudentsandaskthemtopayattentiontotheboldwords.Allofthemheldtheirbreath.Eitherchoiceseemedfineforsomeoneathisage.ButZhangchoseneitherofthem.Noneofhisfamilymembersworriedortriedtostophim.2.Leadtothegrammarindefinitepronouns.Understandingideas(5—8)★Step2Grammarfocuslearning【語法學(xué)習(xí)】不指明代替任何特定名詞的代詞叫不定代詞。常見的不定代詞有：all,either,none,neither,both。1.all表示“全體；一切”，可以指代可數(shù)名詞復(fù)數(shù)或不可數(shù)名詞。E.g.Allthestudentsarehere.（所有的學(xué)生都在這兒。這里指代可數(shù)名詞復(fù)數(shù)students）Allthewaterisclean.（所有的水都是干凈的。這里指代不可數(shù)名詞water）2.either表示“（兩者之中）任何一個”，指代可數(shù)名詞單數(shù)。E.g.Youcantakeeitherbook.（你可以拿兩本書中的任何一本。這里指代可數(shù)名詞單數(shù)book）3.none表示“（三者或三者以上）都不”，指代可數(shù)名詞復(fù)數(shù)或不可數(shù)名詞。E.g.Noneoftheanswersis/arecorrect.（這些答案沒有一個是正確的。這里answers是可數(shù)名詞復(fù)數(shù)，指代它；也可以用于指代不可數(shù)名詞，E.g.Noneofthemoneyismine.錢沒有一點是我的）。4.neither表示“（兩者）都不”，指代可數(shù)名詞單數(shù)。E.g.Neitherbookisinteresting.（這兩本書都沒有意思。這里指代可數(shù)名詞單數(shù)book）。5.both表示“兩者都”，指代可數(shù)名詞復(fù)數(shù)。E.g.Bothboysaremybrothers.（這兩個男孩都是我的兄弟。這里指代可數(shù)名詞復(fù)數(shù)boys）?！颯tep3While-task【過程任務(wù)】Page23,61.Askstudentstoma