2025外研版七年级英语下册全册教案

Unit1Thesecretsofhappiness

单元教学目标

l.Usewordsandexpressionsintheunittotalk

abouthappiness.

【LanguageAbilities]2.Usethesimplepasttensetodescribehappy

moments.

3.Sharethemeaningofhappinessinourlives.

1.Cultivatetheawarenessoftreasuringemotional

wealthinsteadofblindlypursuingmaterial

things.

【CultureAwareness]2.Developapositiveandoptimisticwayof

thinking.

3.Explorethesimilaritiesanddifferencesof

happinessunderdifferentculturalbackgrounds.

1.Analyzetheplot,characters9emotionsand

behaviorsinthetext,andinfertherelationship

betweenhappinessanddifferentfactors.

【QualityofThinking]2.Deducetheinternallogicbetweenhelpingothers

andobtainingpersonalhappiness.

3.Thinkcriticallyabouttheideasofhappiness

presentedinpoems,stories,andbookreviews.

l.KeeppositiveandconfidentinstudyingEnglish.

2.Usethelearnedknowledgeandpersonal

【LearningAbilities]

perceptiontocreativelyexpressdifferentviews

onhappinessandwaystoachievehappiness.

[ClassHourDivision]Fiveperiods

第一课时Startingout&Reading

第二课时Grammar

第三课时ListeningandSpeaking

第四课时Readingforwriting

第五课时Presentingideas&Reflection

单元教材分析

本单元归属于“人与自我”主题范畴下的“生活与学习”主题群，对应“自

我认识，自我管理，自我提升”这一子主题内容。本单元内容围绕探索幸福的含

义展开，主要包括:谈论有关幸福的诗歌和故事，引导学生理解幸福的不同内涵；

《查理和巧克力工厂》书评阅读启发学生思考幸福的来源；be动词和行为动词

的一般过去时学习；阅读ZhouJian留长头发帮助身患癌症儿童并收获快乐的故

事；最后学生需要制作一张幸福书页，这一活动将单元所学内容进行整合应用，

要求学生运用所学的词汇、语法以及对幸福的理解，创造性地表达如何获得快乐,

培养学生的综合语言运用能力和思维能力。

课时分解

第一课时Startingout&Reading

TeachingObjects［教学目标】

1.Talkaboutstoriesandpoemsabouthappiness.

2.UnderstandthehappinessofCharlie'sfamilyfromthebookreview.

3.Explorethetruemeaningofhappiness.

TeachingAids【教学工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【导入】

l.Showsomephotostostudents,thenaskthemtoanswerthequestions.

Howdoyouthinkthesepeoplefeel?Why?

2.Letsomestudentssharetheanswers.

Startingout

Page3,1

l.Askstudentstoreadthepoemandanswerthequestions.

①Whatisthepoemabout?

②What'sspecialaboutthepoem?

2.Checktheanswerswiththeclass.

3.Teachercanintroducemoreaboutacrosticpoem(藏头诗)toSs.

Page3,2

l.Askstudentstolookatthepictureandanswerthequestions:

①Whatstoriesdoyouknowabouthappiness?

②Whatcanyoulearnfromthem?

2.EncourageSstosharetheiranswersinclass.

Understandingideas(1—4)

★Step2Pre-task［准备任务】

Page4,1

l.Askstudentstolookatthepictureonpage4andanswerthequestions.

①Whatcanyouseeinthepicture?

②Doyouthinkeveryoneishappy?

③Whatdoyouthinkmakesthemhappy?

2.Showthefollowingwordsandexpressiontohelpthestudents.

smallhousefamilytogetherpoorlove

theonlybedkeytohappinesshappyplace

3.Askstudentstosharetheanswerswiththeclass.

★Step3While-task【过程任务】

Page4,2

l.Askstudentstoreadthebookreviewandchecktheiranswers.

2.Sharetherightanswerswiththeclass.

Page6,3

l.ShowthethreetitlesforthereviewtostudentsandencourageSstotranslatethem.

2.Askstudentstochoosethebesttitleforthereviewandsharetheirreasons.

3.Representtherightanswerandexplainthereason.

Page6,4

l.Askstudentstocompletethethinkingmapwiththewordsandexpressionsfromthe

passage.

2.Checktheanswerswiththeclass.

★Step4Post-task【后续任务】

Page6,Thinkandshare

l.Askstudentstothinkaboutthefollowingquestions:

①Doyouagreethat“happinesscomesfromthingslikemoney"?

②WhatdoyouthinkthewordsofOscarWildeinthelastparagraphofthepassage

mean?

2.Givesomepromptstothestudents.

3.Letsomestudentssharetheiranswers.

★Step5Languagepoints【语言要点】

1.ButIkeptgoingovertheexcitingstoryinmymind.

goover是一个常见的短语，它的用法和意义相对广泛。在这句话中，它的意思

是“复习；重温

E.g.IalwaysgoovermynotesjustbeforeIgointoanexam.

goover还可以表示“仔细检查”。

E.g.Goovertheexampaperoncemore.

2.Theyalwaysatewaterycabbagesoupfordinner.

watery的意思是“水的；含水的；水分多的”。

E.g.Thesoupiswatery.Itdoesn'thavemuchtaste.

这汤太稀了，没什么味道。

E.g.Hereyesbecamewaterywhensheheardthesadnews.

当她听到这个悲伤的消息时，她的眼睛湿润了。

3.Inwinter,thefreezingwindsweptacrossthefloorallnightlong.

这句话形象地描绘了冬季Charlie家寒冷、破败的景象。这句话的意思是”凛冽的

寒风横扫过地面“。

freezing的意思是"极冷的；冰冻的“。

E.g.Ifsfreezingoutside.Putonyourwarmclose.

Thetemperaturewassolowthatthewaterinthepondbecamefreezing.

4.Thistouchedmegreatly.

在这句话中，touch的意思是“触动；感动”。

E.g.Themovieaboutfriendshipreallytouchedmyheart.

Herkindwordstouchedusandweallhadtearsinoureyes.

5.Itcanmoveus,changeusandgiveusalifefullofhappiness.

在这句话中，move的意思是“感动”。

E.g.Thelittleboy'sbraverymovedeveryoneintheroom.

Thestoryoftheteachermovedusdeeplyandwecouldn'thelpcrying.

★Step6Summary【课堂小结】

Askstudentstousethestudents9self-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icantalkabouthappiness.

Icandescribehappymoments.

Icansharethemeaningofhappinessinourlives.

★Step7Homework【家庭作业】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents9book.

Teachingreflection【教学反思】

Inthisclass,weonlytalkedabouthappinessinthestories.Inthefollowinglessons,I

canexpandthispart.Forexample,Icanaskstudentstotalkaboutotherthingsthat

canbringhappinessinourreallife.Thiscanmaketheclassmorerelevanttotheir

dailylifeandhelpthemunderstandthethemebetter.

第二课时Grammar

TeachingObjects［教学目标】

1.Mastertheusageofsimplepasttense.

2.Completetheexercisesrelatedtosimplepasttense.

3.Usesimplepasttensetotalkaboutyourhappymoments.

TeachingAids【教学工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教学步骤】

★Step1Leadin【情景导入】

l.Showthefollowingsentencestostudentsandaskthemtopayattentiontothe

boldwords.

❖Thebookwasfullofmagic.

*Thefamilyneverhadenoughfood.

❖Tomysurprise,thefamilywerehappytogether.

2.Leadtothegrammarsimplepasttense.

Understandingideas(5-8)

★Step2Pre-task【过程任务】

Page7,5

l.Askstudentstofindmoresentenceswiththesestructuresinthereadingpassage.

2.Letsomestudentssaytheiranswers.

3.Checktheanswerswiththeclassasfollows.

E.g.ButIkeptgoingovertheexcitingstoryinmymind.

Charlie'shomewasasmallhouseatthesideofabigtown.

Theyalwaysatewaterycabbagesoupfordinner.

★Step3Grammarfocuslearning【语法学习】

1.Writetheverbsinthesimplepasttenseonblackboard.Askstudentsiftheyknowthe

originalformsoftheseverbs.

2.Teachstudentshowverbschangetothesimplepasttense.

规则动词的变化

构成法例词

一般加-edwork-work

ed

以e结尾的词加-dlive-lived

以“辅音字母+y”结尾的词，改y为i,再加-edcry-cried

以“元音字母+y”结尾的词，直接加-edplay-playe

d

以重读闭音节或r音结尾，末尾只有一个辅音字母的词，要双写这stop——stoppe

个辅音字母，再加-edd

prefer一pref

erred

be动词的一般过去式

主语一般现在时

Iwas

he,she,itwas

youwere

we,theywere

3.Askstudentstounderlinethetimeexpressionsforthepast.

常用语一般过去时句子中的时间状语：

yesterday,twodaysago,thedaybeforeyesterday,lastyear,theotherday,onceupona

time,justnow,intheolddays,whenIwas...yearsold,lastweekend,aweekago,...

4.Teachstudentsthesentencestructuresofthesimplepasttense.

⑴行为动词的一般过去时

①肯定句：主语+动词的过去式+其他

E.g.Hehadagoodtimeyesterday.

②否定句：主语+didnot+动词原形+其他

E.g.Wedidnot(二didn't)haveagoodtimeyesterday.

③一般疑问句：Did+主语+动词原形+其他？

E.g.一Didhegothere?

一Yes,hedid./No,hedidn't.

④特殊疑问句：疑问词+一般疑问句？

E.g.-Whendidyougetupthismorning?

一Igotupat6o'clock.

(2)be动词的一般过去时

①肯定句：主语+be动词的过去式(was/were)+其他

E.g.Iwasverytiredlastnight.

②否定句：主语+be动词的过去式(was/were)+not+其他

E.g.Mikewasn'tatschoolthismorning.

③一般疑问句：be动词的过去式(Was/Were)+主语+其他

E.g.-Wassheateacher?

一Yes,shewas./No,shewasn't.

④特殊疑问句：疑问词+一般疑问句？

E.g.-Wherewereyouyesterdaymorning?

一Iwasatschool.

★Step4While-task【过程任务】

Page7,6

l.Askstudentstocompletethesentenceswiththecorrectformoftheverbsin

brackets.

2.Letstudentsshareanswerswiththeclass.

Page7,7

l.Askstudentstocompletethepostwiththecorrectformoftheverbsinbrackets.

2.Checktheanswerswiththeclass.

★Step5Post-task【后续任务】

Page8,8

l.Askstudentstoworkinpairsandthenaskthemtoanswerthequestion:Doyou

thinklovecanmakeushappy?

2.Askstudentstotalkabouttheirexperience.

3.Showthethinkingmaponthebookandaskthemtousethewordsandexpressions

fromthereadingpassageandtheusefulexpressionstohelpthemtoorganizetheir

ideas.

Usefulexpressions:

❖Ikeptgoingover...inmymind.

❖Thatmadehim/herfeel...

*Tomysurprise,...

❖Thistouchedmegreatly.

❖Fromthis,Ilearnt...

Ibelievethat...

❖Loveisthekeytohappiness.

4.Choosesomestudentstosharetheirwritings.

★Step6Summary【课堂小结】

Askstudentstousethestudents9self-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icanmastertheusageofsimplepasttense.

Icancompletetheexercisesrelatedtosimple

pasttense.

Icanusesimplepasttensetotalkaboutmy

happymoments.

★Step7Homework［家庭作业】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents?book.

Teachingreflection【教学反思】

IfoundthatsomestudentswithpoorEnglishfoundationstillhadproblemswith

thesimplepasttense.Theymightbeconfusedabouttheirregularverbforms.For

example,whentheymetwordslike“go—went"or"see—saw"，theymademistakes

easily.Inthefuture,Iwillgivethesestudentsmorespecialpracticeonirregularverbs.

Icanmakesomecardswiththeoriginalformoftheverbsononesideandthesimple

pastformontheotherside.Letthempracticemoreoftentohelpthemremember

theseformsbetter.

第三课时ListeningandSpeaking

TeachingObjects［教学目标】

1.Understandthelisteningmaterialandgraspthekeyinformation.

2.Pronounce/oo/,/au/correctlyandrememberthelettersandlettercombinationsthat

representthem.

3.Talkaboutwhatyouhavelearntaboutstayingpositiveinthissection.

TeachingAids［教学工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【情景导入】

l.Showthepictureonpage9tostudents,andthenaskthemtoanswerthefollowing

questions.

❖Whatcanyouseeinthepicture?

❖Howdoyoudescribetheglassofwater?

2.Letsomestudentssharetheanswerswiththeclass.

3.Showthetwokindsofopinionstostudents.Somepeoplealwayslookonthebright

sideoflife.Theyexpectgoodthingstohappen.Otherpeopleoftenbelievethatbad

thingswillhappen.

★Step2Pre-task【准备任务】

l.Showtwogroupsofcontrastingpictures.Forthefirstgroupofpictures:oneisa

colorfulrainbowstretchingacrosstheskyunderthebrightsunshine,andtheotherisa

gloomyanddampstreetonarainyday.Forthesecondgroupofpictures:oneisa

birthdaypartywithdeliciousfoodandlaughingpeople,andtheotherisamessyscene

aftertheparty.

2.Pointatthepicturesandaskthestudents,"Lookatthesepictures.Whatdoyousee

inthefirstpictureofeachgroup?Whataboutthesecondone?Whichonedoyoulike

better?"

3.Guidethestudentstoanswer,forexample,“Iseearainbowinthefirstone.It's

beautiful.Iseeawetstreetinthesecondone.Ifsnotnice.”

4.Thencontinuetoask,“Doyouthinkdifferentpeoplemayhavedifferentfeelings

aboutthesepictures?Why?”Throughsuchadiscussion,itwillnaturallyleadtothe

topicofseeinglifescenesinapositiveornegativeway,layingagoodfoundationfor

thesubsequentcoursecontent.

★Step3While-task【过程任务】

Page9,1

l.Askstudentstolistentotheradioprogrammeandchoosethemainidea.

2.Checktheanswerswiththeclass.

Page10,2

l.Askstudentstolistentotheradioprogrammeagainandcompletetheblanks.

2.Checktheanswerswiththeclass.

Page11,3

l.Showthetabletostudents,andaskthemtoguesswhatmaybefilledintheblanks.

2.Askstudentstolistentothetalkandcompletethenotes.

3.Letsomestudentssaytheiranswers.

4.Checktheanswerswiththeclass.

Page11,3

l.AskstudentstolistenagainandtalkabouthowDrZhenggivesexamplesinhistalk.

2.Tellstudentsthewaytogiveexamples.Forexample,wecanusetake...forexample,

likeandsuchastointroduceexamples.

★Step4Post-task【后续任务】

Phoneticsinuse

l.Letstudentsreadthewordsonpage9freely,andthenaskthemtopayattentionto

theboldlettersandfindthesimilaritiesofpronunciationineachcolumn.

2.Playtherecordingandaskstudentstorepeatthem.

3.Tellthepronunciationof/ao/and/au/.

4.Havestudentsreadthewordstogether.

5.Ifpossible,providemoretargetlanguagematerialsforstudentstopractise.

Page11,4

l.Askstudentstoworkinpairsandsharetheiradviceforleadingahappierlife.

2.Showanexampletostudents.

3.Letstudentstalkaboutwhattheyhavelearntaboutstayingpositiveinthissection.

★Step5Summary【课堂小结】

Askstudentstousethestudents9self-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icanlearntolistenforanexperienceanalysis.

Icanpronounce/eo/,/au/correctlyand

remembertherelatedlettersandletter

combinations.

IcantalkaboutwhatIhavelearntabout

stayingpositiveinthissection.

★Step6Homework【家庭作业】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents9book.

Teachingreflection【教学反思】

Inthisperiod,weshouldaskthestudentstograspthekeywordstocompletethe

listeningtasks.Inaddition,weshouldencouragethemtotalkaboutwhattheyhave

learntaboutstayingpositiveinthissection.

第四课时Readingforwriting

TeachingObjects［教学目标】

1.FindoutwhyZhouJiankeepshishairlongandwhathappinesshegets;

2.Analyzehowtheauthormakesthestoryvivid;

3.Writeastoryaboutfeelinghappythroughhelpingothers.

TeachingAids【教学工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【情景导入】

ShowsomepicturesabouthelpingothersandaskSstoobservehowthehelpgiver

feel.ElicitSstofindthatit'shappytohelpothers.

★Step2Pre-task【准备任务】

Page12,1

l.Letstudentslookatthepicturesandpredictwhatthepassageisabout.

2.Showsomewordsandexpressionstohelpstudents.

Forexample,keephairlonghappinessgrowsmilehelpothers

doinggoodlaughatcutitshort

3.Askstudentstosharetheirguesseswiththeclass.

★Step3While-task【过程任务】

Page13,2

l.Askstudentstoreadthepassageandseeiftheirguesseswereright.

2.Checktherightanswerwiththeclass.

Page14,3

l.Askstudentstoreadthepassageandcompletethenoteswiththewordsand

expressionsfromthepassage.

2.Letsomestudentssaytheiranswers.

3.Checktheanswerswiththeclass.

Page14,4

l.Askstudentstoanswerthequestions.

①Whatdoyouthink"hopegrewtogetherwithhishair^^mean?

②WhatwillZhouJiandoto“growhappinessagain"?

(3)WhydoesthewriterusethewordsofPlatointhelastparagraph?

2.Letsomestudentssaytheiranswers.

3.Checktheanswerswiththeclass.

★Step4Post-task【后续任务】

Page14,Thinkandshare

l.Askstudentstothinkandshare:

①Howdoyoufeelwhenyoureadtheletterinthepassage?

②Whatcanyoulearnfromthepassage?

2.Givestudentssomeprompts.

3.Letsomestudentssharetheiranswersandchecktheanswerswiththem.

Page15,5

l.Askstudentstowriteashortparagraphaboutfeelinghappythroughhelpingothers.

2.Givethemsomeprompts.Askthemtodoasfollows.

©Writeyouranswerstothefollowingquestions.

Whenandwheredoesthestoryhappen?

Whoisthemaincharacterofthestory?

Whatdoeshe/shedoandwhatchallenge(s)doeshe/sheface?

Howdoeshe/shereacttothechallenge(s)?

Whatdoeshe/shefeel?

©Organiseyourideasbyansweringthefollowingquestions.

③Checkyourparagraphasfollows.

Didyouincludecharacters,asettingandevent(s)?

Didyouusethewordsfromthereadingpassage?

Didyougiveyouropinionsaboutthesecretsofhappiness?

3.Asksomestudentstosharetheirstorieswiththeclass.

★Step5Languagepoints［语言要点］

1.ZhouJian'shatblewoff.

blewoff的原形是blowoff,在这句话中意思是“吹掉，吹走”。

E.g.ThestrongwindblewoffmyhatwhenIwaswalkingontheplayground.

2.Hislonghairwavedintheair.

wave在这句话中作动词，意思是“飘扬，飘动”。

E.g.Thecolorfulflagswavedinthegentlebreeze(微风)ontheschoolplayground.

3.“Justonemonth!”hesaidtohimself.

saytooneself的意思是“对自己说

E.g.Shesaidtoherself,“Youcandoit.”

4.Peopleoftentalkedabouthislonghairbehindhisback.Sometimesthey

laughedathim.

behindone'sback的意思是“在某人背后，背地里”。

E.g.Don'tspeakillofothersbehindtheirbacks.不要在背后说人坏话。

laughat的意思是“嘲笑，取笑

E.g.Youshouldn'tlaughatothers9failures.

5.Butheneverfeltanyshame.

shame在这句话中作名词，意思是“丢脸；耻辱”。

E.g.Losingthegameinsuchaneasywaywasagreatshameforourteam.

6.Dayafterday,hopegrewtogetherwithhishair.

dayafterday的意思是“日复一日，天天地”。

E.g.Ourteamisworkingharddayafterdaytoensurethesuccessofthisproject.为了

确保这个项目的成功，我们团队日复i日地努力工作。

7.Hetookoffhishatandhishairfellaroundhisshoulders.

tookoff的原形是takeoff,意思是“脱下，脱掉

E.g.Hetookoffhisclothesandgotintotheshower.

★Step6Summary【课堂小结】

Askstudentstousethestudents*self-assessmentformtocheckwhattheyhave

learnedinthislesson.

IcanknowZhouJian'sbehaviourthathelps

kidswithcancer.

Icanunderstandhappinessspringsfrom

doinggoodandhelpingothers.

Icanwriteashortstoryaboutfeelinghappy

throughhelpingothers.

★Step7Homework［家庭作业】

1.Reviewthewordsandsentences.

2.Dotheexercisesinstudents9book.

Teachingreflection【教学反思】

Inclass,weneedtoguidethestudentstousetheknowledgetocompletethe

readingtasks.Thislessonisabitdifficultandhasalotofimportantphrasesand

sentences.Therefore,weshouldpayattentiontoadjustingthedifficulty.Theactivities

andquestionsforthislessonneedtobedesignedinadvancesothatstudentscan

followtheteacher'sthought.Inthisway,theywillhavemoreinterestandconfidence

inlearningEnglish.

第五课时Presentingideas&Reflection

TeachingObjects［教学目标】

1.Makeabookpageaboutwaystobehappy.

2.Talkaboutyourunderstandingabouthappiness.

TeachingAids［教学工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【情景导入】

Hello,boysandgirls!Howareyoufeelingtoday?Areyouhappy,sad,orjustso

-so?（微笑着询问学生，用简单的表情和手势辅助理解）Letssee.Raiseyourhand

ifyou'rehappy.（观察举手'情况）Oh,someofyouarehappy.That'sgreat!Now,Ihave

abigquestionforyouall.Whatmakesyouhappy?（稍作停顿，等待学生思考）

Wecantalkonebyone.Youcanjustsayoneortwosimplewords.Forexample,

youcansay"toys”ifplayingwithtoysmakesyouhappy.（给出示例，在黑板上写下

“toys”）Now,letsstart.（邀请几位学生回答，把他们说的关键词写在黑板上，如

“fHends”“games”"ice-cream"等）

★Step2Pre-task【准备任务】

Lookatallthesethingsontheblackboard.Theyarealldifferent,buttheyhave

somethingincommon.Theycanbringushappiness.Today,wearegoingtomakea

bookpage.Andthisbookpageisallaboutwaystobehappy.Wellwritedownmore

thingsliketheseandmakeitbeautiful.(指着黑板上的单词，然后拿出一张做好的

示例书页展示给学生看)Areyouexcited?Let'sbegin!

★Step3While-task【过程任务】

l.Askstudentstoworkingroups.Searchforinformationaboutwaystobehappy.

Thendecidewhichwaysyouwillincludeinyourbookpage.Considerthefollowing

aspects:

①Whatmakesyouhappy?

②Howcanwehelpothersbehappy?

(3)Whatisyouradviceforunhappypeople?

2.Letstudentsorganisetheirideaswiththehelpoftheoutlineonpage16andwrite

yourbookpage.

3.Askthemtousethelanguagetipsonpage16orfindusefulexpressionsorsentences

fromthisunit.

4.Asksomestudentstopractiseandpresenttheirbookpagestotheclass.

★Step4Post-task【后续任务】

l.Askstudentstovoteonthebestthreebookpagesandthebestthreepresentations.

2.Askstudentstotalkaboutwhattheyhaveunderstoodmoreaboutwhatmakesas

thefollowingmindmap.

Whatarethesecretsofhappiness?

_________________________________________________卜_________________________________________________

LoveStayingpositiveHelpingothers

3.Askstudentstocheckwhethertheyhaveachievedtheirlearninggoals.

4.Letstudentswritedownwhattheystillneedtoimprove.

★Step5Summary【课堂小结】

Askstudentstousethestudents9self-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icanmakeabookpageaboutwaystobe

happy.

IcantalkaboutwhatIunderstandaboutwhat

makesyouhappy.

★Step6Homework【家庭作业】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents9book.

Teachingreflection【教学反思】

Inthisclass,Iclearlytoldthestudentsthatthetaskofthisclasswastomakea

bookpageaboutwaystobehappy.AndIalsoshowedthemanexample.Thismade

thestudentshaveaclearunderstandingoftheactivity.Quiteafewstudentsshowed

greatinterestandwereeagertostartmakingtheirownbookpages,whichhelpedto

improvetheirclassroomparticipation.

Unit2Goforit!

单元教学目标

l.Usewordsandexpressionsintheunittotalk

aboutsports.

【LanguageAbilities]2.Useindefinitepronounstotellstoriesofsports

lovers.

3.Describetheroleofsportsinyourlife.

1.Understandthediversityofsportscultures.

2.Appreciateandlearnthesportingspirits.

【CultureAwareness]

3.Understandtheimportanceofsportsinsociety.

4.Respecttheoriginsanddevelopmentofsports.

1.Summarizetheinfluenceofpersistence,strategy,

teamworkandotherfactorsonperformancein

sportscompetitions.

【QualityofThinking]

2.Cultivatethethinkinghabitofextractingkey

informationfromspecificsportseventsand

systematicallyconcludingit.

1.Guidestudentsincriticalreflectionoftheir

studyingmethods.

【LearningAbilities]2.Studentswillmastereffectivecommunication

andcooperationskillsinEnglishlearning

groups.

[ClassHourDivision]Fiveperiods

第一课时Startingout&Reading

第二课时Grammar

第三课时ListeningandSpeaking

第四课时Readingforwriting

第五课时Presentingideas&Reflection

单元教材分析

本单元归属于“人与社会”主题范畴下的“文学、艺术与体育”主题群，对

应“日常体育活动，重大体育赛事，体育精神”这一子主题内容。本单元内容围

绕谈论运动展开，主要包括：关于常见运动项目的讨论；阅读张顺参加2022年

北京马拉松比赛的事迹以及2022年女子足球亚洲杯比赛相关内容；聚焦不定代

词的用法，将其融入体育话题情境，帮助学生掌握在描述体育相关概念时的准确

表达；通过学校广播站对游泳冠军TimSimons的采访，了解Tim学习游泳的故

事；制作运动瞬间海报，要求学生运用所学体育知识和语言表达，结合自身创意，

培养综合语言运用能力和跨学科思维能力。

本单元教材通过丰富多样的内容和形式，将语言学习与体育运动主题紧密结

合。从文化层面来看，它向学生传递了体育运动所承载的积极向上的价值观念、

多元的文化内涵以及对人类社会发展的重要意义。从语言学习角度而言，在真实

有趣的体育情境中，学生能够提高词汇量、语法运用能力、听说读写各项技能，

为学生提供了全面发展语言能力的机会，有助于培养学生积极健康的生活方式和

国际视野。

课时分解

第一课时Startingout&Reading

TeachingObjects［教学目标】

1.Talkaboutsportsusingwordsandexpressionsinthisunit.

2.Perceivethesportingspiritsinthestory.

TeachingAids【教学工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教学步骤】

★Step1Leadin【导入】

ShowthepictureofdifferentsportsitemsandaskSstotalkaboutthefollowing

questions:

1.Whatsportsdoyoulikeoroftendo?

2.Howdoyoufeelwhenyoudothesport?

Startingout

Page19,1

l.Showthefivepicturestostudents,thenaskthemtoanswerthequestions.

①Whatsportscanyouseeinthepictures?

②Howdoyoulikethesesports?

(3)Whatsportdoyoulikebest?Why?

2.Letsomestudentssharetheanswers,theteachercanmakesomesupplementsif

necessary.

Page19,2

l.Askstudentstolookatthepictureandanswerthequestions:

①Doyouknowtheoriginofsomesports?

②Canyoushareonewiththeclass?

2.Showsomevideostohelpstudents.Suchastheo