初中英语人教版（2024）七年级下册（2024）Unit 3 Keep Fit集体备课教案设计

这是一份初中英语人教版（2024）七年级下册（2024）Unit 3 Keep Fit集体备课教案设计，共26页。教案主要包含了已有基础，学生可能存在的困难与问题等内容，欢迎下载使用。
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Unit3 Keep Fit大单元分析
教材分析
本单元以"Keep Fit"为主题，通过三组日常对话、一篇记叙文，一个项目式学习任务"比较运动习惯"以及相关的语言实践活动，围绕核心问题"我们如何保持健康？"进行了全面而深入的探讨。单元内容旨在帮助学生认识到运动对于保持身体健康的重要性，了解不同运动方式的特点，同时培养他们的语言表达能力、信息获取能力和团队合作精神。
日常对话（Sectin A, 1b, 1c 和 ld）模拟了校园及日常生活中的场景，通过Emma、Han Lin、Fu Xing、Peter等角色之间的对话，展示了不同学生对运动的态度和习惯。对话中涉及了询问和回答运动频率、使用物主代词确认物品归属等语言结构，帮助学生掌握表达运动习惯和物品所有权的语言技巧。通过对话内容，学生们能够认识到定期运动对于保持健康的重要性，以及如何通过运动来增强体质。这种对话形式不仅提高了学生的口语表达能力，还培养了他们对健康生活方式的认识和兴趣。
日常对话（Sectin A,2a）进一步探讨了运动在日常生活中的应用，如乒乓球、羽毛球等运动的普及和受欢迎程度。对话中穿插了询问和解释运动习惯的语言活动，帮助学生了解不同运动方式的特点和好处，以及如何在不同情境下选择合适的运动方平这种对话形式有助于提高学生的语言运用能力和信息获取能力，同时增强了动多样性的认识和兴趣。
Sectin B的记叙文由三段个人叙述组成，分别来自Xia Tian、Jenny和Steve，他们各自分享了自己喜爱的运动及其对个人健康、友谊和团队精神的影响。这些叙述不仅展现了不同运动的魅力，还强调了运动在促进个人成长和社交关系方面的积极作用。
学情分析
一、已有基础
1．知识基础
学生已经掌握了基本的日常交际用语和句型，如"I like…"、"D yu…?"等，这些句型在本单元中将得到进一步的应用和拓展，有助于他们讨论喜欢的运动及保持健康的方法。此外，学生对于代词（特别是人称代词和物主代词）的使用也有一定的了解，这将有助于他们理解并运用本单元中的"use pssessive prnuns t identify wnership"这一语言点。
2．经验基础
学生在日常生活中对各类运动有一定的了解和体验，无论是学校组织的体育活动还是个人兴趣爱好，这些经验都将帮助他们更好地理解运动与健康的关系。同时，学生对于"保持健康"这一概念并不陌生，他们在之前的学习和生活中已经接触过多种保持健康的方法，如合理饮食、规律作息等，这些经验将有助于学生将健康理念与日常生活联系起来。
3．能力基础
七年级学生已经具备了较好的记忆力和模仿能力，能够快速掌握新词汇和句型。同时，他们也已经具备了一定的听说读写能力，能够完成本单元的学习任务，如进行对话、写作等。在口语表达方面，学生能够流利地运用所学句型进行简单的对话，表达自己的观点和看法。
二、学生可能存在的困难与问题
1．语言知识方面
部分学生对于物主代词（特别是名词性物主代词和形容词性物主代词）的用法和区别可能不够清晰，容易混淆。在运用所学句型讨论运动频率时，部分学生可能无法准确使用"Hw ften d yu…?"及其回答句型。此外，在描述运动带来的好处时，部分学生可能缺乏足够的词汇和句型支持，导致表达不够准确和全面。
2．语言技能方面
在听力活动中，部分学生可能无法快速准确地捕捉对话中的关键信息，如运动的具体名称、频率及带来的好处等。在口语表达中，部分学生可能无法流利地运用所学句型进行深入的对话，或者无法准确表达自己的运动喜好和保持健康的方法。在阅读和写作活动中，部分学生可能无法快速理解文章的主旨大意和细节信息，也无法准确运用所学词汇和句型进行写作。
单元教学目标
本单元学习后，学生能够：
1.使用名词性物主代词和频度副词进行日常对话，能够准确描述个人运动装备、运动频率及喜好，同时理解并询问他人的运动习惯。
2.听辨并准确认读含有字母e,y及字母组合 ie在单词中的发音i[ai][i]、ie[ai][i:]、y[ai][i][j］的音标以及带有这些音素的词汇，建立音素意识
3．掌握名词性物主代词和频度副词在句子中的正确使用，能够准确表达物品归属和运动频率。通过语法练习，巩固所学知识，提高英语写作能力。同时，培养对英语语法的敏感性和准确性，为更复杂的英语学习打下基础。
4．通过阅读和分析关于运动喜好的短文，理解并概括出作者喜欢某项运动的原因、运动频率以及运动带来的好处。
5．通过小组合作的形式，调查并比较不同成员的运动习惯，培养团队合作能力和信息整合能力。
课时分配
Perid 1 Sectin A 1a-Prnunciatin 1
Perid 2 Sectin A Prnunciatin 2- 2f
Perid 3 Sectin A Grammar Fcus 3a-3d
Perid 4-5 Sectin B 1a-1d Reading
Perid 6 Sectin B 2a-2d
课题
Unit3 Keep Fit Sectin A 1a-Prnunciatin 1
授课年级
Grade 7
主备人
计划课时
1
上课时间
授课
班级
The Analysis f the Material
[What]
This lessn fcuses n sprts vcabulary, such as "baseball", "basketball", etc., and prnunciatin rules f letters "i", "ie", "y". It invlves tasks like identifying sprts items, listening t find ut wnership and frequency f sprts activities, and ding prnunciatin drills.
[Why]
The purpse is t enable students t identify sprts items, expand their vcabulary, and grasp prnunciatin patterns. It als aims t imprve their listening and speaking skills in the cntext f sprts, facilitating future cmmunicatin abut exercise - related tpics.
[Hw]
It uses activities like picture - based matching, listening exercises, and repetitive prnunciatin practice. Pair - wrk is als incrprated t bst students' cmmunicative ability.
Learners Analysis
[Knw]
Students may have sme basic knwledge f cmmn sprts items like basketball and baseball frm daily life r limited media expsure. They als have a certain understanding f simple English wrds related t daily life. Hwever, their vcabulary related t sprts is relatively narrw, and their prnunciatin skills are nt well - develped.
[Want]
They are eager t learn mre English expressins abut sprts t better cmmunicate with thers. They want t imprve their English prnunciatin t speak mre accurately. Als, they hpe t gain mre knwledge abut different sprts thrugh English learning.
[Learn]
Cnsidering their situatin, teaching shuld start frm expanding sprts - related vcabulary. Teachers can use real - life bjects r pictures t help them learn. Fr prnunciatin, mre listening and imitatin exercises are needed. Grup activities can be carried ut t encurage them t practice speaking and enhance their interest in English learning.
Teaching Objectives
By the end f the lessn, students will be able t:
1.accurately identify and speak mvement-related wrds, such as baseball, basketball, jump rpe, etc.
2. understand the dialgue abut the wnership f sprts items and mvement frequency, and can answer relevant questins crrectly.
3. use the target sentence pattern f " Hw ften d "And its answer," I... (times) a week. ".
4.Cultivate students' ability t capture key infrmatin thrugh listening exercises.
Teaching Key and Difficult Pints
Teaching Key Pints
1. Master the vcabulary and phrases related t sprts.
2. Prficient in using the wrds "" Hw ften d yu... "?"And an exchange f their answers.
Teaching Difficult Pints
1. Accurately distinguish and use the prnunciatin f wrds cntaining / aI /, / I /, / i: / vwels: etc.
2. Understand and crrectly use frequency adverbs, such as three times a week et al.
Teaching Methds
Scenari teaching methd, Task-driven methd, Interactive teaching methd
Teaching Preparatin
课件
Teaching Prcedures
共性教案
个性教案
Step 1 Lead in
Unit Title Intrductin:
Display the unit title "Keep Fit" and ask students what it means. Guide them t understand the cncept f keeping fit.
Pht - based Discussin:
Shw a pht f peple playing basketball. Ask students t identify the sprt in the pht. Then, cnduct a free talk arund basketball, including its ppularity in China, students' persnal likes r dislikes fr the sprt, and whether they think it's a gd way t keep fit. Als, ask abut the sprts items needed fr playing basketball.
Sprts Recgnitin:
Present pictures f varius sprts like running, ping - png, yga, baseball, tennis, and jump rpe. Have students name these sprts and learn the new wrds if necessary.
Step 2 Pre - listening
Sprts Items Matching:
Ask students t write the given sprts items (baseball, baseball glve, basketball, etc.) in the bx under the crrespnding pictures.
Pair Wrk n Sprts Items:
Let students chse ne sprt and talk with their partners abut the sprts items needed fr that sprt.
Predictin fr Listening:
Shw the instructins and questins in 1b. Guide students t predict the cntent f the listening material, such as where the cnversatins might happen and what the speakers are ging t d. Emphasize the imprtance f predicting befre listening t imprve listening efficiency.
Step 3 While - listening
First Listening:
Play the cnversatins at the sprts centre. Instruct students t listen and answer the questins: Whse ftball is it? Whse baseball glve is it? Whse tennis racket is it? And hw d yu knw?
Secnd Listening:
Play the recrding again. Have students cmplete the table with infrmatin abut different peple's sprts and hw ften they play.
Step 4 Pst - listening
Grammar Explanatin:
Explain the grammar pint that "Hw ften" is a special interrgative phrase fr asking abut frequency. It can be answered with adverbs f frequency r frequency phrases.
Pair Wrk Using 1c Infrmatin:
Let students wrk in pairs. They shuld ask and answer questins using the infrmatin in 1c, fllwing the example prvided.
Grup Discussin:
Pse the questin "As students, yu sit and study in the classrm fr hurs each day. And yu spend hurs n hmewrk at hme. D yu still have time t d sprts? If nt, hw can yu keep ding sprts?" Have students discuss in grups and share their ideas.
Summary:
Summarize the key sentence patterns fr asking abut frequency and asking fr wners, as well as their crrespnding answers.
Step 5 Prnunciatin
Prnunciatin Explratin:
Present wrds with blded letters "i", "ie", and "y". Have students read the wrds and figure ut the prnunciatins f these letters and letter cmbinatins in each grup.
Listening and Repetitin:
Play the audi fr students t listen and repeat the wrds. Then, ask them t add ne mre wrd t each grup.
Mre Wrd Practice:
Shw mre wrds with "i", "ie", and "y". Have students read these wrds and reinfrce the prnunciatin learning.
Stressed Wrd Practice: Play the audi with phrases and sentences. Instruct students t clap when they hear the stressed wrds, listen again, and repeat.
课堂小结
本节课以“Keep Fit”单元主题引入，通过图片讨论篮球运动，认识多种体育项目，激发学生对运动话题的兴趣。听前匹配体育用品、预测听力内容，为听力做准备。听中完成相关问题与表格，听后讲解语法、开展对话练习与小组讨论，总结重点句型。最后在发音环节，探究字母及字母组合发音，练习重读单词，全面提升学生语言能力。
Hmewrk
Level A: Make a cnversatin like 1c t talk abut the sprts r exercise yu d with it.
Level B: 1. Translate the cnversatin in 1c,
2. Cpy the wrds f sprts and the frequency adverbs.
Level C: Cpy the wrds f sprts and the frequency adverbs.
Blackbard Design

Reflectin
课题
Unit3 Keep Fit Sectin A Prnunciatin 2-2e
授课年级
Grade 7
主备人
计划课时
1
上课时间
授课
班级
The Analysis f the Material
[What]
This lessn fcuses n sprts - related language learning. It includes listening exercises t identify wrd stress, filling in blanks in cnversatins abut sprts equipment wnership and exercise frequency, and tasks like ticking frequency bxes, retelling, stress - pattern matching, and rle - playing. There is als a task t create a cnversatin abut finding sprts items.
[Why]
The aim is t imprve students' listening skills in wrd - stress recgnitin and understanding f sprts - related cnversatins. It helps students master language expressins fr talking abut sprts equipment and exercise frequency, and prmtes their ral cmmunicatin and language - applicatin abilities.
[Hw]
It uses a variety f listening, speaking, and writing tasks. Thrugh repeated listening, students practice stress recgnitin and cnversatin cmprehensin. Filling - in - the - blanks, ticking, and retelling strengthen language knwledge, while rle - playing and cnversatin - making enhance practical language use.
Learners Analysis
[Knw]
Students may have a basic understanding f cmmn sprts - related wrds and simple sentence structures. They might be familiar with sme sprts equipment names frm their limited physical educatin classes. Hwever, their expsure t native - like English prnunciatin and intnatin is scarce, and they lack the ability t accurately identify wrd stress in sentences. Als, their ral English skills in expressing exercise - related tpics are under - develped.
[Want]
They are eager t imprve their English listening and speaking abilities, especially in the cntext f sprts. They want t learn mre accurate English expressins fr talking abut sprts equipment wnership and exercise frequencies. They als hpe t enhance their prnunciatin and intnatin skills t cmmunicate mre fluently.
[Learn]
T meet their needs, teaching shuld start with basic prnunciatin and stress - recgnitin training. Teachers can use real - life sprts - related situatins t help students practice expressing wnership and frequencies. Grup activities and rle - plays can be arranged t encurage them t speak English mre and build cnfidence in cmmunicatin.
Teaching Objectives
1.Students can understand, read and use key wrds and sentence patterns, such as: seldm, smetimes, ften, hardly ever and ther frequency adverbs.
2.Thrugh listening, reading and speaking practice, cultivate students' language perceptin and applicatin ability.
3.T understand the differences in peple's emphasis n exercise and exercise habits in different cultures.
4.Cultivate students t develp healthy exercise habits and a psitive attitude twards life.
Teaching Key and Difficult Pints
Teaching Key Pints
1.Master the usage and differences f the frequency adverbs seldm, smetimes, ften and hardly ever.
2.Be able t use the vcabulary and sentence patterns t talk abut mvements and the frequency f mvements.
Teaching Difficult Pints
1.Hw t accurately use frequency adverbs t express mvement frequency, and use it flexibly in practical cmmunicatin.
2.Guide the students t understand and imitate the prnunciatin and intnatin in the dialgue, and make a natural and fluent ral expressin.
Teaching Methds
Task-based teaching methd，situatinal teaching methd，Cperative learning methd
Teaching Preparatin
课件
Teaching Prcedures
共性教案
个性教案
Step 1 Lead in
Sprts Identificatin:
Display pictures f peple playing ping - png and badmintn. Ask students t identify the sprts in the pictures and learn the new wrd "badmintn".
Singles and Dubles Discussin:
Shw pictures related t singles and dubles in sprts. Pse the questin "Are these peple playing singles r dubles?" t intrduce the cncepts f singles and dubles and the new wrd "dubles".
Cnditin f Sprts Equipment:
Present a picture f a ping - png bat. Ask students whether it is brand new r well - used, and then guide them t pint ut the signs indicating its usage cnditin.
Step 2 Pre - listening
Predictin f Cnversatin Cntent:
Present an incmplete cnversatin snippet. Guide students t predict what sprts might be mentined and what infrmatin they will hear in the cnversatin, such as the belnging f sprts items, frequency f ding sprts, and s n. This helps students activate their prir knwledge and prepare fr the listening task.
Step 3 While - listening
First Listening fr Filling Blanks:
Play the cnversatin audi. Instruct students t listen carefully and fill in the blanks in the given text. This task fcuses n students' ability t catch key wrds and basic infrmatin during listening.
Secnd Listening fr Matching Stress Patterns:
Play the cnversatin again. Have students match the stress patterns with the clured sentences in the cnversatin. After that, they can rle - play the cnversatin t further understand the intnatin and stress in cmmunicatin.
Step 4 Pst - listening
Answering Cmprehensin Questins:
Ask students t read the cnversatin and answer a series f cmprehensin questins, which cver aspects like what was fund, whse item it is, hw ften peple play sprts, and reasns fr nt playing a certain sprt. This helps students deepen their understanding f the cnversatin cntent.
Frequency Analysis and Retelling:
Intrduce the cncept f adverbs f frequency (always, usually, ften, smetimes, seldm, hardly ever, never) and their crrespnding percentages f frequency. Then, have students retell the cnversatin using the infrmatin frm the frequency - based table, which imprves their ability t summarize and express frequency - related infrmatin.
Deep - thinking and Discussin:
Pse questins like whether Yaming was gd at ping - png at the beginning and what can be learned frm his experience. Encurage students t think deeply and share their ideas, prmting critical thinking skills.
Rle - play and Cnversatin Creatin:
Have students imagine they have fund an item at a sprts centre. They need t make up a cnversatin with a partner using the given wrds and phrases. This activity allws students t apply the language knwledge they have learned in a practical cntext, imprving their speaking and cmmunicatin skills.
Self - assessment:
Guide students t cnduct self - assessment based n their perfrmance in retelling the cnversatin, talking abut the belngings f sprts items, and discussing the frequency f ding sprts. This helps students be aware f their learning prgress and areas that need imprvement.
课堂小结
本节课从展示乒乓球和羽毛球运动图片引入，让学生认识运动项目、单双打概念及体育用品状况。听前预测对话内容，为听力做铺垫。听中，通过填空和匹配重音模式，训练学生捕捉关键信息与理解语调的能力。听后，借助回答问题、频率分析与复述、深度思考讨论、角色扮演和对话创作，全面提升学生对对话内容的理解、表达及批判性思维能力，最后引导学生自我评估，促进学习反思。
Hmewrk
Finish the exercises(Sectin A) n the exercise bk (Xue Fa Da Shi Ye) accrding t the level.（A等级—拓展提高，B等级—巩固基础，C等级—根据汉语/根据首字母完成填空）
Blackbard Design

Reflectin
课题
Unit3 Keep Fit Sectin A Grammar Fcus
授课年级
Grade 7
主备人
计划课时
1
上课时间
授课
班级
The Analysis f the Material
[What]
This lessn fcuses n grammar learning related t sprts tpics. It includes activities like identifying the referents f prnuns in sentences, circling and rdering adverbs f frequency, cmpleting cnversatins with crrect prnuns, filling in the blanks with adverbs f frequency in a passage, and grup - wrk t ask and reprt n fitness - keeping methds.
[Why]
The purpse is t help students master pssessive prnuns fr expressing wnership f sprts items and adverbs f frequency fr talking abut exercise frequencies. These grammar pints enhance students' language accuracy in sprts - related cmmunicatin and imprve their verall English - language applicatin ability.
[Hw]
It uses sentence - reading, filling - in - the - blanks, and grup - wrk tasks. Thrugh analyzing sentences, students understand prnun usage and frequency adverbs. Cmpletin exercises reinfrce grammar knwledge, and grup - wrk prmtes practical applicatin and cmmunicatin skills in real - life - like situatins.
Learners Analysis
[Knw]
Students students have sme basic English knwledge, yet they ften misuse pssessive prnuns when referring t sprts items. Their grasp f adverbs f frequency is als weak, struggling t rder them accurately. Due t limited language - using envirnments, they lack practice in real - life cmmunicatin with these grammar elements.
[Want]
They are keen t master grammar precisely fr better English expressin. They aim t crrectly use pssessive prnuns and adverbs f frequency t talk abut sprts - related wnership and exercise frequencies. Als, they hpe t build cnfidence in English cmmunicatin thrugh grammar mastery.
[Learn]
Teachers shuld ffer clear grammar explanatins with sprts - related examples. Simple exercises can reinfrce understanding, while grup activities can prvide practical applicatin pprtunities, enhancing their language - using ability.
Teaching Objectives
By the end f the lessn, students will be able t
1.crrectly use pssessive prnuns t indicate wnership f sprts - related items in cnversatins.
2.Accurately use adverbs f frequency t describe hw ften they d sprts r exercises.
3.Identify the referents f prnuns in sentences and rder adverbs f frequency frm the least t the mst ften.
4.Participate in grup - wrk t ask and reprt n fitness - keeping methds in English.
Teaching Key and Difficult Pints
Teaching Key Pints
1.Mastery f pssessive prnuns and their crrect usage in sprts - related cntexts.
2.Prficiency in using adverbs f frequency t express exercise frequencies.
Teaching Difficult Pints
1.Using pssessive prnuns accurately withut cnfusin, especially in cmplex sentence structures.
2.Distinguishing and crrectly rdering adverbs f frequency in different cmmunicatin scenaris.
Teaching Methds
Task-based teaching methd，situatinal teaching methd，Cperative learning methd
Teaching Preparatin
课件
Teaching Prcedures
共性教案
个性教案
Step 1 Lead in
Questin - based Intrductin:
Present pictures f sprts items like a baseball glve, badmintn racket, ping - png bat, and jump rpes. Ask students questins such as "Is this baseball glve yurs?" "Whse badmintn racket is this?" "Is this ping - png bat Ella’s?" and "Are these ur jump rpes?" t aruse students' interest and lead them t think abut the cncept f wnership.
Step 2 Presentatin
Cncept Intrductin:
Guide students t analyze the sentences and pint ut the prnuns in bld. Explain that these prnuns are used t indicate wnership and intrduce the term "nminative pssessive prnuns".
Cmparisn f Pssessive Prnuns:
Present a table cmparing adjective pssessive prnuns (my, yur, his/her/its, ur/yur/their) and nminative pssessive prnuns (mine, yurs, his/hers/its, urs/yurs/theirs). Explain the differences in usage, emphasizing that adjective pssessive prnuns are fllwed by nuns, while nminative pssessive prnuns are used alne.
Equivalent Expressins:
Demnstrate the relatinship "adjective pssessive prnun + nun = nminative pssessive prnun" thrugh examples like "This is her ty. = This ty is hers." and "These are nt ur bks. = These bks are nt urs."
Intrductin t Adverbs f Frequency:
Display sentences cntaining adverbs f frequency, such as "D yu ften play ping - png?" and "I seldm/ hardly ever play ftball." Circle the adverbs f frequency and intrduce their meanings and usage. Explain the psitins f adverbs f frequency in sentences with different types f verbs (after be verbs, after auxiliary and mdal verbs, befre main verbs, and the special psitins f smetimes and ften).
Step 3 Practice
Prnun - filling Exercises:
Have students cmplete cnversatins with the crrect pssessive prnuns in exercise 3b. This helps them practice using nminative pssessive prnuns in cntext.
Frequency - rdering Exercises:
Instruct students t read the sentences, circle the adverbs f frequency, and put them in rder frm the least t the mst ften. This activity reinfrces their understanding f the frequency levels represented by different adverbs.
Passage - filling Exercises:
Ask students t cmplete the passage with apprpriate adverbs f frequency in exercise 3c. This allws them t practice using adverbs f frequency in a cntinuus text.
Step 4 Prductin
Grup Discussin and Reprting:
Organize students int grups. Have them ask ne anther hw they keep fit, take ntes, and then give a reprt. This activity encurages students t use pssessive prnuns and adverbs f frequency in real - life cmmunicatin situatins, imprving their speaking and writing skills as well as their ability t express ideas abut sprts and fitness.
Self - assessment:
Guide students t cnduct self - assessment based n their ability t distinguish between different types f pssessive prnuns, use nminative pssessive prnuns t talk abut wnership, and use adverbs f frequency crrectly. This helps students reflect n their learning prgress and identify areas fr imprvement.
课堂小结
本节课以体育用品归属问题导入，引出物主代词概念。展示形容词性和名词性物主代词的对比表格，阐述其用法差异及等同表达。同时介绍频率副词的含义、用法和在句中的位置。练习环节通过填空、排序等巩固知识，产出部分让学生小组讨论健身方式并汇报，最后引导学生自我评估，提升语言运用能力与学习反思意识。
Hmewrk
Level A:
Use frequency adverbs and the grammar fcus t finish 3d
Level B:
Cpy the Grammar Fcus and translate it.
Level C:
Cpy the new wrds n Page (18-21)
Blackbard Design

Reflectin
课题
Unit3 Keep Fit Sectin B 1a-1d
授课年级
Grade 7
主备人
计划课时
2
上课时间
授课
班级
The Analysis f the Material
[What]
This part invlves reading students' accunts f sprts habits and related tasks. Students read abut Xia Tian, Jenny, and Steve's sprts - skatebarding, using a sprts app, and baseball. They then cmplete a table abut exercise frequency and reasns fr liking the sprts. There's als a pst by Kate abut swimming, fllwed by mind - map and writing tasks n persnal favrite sprts.
[Why]
It aims t help students understand different ways f keeping fit and the benefits f exercise. By analyzing thers' habits, students can reflect n their wn. The tasks enhance reading cmprehensin, infrmatin - rganizing skills, and writing ability, while als prmting awareness f healthy living.
[Hw]
Students first read the accunts t extract key infrmatin. Then, they fill in the table t practice infrmatin - gathering. After that, they analyze Kate's pst and create mind - maps. Finally, they write their wn psts, integrating what they've learned.
Learners Analysis
[Knw]
Students have basic sprts knwledge, like running frm PE classes. But sprts like skatebarding and using apps are freign t them due t limited facilities and pr internet. Still, they understand exercise is gd fr health..
[Want]
They're eager t learn new sprts such as baseball. Als, they're curius abut hw sprts apps wrk. Plus, they want t knw mre abut exercise's benefits beynd just physical fitness.
[Learn]
Frm the material, they can learn abut different sprts, distinguish between individual and team sprts, and imprve English skills. Mst imprtantly, they'll grasp the significance f exercise in shaping bdy and mind t frm healthy habits.
Teaching Objectives
By the end f the lessn, students will be able t
1.quickly grasp the cre infrmatin f the text accrding t the picture infrmatin.
2.understand and master the cntent f the reading materials and the grammatical knwledge pints cntained in them.
3.summarize the ways thers maintain health based n the discurse infrmatin, including the frequency f exercise and the reasns fr liking the sprt.
4.recgnize the psitive effects f sprts n interpersnal cmmunicatin, physical and mental health, and ther aspects.
Teaching Key and Difficult Pints
Teaching Key Pints
1.quickly grasp the cre infrmatin f the text accrding t the picture infrmatin.
2.understand and master the cntent f the reading materials and the grammatical knwledge pints cntained in them.
Difficult Pints
1.summarize the ways thers maintain health based n the discurse infrmatin, including the frequency f exercise and the reasns fr liking the sprt.
2.recgnize the psitive effects f sprts n interpersnal cmmunicatin, physical and mental health, and ther aspects.
Teaching Methds
Task-based teaching methd，situatinal teaching methd，Cperative learning methd
Teaching Preparatin
课件
Teaching Prcedures
共性教案
个性教案
Step 1 Lead in
Sprts Identificatin:
Shw pictures f students ding varius sprts and exercises, such as skatebarding, stretching, playing baseball, jgging, ding sit - ups, and swimming. Ask students t identify these activities and learn new vcabulary like "stretching exercise".
Discussin n Fitness:
Pse the questin "What sprt r exercise d yu d t keep fit?" t start a class discussin. Then, have students discuss in pairs abut hw sprts and exercise are beneficial t them and write dwn their ideas, like making peple strng, helping them relax, etc.
Step 2 Pre - reading
Predicting the Cntent:
Display phts f Xia Tian, Jenny, and Steve. Ask students t predict what sprts they d and hw they keep fit based n the phts. Then, intrduce the cncept f "accunts" and let students guess what the students' accunts might be abut.
Step 3 While - reading
Skimming fr Main Ideas:
Have students quickly scan the three students' accunts t find ut the main tpic, which is hw they keep fit.
Scanning fr Specific Infrmatin:
Instruct students t read the accunts carefully and fill in the blanks in exercise 1b with the crrect activities. Then, cmplete the table in exercise 1c t summarize hw ften each student des the activity and why they like it.
In - depth Reading and Analysis:
Fr each student's accunt, ask detailed questins. Fr Xia Tian, inquire abut the practice lcatin, methd, and his attitude twards tricks, and discuss the qualities he shws. Fr Jenny, find ut her fitness gal, the exercises she des, her favrite way, and hw it wrks. Fr Steve, ask abut his pinin f his team and what can be learned frm the team - related sentences.
课堂小结
本节课以展示多种运动图片引入，引导学生识别运动项目并讨论运动对健身的益处。读前通过照片预测文本内容，激发学生兴趣。读中，先略读把握主旨，再精读填空并完成表格，梳理关键信息，最后深入分析每位学生的健身描述，挖掘细节与人物态度，培养学生阅读理解和分析能力。
Hmewrk
Task1:
Deep thinking
Task 2:
Write dwn the new wrds meaning n Page (22-23) And try t translate the three passages.
Blackbard Design
Reflectin
Teaching Prcedures
共性教案
个性教案
Step 4 Pst - reading
Summary and Reflectin: Guide students t summarize hw exercise is gd fr peple based n the three accunts. Then, have them think and share which activity in 1b they wuld like t try and give reasns.
Language Pint Review: Review imprtant language pints frm the reading materials, such as the meanings and usages f "trick", "fit", "wrk ut", "slw", "prgress", and "build".
much 非常喜欢...
At special park
S are theirs
Encurage sb. T d sth. 鼓励某人做某事
Keep sb. Fit
My gal is ...
Jg, sit-ups
Wrk ut 锻炼
Give sb. Sth. 给某人某物
Prgress
Play many matches
Build team spirit
On and ff the field
As a team
翻译:
夏天
我非常喜欢滑板运动。我和朋友们每周在一个特别的公园练习两次。我的滑板非常酷，我们的技巧也很酷。我们互相鼓励尝试技巧。有些技巧很难，但一旦你成功了，感觉棒极了！我喜欢滑板运动，因为它能让我保持健康。
珍妮
今年，我的目标是真正保持健康。我慢跑、游泳，还做仰卧起坐。但我最喜欢的健身方式是使用一款健身应用程序来锻炼。这款应用程序每天给我提供要做的锻炼。它能显示我的进步。我的朋友们也在用这款应用程序。我们一起健身时很开心！
史蒂夫
我在学校的棒球俱乐部，所以我经常打棒球。这是我最喜欢的运动。我们参加很多比赛。其他队伍都很棒，但我觉得我们的队伍是最好的！我们通常每周放学后练习三次。我们也经常锻炼，因为这能让我们保持健康，帮助我们打得更好。棒球还能培养团队精神。我们所有人在场上场下都是好朋友。我们作为一个团队一起努力，一起赢或输。
Self - assessment: Have students cnduct self - assessment accrding t their understanding f the passage, their ability t talk abut fitness - related sprts, and their writing skills using a mind map.
课堂小结
读后续环节，先引导学生依据三位学生的描述，总结运动对人的益处，思考并分享想尝试的运动及原因。接着复习文中“trick”“fit”等重点词汇与短语的含义和用法。最后，让学生基于对文章的理解、谈论健身运动的能力以及借助思维导图写作的能力，开展自我评估，巩固知识，提升自我反思意识 。
Hmewrk
Finish the exercises(Sectin B) n the exercise bk (Xue Fa Da Shi Ye) accrding t the level.（A等级—拓展提高，B等级—巩固基础，C等级—根据汉语/根据首字母完成填空）
Blackbard Design

Reflectin
课题
Unit3 Keep Fit Sectin B 2a-2c
授课年级
Grade 7
主备人
计划课时
1
上课时间
授课
班级
The Analysis f the Material
[What]
This writing lessn presents a web - pst by Kate abut her favrite sprt, swimming. Students are tasked with reading the pst and cmpleting a mind - map t extract details like what she enjys abut it, frequency, and its benefits. Then, they create their wn mind - maps fr their preferred sprts and write a pst based n them. It cmbines reading, infrmatin - rganizing, and writing activities.
[Why]
This design aims t imprve students' reading cmprehensin by analyzing real - life text. The mind - map creatin helps develp their infrmatin - structuring skills. Writing a pst encurages language utput and self - expressin. Mrever, it prmtes an understanding f different fitness methds and the imprtance f an active lifestyle.
[Hw]
First, students read Kate's pst t gather infrmatin fr the mind - map. Next, they make their wn mind - maps t rganize thughts n their favrite sprts. Finally, they write psts, applying the learned language and infrmatin - prcessing skills.
Learners Analysis
[Knw]
Students knw basic sprts like running and may have sme swimming experience. They understand exercise is gd fr physical health. But they lack expsure t sprts - related nline cntent and mind - mapping fr sprts inf due t pr internet.
[Want]
They want t learn diverse sprts, benefits beynd physical health, and hw t rganize sprts - related thughts. They're curius abut writing sprts - related psts.
[Learn]
They can learn mind - mapping, expand sprts - related vcabulary, and imprve English writing. They'll als gain a deeper understanding f sprts' benefits fr a mre active life.
Teaching Objectives
By the end f the lessn, students will be able t
1.understand the passage abut Kate's favrite sprt and cmplete the mind map.
2.make a similar mind map abut their favrite sprt r exercise and write a pst based n it.
3.imprve their reading and writing skills.
4.have a better understanding f the imprtance f keeping fit and different ways t d it.
Teaching Key and Difficult Pints
Teaching Key Pints
1.Understand the text and cmplete the mind map.
2.Make a mind map and write a pst abut their favrite way t keep fit.
Difficult pints
1.Hw t express their wn ideas clearly and lgically in writing.
2.Hw t use the language knwledge they have learned crrectly.
Teaching Methds
Task-based teaching methd，cmmunicative teaching methd，Cperative learning methd
Teaching Preparatin
课件
Teaching Prcedures
共性教案
个性教案
Step 1: Lead-in
1. Shw sme pictures f different sprts and ask students: "What are these? D yu like ding sprts?"
2. Have a free talk with students abut their favrite sprts and why they like them.
Step 2: Pre-reading
1. Present the title f the passage "Hw teenagers keep fit" and ask students t predict what the passage might be abut.
2. Teach sme new wrds and phrases that may be difficult fr students, such as "keep fit", "favurite", "feel great", "be gd fr".
Step 3: While-reading
1. Fast reading
Ask students t read the passage quickly and answer the questin: "What is Kate's favrite sprt?"
Check the answers.
2. Careful reading
Ask students t read the passage carefully and cmplete the mind map n the blackbard.
Invite sme students t cme t the blackbard and fill in the blanks.
Check the answers tgether and explain sme key pints and difficult sentences.
Step 4: Pst-reading
1. Grup discussin
Ask students t wrk in grups f fur and make a similar mind map abut their favrite sprt r exercise.
Encurage students t share their ideas and help each ther.
2. Presentatin
Invite sme grups t present their mind maps t the class and explain their ideas.
Step 5: Writing
1. Ask students t use their mind maps t write a pst abut their favrite way t keep fit.
2. Remind students t pay attentin t the structure and language f the writing.
3. Walk arund the classrm and ffer help and guidance t students.
Step 6: Summary and Hmewrk
1. Summarize the key pints f this lessn and praise students' perfrmance.
2. Assign hmewrk: Ask students t revise their writings and share them with their parents r friends.
课堂小结
本节课围绕 “青少年如何保持健康” 展开。以展示运动图片并自由交谈喜好引入，激发学生兴趣。读前通过标题预测内容并学习生词。读中通过快读和精读，让学生把握关键信息，完成思维导图。读后小组讨论制作思维导图并展示。随后写作，依据思维导图描述健身方式。最后总结要点，布置作业，强化学生对运动与健康的认知及语言运用能力。
Hmewrk
Level A and B:
Revise yur writing and hand in it.
Level C:
Cpy dwn the passage in 2a (P23).
Blackbard Design

Reflectin