Unit3 Keep Fit （共5课时）单元教学设计-2024-2025学年人教版（2024）七年级英语下册

2025年春基于英语核心素养的教学设计 Unit 3 Keep Fit （Section A 1a-2） Period 1教 学 设 计 课题 Section A 1a-2 Period 1 单元 Unit 3 Keep Fit 课型 Listening and Pronunciation 使用 教材 2025年春人教版英语 年级 七年 级下 备课人 复备人 学习 内容 分析 在 la 部分，借助丰富的图片与常见词汇，如跑步（run）、游泳（swim）、散步（walk）、打篮球（play basketball）等，开启学生对锻炼活动词汇的初次认知之旅。1b 为听力环节，学生需通过听对话，将人物和其参与的锻炼活动对应起来，以此提升听力理解。1c 是口语实践，基于前两部分内容，学生模仿对话交流他人锻炼情况，锻炼口语表达。1d 则深化听力训练，拓展学生对该话题的理解 。 学情 分析 步入七年级，学生历经小学和初中上半学期的英语学习，已积攒了一定词汇量，掌握基础语法，初步具备听说读写能力。他们性格活泼，对贴近生活的话题兴趣浓厚，像 “保持健康” 这类话题，很容易点燃他们的学习热情。但该年龄段学生在英语表达时，往往不够自信、流畅，听力理解上，面对较长对话或含干扰信息的听力材料，也急需更多训练与指导。 学习 目标 语言能力： 1.用英语讨论健康，清晰表达观点，提升口语与语言组织能力。 2.正确运用词汇和语法，分享运动频率，增强语言运用准确性。 3.准确使用物主代词表明所属，规范语言表达。 4.区分并运用含 /aɪ /、/ɪ /、/i: / 元音单词的发音，让发音更标准。 学习能力： 1.讨论健康时，学会收集、整理、分享信息，培养自主与合作学习能力。 2.了解运动英文表达，在实际中运用，提升知识迁移能力。 思维品质： 1.思考运动与健康的关系，分析不同运动的影响，培养逻辑与批判性思维。 2.对比物主代词使用场景，总结规律，锻炼归纳和举一反三能力。 文化意识： 1.了解不同国家运动与健康的文化差异，增强跨文化交际意识。 2.知晓英语发音规则背后的文化渊源，体会语言与文化的联系。 学习 重点 1.Pronunciation & Vocabulary: Distinguish and use the pronunciation of /aɪ /, /ɪ /, /i: / vowels, and correctly use possessive pronouns. 2.Personal Experience: Share sports frequency to improve daily communication skills. 学习 难点 To accurately distinguish and use the pronunciation of words containing /aɪ /, /ɪ /, /i: /vowels: etc. 教学 方法 Task-based teaching method 教学 工具 PPT. textbook, blackboard, smart whiteboard 教学过程 教学环节 教师活动 学生活动 Step 1 Lead in Show the picture on page 17 and let Ss answer the questions: a. Can you name the sport in the photo? b. Is it a popular sport in China? Why do you think so? c.Do you like to do this sport? Why or why not? Look at the picture and answer the questions. Step 2 Pre-listening 1.Have Ss brainstorm known sports. 2.Tell Ss to write sports items in the boxes under the pictures in la. Check answers, e.g., "We play basketball with a basketball." 3.Ask Ss about their sports frequency and review related words and phrases. 4.Display a picture and sports items. Let Ss observe their locations and owners. 5.Guide Ss to read 1b questions and circle key words. 1.State the sports you're aware of. 2.Complete activity la. 3.Revisit frequency words. 4.Read the sentences in 1b and grasp their meanings. Step 3 While-listening 1.Play the tape and have Ss answer 1b questions. 2.Tell Ss to listen again and fill the lc table with correct info. 3.Let Ss listen once more and fill in the blanks. 1.Listen to the tape and complete 1b and 1c. 2.Listen again and fill in the blanks. Step 4 Post-listening 1.Have Ss read the 3 conversations and assist them in analyzing the conversation content. 2.Instruct Ss to work in pairs, select one of the conversations, and role - play it. 3.Get Ss to work in pairs, find a common sports item, and talk about the related sport. 1.Read and analyze the conversations. 2.Role - play the conversations in groups. 3.Create your own conversations with your partner. Step 5 Pronunciation 1.Have Ss listen to the tape and repeat the words in 1. After that, tell them to add one more word to each group. 2.Instruct Ss to listen and clap whenever they hear the stressed words. 3.Assist Ss in summarizing the stressed words. Listen to the tape and repeat the words and phrases. Step 7 Practice Guide Ss to finish some exercises. Finish the exercises by yourself. Step 6 Summary 1.Learn to ask and answer about the ownership of sports items. 2.Use “how often..." and frequency words to talk about sports. 家庭作业 1.Continue to finish the exercises. 2.Recite the sentences in 1d. 板书设计 Unit 3 Keep Fit (Section A la-2) 1.-Do you have a ping-pong bat? Once a day -Yes, I do. Twice two weeks 2. -How often do you play ping-pong? Three times 3 months -I play it three times a week./I usually play it. 教学反思 Unit 3 Keep Fit （Section A 2a-2e ） Period 2教 学 设 计 课题 Section A 2a-2e Period 2 单元 Unit 3 Keep Fit 课型 Listening and Speaking 使用 教材 2025年春人教版英语 年级 七年 级下 备课人 复备人 学习 内容 分析 在本单元中，Section A 的 la - 发音板块是基石所在。借助听力材料、对话互动以及语音训练，带领学生逐步掌握与运动和频率相关的词汇和表达方式，这能为他们后续深入学习筑牢语言根基。在具体的课程安排上，涵盖了 2a 部分的听力填空，让学生在聆听中捕捉关键信息；2b 部分的阅读判断频率，锻炼学生对文本中频率信息的理解能力；2c 部分要求学生依据表格信息复述对话，强化他们的语言组织和表达能力；2d 部分则通过听力重音匹配和角色扮演，提升学生对语音语调的感知以及实际运用能力；最后是 2e 部分的创编对话，鼓励学生发挥创意，灵活运用所学知识进行语言输出。 学情 分析 七年级学生已掌握部分英语基础，如简单日常用语、常见词汇和基本语法，但对运动相关词汇和频率表达方式较为陌生。 此阶段学生好奇心与求知欲强，热衷参与活动，但注意力集中时间短，需要多样化教学方法维持学习兴趣。同时，他们正从儿童向青少年过渡，渴望被认可、鼓励，对新鲜事物充满探索欲。教师可利用这些心理特点，设计教学活动，助力学生攻克学习难点。 学习 目标 语言能力：能准确运用频率副词表达运动频率，并在实际交流中灵活运用；理解并模仿对话中的语音语调，实现自然流畅的口语表达。 思维品质：通过对运动相关话题的讨论与分析，培养逻辑思维，学会有条理地表达观点。 文化意识：了解不同国家运动文化的差异，拓宽国际视野，增强跨文化交际意识。 学习能力：借助听力、阅读和口语练习，培养语言感知和应用能力，掌握有效的英语学习方法。 学习 重点 1.Use frequency adverbs correctly and easily in talking to say how often you do sports. 2.Copy the way people speak in dialogues to talk well. 学习 难点 Use frequency adverbs correctly and easily in talking to say how often you do sports 教学 方法 Task-based method,situational teaching method 教学 工具 PPT. textbook, blackboard, smart whiteboard 教学过程 教学环节 教师活动 学生活动 Step 1 Lead in 1. Guide Ss to watch a video and observe what sport it is. 2. Ask Ss to make conversations like this with their partners: -Do you have a...? -Yes, .../No,.. -How often do you ..? -I play it... Watch a video and find out the sport. Work in pairs and make a conversation. Step 2 Pre-listening Show the pictures in 2a and let Ss answer the questions: a. What sports are these? b. Who are they? c. Where might they be? Look at the pictures and answer the questions. Step 3 While-listening 1.Play the tape. Have students listen to the conversation and complete the blanks. 2.Instruct students to listen to the conversation once more. Then, ask them to match the stress patterns with the coloured sentences. Listen to the conversation and finish the listening tasks. Step 4 Post-listening 1.Guide students to read the conversation carefully and mark the correct boxes. 2.Have students read the conversation a second time and respond to the following questions: -How often does Yaming play ping - pong? -Why does Emma hardly ever play ping - pong? -What advice does Yaming give her? 3.Assist students in retelling the conversation using the information from the table in 2b. 4.Lead students to analyze both the structure and content of the conversation. 5.Let students work in pairs to create a conversation similar to 2e. 6.Invite several students to present their conversations and provide constructive comments. 1. Read the conversation and finish the reading activities. 2. Work with partner to make up a conversation. Step 5 Practice Guide Ss to finish some exercises Finish the exercises by yourself. Step 6 Summary How to identify ownership and ask about exercise habits. 家庭作业 1.Continue to finish the exercises. 2.Recite 2a. 板书设计 Unit 3 Keep Fit (Section A 2a-2f) 1.-Is it yours?/Is it Ella's? -No, it isn’t mine./No, hers is at home. 2.-Do you often.….?/How often do you...? 教学反思 Unit 3 Keep Fit （Section A Grammar Focus） Period 3教 学 设 计 课题 Section A Grammar Focus Period 3 单元 Unit 3 Keep Fit 课型 Grammar Focus 使用 教材 2025年春人教版英语 年级 七年 级下 备课人 复备人 学习 内容 分析 本语篇围绕日常运动和健身习惯展开讨论，贴合学生生活，能激发学习兴趣。具体教学活动如下： 活动一（3a）：开展词汇练习，引导学生识别语篇里的代词和频率副词，培养剖析句子结构的能力，提升词汇运用敏感度。 活动二（3b）：组织对话练习，让学生在真实场景中正确运用代词，强化对代词在不同语境下的理解与运用，提升口语表达能力。 活动三（3c）：设计填空题，让学生用频率副词描述日常活动频率，熟练掌握其用法，增强表达精确性。 活动四（3d）：开展小组合作，学生互相询问健身习惯，记录并总结报告，锻炼口语交际、信息收集整理能力，培养团队协作和沟通能力。 学情 分析 七年级学生经过一学期多的英语学习，已掌握常见词汇、简单句型等基础知识，能用简单句子交流。但语法学习是难点，理解复杂语法规则和实际运用时，他们常感吃力。 以物主代词和频度副词为例，学生虽有初步认识，但写作、口语中运用时错误较多，急需练习巩固。此外，七年级学生好奇心强，热衷参与活动。教学中，教师可设计小组竞赛、情景模拟等多样化活动，巩固语法知识，激发学生学习兴趣，提升英语能力。 学习 目标 语言能力：理解并准确运用物主代词和频度副词，掌握描述所属关系和活动频率的表达能力。 思维品质：通过分析和描述个人运动习惯及频率，培养逻辑思维，学会有条理地表达观点。 文化意识：了解不同国家对运动和健康的文化观念，拓宽国际视野，增强文化包容意识。 学习能力：借助对运动与健康关系的探究，掌握自主学习方法，提升信息收集与分析能力。 学习 重点 To understand and correctly use the possessive pronouns and the adverbs of frequency. 学习 难点 To master the ability of describing the ownership and frequency of activity. 教学 方法 Task-based method, cooperation method 教学 工具 PPT. textbook, blackboard, smart whiteboard 教学过程 教学环节 教师活动 学生活动 Step 1 Lead in Guide Ss to enjoy a song and pay attention to the possessive pronouns. Enjoy a song and pay attention to the possessive pronouns. Step 2 Presentation 1.Guide students to find out the connection between adjectival possessive pronouns and nominal possessive pronouns. 2.Ask students to read the sentences in 3a, circle the frequency adverbs, and then arrange them from the least frequent to the most frequent. 3.Explain to students the correct positions of frequency adverbs. 1.Summarize how to use adjectival and nominal possessive pronouns. 2. Circle frequency adverbs in 3a and order them. Step 3 Practice 1.Ask students to read the first two lines in 3a and figure out what the bold pronouns mean. 2.Have students fill in the conversations in 3b with the right pronouns. 3.Tell students to fill the passage in 3c with frequency adverbs. Finish 3a and 3b. Step 4 Production 1.Have students work in groups, ask each other about fitness methods and take notes. 2.Ask some students to report and others to comment. Work in groups to talk about how to keep fit and then give a report. Step 5 Summary 1. The adverbs of frequency 2. The relationship between adjectival possessive pronoun and nominal possessive pronoun. 家庭作业 1.Recite the sentences in Grammar Focus 2.Finish the exercises. 板书设计 Unit 3 Keep Fit (Section A Grammar) 1.The adverbs of frequency(实前 Be 后): always（总是）>usually(通常)>often（经常）>sometimes（有时）>seldom（很少）>hardly(几乎不）>never（从不） 2.名物代-形物代+名词 教学反思 Unit 3 Keep Fit（Section B 1a-2b ） Period 4教 学 设 计 课题 Section B 1a-2b Period 4 单元 Unit 3 Keep Fit 课型 Reading &Writing 使用 教材 2025年春人教版英语 年级 七年 级下 备课人 复备人 学习 内容 分析 本次教学围绕运动和健身对青少年的积极影响，引导学生了解多样运动方式对健康的重要性。具体活动如下： 活动一（1a）：组织小组讨论，让学生交流运动和健身的益处，然后记录想法，锻炼思考和表达能力。 活动二（1b）：展示 Xia Tian、Jenny、Steve 通过滑板、健身应用、打棒球保持健康的案例，引导学生关注细节，激发对不同运动的兴趣。 活动三（1c）：让学生重读案例，完成总结每位学生运动习惯及原因的表格，锻炼信息提取和归纳能力。 活动四（1d）：鼓励学生按兴趣选一项想尝试的运动并说明理由，培养自主思考和决策能力。同时，通过 Kate 的帖子了解他人健身方式，引导完成思维导图，加深知识理解。 学情 分析 七年级学生身心发展迅速，思维活跃，好奇心和求知欲强。经过英语学习，已掌握基础词汇和简单句型，具备初步听说读写能力。但阅读复杂语篇时把握主旨和细节有困难，口语表达也存在不流畅、用词不准的问题，亟待提升。 同时，他们活泼好动，喜欢参与活动。所以教师在英语教学中应设计多样活动，像开展阅读分享会提升阅读能力，组织情景短剧表演锻炼口语，激发学习积极性，助力学生在轻松氛围中提升英语水平。 学习 目标 语言能力：丰富词汇量，学会用频度副词描述健身活动；通过精读和泛读获取文章主旨及细节信息，提升阅读能力。 思维品质：批判性分析并创造性设计个人健身计划，培养逻辑思维与创新能力；运用有效学习策略，自主规划并清晰阐述健身日常，锻炼思维的条理性和独立性。 文化意识：理解运动在促进健康和团队精神方面的文化意义，增强对不同文化中运动价值的认同感。 学习能力：掌握有效的学习策略，自主开展学习活动，独立制定健身计划，提升自主学习和实践能力。 学习 重点 To enhance their vocabulary and use frequency adverbs to describe fitness activities. 学习 难点 To employ effective learning strategies to independently develop and articulate fitness routines. 教学 方法 Task-based method,Communicative Teaching Method,Contextual Teaching Method 教学 工具 PPT. textbook, blackboard, smart whiteboard 教学过程 教学环节 教师活动 学生活动 Step 1 Lead in 1. Guide Ss to watch a video and answer the questions: a.Do you like doing sports and exercise? Why? b.How are sport and exercise good for us? Watch a video and answer the questions. Step 2 Pre-reading Show the 3 pictures in lb and ask Ss to look and say what sports they are doing. Look at the 3 pictures and say the sports. Step 3 While-reading 1.Have students read the descriptions of how three students keep fit. Then, ask them to fill in the blanks with “use an exercise app”, “skateboarding”, or “play baseball”. 2.Instruct students to read the descriptions once more and complete the table in 1c. 3.Let students read Xia Tian's description and answer the question: What does Xia Tian think of skateboarding? 4.Make students read Jenny’s description and answer the following questions: a. What does Jenny do to keep fit? b. How does the app help Jenny? 5.Guide students to read the passage again and determine whether the statements are True or False. Read the passage quickly and carefully and finish the reading tasks. Step 4 Post-reading 1.Have students select one activity from 1b that they are eager to attempt and explain their reasons. 2.Assist students in analyzing the way Xia Tian presents her fitness - keeping method. 3.Instruct students to read Kate's post and finish the mind - map in 2a. 4.Request students to create a similar mind map about their favorite sport or exercise. 5.Guide students to utilize their mind - maps to compose a post on their preferred way of maintaining fitness. 1.Select a sport and state the reasons. 2.Analyze the structure of Xia Tian's post. 3.Read Kate's post and complete the mind - map. 4.Write about your own fitness - keeping method. Step 5 Summary How to describe fitness activities. 家庭作业 1. Finish the exercise. 2. Revise your writing. 板书设计 Unit 3 Keep Fit (Section B la-2b) Name How often Why Xia Tian Twice a week Keep fit Jenny Every day Show her progress Steve Three times a week Favorite sport … … … Xia Tian does sports twice a week to keep fit. 教学反思 Unit 3 Keep Fit（Section B 3a-3c ） Period 5教 学 设 计 课题 Section B 3a-3c Period 5 单元 Unit 3 Keep Fit 课型 Project 使用 教材 2025年春人教版英语 年级 七年 级下 备课人 复备人 学习 内容 分析 在Section B project 板块，学生将开展小组合作活动，深入调查小组成员的运动习惯。借助 3a 提供的问题和表格模板，学生们能有序收集信息。随后在 3b 环节，学生需依据调查结果撰写简短报告，锻炼文字表达能力。最后在 3c 部分，通过比较不同小组的报告，挖掘最受欢迎运动及其背后原因。这一项目不仅提升学生语言运用能力，还能有效培养团队合作精神与数据分析能力，助力学生全面成长。 学情 分析 历经一学期多的英语学习，七年级学生积累了基础语言知识，初步掌握了听说读写技能。他们思维活跃，对新奇事物兴趣浓厚，热衷参与各类活动。但在语言表达上，他们常出现用词不当、语句不通顺的问题；逻辑思维方面，分析和总结能力也较为薄弱，急需教师的悉心指导。 在本单元学习前，学生已熟知部分运动词汇与频率短语，不过调查方法、数据整理及报告撰写能力尚缺，有待通过学习和练习提升。 学习 目标 语言能力：运用本单元所学词汇和句型，深入理解运动偏好及原因，撰写条理清晰、简洁易懂的小组报告，提升书面表达能力；在课堂上展示并对比不同运动习惯，锻炼口语表达与交流能力。 学习能力：主动参与小组讨论和全班交流，学会与他人合作学习，提高学习效率；在探索运动相关知识过程中，掌握自主学习和信息收集的方法。 思维品质：通过分析和比较不同运动习惯的异同，培养逻辑思维与批判性思维；积极参与讨论，勇于提出观点和疑问，锻炼独立思考和解决问题的能力。 文化意识：意识到运动对身心健康的重要性，尊重他人的运动选择，增进对多元文化的理解和包容，促进班级和谐氛围的营造。 学习 重点 Use the vocabulary and sentence patterns from this unit to understand sports preferences and reasons, then write a clear group report. 学习 难点 Show and compare different sports habits in class. 教学 方法 Task-based teaching method, situational teaching method 教学 工具 PPT. textbook, blackboard, smart whiteboard 教学过程 教学环节 教师活动 学生活动 Step 1 Lead in Guide Ss to watch a video and think: How many sports do you know? Watch a video and think the question. Step 2 Review 1.Have students observe some pictures and name the sports shown. 2.Instruct students to look at the pictures and complete the blanks. 3.Guide students to work in pairs, asking and answering questions. 4.Prompt students to think: Do you know how to keep fit? Look at the pictures and review what they have learned in this unit. Step 3 Project 1.Have students collaborate in groups and inquire about their group members' favorite sports or exercises. 2.Direct students to compose a concise report for their respective groups. 3.Request some students to deliver their reports in class. Ask your group members favorite sport and then make a report in class. Step 4 Practice Guide Ss to finish some exercises Finish the exercises by yourself. Step 5 Summary How to make a report about favorite sport. 家庭作业 1. Polish your report. 2. Finish the exercises. 板书设计 Unit 3 Keep Fit (Section B Project) Name Sport/exercise Reason How often Liu Lu play tennis keep fit 3 times a week … … … … Eg: Liu Lu always play tennis 3 times a week, because she wants to keep fit. 教学反思 学科网（北京）股份有限公司 $$