Unit 3 Keep Fit-Section A 2a-2e 教学设计2024-2025学年人教版（2024）七年级英语下册

Unit 3 Keep Fit-Section A 2a-2e This part of Section A 2a - 2e in Unit 3 Keep Fit focuses on the topic of sports and exercise. It aims to help students master relevant vocabulary, such as “seldom”, “sometimes”, “practice”, “badminton”, etc., and important sentence patterns like “How often do you...?”. Through listening, reading, speaking and writing activities, students can improve their language skills in the context of discussing sports and exercise habits. The materials include dialogues about finding the owner of sports equipment and talking about exercise frequency, which are closely related to students' daily lives. 教学目标 Students can correctly listen, speak, read and write new words and phrases, such as “seldom”, “maybe”, “practice”, “perfect”, “badminton”, “double”, “volleyball”, “theirs”, “jog”, “a few”, “excuse me”. Students can understand and use the sentence pattern “How often do you...?” to ask about exercise frequency and give corresponding answers. 教学重难点 Master new words, phrases and sentence patterns related to sports and exercise frequency. Be able to understand and use frequency adverbs like “seldom”, “sometimes”, “often” correctly. Enable students to use the learned sentence patterns and vocabulary flexibly in real - life situations to communicate about exercise habits. Help students distinguish and correctly use similar words and expressions, such as the difference between “maybe” and “may be”. 1 New Words and Phrases seldom /'seldəm/adv. not often; rarely 很少；不常 maybe /'meɪbiː/adv. perhaps; possibly 也许；大概 practice /'præktɪs/v. to do an activity or train regularly so that you can improve your skill 练习 perfect /'pɜːfɪkt/adj. without any mistakes or faults; excellent 完美的 badminton /'bædmɪntən/n. a game played by two or four people on a rectangular court with a shuttlecock hit back and forth over a high net using light rackets 羽毛球运动 double /'dʌbl/adj. made up of two parts, people, or things of the same type 成双的；成对的 volleyball /'vɒlibɔːl/n. a game in which two teams hit a large ball with their hands backwards and forwards over a high net without letting the ball touch the ground 排球运动 theirs /ðeəz/pron. the one (s) belonging to them 他们的（所有物） jog /dʒɒɡ/v. to run slowly and steadily, especially as a form of exercise 慢跑 a few some, a small number of 一些；几个 excuse me used to politely get someone's attention, or to say that you are sorry for disturbing someone 打扰一下；劳驾 2 Key Sentence Patterns How often do you play...? 你多久玩 / 打…… 一次？ Answer: I play... + frequency adverbs or phrases (e.g. I play badminton sometimes. / I play basketball three times a week.) Your bat looks well used. 你的球拍看起来用得很旧了。 Practice makes perfect. 熟能生巧。 教学过程 1 Warming - up (5 minutes) Greet the students and show some pictures of different sports, such as football, basketball, swimming, etc. Ask students: “What sports do you see in the pictures? Do you like these sports? Which one is your favorite?” Encourage students to share their ideas. This activity can arouse students' interest in the topic of sports and quickly lead to the new lesson. 2 Pre - listening (8 minutes) Present the new words and phrases on the blackboard or through PPT. Teach students to read them correctly, pay attention to the pronunciation and stress. For example, when teaching “seldom”, emphasize the pronunciation of /'seldəm/; for “practice”, remind students of the spelling and the difference between British English and American English in pronunciation. Explain the meaning of new words and phrases with examples or by showing relevant pictures. For instance, show a picture of people playing badminton to explain the word “badminton”. Let students read the new words and phrases in pairs to practice pronunciation. Walk around the classroom to correct their pronunciation mistakes in time. 3 While - listening (12 minutes) Activity 1: 2a Tell students they will listen to a dialogue between two students in the sports center. Before listening, let them look at the words in the box: “seldom”, “maybe”, “practice”, “perfect”. Explain the task: they need to fill in the blanks with the words they hear. Play the recording for the first time. Students listen carefully and try to fill in the blanks. Play the recording again. Students check and complete their answers. Then ask several students to read out their answers, and check the answers together. Activity 2: 2b Show the table in 2b on the screen. Explain to students that they need to listen to the dialogue again and fill in the information about the two students' sports equipment and exercise frequency. Play the recording for the third time. Students listen and fill in the table. After listening, ask students to work in pairs to compare their answers. Then invite some pairs to report their answers to the class. 4 While - reading (8 minutes) Activity 1: Reading for main idea Let students read the dialogue in 2a quickly by themselves. Ask them to find out the main idea of the dialogue, such as who are talking, where they are, and what they are talking about. Invite some students to share their understanding of the main idea. Summarize and confirm the main idea with the class: Two students are in the sports center. They are trying to find the owner of a badminton racket and talking about their exercise frequency. Activity 2: Reading for details Ask students to read the dialogue carefully again. Set some detailed questions, such as “How often does the girl play badminton?”, “What does the boy think of practice?”. Let students answer the questions in pairs. Then check the answers together. This activity can help students better understand the details of the dialogue. 5 Post - listening and speaking (10 minutes) Activity 1: 2c Ask students to use the information in the table of 2b to retell the dialogue. First, let them practice retelling in pairs. One student can be the boy and the other can be the girl in the dialogue. Walk around the classroom to offer help and guidance. Then invite several pairs of students to stand in front of the class and retell the dialogue. Give them praise and encouragement. Activity 2: 2d Play the recording of 2d. Let students listen and pay attention to the sentence stress. Then show the sentences with different color - coded stress patterns on the screen. Ask students to choose the correct stress pattern for the underlined sentences. After students make their choices, play the recording again. Let them listen and check their answers. Then ask students to practice reading the dialogue with the correct stress pattern in pairs. Activity 3: 2e Divide students into groups of four. Explain the task: they need to imagine that they find a sports item in the playground and use the phrases and sentence patterns in 2e to make up a dialogue to find the owner and talk about the owner's exercise habit. Provide some examples for students, such as “Excuse me. Is this your basketball? How often do you play basketball?”. Let groups start to create their dialogues. After a few minutes, invite some groups to come to the front of the class and act out their dialogues. Other students listen and watch carefully. After each group finishes, give some comments and praise. 6 Summary and Homework (2 minutes) Summary Summarize the key points of this class with students, including new words, phrases, sentence patterns, and the usage of frequency adverbs. Ask students to recall and share what they have learned in this class. Homework Ask students to write a short passage about their own exercise habits, using the sentence pattern “How often do I...?” and frequency adverbs. They should write at least 5 sentences. Let students preview the content of Section A 3a - 3c in the next class. 教学反思 After this class, students have a better understanding of new words, phrases and sentence patterns related to sports and exercise frequency. Through various activities such as listening, reading, speaking and writing, students' language skills have been improved to a certain extent. However, there are still some areas that need improvement. During the teaching process, some students may have difficulty in using frequency adverbs accurately in spoken and written expressions. In future teaching, more exercises and real - life situations can be provided to help them master these words. Also, in group activities, some students may be less active. Teachers should pay more attention to these students and encourage them to participate actively, for example, by giving more praise and positive feedback. In addition, the time control of some activities can be adjusted more precisely to ensure that each teaching link can be carried out smoothly and fully. Overall, continuous improvement of teaching methods and strategies is needed to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$