Unit 3 Keep Fit-Section B 1a-1d 教学设计- 2024-2025学年人教版英语七年级下册

该初中英语教学设计围绕“保持健康的运动方式”展开，涵盖相关词汇、句型及阅读策略。课堂通过运动视频观看和体育器材/动作猜谜游戏导入，激活兴趣并复习旧知，搭建从已知到新知的学习支架，引导学生过渡到阅读预测与理解。 其特色在于融合语言能力与思维品质培养的渐进式活动，Pre-reading图片预测锻炼推理能力，While-reading分层阅读提升信息提取，Post-reading小组讨论结合表格完成，促进口语表达与合作。教学反思提供改进建议，助力教师优化课堂，有效培养学生健康意识与合作学习能力。

Unit 3 Keep Fit-Section B 1a-1d This section focuses on the topic of keeping fit through different sports and exercise methods. It consists of several parts. 1a starts by leading students to discuss the benefits of sports and exercise, inspiring their thinking about this topic. 1b presents three students' accounts of how they keep fit, namely Xia Tian with skateboarding, Jenny with using an exercise app, and Steve with playing baseball. These vivid examples show diverse ways of maintaining a healthy lifestyle. 1c requires students to read the accounts again and complete a table, which helps them summarize and organize the key information about each student's exercise habits and reasons. 1d encourages students to express which activity in 1b they would like to try and give their reasons, promoting their oral expression and critical thinking. The overall content aims to not only teach students relevant vocabulary and sentence patterns but also cultivate their awareness of the importance of sports and a healthy lifestyle. 教学目标 Students are able to master key vocabulary and phrases, such as "skateboard, encourage, trick, succeed, skateboarding, goal, sit - up, work out, app, progress, match, team, ours, lose". They can understand and use sentence patterns like "I... much. My favourite way of keeping fit is to... " to describe their preferred sports and ways of keeping fit. 教学重难点 A. Teaching Key Points Grasp key vocabulary and sentence patterns and understand the content of reading materials. Be able to use the learned language to describe the relationship between sports and health. B. Teaching Difficult Points How to guide students to accurately obtain key information from reading materials. How to help students use the learned language for effective oral expression and elaborate their views. A. Vocabulary Skateboard: (n.) a small board with wheels, used for riding on as a sport. E.g., He likes to ride his skateboard in the park. Encourage: (v.) to give someone support, confidence, or hope. E.g., The teacher encourages us to ask questions. Trick: (n.) a clever act or way of doing something. E.g., He showed us some cool tricks on his skateboard. Succeed: (v.) to achieve what you want to do. E.g., If you work hard, you will succeed. Skateboarding: (n.) the sport of riding on a skateboard. E.g., Skateboarding is becoming more and more popular. Goal: (n.) something that you hope to achieve. E.g., My goal this year is to get better grades. Sit - up: (n.) an exercise in which you lie on your back and lift your upper body up. E.g., I do 30 sit - ups every morning. Work out: (phr.v.) to do physical exercise. E.g., She works out at the gym three times a week. App: (n.) short for "application", a computer program for a mobile device. E.g., There are many useful exercise apps. Progress: (n.) forward movement towards achieving something. E.g., I can see the progress I have made in English. Match: (n.) a sports event between two teams or people. E.g., We have a football match this afternoon. Team: (n.) a group of people who work or play together. E.g., Our team won the basketball game. Ours: (pron.) the one(s) belonging to us. E.g., Their classroom is big, and ours is even bigger. Lose: (v.) to not win in a game or competition. E.g., They lost the match yesterday. B. Sentence Patterns My favourite way of keeping fit is to... Structure analysis: "of keeping fit" is a prepositional phrase used to modify "way", and "to..." is an infinitive phrase indicating the specific way. Example: My favourite way of keeping fit is to jog in the morning. So + be/auxiliary verb/modal verb + subject. Function: It is used to show that the affirmative situation mentioned before also applies to the person or thing later. Example: He likes playing basketball, and so do I. 教学过程 A. Warming - up (5 minutes) Show students a short video about various sports, such as basketball, football, swimming, etc. After watching, ask them: "What sports can you see in the video? How do you feel about these sports?" Encourage students to share their feelings and ideas. Do a guessing game. Show some pictures of sports equipment (like a skateboard, baseball bat) or actions related to sports (someone doing sit - ups) on the PPT, and ask students to guess what sport it is. This can quickly arouse students' interest and review some sports - related words they have learned before. B. Pre - reading (8 minutes) Prediction Present the pictures in 1b on the screen and ask students: "What are these students doing? What do you think this passage will talk about?" Guide students to predict the content of the reading passage through the pictures, which can help them have a preliminary understanding and expectation of the text. Vocabulary introduction Teach the new words and phrases in 1b. Use pictures, real objects (if possible, such as a skateboard model) or actions to explain the meaning of words like "skateboard, sit - up, app". For example, when teaching "skateboard", show the picture of a skateboard and say: "Look, this is a skateboard. Some people like to ride it for fun and exercise." For "sit - up", the teacher can do a sit - up in front of the class and say: "This is called a sit - up. It's a kind of exercise." Let students read the new words and phrases after the teacher several times to ensure they can pronounce them correctly. C. While - reading (15 minutes) Fast reading Let students quickly read the three students' accounts in 1b. Set two questions for them to answer: "What are the three ways of keeping fit mentioned in the passage?" and "Who uses each way?" After students finish reading, ask them to share their answers. Check the answers together and fill in the blanks in 1b on the blackboard or PPT. This step helps students get a general idea of the text content. Careful reading Read Xia Tian's account together with the students. Ask questions like: "Where do Xia Tian and his friends practise skateboarding?" and "How do they practise skateboarding?" Guide students to find the answers in the text. Then, ask students to summarize what Xia Tian thinks of skateboarding using adjectives. For example, "exciting", "fun", "good for health". Next, let students read Jenny's account by themselves. Set questions: "What does Jenny do to keep fit?" and "How does the app help Jenny?" Ask some students to answer the questions. For Steve's account, let students read it and then judge whether the following statements are true or false: "Steve thinks their baseball team is great, but not the best." "They play many matches and exercise a lot." "Steve thinks they are always a team, no matter win or lose." After that, ask students: "What does Steve think of his team?" and "What can you learn from the last two sentences?" Through these detailed reading and question - answering activities, students can understand the text in depth and extract key information. D. Post - reading (12 minutes) Finish 1c Let students read the accounts in 1b again and complete the table in 1c. They need to fill in the exercise frequency and the reasons why each student likes the sport. After students finish, ask them to check their answers in groups. Then, invite several groups to share their answers with the whole class. The teacher checks and corrects the answers, emphasizing the key points. Group discussion Divide students into groups of four or five. Ask each group to discuss the following questions: "Which sport in the passage do you think is the most interesting? Why?" and "Do you have any similar experiences of keeping fit?" Each group selects a representative to report their discussion results to the class. During the reporting, the teacher can give some comments and encourage students to express their opinions bravely. E. Summary and Homework (5 minutes) Summary Summarize the key vocabulary, sentence patterns, and the main content of the passage with the students. Write the important points on the blackboard, such as new words, sentence patterns and the three ways of keeping fit mentioned in the text. Emphasize the importance of sports and a healthy lifestyle again, encouraging students to take part in more physical activities. Homework Ask students to write a short passage about their own favourite way of keeping fit. They should include what sport they like, how often they do it, and why they like it. Let students search for more information about a sport they are interested in and share it with the class next time. 教学反思 A. Successes The warming - up activities, such as the video - watching and guessing game, successfully attracted students' attention at the beginning of the class, making them actively involved in the class and creating a good learning atmosphere. The reading tasks, including fast reading and careful reading, were designed in a progressive way. They effectively guided students to understand the text, extract key information, and improve their reading skills. The question - answering and group - discussion activities in the post - reading part gave students more opportunities to express their opinions, which enhanced their oral communication ability. B. Deficiencies In the vocabulary teaching part, although various methods were used to help students understand the new words, the practice time for students to use these new words in sentences was a bit short. Some students might not be able to use them skillfully in the subsequent speaking and writing tasks. During the group discussion, some students were too shy to express their ideas actively. The teacher didn't pay enough attention to these students and failed to give them enough encouragement and guidance in time. C. Improvements In future vocabulary teaching, more sentence - making exercises or short dialogues can be designed to let students practice using new words immediately, strengthening their memory and usage ability. For group discussions, the teacher should pay more attention to each student, especially those who are introverted. The teacher can encourage them to start with simple ideas and gradually build up their confidence in expressing themselves. Also, more specific guidance on how to participate in group discussions can be provided in advance, such as how to listen to others' opinions and how to put forward one's own views politely. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$