Unit 3 Keep Fit-Section B 2a-2c 教学设计 2024-2025学年人教版英语七年级下册

Unit 3 Keep Fit-Section B 2a-2c This section from Unit 3 “Keep Fit” of the 2024 People's Education Press English textbook for Grade 7 focuses on helping students understand different ways to keep fit, especially through sports. It starts with a reading passage where Kate shares her favorite sport, swimming, and how it benefits her. Students are required to read the passage, complete a mind map, and then use the mind - map structure to write about their own favorite sports or exercises. The content aims to not only improve students' reading and writing skills but also enhance their awareness of leading a healthy lifestyle. 教学目标 Students will be able to understand the passage about Kate's favorite sport and accurately complete the mind map, demonstrating their ability to extract key information from the text. They can create a similar mind map about their own favorite sport or exercise, and write a post using the mind map as a guide, with correct grammar and coherent expressions. By the end of the class, students' reading and writing skills related to the topic of keeping fit will be significantly improved. 教学重难点 1 Key Points Enable students to thoroughly understand the text and complete the mind map precisely, which helps them grasp the main idea and details of the passage. Guide students to make a clear and well - structured mind map about their favorite way to keep fit, and write a post following the mind - map framework. 2 Difficult Points Some students may find it challenging to express their ideas clearly and logically in writing, especially when it comes to organizing their thoughts about why they like a certain sport and how it benefits them. Ensuring that students can correctly use the language knowledge they have learned, such as vocabulary related to sports and expressions about benefits, in their writing is also a difficult point. 1 Vocabulary Sports - related vocabulary: swimming, jogging, playing basketball/football/tennis, etc. Benefit - related vocabulary: keep fit, healthy, good for, make sb. feel + adj. (e.g., make me feel relaxed), be fun to do sth. 2 Grammar Simple present tense: used to talk about habits and preferences, such as “I go swimming two or three times a week.” Expressions with “it” as a formal subject: “It's fun to swim and play with my friends in the water.” 教学过程 1 Lead - in (5 minutes) Activity: Show some pictures of different sports, such as swimming, running, and playing badminton on the multimedia. Ask students: “What are these? Do you like doing sports?” Then have a free talk with students about their favorite sports and the reasons why they like them. Purpose: This activity aims to arouse students' interest in the topic and activate their prior knowledge about sports, making them more engaged in the following class. 2 Pre - reading (5 minutes) Activity 1: Present the title of the passage “How teenagers keep fit” on the blackboard or multimedia. Ask students to predict what the passage might be about. Encourage them to share their predictions with their partners. Activity 2: Teach some new words and phrases that may be difficult for students, such as “keep fit” (explain that “fit” here means healthy), “favourite” (the same as “favorite” in American English), “feel great” (show some pictures to help students understand the feeling), “be good for” (give examples like “Eating fruits is good for our health”). Use flashcards or the blackboard to write down these words and phrases for students to copy. Purpose: Predicting the content of the passage helps students develop their reading strategy. Teaching new words and phrases in advance can reduce students' reading difficulties and make the reading process smoother. 3 While - reading (10 minutes) Activity 1: Fast reading Instruction: Ask students to read the passage quickly and answer the question: “What is Kate's favorite sport?” Monitoring: Walk around the classroom to observe students' reading process and make sure they are reading quietly and quickly. Checking: Invite some students to answer the question and check the answers together. Activity 2: Careful reading Instruction: Ask students to read the passage carefully again and complete the mind map on the blackboard. The mind - map framework can be like this: Kate's favorite sport/exercise: ______ What does she like about it? How often does she do it? Why is it good for her? Monitoring: Help students who have difficulties in understanding the passage, and guide them to find the relevant information in the text. Presentation: Invite some students to come to the blackboard and fill in the blanks. Check the answers together and explain some key points and difficult sentences. For example, when explaining “Swimming is good for me because it keeps me healthy. It is good exercise for my body.”, emphasize the usage of “be good for” and “keep sb. + adj.” Purpose: Fast reading helps students get the main idea of the passage, while careful reading trains their ability to extract detailed information and understand the text more comprehensively. Completing the mind map helps students organize the information in the passage and better understand its structure. 4 Post - reading (10 minutes) Activity 1: Group discussion Instruction: Divide students into groups of four. Ask them to make a similar mind map about their favorite sport or exercise. Encourage them to share their ideas with each other in the group. Provide some guiding questions for their discussion, such as “What do you like about your favorite sport? How often do you do it? Why is it good for you?” Monitoring: Walk around the groups, listen to their discussions, and offer help and guidance when necessary. Encourage students to use English as much as possible during the discussion. Activity 2: Presentation Instruction: Invite some groups to present their mind maps to the class. Each group member can take turns to explain one part of the mind map. After each group's presentation, ask other students if they have any questions or comments. Feedback: Give positive feedback to the presenting groups, highlighting their good points, such as clear expressions, logical thinking, and rich content. Also, offer some suggestions for improvement if there are any problems. Purpose: Group discussion promotes students' communication and cooperation skills. Through sharing their ideas, students can learn from each other and get more inspiration. The presentation activity allows students to practice their speaking skills and build their confidence in expressing themselves in public. 5 Writing (10 minutes) Activity 1: Writing guidance Instruction: Remind students to use their mind maps to write a post about their favorite way to keep fit. Explain the basic structure of the post: the beginning can introduce their favorite sport, the body part can talk about what they like about it, how often they do it, and why it is good for them, and the ending can be a simple conclusion or an invitation for others to try. Also, remind students to pay attention to grammar, spelling, and punctuation. Modeling: Write a simple example on the blackboard, such as: My favorite way to stay healthy is jogging. I enjoy jogging because it is a great way to get fresh air and make me feel calm and relaxed. I usually jog in the morning or evening, and I try to do it at least three times a week. Jogging is good for my heart and helps me lose weight. I just need a good pair of shoes. I think everyone should try jogging — it’s an easy way to keep fit! Activity 2: Independent writing Monitoring: Walk around the classroom, offer help and guidance to students. Check if they are following the structure and using the language correctly. For students who have difficulties, give them some individual suggestions, such as providing relevant words or sentence patterns. Activity 3: Peer - review Instruction: After students finish writing, ask them to exchange their posts with their partners. Provide a simple checklist for peer - review, such as: Is the structure clear? Are there any spelling mistakes? Are the grammar and sentence patterns used correctly? Can you understand the reasons why the writer likes the sport? Monitoring: Make sure students are 认真 reviewing each other's work and having some simple discussions. Purpose: Writing guidance gives students a clear direction for their writing. Independent writing allows students to practice using the language they have learned. Peer - review helps students learn from each other, improve their writing skills, and develop their critical thinking ability. 6 Summary and Homework (5 minutes) Activity 1: Summary Instruction: Summarize the key points of this lesson on the blackboard, including the new words and phrases, the reading skills of extracting information and making mind maps, and the writing structure and key points. Praise students for their good performance in class, such as active participation in discussions and excellent writing. Activity 2: Homework Instruction: Assign homework to students. Ask them to revise their writings according to the peer - review and share them with their parents or friends. Also, ask them to search for more information about different sports and their benefits on the Internet and be ready to share in the next class. Purpose: Summary helps students review what they have learned in class. The homework of revising and sharing writings can further improve students' writing skills, and the task of searching for information can expand their knowledge about sports and keep - fit methods. 教学反思 After this class, I found that most students were actively involved in the various activities. The lead - in activity successfully aroused their interest in sports. In the reading part, through fast reading and careful reading, students were able to understand the passage and complete the mind map, but some students still had difficulties in understanding long sentences, such as “Swimming is good for me because it keeps me healthy. It is good exercise for my body.” In the future, I should pay more attention to teaching long - sentence analysis. During the group discussion and presentation, students showed good cooperation and communication skills. However, in the writing part, although students had a clear structure to follow, some students still made grammar mistakes, especially in the usage of simple present tense. In the next class, I will design some grammar exercises specifically for the content learned in this class to help students consolidate their language knowledge. Also, for the homework of sharing writings with parents or friends, I will ask students to bring back feedback from their families to see if they can effectively communicate in English about their favorite sports. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$