Unit 3 Keep Fit (Section B 2a - 2c) 第五课时教学设计2024-2025学年人教版英语七年级下册

该初中英语教学设计聚焦“Keep Fit”主题，围绕Kate的运动喜好文章展开，通过运动图片导入和自由讨论激活学生已有知识，搭建从阅读理解到思维导图制作再到写作输出的学习支架。 以任务型教学与合作学习为特色，读中引导完成思维导图培养逻辑思维，读后小组合作制作并展示个人运动思维导图，写作环节结合思维导图输出健身方式帖子，提升学生语言运用与学习迁移能力。为教师提供读写整合范例，助力高效课堂，促进学生核心素养发展。

Unit 3 Keep Fit (Section B 2a - 2c) 第五课时教学设计 Teaching objectives Language competence Students can master the key words and phrases. Learning ability Students can understand the passage about kate's favorite sports and complete the mind map. Thinking quality Cultivate students' logical thinking ability. Cultural Awareness Cultivate students' awareness of actively participating in sports. Teaching important points Make a mind map and write a post about their ways to keep fit. Teaching difficult points Express their own ideas. Teaching methods Task - based teaching method, cooperative learning method Teaching aids Multimedia equipment, PPT Teaching procedures Step 1 Lead-in 1. Show some pictures of different sports and ask students: What are these? Do you like doing sports? 2. Have a free talk with students about their favorite sports and why. Design Intent: To arouse students' interest in the topic of sports, activate their prior knowledge about sports, create a relaxed classroom atmosphere, and lay a foundation for the subsequent reading activities. Step 2 Pre-reading 1. Present the title of the passage "How teenagers keep fit" and ask students to predict what the passage might be about. 2. Teach some new words and phrases that might be difficult for students, such as "keep fit, favorite, feel great, be good for". Design Intent: To develop students' reading prediction ability by letting them guess the passage content based on the title. Teaching new vocabulary in advance reduces reading barriers and ensures students can understand the passage more smoothly. Step 3 While-reading 1. Fast reading Ask students to read the passage quickly and answer the question. Design Intent: To train students' skimming skill, enabling them to grasp the main idea of the passage efficiently. 2. Careful reading Ask students to read the passage carefully and complete the mind map. Invite some students to come to the blackboard and fill in the blanks. Design Intent: To develop students' scanning skill and help them understand the detailed information of the passage. Completing the mind map can also help students organize key information logically and enhance their analytical thinking. Step 4 Post-reading 1. Group discussion Ask students to work in groups of four and make a similar mind map about their favorite sport or exercise. Encourage students to share their ideas and help each other. 2. Presentation Invite some groups to present their mind maps to the class and explain. Design Intent: To provide students with opportunities to apply the knowledge and skills learned in class. Group work promotes cooperative learning and improves students' communication skills, while presentation enhances their confidence and oral English expression ability. Step 5 Writing 1. Ask students to use their mind maps to write a post about their favorite way to keep fit. 2. Remind students to pay attention to the structure and language of the writing. 3. Walk around the classroom and offer help and guidance to students. Design Intent: To integrate reading and writing, helping students transfer what they have learned from reading to writing. This can improve their writing skills and ability to organize ideas systematically. Offering timely guidance caters to individual learning needs and ensures students can complete the writing task effectively. Step 6 Summary and Homework 1. Summarize the key points of this lesson. 2. Assign homework: Ask students to revise their writings. Design Intent: To help students review and consolidate the knowledge (vocabulary, reading strategies, writing skills) and themes (sports and fitness) learned in this class. Revising writings as homework further polishes their writing quality and deepens their understanding of how to express ideas about "keeping fit". Teaching Reflection In this lesson, the teaching objectives were largely accomplished. During the lead-in phase, displaying sports pictures and conducting free talks successfully sparked students’ interest in the topic, with most students actively sharing their thoughts about sports. In the while-reading activities, guiding students to complete mind maps helped them effectively grasp and organize key information from the passage, which in turn developed their logical thinking and reading comprehension abilities. Nevertheless, there were several aspects that needed improvement. Firstly, the time for pre-reading prediction was insufficient, so some students couldn’t fully elaborate on their predictions about the passage’s content. Secondly, in the post-reading group discussion, a few groups had trouble going beyond simple descriptions to conduct in-depth communication and collaboration. Besides, in the writing section, even with mind maps as support, some students still struggled to use proper vocabulary and sentence structures to express their ideas clearly and coherently. For future teaching, I will adjust the time allocation more reasonably to ensure each segment allows sufficient student engagement. Furthermore, I will design more scaffolded tasks for group work, such as providing discussion guidelines or sentence templates, to promote better interaction among students. To enhance students’ writing skills, I will integrate more targeted writing exercises and showcase model essays in subsequent lessons, helping them improve language accuracy and fluency in expressing ideas about keeping fit. Blackboard Design Unit 3 Keep Fit (Section B 2a - 2c) 1. Kate’s Favorite Sport What sport does she like? How often does she do it? Why does she like it? (What’s good for her?) 2. Your Favorite Sport/Exercise Sport/exercise: ________ How often: ________ Why do you like it? ________ 学科网（北京）股份有限公司 $$