Unit 3 Period 1 Section A（1a—1d）& Pronunciation-【初中学霸创新题】2025-2026学年七年级下册英语同步教案(人教版·新教材)

该教案聚焦体育用品词汇、名词性物主代词及频度表达，通过"Do you have...""How often...""Whose...is this"等句型，搭建"词汇认知-情境应用"学习支架。导入环节展示体育用品图片提问，结合1a图片匹配活动，自然引入新词并巩固。 特色在于情境化与分层训练融合，以体育中心失物招领连续对话为载体，通过1b听力问答练归属判断、1c填表整合成频率信息，提升语言理解与思维整理能力。发音环节分组辨音、跟读重读，1d结对对话促输出，助力学生用英语交流运动，培养健康意识，教师可直接取用分层活动，提升互动效率。

授课案例 Period 1 Section A（1a—1d）& Pronunciation 教材分析 What：该部分的听力文本由三段对话组成，展现的是教材中主要人物在体育活动中心谈论运动习惯的情境。这样设计情境，旨在将单元目标语法（物主代词、频度副词）与单元主题语境（体育运动）有机结合起来。三段对话是一个连续性情境，发生在体育活动中心。大家运动结束之后，离开时可能会遗忘一些物品，最后离开的同学发现这些物品，于是寻找失主。对话中自然会用到物主代词和频度副词，寻找失主的行为也体现了同学间的友爱互助。 Why：Section A 的对话内容通过具体的情境模拟，让学生在实践中学习如何用英语谈论运动、确认物品归属以及分享运动习惯，从而加深对运动重要性的认识。此外，通过对话中的互动和分享，学生还能学会友爱互助，尊重他人的运动选择，理解不同运动带来的好处，并培养开放和包容的价值观。 How：本课的内容主要通过三段对话来呈现。在对话中，学生通过分角色询问和回答，展示了如何在实际情境中运用语言来谈论运动和健身。对话中穿插了物主代词和频度副词的使用，使学生在具体情境中学习并掌握了这些语法规则。同时，对话还通过询问和分享运动频率，让学生了解了不同人的运动习惯，并鼓励他们积极参与运动。此外，对话还通过询问喜欢某项运动的原因，让学生思考并分享自己的运动动机和喜好。 教学内容 1. 学习体育用品相关的词汇。 2. 名词性物主代词所表达的所属关系。 3. 询问体育用品的种类及运动频率。 教学目标 【知识与技能】 1. 掌握以下重点单词及短语： fit、baseball、jump rope、ping-pong bat、basketball、running shoes、exercise mat、tennis racket、once or twice a week、hardly ever 2. 掌握下列句型： ①—Do you have a ping-pong bat？—Yes, I do. ②—How often do you play ping-pong？—I play it three times a week. ③—Whose baseball glove is this？—Its mine. 3. 学会使用词汇和句子来了解体育运动，并分享运动的频率；学会使用物主代词。 【情感、态度与价值观】 通过让学生谈论其感兴趣的体育活动，激发学生英语学习的兴趣；学会热爱体育，了解体育运动如何帮助我们保持健康。 教学重难点 重点：学习使用词汇和句子来了解体育运动，并分享进行体育运动的频率。 难点：学会把握听力细节的能力。 教学准备 视频材料、图片、多媒体等。 44 初中创新题备课教案·英语·七年级下（RJ 版） 45 初中创新题备课教案·英语·七年级下（RJ 版） 学科网（北京）股份有限公司 教学过程 Lead-inStep 1 1. Show pictures of different sports equipment and ask students what they are and what sports equipment they have. T: What is this？ S1: Its a basketball. T: Do you have a basketball？ S2: Yes, I do. 2. Lead students to read the new words on the PPT. （Show new words related to the sports equipment on the blackboard: baseball, jump rope, baseball glove, ping-pong bat, basketball, running shoes, exercise mat, tennis racket...） T: Today we are going to talk about different sports equipment. 3. Work on 1a. （1） Ask students to look at the pictures in 1a and write down the sports items under the pictures. Check the answers: A. basketball B. running shoes C. ping-pong bat D. exercise mat E. tennis racket F. jump rope G. baseball glove H. baseball （2） Ask students to read the words and the teacher helps to correct their pronunciations if necessary. 【设计意图】通过展示不同的图片引出单元话题，同时引入生词，激发学生的学习兴趣。 While-listeningStep 2 1. Work on 1b. （1） Ask students to listen to the conversations in 1b and answer the questions according to the recording. T: Just now we talked about different sports equipment. Some students are doing sport at the sports centre. What sports equipment do they have？ Let s listen to three conversations and answer the following questions: “Whose football is it？Whose baseball glove is it？Whose tennis racket is it？How do you know？”. （2） Ask students to share their answers. 2. Work on 1c. （1） Ask students to listen to the conversations again and complete the table. T: What sports do the six students play？How often do they play sports？Listen to the recording again and complete the table with the correct information. （2） Ask students to share their answers and the teacher helps to correct their mistakes if necessary. Check the answers: Spor（t 自上到下）: football; baseball; tennis How often（自上到下）: three times a week; hardly ever; once or twice at weekends; twice a week; never; three times a week or more （3） Ask students to make a summary of the words and sentence patterns about the frequency of students doing sport according to the listening scripts of 1c. 3. Work on 1d. （1） Ask students to make a conversation with their deskmates to talk about the sports items they have and the frequency of doing sport. T: What sports equipment do you have？ How often do you do sport every week？ Make a conversation in pairs. The sentence patterns in 1d may help you. （2） Choose three or four pairs of students to share their conversations. 【设计意图】通过听录音填空以及两人问答的形式，学生能在对话中熟练运用目标句型。 Pronunciation & SpeakingStep 3 1. Work on 1. （1） Show students the phonetic symbols of the letters“i”“y”and the combination“ie”. （2） Ask students to read in groups and find out how they pronounce. （3） Ask students to listen to the recording and repeat after the recording. （4） Ask students to add one more word to each group. T: Do you know other words with“i”“y”and“ie”that have these pronunciations？ Please list one in each group. （5） Ask students to share their answers. 2. Work on 2. （1） Ask students to listen to the recording and clap if they hear the stressed words in 2. （2） Ask students to listen to the recording again and repeat after the recording. 【设计意图】通过跟读音标及对应单词，学生能有效地练习发音；通过听录音辨别重读单词并跟读，学生能够掌握句子的节奏并正确朗读句子。Step 4 Summary 1. Ask students to do the exercises about what they have learned today. 2. Ask students to make a summary of what they have learned today. 【设计意图】通过练习和总结，学生能够明确本节课的重点句型。 HomeworkStep 5 1. Finish the task paper. 2. Extended: Search for five more sports equipment at the sports centre. 板书设计 Unit 3 Keep Fit Section A（1a—1d）& Pronunciation ①—Do you have a ping-pong bat？—Yes, I do. ②—How often do you play ping-pong？—I play it three times a week. ③—Whose baseball glove is this？—Its mine. 教学反思 46 初中创新题备课教案·英语·七年级下（RJ 版） 47 初中创新题备课教案·英语·七年级下（RJ 版） 学科网（北京）股份有限公司 $