Unit 3 Keep Fit Section B (1a–2c) 教学设计2025-2026学年人教版七年级下册英语

Unit 3 Keep Fit Section B: How is exercise good for us? Period 4: Section B (1a–2c) Class Type: Reading & Writing Duration: 45 minutes Grade: Grade 7 I. Teaching Objectives 1. Language Knowledge Objectives • To understand and use key vocabulary related to exercise methods and benefits: skateboard, encourage, trick, goal, work out, app, progress, team spirit. • To comprehend and utilize target sentence patterns for describing exercise routines and their benefits (e.g., “My favourite way of keeping fit is to...”, “It keeps us fit and helps us...”, “...builds team spirit.”). 2. Language Skill Objectives • Reading: To extract specific information (activity, frequency, benefits) from short descriptive passages about teenagers’ exercise habits. • Writing: To use a graphic organizer (mind map) to plan and then compose a short, coherent personal post about a favorite exercise activity, including its benefits. 3. Emotional & Attitudinal Objectives • To recognize and articulate the multifaceted benefits of exercise (physical, personal achievement, social). • To reflect on personal exercise preferences and appreciate diverse ways of staying active. II. Key & Difficult Points • Key Points: 1. Extracting and summarizing key information (activity, frequency, benefits) from reading passages. 2. Using a mind map as a planning tool to organize ideas for writing. • Difficult Points: 1. Paraphrasing or explaining the specific benefits mentioned in the texts (e.g., “shows progress,” “builds team spirit”) in one’s own words. 2. Structuring a personal post logically, moving from describing the activity to explaining its frequency and benefits. III. Teaching Preparation 1. Teacher: • PPT with: lead-in questions, pictures of the three activities, key vocabulary in context, a completed 1c table, an example mind map, and clear writing instructions. • Timer for staged activities. 2. Students (per pair/group): • Worksheet 1: Reading comprehension guide for 1b/1c (includes table to complete). • Worksheet 2: Blank mind map template and structured writing frame for the post. IV. Teaching Procedures Step 1: Warm-up & Lead-in (5 minutes) 1. Personal Connection: T: Let’s start with a quick stand-up poll. Stand up if you exercised yesterday. (Pause). Stay standing if you enjoyed it. (Pause). Please sit. Now, turn to your partner and answer: What did you do, and how did it make you feel? One minute. 2. Introduce the Topic: • Elicit a few feelings from students (happy, tired, strong, energetic). T: Great! Exercise makes us feel good in many ways. Today, we’ll read about how other teenagers keep fit and we’ll write about our own favorite ways. Step 2: Pre-reading – Predicting & Vocabulary (5 minutes) 1. Picture Prediction (1b): • Show the three pictures from 1b. Ask: “What sports or activities do you see? What do you think the passages will be about?” 2. Vocabulary in Context: • Pre-teach/Check essential vocabulary needed for comprehension: skateboarding, encourage, tricks, work out (verb), app, progress, team spirit. Use the pictures and simple definitions. Step 3: While-reading – Reading for Information (15 minutes) 1. First Reading – Skimming for Gist (1b): • T: Read the three passages quickly. Just match each passage to the correct picture: skateboarding, using an app, or baseball. • Students complete Worksheet 1, Part A. Check answers. 2. Second Reading – Scanning for Details (1c): • T: Now, read carefully. Find and note: How often does each person do the activity? What are the benefits they mention? • Students complete the table on Worksheet 1, Part B. • Pair Check & Discussion: Students compare answers. Then discuss: “Which benefit sounds most interesting to you? Why?” 3. Language & Content Focus: • Review the table answers as a class. Highlight the sentence structures used to express benefits (e.g., “It keeps him fit.”, “It can show her progress.”, “It builds team spirit.”). • Briefly discuss: “Are these benefits about the body, the mind, or friends?” Categorize them (Physical/Personal/Social). Step 4: Post-reading – From Reading to Planning (8 minutes) 1. Introduce the Writing Task & Model Planning: T: Now, it’s your turn to write a post like these. First, we plan. A mind map is a great tool. • Show an example mind map (for a different activity, e.g., swimming) on PPT with branches: What? / How Often? / Benefits (Feel? Learn? Friends?). 2. Create Your Own Mind Map (2a/2b): • Distribute Worksheet 2. Students choose their favorite way to keep fit and create their mind map in the provided template. • Teacher circulates, helping students generate ideas for benefits. Step 5: While-writing – Drafting the Post (10 minutes) 1. From Plan to Text: • Refer students to Kate’s post structure if needed. Provide a sentence frame on PPT/Worksheet 2: My favourite way to keep fit is _______. I _______ (how often). I like it because _______. It helps me _______. It also makes me feel _______ / helps me _______ • Students write their first draft based on their mind map. 2. Peer Check (Focus on Content): • In pairs, students swap drafts. They check: 1. Is the activity clear? 2. Is the frequency mentioned? 3. Are there 1-2 benefits? They give one compliment and ask one question. Step 6: Summary & Homework (2 minutes) • Summary: T: Excellent work today. We read about different ways to stay fit and their benefits, and we started writing our own posts. Planning with a mind map really helps! • Homework: 1. Complete & Polish: Finish your post draft. Write a neat final version to hand in next class. 2. Reflect: Add one more sentence to your post: “My goal for next month is to _______.” V. Assessment • Formative (Observation & Product): Teacher assesses comprehension through the completed Worksheet 1 table. Observes the planning and drafting process during Step 4 & 5. • Summative (Product): The final submitted post will be evaluated for content (completeness of information), organization, and language accuracy. VI. Blackboard Design ``` Unit 3 Section B: How is exercise good for us? Reading: How do they keep fit? Xia Tian - Skateboarding (2x/week) -> Keeps fit. Jenny - Exercise App (every day) -> Shows progress. Steve - Baseball (3x/week) -> Keeps fit, builds team spirit. Planning to Write: Make a Mind Map My Favourite Exercise What? / How Often? / Benefits (Body? Mind? Friends?) Useful Sentences: - My favourite way is to... - I (do it)... times a week. - It helps me... / It makes me... / I can... ``` VII. Teaching Reflection (Post-Lesson) • Reading Scaffolding: Were the two-tiered reading tasks (skimming then scanning) effective for all students? Did the vocabulary pre-teaching adequately support comprehension? • Writing Transition: Did the mind map activity successfully bridge the gap between reading input and writing output? Did students understand how to transfer information from their map to sentences? • Time Management: Was the 10-minute drafting period sufficient for a first draft? Did the peer check focus on content yield helpful feedback? • Differentiation: How did lower-proficiency students handle the writing task? Was the sentence frame helpful? How can I support them further next time? 学科网（北京）股份有限公司 $