Unit 3 Keep Fit Section B-Project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 5: Project – Our Class Exercise Survey (3a–3c) & Reflecting Class Type: Project-Based Learning (PBL) Duration: 45 minutes Grade: Grade 7 I. Teaching Objectives 1. Language Objectives • To conduct a simple interview using the target questions: “What sport/exercise do you do most often?”, “Why do you like it?”, “How often do you do it?” • To synthesize collected information into a short, structured group report using frequency expressions and simple conjunctions (e.g., because, and). • To present group findings orally to the class using clear visual support. 2. Skill & Competency Objectives • Information Gathering & Processing: To collect, categorize, and summarize peer data on exercise habits. • Collaborative Production: To work as a team to negotiate, write, and rehearse a shared presentation. • Critical Analysis: To compare findings across groups and deduce possible reasons for popularity. 3. Emotional & Social Objectives • To gain awareness of the diversity of physical activities peers enjoy and their varied benefits. • To experience the collaborative process of a mini-research project, valuing each member's contribution. • To reflect on one’s own habits in relation to the class community. II. Key & Difficult Points • Key Points: 1. Successfully conducting peer interviews using the full set of target questions. 2. Collaboratively transforming raw interview data into a coherent written and oral summary. • Difficult Points: 1. Synthesizing data: Moving from individual answers (“Li Ming plays football 3 times a week”) to a general group finding (“Football is popular in our group”). 2. Presentation delivery: Speaking clearly and confidently to share group work with the whole class. III. Teaching Preparation 1. Teacher: • PPT with: project mission statement, timer, interview questions, example of synthesized findings, presentation guidelines. • Space on walls/blackboard for posting group reports. 2. Students (per group of 4-5): • Interview Record Sheet: A simple table with columns for Name, Sport, Why, How Often. • Group Report Template (A3 paper): With headings: Our Group, What We Found, Most Popular Sport, Why It’s Popular, Our Conclusion. • Markers for poster creation. IV. Teaching Procedures Step 1: Project Launch & Setup (5 minutes) 1. The Mission Briefing: T: Welcome, class researchers! Our mission today is to discover: What are the most popular ways to keep fit in our class, and why? You’ll work in teams to find out. 2. Activate Schema & Model: • Show icons/pictures of various sports. T: Which of these do you or your friends do? (Quick show of hands). • Model the Interview: With a student, demonstrate asking the three key questions clearly. Emphasize listening and note-taking. Step 2: Phase 1 – Data Collection (Group Interviews) (10 minutes) 1. Team Formation & Task Assignment: • Organize groups. Distribute Interview Record Sheets. T: In your team, everyone interviews everyone else. Use the three questions. Write brief notes. You have 8 minutes. 2. Conducting Interviews: • Students conduct interviews. Teacher circulates, ensuring English is used and supporting with vocabulary. Step 3: Phase 2 – Data Analysis & Report Writing (10 minutes) 1. From Data to Findings: T: Time’s up! Now, with your team, look at your data. Discuss: What is the MOST POPULAR sport in your group? What are the common reasons? • Guide them to look for patterns. Write prompts on board: “Many of us like… because…” / “The most common sport is…” 2. Create Your Group Report Poster: • Distribute A3 paper and Group Report Template. • Groups create a poster summarizing their findings. Encourage them to include a simple tally chart or icons. • Teacher circulates, helping groups articulate their findings in writing. Step 4: Phase 3 – Findings Symposium & Reflection (15 minutes) 1. Gallery Walk & Presentations (10 mins): • Groups display their posters around the room. T: Now, let’s share! Each group will give a 1-minute summary of their poster. As you listen to others, think: Is their popular sport the same as ours? • Groups take turns presenting. Strict 1-minute timer. 2. Class Analysis & Reflection (5 mins): • Identifying Trends: T: Looking at all posters, what sport seems most popular in our whole class? Why do you think so? (Take a quick class vote if there’s a tie). • Personal Reflection: T: Turn to your partner. Based on what you heard, is there a new sport you might want to try? Why? Step 5: Project Conclusion & Homework (5 minutes) • Conclusion: T: Excellent work, researchers! You successfully surveyed, analyzed, and reported. You’ve learned not just about grammar, but about each other’s healthy habits. Remember, variety is the spice of life – and of exercise! • Homework: 1. Personal Profile: Write a short “Fitness Profile” for yourself (5-6 sentences). Use the structure from your interview: sport, frequency, reason, and one goal. 2. Optional Extension: Create a simple, motivational poster for your favorite sport to encourage others. V. Assessment • Process-Oriented: Teacher observes and notes: quality of interview interactions, equitable participation in group analysis, and effort in poster creation. • Product-Oriented: The group poster and presentation serve as the key assessment products, evaluated for clarity of findings and use of target language. • Self-Reflection: The partner reflection in Step 4 and the “Fitness Profile” homework encourage personal connection to the project. VI. Blackboard Design ``` Unit 3 Project: Our Class Fitness Survey Our Mission: What's the most popular way to keep fit in our class? Ask Your Classmates: 1. What sport/exercise do you do most often? 2. Why do you like it? 3. How often do you do it? Report Your Findings: - We asked... people. - Most popular: __________ - Common reasons: fun, healthy, with friends... - Our conclusion: Many in our group like... because... Presenting: Speak clearly. Point to your poster. 1 minute! ``` VII. Teaching Reflection (Post-Lesson) • Project Flow & Timing: Did the three-phase structure (Collect-Analyze-Present) work logistically within 45 minutes? Which phase needed more or less time? • Student Autonomy: How effectively did groups transition from raw data to synthesized findings without direct teacher intervention? Where did they need the most guidance? • Language Use vs. Task Completion: Was the use of English sustained during group work, or did students revert to Chinese for complex discussion? How can I better incentivize target language use in future projects? • Real-World Connection: Did the project make the unit's language (frequency, reasons) feel more meaningful and authentic to students? What evidence suggested this? 学科网（北京）股份有限公司 $