Unit 3 Section A(2a－2e)（word教案）-【优翼·学练优】2025-2026学年七年级英语下册同步备课（人教版）

该初中英语教案聚焦频率副词运用与运动话题交流，通过图片导入提问运动类型（乒乓球、羽毛球）及物品细节（旧球拍边缘磨损），激活学生对运动的认知，搭建从已知到对话理解、语言运用的学习支架。 资料特色在于多环节融合核心素养，听前预测、听中复述（2c用2b表格信息）、听后深度思考（分析Yaming经历总结“坚持练习”主题）提升语言能力与思维品质，2e编对话添加表达并表演增强学习能力。助力学生灵活运用语言，帮助教师高效开展情境化教学。

第二课时　Section A(2a－2e) 1、 Teaching Objectives In this class，students will： 1. understand the conversation and get detailed information. 2. retell the conversation using adverbs of frequency. 3. talk about the ownership of a sports item. 4. talk about how often they do some kinds of sports. 2、 Teaching Advice Lead-in Look and Say 1. Present two pictures and ask the questions: · What sports are the people doing in the pictures? (playing ping-pong &. playing badminton) · Are these people playing singles or doubles?(explain playing singles/doubles to students) 2. Present a picture of a ping-pong bat to students and ask the questions: · Is the bat new? (No,it's well-used.) · Can you point out which part shows this bat was well-used?(The edge of the bat.) Pre-listening Predict Let students skim the conversation and answer the questions: · What sports might be mentioned in the conversation? · What information will you hear in the conversation? While-listening 2a 1. Have students listen to the conversation and fill in the blanks. 2.Check the answers with the students. 3. Ask students to read the conversation and answer the questions: · What did Emma and Jim find? · Whose ping-pong bat is it? · Does Yaming play ping-pong often? How do you know? · Why does Emma hardly play ping-pong?What sports does she do? · What sports does Jim do? 2b 1. Let students read the conversation again and tick the correct boxes. 2. Check the answers with the students. Grammar Tip: The teacher can explain the difference of adverbs of frequency to students. 2c Ask students to retell the conversation with the information from the table in 2b. Encourage them to have a peer check. 2d 1. Have students listen to the conversation again and match the stress patterns with the coloured sentences and then role-play the conversation. 2. Invite some volunteers to role-play the conversation in front of the class. Post-listening Further Thinking · Was Yaming good at ping-pong at the beginning? How about now? · What can you learn from Yaming's experience with ping-pong? The teacher can guide students to summarize the thematic meaning of the lesson: Keep practising. It's the key to success. 2e 1. Have students read the instructions and the expressions in 2e,and encourage them to add more expressions to the box. If necessary, the teacher can model the beginning of the conversation. 2. Ask students to make up a conversation with a partner. 3. Invite some pairs of students to perform in front of the class. Encourage them to add some ending sentences to make the conversation more complete. e.g. We can play badminton together sometime./Let's do sport together more often and have fun./.. Summary Ask students to summarize what they have learned in the lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write some key sentences and expressions on the blackboard. Teaching Reflection The lesson effectively covered adverbs of frequency and talking about sports belongings, with students engaging well in retelling and role-play activities, However, a few students struggled to use adverbs of frequency flexibly in their own conversations. Next class,I'll design more situational practice to help them apply these adverbs more naturally. Additionally,more time could be given to students' performances in 2e to boost their confidence in speaking. 学科网（北京）股份有限公司 $