Unit 3 Keep Fit-Section A（2a-2e）教学设计 2025-2026学年人教版英语七年级下册

该初中英语教学设计聚焦频率副词、“How often...?”句型及运动词汇，通过问候、运动图片识词和实物道具提问导入，激活学生已有运动词汇储备，自然渗透核心句型，为听力与对话学习搭建衔接支架。 此资料以任务驱动整合听说，通过分层听力（2a感知词汇句型、2b提取人物运动频率细节）和真实情境任务（2e小组讨论对比健康习惯），提升语言能力与思维品质，小组合作及句型支架培养学习能力，助力教师高效教学，学生落实“输入-内化-输出”语言学习逻辑。

Unit 3 Keep Fit-Section A（2a-2e）教学设计 一、教学基本信息 本课为人教版七年级下册 Unit 3 Keep Fit Section A 第二课时（2a-2e），围绕 “运动与健康” 主题，聚焦物品归属询问及运动频率表达。课型为听说整合课，涵盖听力、对话、口语创编活动，衔接单元词汇与语法，是培养学生健康表达与交际能力的核心课时。 二、教学目标（新课标英语学习活动观） 语言能力：掌握频率副词及 “How often...?” 句型，能听辨信息、角色扮演并创编对话。 文化意识：了解中外运动习惯差异，认同规律运动的健康理念。 思维品质：通过信息梳理、对比判断，提升逻辑与批判性思维。 学习能力：借助任务链与小组合作，养成主动听说、自主探究习惯。 三、教学重难点 项目 内容 重难点 重点：频率副词用法、运动类词汇及 “How often...?” 问答句型。 难点：听力中区分人物运动频率，口语中自然运用重音及礼貌用语创编对话。 四、教法学法 教法：归纳法、任务驱动法、情境教学法、 学法：归纳总结法、情境运用法 五、教学过程（表格式） Step 1 Warm-up & Lead-in 1. Greeting & Free talk Teacher: Good morning, class. How are you today? Do you often do sports after school? What sports do you like?Students answer freely. Then teacher shows pictures of sports (badminton, ping-pong, volleyball, jogging) and asks students to name them. 2. Situational introduction Teacher holds a badminton racket model and asks: “Look! I have a badminton racket. Is this your racket? How often do you play badminton?” Slow down to stress “how often” and guide students to try answering. 3. Topic presentation Teacher: Today we’ll learn Unit 3 Keep Fit Section A (2a-2e). We’ll talk about sports frequency with adverbs of frequency and learn to ask about ownership politely. 设计意图：通过日常问候、运动图片识词及实物道具提问，激活学生已有运动词汇储备，自然渗透本节课核心句型与话题，营造轻松的课堂氛围，激发学生参与兴趣，为后续听力与对话学习做好铺垫。 Step 2 Pre-listening (2a) 1. Vocabulary learning Show the words and phrases in 2a on the PPT: ping-pong bat, badminton racket, volleyball, jog, seldom, sometimes, often. Lead students to read aloud, correct pronunciation (e.g. seldom /ˈseldəm/). Explain meanings with pictures and simple sentences: “I seldom play volleyball. I often jog in the morning.” 2. Matching task Ask students to look at the pictures in 2a and match the words with the pictures. Walk around to check and give guidance. 3. Predicting Teacher: Now we’ll listen to a conversation between Emma, Jim and Yaming. They talk about sports things and how often they play sports. Please predict: What sports do they talk about? 设计意图：聚焦 2a 核心词汇，通过认读、纠音、配图释义，扫清听力词汇障碍；完成匹配任务巩固词汇认知；通过预测环节培养学生听前预判能力，提升听力针对性。 Step 3 While-listening (2a-2b) 1. First listening (2a) Play the recording of 2a. Students listen and fill in the blanks with the words they hear. No writing, just listen and get the main idea first. Play again, students write down the answers. 2. Check answers Invite students to read the completed sentences. Teacher checks and corrects mistakes, then plays the recording again, pausing at key sentences for students to follow and imitate. 3. Second listening (2b) Show the table in 2b (Name, Sport, Adverb of Frequency). Explain the task: Listen again and write down the sports Emma, Jim and Yaming do and how often they do them. Play the recording sentence by sentence, guide students to catch key information. Students complete the table individually. 4. Share & discuss Students work in pairs to check their answers. Then invite some pairs to share their tables, and the whole class checks together. 设计意图：采用分层听力模式，由浅入深。2a 侧重基础词汇与句型感知，2b 聚焦细节信息提取，通过多遍播放、逐句引导，降低听力难度；结对核对答案培养合作意识，跟读模仿强化语音语调，落实听说基础能力。 Step 4 Post-listening (2c) 1. Model dialogue Teacher shows the key sentences from the listening: Is this your ping-pong bat? No, it isn’t mine. It’s Jim’s. How often do you play badminton? I sometimes play badminton with Yaming. Lead students to read and understand the dialogue structure: ask about ownership → answer → ask about sports frequency → answer. 2. Pair work Ask students to work in pairs. Use the information in 2b to make a new dialogue, then role-play it. Give task cards with sentence frames for reference. Walk around to offer help, pay attention to students’ use of frequency adverbs and pronunciation. 3. Role-play show Invite 2-3 pairs to perform their dialogues in front of the class. Teacher gives positive feedback and suggestions for improvement. 设计意图：以听力信息为支架，提炼对话框架，降低口语输出难度；结对角色扮演内化听力信息，强化核心句型运用；展示环节提升学生表达自信，落实 “输入 — 内化 — 输出” 的语言学习逻辑。 Step 5 Pre-reading (2d) 1. Transition Teacher: We’ve talked about Jim and Yaming’s sports habits. Now let’s learn a new dialogue between Cindy and a reporter. It’s about healthy habits too. 2. New words & phrases Show new words in 2d: maybe, practice, perfect, excuse. Explain with simple English and examples: “Maybe she is at home. Practice makes perfect.” Lead students to read and spell the words. 3. Predict content Ask students to look at the picture in 2d and predict: What do Cindy and the reporter talk about? 设计意图：自然过渡到对话学习，扫清 2d 生词障碍，通过图片预测激发学生阅读兴趣，培养读图预测能力，为理解对话内容做好铺垫。 Step 6 While-reading (2d) 1. Fast reading Students read the dialogue quickly and answer: What’s the dialogue about? (Cindy’s healthy habits) 2. Careful reading Students read carefully and answer detailed questions: Does Cindy often exercise? How often does she eat vegetables? Does she eat junk food? Why? Students answer individually, then check with the class. 3. Sentence stress Teacher: In English, we stress important words in sentences. Look at the dialogue, listen to the recording and mark the stressed words. Play the recording, students mark stress. Lead students to read the dialogue with correct stress and intonation. 4. Role-play Students work in pairs to role-play the dialogue, taking turns as Cindy and the reporter. Encourage them to act naturally with proper stress. 设计意图：采用 “快读 — 细读 — 语音训练 — 角色扮演” 的阅读流程，由主旨到细节，再到语音语调，层层递进；培养学生快速获取主旨、精准提取细节的阅读能力，强化句子重音意识，提升口语表达的地道性。 Step 7 Post-reading (2e) 1. Discussion topic Teacher: Now we know Cindy’s healthy habits. How about your habits? Who is healthier, you or your partner? Discuss with your partner and give reasons. 2. Language support Show sentence frames on the PPT: I think ... is healthier than ... Because he/she always/often/sometimes ... He/She seldom/never ... 3. Group discussion Students work in groups of four. Discuss and take notes. Encourage them to use frequency adverbs and the sentence frames. 4. Report & share Each group chooses a representative to report their discussion results. Teacher guides students to evaluate objectively. 设计意图：从对话文本迁移到学生真实生活，创设真实讨论情境；提供句型支架降低表达难度，小组讨论培养合作探究能力；汇报展示锻炼学生逻辑表达能力，渗透健康生活理念，实现语言学习与育人目标的融合。 Step 8 Summary & Consolidation 1. Knowledge summary Guide students to summarize what they’ve learned today: Words: sports words, frequency adverbs (always, usually, often, sometimes, seldom, hardly ever, never) Sentences: Is this your...? / How often do you...? / I... Skills: listen for details, role-play, discuss health habits 2. Language consolidation Do a quick quiz: Show sentences with mistakes (e.g. I play sometimes basketball) and ask students to correct them. 3. Emotional 升华 Teacher: Sports can keep us fit. We should do sports regularly and have healthy habits. 设计意图：师生共同梳理本节课知识脉络，构建知识体系；改错练习巩固易错点，强化语言准确性；情感升华渗透健康意识，落实学科育人价值。 Step 9 Homework Listen to the recording of 2a-2d and imitate. Write a short passage about your sports habits (at least 5 sentences, use frequency adverbs). Interview your family members about their healthy habits and take notes. 设计意图：分层作业兼顾基础巩固与能力拓展；听力模仿强化语音语调，写作锻炼书面表达，采访任务链接生活，实现课内外学习联动。 板书设计 Unit 3 Keep Fit-Section A (2a-2e) 1. Words Sports: badminton, ping-pong, volleyball, jog Frequency: always(100%)→usually→often→sometimes→seldom→hardly ever→never(0%) 2. Sentences - Ask about ownership: Is this your...? Yes, it is. / No, it isn’t. It’s... - Ask about frequency: How often do you...? I... (frequency adverb) + verb... 3. Healthy habits Do sports regularly Eat vegetables Don’t eat too much junk food 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $