Unit 2 Period 3 Lesson3 Running and Fitness(课件) 英语北师大版必修第一册

该高中英语课件围绕“跑步与健康”主题，系统呈现长跑的益处、Dr. Martin的建议，以及运动健康相关词汇和扫描阅读技能。课堂导入通过“运动好处短语”激活已知，结合Jeremy的困惑引导预测，搭建从生活经验到文本理解的学习支架。 其亮点在于以情境任务驱动，通过Jeremy的问题链培养思维品质，借助扫描练习提升语言能力，分层作业与自评表发展学习能力。如Post-reading的3分钟演讲任务整合语言表达与健康态度，小结部分系统梳理知识与技能。学生能提升综合语言运用能力并树立健康意识，教师可依托清晰结构高效开展教学。

Unit 2 Sports and Fitness Period 3 Running and Fitness 1.7.2013 Welcome students to today's lesson. Show the cover and ask: "Look at the picture. What is the man doing? How does he look?" Lead students to think about running and fitness. Tell them today we will read a story about a teenager named Jeremy who turns to long-distance running for help. ‹#› 01 Understand the benefits of long-distance running and Dr. Martin's advice 02 Master key vocabulary and phrases about exercise, fitness and health 03 Practice reading skills — scanning for specific information in a text 04 Develop a positive attitude towards regular exercise and a healthy lifestyle Learning Objectives 1.7.2013 Go through the four learning objectives with students. Emphasize that today's lesson is not just about reading a text — it is about understanding why exercise matters and how they can apply this to their own lives. Ask: "Which of these objectives do you think is the most important for you?" ‹#› Contents 1. Lead in 2. Pre-reading 3. While-reading 4. Post-reading 5. Summary 6. Assessment 7. Homework 1.7.2013 Go through the four learning objectives with students. Emphasize that today's lesson is not just about reading a text — it is about understanding why exercise matters and how they can apply this to their own lives. Ask: "Which of these objectives do you think is the most important for you?" ‹#› 01. Lead in 1.7.2013 Go through the four learning objectives with students. Emphasize that today's lesson is not just about reading a text — it is about understanding why exercise matters and how they can apply this to their own lives. Ask: "Which of these objectives do you think is the most important for you?" ‹#› Why Do We Need to Exercise? Useful phrases to talk about exercise benefits: to get in shape to stay healthy to get fit to relieve tension to cheer one up to make one's heart stronger to reduce health problems to strengthen one's immune system EXAMPLE "I do two weekly runs. I think exercising regularly is important for me to _______________." Lead in: Activate & Share stay healthy 1.7.2013 Start the lead-in by asking students: "Do you exercise regularly? What sports do you like?" Then present the useful phrases. Read each phrase aloud and have students repeat. Point out the example sentence. Then ask students to work in pairs and talk about the advantages of exercising regularly, using at least two of the phrases. Give them 2-3 minutes, then invite 2-3 pairs to share. ‹#› 02. Pre-reading 1.7.2013 Go through the four learning objectives with students. Emphasize that today's lesson is not just about reading a text — it is about understanding why exercise matters and how they can apply this to their own lives. Ask: "Which of these objectives do you think is the most important for you?" ‹#› Who Is Jeremy? What Troubles Him? JEREMY'S MESSAGE "I'm a bit fed up with getting sick all the time. And I feel awkward failing PE exams. My friend suggested I should try long-distance running. Do you think it will help?" — Jeremy, 16 years old Predict: What will Dr. Martin say? 1. Will long-distance running help Jeremy? Why or why not? 2. What advice do you expect Dr. Martin to give him? Pre-reading 1.7.2013 Introduce Jeremy to students. Read his message aloud and explain key phrases: "fed up with" (tired of), "awkward" (embarrassed/uncomfortable), "long-distance running". Ask students to identify Jeremy's two problems: getting sick often and failing PE exams. Then have them predict what advice Dr. Martin will give. Encourage creative predictions — there are no wrong answers at this stage. This activates prior knowledge and creates reading motivation. ‹#› 02. While-reading 1.7.2013 Go through the four learning objectives with students. Emphasize that today's lesson is not just about reading a text — it is about understanding why exercise matters and how they can apply this to their own lives. Ask: "Which of these objectives do you think is the most important for you?" ‹#› First Read: What Is the Main Idea? Q1 Dr. Martin's attitude? Does he support long-distance running? Find one sentence that shows his opinion. Q2 How is the reply organized? How many main parts can you divide the letter into? What is each part about? While-reading: Skimming Para 1: Breif introduction Para2-3: the convenience and benefits of running Last: tips for runners 1.7.2013 Guide students through their first reading. Set a 2-minute timer and ask them to read for the main idea only — no dictionaries. After reading, check Q1: Dr. Martin strongly supports running ("any exercise is better than none, but long-distance running in particular has a lot of benefits"). Check Q2: the letter has three main parts — opening, benefits, and advice. Use the structure diagram at the bottom to reinforce. Emphasize the reading skill: skimming means looking at topic sentences, not every word. ‹#› Structure of Dr. Martin's Reply 1 Introducction Any exercise is better than none 2 Benefits Why running is good for you 3 Advice Tips for new runners While-reading: Skimming 1.7.2013 Guide students through their first reading. Set a 2-minute timer and ask them to read for the main idea only — no dictionaries. After reading, check Q1: Dr. Martin strongly supports running ("any exercise is better than none, but long-distance running in particular has a lot of benefits"). Check Q2: the letter has three main parts — opening, benefits, and advice. Use the structure diagram at the bottom to reinforce. Emphasize the reading skill: skimming means looking at topic sentences, not every word. ‹#› Read Dr. Martin's reply carefully and complete the table about long-distance running. Topics Details Who is it for? Equipment needed Benefits Tips to avoid injuries While-reading: Skimming For everyone, including beginners — no experience needed. No gym membership or special equipment — just a pair of good running shoes. Get fit & prevent diseases; strengthen the immune system; increase blood and oxygen flow to the brain; make the heart stronger; cheer you up; relieve stress and tension. Warm up before and cool down after running properly. 1.7.2013 This is the core detailed reading activity (textbook Activity 3). Have students read the text carefully and fill in the table. Give them 5 minutes. Then go over the answers together. For "Who is it for": for everyone including beginners. For "Equipment": no gym membership, just good running shoes. For "Benefits": list all the benefits mentioned — get fit, prevent diseases, strengthen immune system, increase blood flow, cheer up, relieve stress. For "Tips": warm up and cool down. Then have students work in pairs asking questions like "What equipment do you need for long-distance running?" ‹#› Why Is Running So Good for You? Physical Benefits Get fit and build upper & lower body strength Prevent diseases and reduce health problems Strengthen the immune system Make the heart stronger; increase blood flow Mental Benefits Cheer you up when you feel down Relieve stress, aches and tension Help you know yourself and your limits Give a sense of achievement after a run While-reading 1.7.2013 Deep dive into the benefits of running. Ask students to find all the benefits mentioned in Dr. Martin's letter and categorize them into physical and mental. Highlight that running benefits both the body and the mind — this is a key insight. Point out the key sentence from the text. Ask: "Which benefit surprises you the most? Which one do you need the most right now?" Connect to students' own lives — many high school students feel stressed, so the mental benefits are especially relevant. ‹#› While-reading 1.7.2013 Deep dive into the benefits of running. Ask students to find all the benefits mentioned in Dr. Martin's letter and categorize them into physical and mental. Highlight that running benefits both the body and the mind — this is a key insight. Point out the key sentence from the text. Ask: "Which benefit surprises you the most? Which one do you need the most right now?" Connect to students' own lives — many high school students feel stressed, so the mental benefits are especially relevant. ‹#› Three Principles of Running 01 Do the right amount Draw up a training plan that is right for you. Set achievable goals — for example, jog for twenty minutes to start with. No shortcuts! 02 Keep running Running trains your mind as well as your body. There will be times when you want to give up. But hang in there — it will get easier with time. 03 Don't overdo it Do not forget to take breaks. Training too much can be bad for your health. Make sure you do not overdo it. While-reading: Scanning 1.7.2013 This page teaches the scanning skill (textbook Skill Builder) while presenting the Three Principles of Running. First, ask students to scan the text quickly and write down only the three principle names (2 minutes). Then read carefully to fill in the details. Go through each principle: 1) Do the right amount — set achievable goals, no shortcuts; 2) Keep running — train your mind, don't give up; 3) Don't overdo it — take breaks, too much is bad. Emphasize the scanning technique: know what you're looking for, move eyes fast, don't read every word. ‹#› While-reading: Scanning Principles of running details Don’t give up Don’t overdo it Do the right amount keep running Take breaks Make a training plan. Set an achievable goal. Don’t do too much. 1.7.2013 This page teaches the scanning skill (textbook Skill Builder) while presenting the Three Principles of Running. First, ask students to scan the text quickly and write down only the three principle names (2 minutes). Then read carefully to fill in the details. Go through each principle: 1) Do the right amount — set achievable goals, no shortcuts; 2) Keep running — train your mind, don't give up; 3) Don't overdo it — take breaks, too much is bad. Emphasize the scanning technique: know what you're looking for, move eyes fast, don't read every word. ‹#› 04. Post-reading 1.7.2013 Deep dive into the benefits of running. Ask students to find all the benefits mentioned in Dr. Martin's letter and categorize them into physical and mental. Highlight that running benefits both the body and the mind — this is a key insight. Point out the key sentence from the text. Ask: "Which benefit surprises you the most? Which one do you need the most right now?" Connect to students' own lives — many high school students feel stressed, so the mental benefits are especially relevant. ‹#› Post-reading 1 Do you think long-distance running will help Jeremy? Why? 2 How will running help us get fit and prevent diseases? 3 What advice would you give to someone who is new to running? 1.7.2013 Deep dive into the benefits of running. Ask students to find all the benefits mentioned in Dr. Martin's letter and categorize them into physical and mental. Highlight that running benefits both the body and the mind — this is a key insight. Point out the key sentence from the text. Ask: "Which benefit surprises you the most? Which one do you need the most right now?" Connect to students' own lives — many high school students feel stressed, so the mental benefits are especially relevant. ‹#› Post-reading 1 Do you think long-distance running will help Jeremy? Why? Yes. I think long‑distance running will help Jeremy because long‑distance running will help him get fit and prevent diseases. And it will give him good upper and lower body strength. It may help him pass the PE exams. 1.7.2013 Deep dive into the benefits of running. Ask students to find all the benefits mentioned in Dr. Martin's letter and categorize them into physical and mental. Highlight that running benefits both the body and the mind — this is a key insight. Point out the key sentence from the text. Ask: "Which benefit surprises you the most? Which one do you need the most right now?" Connect to students' own lives — many high school students feel stressed, so the mental benefits are especially relevant. ‹#› Post-reading 2 How will running help us get fit and prevent diseases? Running increases the flow of blood and oxygen to the brain. It makes our heart stronger and allows more blood to flow around the body. It also strengthens the immune system and reduces the risk of serious health problems. 1.7.2013 Deep dive into the benefits of running. Ask students to find all the benefits mentioned in Dr. Martin's letter and categorize them into physical and mental. Highlight that running benefits both the body and the mind — this is a key insight. Point out the key sentence from the text. Ask: "Which benefit surprises you the most? Which one do you need the most right now?" Connect to students' own lives — many high school students feel stressed, so the mental benefits are especially relevant. ‹#› Post-reading 3 What advice would you give to someone who is new to running? I would advise someone new to running to start slowly and remember it takes time to become a great runner. 1.7.2013 Deep dive into the benefits of running. Ask students to find all the benefits mentioned in Dr. Martin's letter and categorize them into physical and mental. Highlight that running benefits both the body and the mind — this is a key insight. Point out the key sentence from the text. Ask: "Which benefit surprises you the most? Which one do you need the most right now?" Connect to students' own lives — many high school students feel stressed, so the mental benefits are especially relevant. ‹#› Post-reading “There is also no better way to know yourself and to see what you are capable of.” (line 6, page 37) “Running trains your mind as well as your body.” (line 7, page 38) Explain the statements in your own words. Running is the best way to get to know yourself and your limits. Running makes both your mind and body stronger. 1.7.2013 Teach indefinite pronouns using the table. Point out the pattern: some/any/no/every + thing/one/body. Explain the usage rules: some- for affirmative and offers, any- for questions and negatives, no- for negative meaning, every- for all. Emphasize that all indefinite pronouns take singular verbs. Then have students complete the cloze text in Activity 9. Go over the answers: 1) something, 2) Nobody, 3) something, 4) anyone, 5) nothing, 6) nothing. Note: "Nothing is impossible" = anything is possible. ‹#› Express Yourself: A 3-Minute Talk Your task: Prepare a 3-minute presentation introducing the benefits of running and giving advice on doing it properly. Persuade your classmates to start running! Post-reading Presentation Structure 1. Opening (20s) 2. Benefits (60s) 3. Advice (70s) 4. Closing (30s) 1.7.2013 This is the output task (textbook Activity 10). Explain the task: students prepare a 3-minute presentation about the benefits of running and advice for beginners. Walk them through the four-part structure: Opening (hook), Benefits (physical + mental), Advice (warm-up/cool-down + three principles), Closing (call to action). Give them 8-10 minutes to prepare. Then have them work in pairs — one gives the talk, the other gives feedback using the structure checklist. If time allows, invite 1-2 students to present to the whole class. ‹#› Express Yourself Presentation Structure 1. Opening (20s) Hook your audience with a question or a surprising fact. 2. Benefits (60s) Physical benefits + mental benefits. Use examples. 3. Advice (70s) Warm up & cool down. The three principles. 4. Closing (30s) Call to action. Encourage everyone to start. Post-reading USEFUL TIPS Use the phrases from this lesson: "to get in shape", "to strengthen one's immune system", "to relieve tension". Speak clearly and make eye contact with your audience. 1.7.2013 This is the output task (textbook Activity 10). Explain the task: students prepare a 3-minute presentation about the benefits of running and advice for beginners. Walk them through the four-part structure: Opening (hook), Benefits (physical + mental), Advice (warm-up/cool-down + three principles), Closing (call to action). Give them 8-10 minutes to prepare. Then have them work in pairs — one gives the talk, the other gives feedback using the structure checklist. If time allows, invite 1-2 students to present to the whole class. ‹#› 05. Summary 1.7.2013 Deep dive into the benefits of running. Ask students to find all the benefits mentioned in Dr. Martin's letter and categorize them into physical and mental. Highlight that running benefits both the body and the mind — this is a key insight. Point out the key sentence from the text. Ask: "Which benefit surprises you the most? Which one do you need the most right now?" Connect to students' own lives — many high school students feel stressed, so the mental benefits are especially relevant. ‹#› Summary In this lesson, we have learnt about the advantages of long-distance running and the suggestions given by Dr. Martin. Besides, we have memorized important words and expressions related to sports, fitness and health. Meanwhile, we practised the reading skill of scanning to quickly find specific information from passages. Finally, we have built a positive attitude to keep doing regular exercise and form a healthy lifestyle. 1.7.2013 Summarize the lesson by going through the four key takeaway boxes. First, recap that running benefits both body and mind. Second, review the three principles. Third, remind students of the grammar focus — indefinite pronouns. Finally, emphasize the key message: any exercise is better than none, and encourage them to start building an exercise habit. Ask: "What is one thing you will do differently after today's lesson?" to check personal connection. ‹#› 06. Assessment 1.7.2013 Deep dive into the benefits of running. Ask students to find all the benefits mentioned in Dr. Martin's letter and categorize them into physical and mental. Highlight that running benefits both the body and the mind — this is a key insight. Point out the key sentence from the text. Ask: "Which benefit surprises you the most? Which one do you need the most right now?" Connect to students' own lives — many high school students feel stressed, so the mental benefits are especially relevant. ‹#› Learning Objectives Score(1-5) 1.After learning, I am able to know and understand the benefits of long distance running and exercises. 2.After learning, I am able to master reading strategies, such as scanning, skimming for prediction, etc. 3.After learning, I am able to understand the significance of the sports and exercises: more sports and more fitness. 5-完全能；4-基本能；3-不确定；2不太能；1-完全不能 1.7.2013 Deep dive into the benefits of running. Ask students to find all the benefits mentioned in Dr. Martin's letter and categorize them into physical and mental. Highlight that running benefits both the body and the mind — this is a key insight. Point out the key sentence from the text. Ask: "Which benefit surprises you the most? Which one do you need the most right now?" Connect to students' own lives — many high school students feel stressed, so the mental benefits are especially relevant. ‹#› 07. Homework 1.7.2013 Deep dive into the benefits of running. Ask students to find all the benefits mentioned in Dr. Martin's letter and categorize them into physical and mental. Highlight that running benefits both the body and the mind — this is a key insight. Point out the key sentence from the text. Ask: "Which benefit surprises you the most? Which one do you need the most right now?" Connect to students' own lives — many high school students feel stressed, so the mental benefits are especially relevant. ‹#› Write a short paragraph (80–100 words) advising Jeremy on how to start long-distance running. Use at least 3 indefinite pronouns and 3 phrases from today's lesson. Try a 15-minute jog or brisk walk this week. Record how you feel before and after the exercise. Be ready to share your experience. 01. Basic Task 02. Advanced Task Homework 1.7.2013 Assign the three homework tasks clearly. Task 1 (written) is mandatory — students write a paragraph advising Jeremy, using indefinite pronouns and lesson phrases. Task 2 (research) connects to textbook Activity 11 — students find out about recommended exercise for teenagers. Task 3 (practical) is optional but strongly encouraged — actually try exercising and reflect on it. Emphasize that the goal is not just homework, but building a real exercise habit. Remind them of the vocabulary quiz next class. ‹#› "The miracle isn't that I finished. The miracle is that I had the courage to start." Keep moving. Keep healthy. Start today. 1.7.2013 Close the lesson with an inspirational message. Read the quote aloud and explain its meaning — the hardest part of exercising is starting, and once you start, you've already achieved something. Encourage students to take what they learned today and apply it to their own lives. Remind them of the homework. End with: "Keep moving, keep healthy. Start today." Thank the students for their participation. ‹#› $