资源简介

第二课时　Section A(2a—2e)
Activity 1 Warming up and revision(感知与注意)
T：Good morning/afternoon，class！Before we start today's new lesson，let's review the pronunciation rules we learned in the last class.I will say some words，and you need to listen carefully and tell me which vowel or consonant sound is in each word.Are you ready
T：The first word is “bike”．Which vowel sound is in it
S1：/a /.
…
T：Excellent.Now，let's look at some pictures of sports again.(Showing pictures related to sports) Can you use the words we learned to describe these sports？For example，what is this？(Pointing to a picture of a person playing badminton)
S2：Badminton!
…
设计意图：通过复习上节课学习的发音，帮助学生巩固基础知识，为新课的学习做好准备。
Activity 2 Listening(获取与梳理)
T：Now，we are going to listen to a conversation in 2a.Listen carefully and fill in the blanks with the words you hear.The blanks are about the sports items and who they belong to.Are you clear？Let's listen.
(After listening and filling in some answers)
T：OK，let's check the answers.What did you fill in the first blank
S1：I filled in “ping pong” because I heard “There is a ping pong bat here.”
…
T：Great.If anyone has different answers，please feel free to share.Now，let's listen again to make sure we filled in all the blanks correctly.
设计意图：训练学生在听力中捕捉具体信息并填空的能力，让学生通过听力理解对话内容，关注到人物之间关于运动器材所属以及运动频率的讨论。
Activity 3 Reading(获取与梳理)
T：Now，let's work on 2b.Read the conversation carefully.Then，look at the table.We need to tick the correct boxes to show how often each student does each sport.
(Students read the conversation and complete the tasks.)
T：OK，let's check the answers together.How often does Emma play ping pong
Ss：Seldom.
T：Right.So we tick the “seldom” box for Emma in the ping pong column.What about Jim
…
T：Great.Let's continue with the other students and sports.
设计意图：培养学生的阅读理解能力，让学生通过阅读对话，准确提取关于学生运动频率的信息，并进行归纳总结，通过勾选正确选项的方式加深对文本的理解。
Activity 4 Practice(概括与整合)
T：Now，let's work on 2c.Based on the information in the table 2b，try to retell the conversation.You can start like this：“Emma and Jim seldom play ping pong，but Yaming…” Now，who wants to try to retell the conversation
(S1 retells the conversation according to the table.)
T：Very good.You covered all the important points.Does anyone want to add something or retell it in a different way
(S2 retells with some different expressions.)
T：Excellent.This shows that you really understand the conversation.Now，let's practise retelling in pairs.One student retells the conversation，and the other listens and gives some suggestions.Then switch.(Students practise in pairs.)
设计意图：锻炼学生的口语表达能力和对文本的归纳总结能力，让学生通过复述对话，加深对对话内容的理解和记忆，同时提高学生组织语言和表达的能力。
Activity 5 Practice(概括与整合)
T：Let's work on 2d.Listen to the conversation again.This time，pay attention to the stress patterns of the coloured sentences.After listening，match the stress patterns below with the coloured sentences.
(Students listen and match the stress patterns.)
T：OK，let's check the answers.Which stress pattern do you think matches the first coloured sentence
S1：I think it's pattern B because the important word “yours” in the sentence is stressed.
…
T：Great.Now that we have matched the stress patterns，let's role play the conversation.I will divide you into groups.Practise the conversation with the correct stress patterns.Then we will ask some groups to show it in front of the class.
设计意图：帮助学生提高口语表达的准确性和自然度，让学生通过听对话匹配重读模式，感受英语句子中的重读规律，从而在口语表达中能够正确运用重读来强调重要信息。
Activity 6 Pair work(概括与整合)
T：Let's work on 2e.Now，imagine you have found an item at a sports centre.You need to make up a conversation with your partner using the expressions given.Now，start making up the conversation with your partner.
T：(Walking around the classroom and listening to students' conversations)Well done，everyone.Now，I'd like to ask some pairs to share their conversations with the class.Which pair wants to go first
S1(Pair 1)：Excuse me，are these your running shoes
S2(Pair 2)：Yes，they are mine.Thanks!
S1(Pair 1)：Do you often run
S2(Pair 2)：Yes，I run three times a week.How about you
…
T：Great job！Any other pairs？(Ask several more pairs to share their conversations.)
设计意图：培养学生的口语创作能力和语言运用能力，让学生在既定的情景下，灵活运用所学的物品所属关系和运动频率的知识，编出合理、自然的对话，有效提升语言运用能力。
Activity 7 Homework(分层作业)
必做题：Write a short passage about your favourite sport or exercise.Include how often you do it and why you like it.
选做题：Record a short video of yourself doing your favourite sport or exercise and introduce it in English.
第二课时　Section A(2a—2e)Emma's，Jim's and Yaming's sports and frequencies： Emma：ping pong(seldom)，badminton(sometimes) Jim：ping pong(seldom)，badminton(often) Yaming：ping pong(often)，badminton(often) Key sentence patterns： Is this ping pong bat yours？(重读ping pong bat)
How often do you play badminton？(重读play badminton) Vocabulary for sports and equipment： jump rope，running shoes，volleyball，mat，badminton，etc. hers，his，theirs(possessive pronouns)
In this lesson，through listening exercises and role playing activities，students gained a deeper understanding and mastery of expressing ownership of items and frequency of participation in sports.The tasks of creating dialogues and short texts sparked students' enthusiasm and creativity.However，some students still need to further practise the flexible use of vocabulary and sentence structures.In future teaching，more diverse teaching activities，such as group discussions and debates，can be designed to enhance students' language expression skills.第一课时　Section A【(1a—1d)& Pronunciation 1—2】
Activity 1 Warming up and revision(感知与注意)
T：Good morning/afternoon，class！Today we are going to learn Unit 3.First，let's look at the title “Keep Fit” and the picture on page 17.What do you think we are going to learn in this unit
Ss：Maybe we will learn how to keep healthy and do some sports.
T：Very good！Now，look at the three questions on the page.Can you name the sport in the photo
S1：Basketball.
T：Yeah.And is that a popular sport in our school
Ss：Yes!
T：Next question，is it a popular sport in China？Why do you think so
S2：I think it is.Because many students like to play basketball in China.There are many basketball courts in the city.
T：Good answer.Now，the last question.Do you like to do this sport？Why or why not
S3：I like it because it's fun and can make me stronger.
S4：I don't like it very much.I'm not good at it，and I prefer other sports like running.
设计意图：通过观察标题和图片，提出问题引导学生思考和讨论，激发学生的学习兴趣，同时复习和巩固之前学过的关于运动的知识，为新课的学习做好铺垫。
Activity 2 Presentation(获取与梳理)
T：We are going to learn Section A．Now，let's work on 1a.We need to write the sports items in the box under the pictures.Look at the first item.What sport is it
Ss：Baseball!
T：Very good.So where should we write “baseball”？
S1：Under the picture that shows baseball.
T：Excellent.Now，what about this one？(Pointing to the item “jump rope”)
S2：Jump rope!
T：Right.And where should we write it
S3：Under the picture of the jump rope!
T：Good.Let's write it down.Continue with the others.
…
设计意图：运用图片直观展示运动项目，帮助学生学习和记忆新词汇，使抽象的单词变得具体形象，易于理解。通过师生问答的方式，引导学生积极思考，主动参与到词汇学习中，提高学生的学习积极性，同时培养学生的观察能力和语言表达能力。
Activity 3 Listening(获取与梳理)
T：Now，we are going to listen to the conversations at a sports centre.Listen carefully and answer the questions in 1b.
(Students listen attentively to Conversation 1.)
T：OK，who can answer the first question
S1：I think it's Han Lin's.
T：Why do you think so
S2：Because in the conversation，Han Lin says，“That's mine.”
T：Very good.Now，let's listen to Conversation 2 and find out whose baseball glove it is.
…
设计意图：通过听力练习，培养学生获取关键信息的能力，让学生在具体的语境中理解和运用关于物品所属关系的句型。
Activity 4 Listening(获取与梳理)
T：Listen again and complete the table with the correct information in 1c.
(The teacher plays the recording again and students listen and fill in the table.)
T：Let's start with Han Lin.What sport does Han Lin do
S1：I think Han Lin plays football.
T：And how often does he play
S1：I'm not sure.I didn't hear it clearly.
T：That's okay.Let's listen one more time.
S1：Oh，he plays football three times a week.
T：Good.Now，let's continue with the others.What about Emma
…
(Guide students to complete the table for Emma，Peter…)
设计意图：再次开展听力练习，让学生获取更详细的信息，如人物、运动项目和运动频率，进一步提高学生的听力理解能力，同时通过填写表格，帮助学生梳理和总结所学知识。
Activity 5 Pair work(概括与整合)
T：Now，let's work on 1d.In pairs，find one sports item that you both have.Then talk about the sport or exercise you do with it.First，look at the following example.
(Students read the example.)
T：Good.Now，you can start to talk with your partner.
(Students start to have conversations in pairs.)
T：(Walking around the classroom and listening to the students' conversations) Well done，everyone.Now，I'd like to ask some pairs to share their conversations with the class.Which pair wants to go first
S1(Pair 1)：We both have a jump rope.I like to jump rope because it's easy and I can do it at home.I jump rope every day.My partner also likes it.He jumps rope four times a week.
T：Great job！Any other pairs
S2(Pair 2)：We have running shoes.We both like running.I run in the park every morning.It makes me feel energetic.My partner runs three times a week.She thinks running is a good way to keep fit.
设计意图：通过小组活动，让学生运用所学词汇和句型进行对话交流，培养学生的口语表达能力和合作学习能力，同时让学生在实际对话中进一步巩固物品所属关系和运动频率的表达方式。
Activity 6 Pronunciation(归纳与应用)
T：Let's work on Pronunciation 1.We're going to learn about the pronunciation of “i”“ie”“y”．Let's listen and repeat.Please pay attention to the sounds.Listen carefully.
(After listening and repeating the vowel sounds /a / and / /)
T：Good.Now，add one more word to this group.What other word has the /a /sound
S1：Bike!
T：Very good.Now，let's move on to the next group./i /—piece，niece.Repeat./i /—piece，niece.
Ss：/i /—piece，niece.
T：Add a word.
S2：See!
T：Excellent.Next，/j/—yard，yours.Repeat./j/—yard，yours.
Ss：/j/—yard，yours.
T：And add a word.
S3：Yellow!
设计意图：通过系统的听读练习，助力学生精准掌握部分元音和辅音音素的发音规律，敏锐感知其在不同单词中的发音特质。添加单词任务深度激发学生自主探索精神，有效强化其对发音规则的理解与记忆。
T：Let's work on Pronunciation 2.Now，we'll focus on sentence stress.Listen carefully to the sentences.When you detect a stressed word，clap your hands.Then，repeat the sentences，imitating the stress patterns.Let's begin.
T：(Reading a sentence with stressed words)Keep fit and healthy.
(Some students clap when they hear the stressed words.)
T：Now，repeat the sentence with the correct stress.
Ss：Keep fit and healthy.
T：Good.Listen to another one.(Reading another sentence)
设计意图：借助听辨与拍手标识重读单词活动，深度提升学生对句子重读现象的敏锐感，使其精准洞察英语句子节奏韵律架构。重复跟读环节，助力学生自然内化正确重读模式，实现口语表达的节奏优化与语义强化，提升语言交际效果，塑造更地道、自然的口语风格。
Activity 7 Homework(分层作业)
必做题：Make a list of five sports or exercises you know and write down how often you do them.
选做题：Find out the English names of some other sports equipment and write a short passage about how to use them.
第一课时　Section A【(1a—1d)& Pronunciation 1—2】 Sports items：baseball glove，running shoes，tennis racket，etc. How often：twice a week，three times a week，hardly ever，once or twice，at weekends，etc. Pronunciation： i：/a /，/ /(e.g.mine，big) ie：/a /，/i /(e.g.lie，piece) y：/a /，/i/，/j/(e.g.sky，party，yard) Stressed words in sentences：e.g.keep me fit(“keep” and “fit” are stressed，“me” is unstressed)，once a week(“once” and “week” are stressed，“a” is unstressed)
During the teaching process，through a variety of teaching activities，students showed high enthusiasm for learning.Most students were able to grasp the sports vocabulary，expressions related to item ownership，and ways to describe exercise frequency well.However，some students still had difficulties understanding and mastering certain pronunciation rules.Additionally，in group activities，a few students showed low participation.The teacher needs to provide further guidance in subsequent lessons.Unit 3　Keep Fit
The theme of this unit is “Keep Fit，” which focuses on keeping healthy.This theme closely relates to students' real lives and aims to guide them to recognize the importance of exercise and physical activities for maintaining good health.Through discussions，sharing，and practice，students will be able to understand various forms of exercise and cultivate an interest and a habit in physical training.
Unit Content Analysis(单元内容分析）
◆ Vocabulary and Sentence Patterns
Vocabulary：It includes various sports vocabulary，such as “baseball”“jump rope”“tennis racket”“running shoes”，etc.，as well as frequency related vocabulary like “always”“usually”“sometimes”“seldom”“hardly ever”“never”．
Sentence Patterns：Use sentences like “Whose＋item＋is it？”，“Is this/that＋item＋yours/his/hers/theirs？” to ask about the ownership of items；and use sentences like “How often do you play＋sport？”，“I play＋sport＋frequency phrase.” to talk about the frequency of exercise.
◆ Listening and Speaking
Listening Activities：In parts 1b，1c，2a，2d，etc.，through listening to conversations，students obtain information about the ownership of sports items and the frequency of students' exercise.
Speaking Practice：Oral tasks are set in parts 1d，2c，2e，etc.，requiring students to have dialogue practice with partners based on their own situations or given scenarios，such as making up conversations according to the picked up sports items，including asking about the ownership of items and the frequency of exercise，etc.，training students' ability to communicate in the target language in practical situations.
◆ Reading and Writing
Reading Materials：It provides reading contents such as the ways of keeping fit of three students and Kate's post about swimming，introducing different sports ways and their frequencies and reasons for liking them，allowing students to understand multiple ways to keep fit and the benefits of sports.
Writing Tasks：Starting with basic exercises of filling out sports equipment cards，students gradually progress to writing short essays about their favourite sports.The writing process requires students to express ideas clearly，organize the content logically，use vocabulary and sentence patterns accurately，and follow grammatical rules，effectively exercising written expression skills and logical thinking，and stimulating creative potential.And in the Project part，students are required to make a report about the exercise habits of group members and present it，and also make a mind map and write a post about their favourite sports，cultivating students' comprehensive reading and writing ability，enabling students to accurately describe exercise habits，explain the benefits of sports，etc.
◆ Grammar and Pronunciation
Grammar：Focus on learning possessive pronouns to express ownership relations，and the usage of adverbs of frequency to describe the frequency of exercise.Through exercises，such as 3a，3b，3c，etc.，let students understand how to correctly use these grammar knowledge for expression.
Pronunciation：Pronunciation exercises are involved in parts 1，2，etc.，including the pronunciation rules of letters “i”“ie”“y”，etc.in words.And at the same time，pay attention to the stressed syllables by listening to sentences and then imitate and repeat.
Key Points 1.Understand and master the correct usage of possessive pronouns and adverbs of frequency in sports related topics. 2．Be able to identify and describe various sports and equipment，and use the learned knowledge to share personal exercise habits and feelings.
Key Difficulties 1.Accurately use possessive pronouns and adverbs of frequency in complex oral expressions. 2．Deeply understand and explain the importance of exercise for physical and mental health in reading and writing.
Students will be able to fluently describe and discuss sports and exercise equipment in English，use possessive pronouns and adverbs of frequency accurately to express personal exercise habits，and share their understanding and feelings about sports through reading，writing，and oral expression.
Students will learn about popular sports in different cultures and regions，broadening their international perspective.They will realize that exercise is an important way to maintain health across different cultures and backgrounds.
Students will critically consider the importance of exercise for physical and mental health.By comparing and summarizing different people's exercise habits，they will develop logical thinking and summary skills.
Students will learn more about sports knowledge and skills through a combination of independent and cooperative learning.They will cultivate an interest and a habit in sports，improving self management and motivation.
Learning Situation Analysis(学情分析）
Students are generally interested in the topic of sports but may lack a deep understanding and systematic knowledge.There are differences in students' English levels and oral expression abilities，requiring tailored teaching approaches.
Adopt diverse teaching methods such as picture displays，video watching，and group discussions to stimulate students' interest in learning.Encourage independent and cooperative learning to foster students' autonomous learning ability and team spirit.In the teaching process，pay attention to students' emotional experiences and value cultivation，guiding them to form a positive and healthy attitude towards life.
第一课时　Section A【(1a—1d)& Pronunciation 1—2】
第二课时　Section A(2a—2e)
第三课时　Section A(Grammar Focus 3a—3d)
第四课时　Section B(1a—1d)
第五课时　Section B(2a—Reflecting)第三课时　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知与注意)
T：Good morning/afternoon，everyone！Today we are going to learn the Grammar Focus part.Before we start，let's do a quick review.Can you name some sports or exercises you know
(Students answer with various sports and exercises.)
T：Great！Now，let's read the sentences on the board and try to find out the rules of sentence patterns.
设计意图：通过提问和复习，激发学生对本节课内容的兴趣，同时回顾已学知识，为后续学习做铺垫。
Activity 2 Presentation(获取与梳理)
T：Let's work on 3a.Read the sentences and decide what the pronouns in bold refer to.Circle the adverbs of frequency and put them in order from the least to the most often.
T：In the sentence “Is this baseball glove yours？”，what does “yours” refer to
S1：It refers to this baseball glove.
…
T：Right.Now circle the adverbs of frequency.And put them in order from the least to the most often.
S2：Never，hardly，seldom.Once a week，twice a week，three times a week.
设计意图：让学生通过阅读句子，进一步明确代词指代对象，同时对频度副词进行识别和排序，培养学生的分析归纳能力。
Activity 3 Presentation(获取与梳理)
T：Now，let's move on to plete the conversations with the correct pronouns.
T：In the first conversation “A：Dad，where are my tennis shoes？And Tom's？B：Yours are right here.______are over there.” What should be filled in the blank
S：Tom's or His.
T：Good.Now read the second conversation.
设计意图：让学生在具体的对话情境中运用物主代词进行填空，巩固学生对物主代词的理解和运用能力，通过实际练习加深学生对物主代词不同形式(如 my mine，your yours，our ours 等)的记忆。
Activity 4 Practice(概括与整合)
T：Now，let's move on to 3c.Complete the passage with always，usually，sometimes，seldom，or never.
(Students read the passage.)
T：In the sentence “I ______ jog in the park near my home in the morning.”，what should be filled in the blank
S：Usually.
T：Right.Now continue with the rest of the passage.
…
设计意图：让学生在短文填空的过程中，综合运用频度副词 “always”“usually”“sometimes”“seldom”“never”，提高学生在语篇中运用频度副词的能力，同时也加深对保持健康相关话题的理解。
Activity 5 Pair work(内化与运用)
T：Let's move on to 3d.Now，we'll do a pair work activity.In groups，ask one another how you keep fit.One of you ask the questions and the other answers.Take notes while you are asking and answering.Then，based on your notes，give a report to the class.The questions you can ask are like this：What sport or exercise do you do most often？Why do you like it？How often do you do it
(Students start asking and answering questions in pairs.The teacher walks around the classroom and listens to their conversations，offering help and guidance when needed.)
T：OK，now I'll ask some pairs to come to the front and give their reports.Which pair wants to go first
S(Pair 1)：(Coming to the front)In our pair，Peter likes playing basketball.He plays it twice a week because he thinks it's fun and it's good exercise.I like running.I run every day because it makes me feel energetic.
T：Very good report！Thank you.Any other pairs
…
设计意图：通过小组活动，培养学生的合作交流能力和语言表达能力，让学生在实际交流中运用所学知识询问和描述保持健康的方式，并能够进行报告总结。
Activity 6 Homework(分层作业)
必做题：Write five sentences using different adverbs of frequency and possessive pronouns.
选做题：Write a short story about a person who likes to keep fit and include as many adverbs of frequency and possessive pronouns as possible.
第三课时　Section A(Grammar Focus 3a—3d) Possessive pronouns： mine，yours，his，hers，ours，theirs，its Example：This baseball glove is mine.Yours is over there. Adverbs of frequency： always，usually，sometimes，seldom，hardly ever，never Order from the least to the most often：never，hardly ever，seldom，sometimes，usually，always Example：I seldom play football.But I usually jog in the morning.
During the teaching process，students generally meet the requirements for understanding possessive pronouns and adverbs of frequency，but further emphasis on accuracy and appropriateness may be needed in actual writing.During group activities，student participation is high，and they actively engage in communication and note taking.However，some students might not perform ideally during the reporting phase due to nervousness or insufficient language organization skills.Future training can be strengthened in this aspect.第四课时　Section B(1a—1d)
Activity 1 Warming up and revision(感知与注意)
T：Before we start the new lesson，let's review what we learned about sport and exercise in the last lesson.Can you name some sports？How often do you do them
S1：I play basketball and I play it twice a week.
T：Good.What other sports do you know
S2：I know running.I run every day.
T：Excellent.Now，today we are going to learn Section B “How is exercise good for us？” We know that doing sport is good for our health，and let's find out more specific benefits.
设计意图：通过复习已学的运动相关知识，巩固学生对运动项目和运动频率表达的掌握，激活学生的知识储备，为学习运动对健康的好处等新知识做好铺垫。
Activity 2 Presentation(获取与梳理)
T：Let's work on 1a.How are sport and exercise good for us？Discuss your ideas with a partner and write them down.You can think about how it affects our body，our mood，and our life in general.For example，it can make us stronger or happier.Now，start discussing.
S1：I think exercise can make us stronger.When we play sport like football，we use our muscles and they become stronger.
T：Good.Write that down.What else
S2：Exercise can also make us feel happy.After I go jogging，I feel relaxed and happy.
T：Excellent.Keep sharing your ideas.
S3：It can help us sleep better at night.If we do exercise during the day，we are more tired and can sleep better.
T：Good.Keep going.Write down all your ideas.
设计意图：通过小组讨论和记录，让学生积极思考运动的好处，培养学生的合作学习能力和用英语表达观点的能力，同时为后续学习不同学生保持健康的方式提供参考和对比。
Activity 3 Practice(概括与整合)
T：Let's work on 1b.Read three students' accounts of their ways to keep fit.Fill in the blanks.Read carefully and try to understand what each student does and why.
T：What did you fill in for Xia Tian
S1：I filled in skateboarding.
T：Why
S1：Because it says “My skateboard is really cool…”
T：Right.What about Jenny
S2：I filled in use an exercise app because it says “The app gives me exercises to do every day.”
…
T：Very good.Let's read the accounts again to make sure our answers are correct.
设计意图：根据图片和文本内容填空，能检测学生对阅读文本的细节捕捉与精准理解，能培养学生信息筛选与整合能力。运用特定词汇在语境中填空，能培养学生深度剖析文本语义的阅读能力。同时通过提炼核心信息，精准匹配词汇以及获取关键线索，能提升学生阅读理解精准度与速度，发展思维品质。
Activity 4 Practice(概括与整合)
T：Let's work on 1c.Read the accounts again and complete the table.You need to fill in how often they do the activities，and why they like them.(Pointing to the table)
T：For Xia Tian，what did you write
S1：I wrote “twice a week” for how often and “because it keeps him fit and he can do tricks with his friends and he feels great when succeeding” for why he likes it.
T：Good.What about Jenny
…
T：Very good.Let's check the table together.
设计意图：再次阅读并填表，让学生更深入地理解不同学生保持健康的方式和原因，进一步提高学生的阅读理解能力和信息提取能力，同时培养学生的归纳总结能力。
Activity 5 Practice(概括与整合)
T：Let's work on 1d.Which activity in 1b would you like to try？Give your reasons.You can start like this：“I would like to try skateboarding because it looks really cool and I want to experience the feeling of doing tricks like Xia Tian.Also，it can help me keep fit and make friends at the skate park.” Now，share your ideas with the class.
S1：I would like to try using an exercise app because I can do exercise at home and it can show my progress.It's convenient and I can do it whenever I have time.
T：Good.What about you
S2：I want to play baseball because it builds team spirit and I like team sport.
T：Excellent.Let's listen to more reasons from other students.
…
设计意图：通过让学生选择自己想尝试的活动并说明理由，培养学生的自主思考能力和用英语表达个人观点的能力，同时激发学生对不同运动方式的兴趣。
Activity 6 Homework(分层作业)
必做题：Write a short paragraph about how exercise is good for you.Include at least two benefits and explain them.
选做题：Research and find out more ways to keep fit online and write a short report about them.
第四课时　Section B(1a—1d) Benefits of sport and exercise(students' ideas)： Make us stronger Make us feel happy Help us sleep better Students' ways to keep fit： Xia Tian—skateboarding(twice a week，keep fit，do tricks with friends，feel great when succeeding) Jenny—use an exercise app(every day，show progress，have fun with friends) Steve—play baseball(three times a week，keep fit，build team spirit)
Throughout the teaching process，various educational activities were carried out to engage students actively in discussions and reading exercises.They gained a good understanding and mastery of the benefits of exercise and different ways students maintain their health.However，more guidance and examples need to be provided in subsequent lessons to help students better complete their tasks and further enhance their overall English language skills.第五课时　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知与注意)
T：Before we start，let's review what we talked about in the last lesson.What are some ways to keep fit that we learned
S1：We learned about skateboarding，using an exercise app，and playing baseball.
T：Good.And what are the benefits of exercise
S2：It can make us stronger，help us sleep better，and make us feel happy.
T：Excellent.Now，we are going to learn more about how teenagers keep fit and compare different exercise habits.Now let's move on to today's content.
设计意图：通过复习上节课所学的保持健康的方式和运动的好处，巩固学生已有的知识，为学习新知识做好铺垫。以旧知识引入新课，使学生能够自然地过渡到新的学习内容，同时也体现了知识的连贯性。
Activity 2 Presentation(获取与梳理)
T：Let's work on 2a.A website wants to learn more about how teenagers keep fit.Read Kate's post and complete the mind map.The mind map has sections like “Kate's favourite sport or exercise”“What does she like about it？”“How often does she do it？” and “Why is it good for her？”．Read carefully and fill in the information.
T：For Kate's favourite sport or exercise，what did you write
S1：I wrote “swimming”．
T：Good.What about “What does she like about it？”
S2：“It's fun to swim and play with friends in the water，and the cool water feels great when it's hot.”
…
T：Great.Let's check if the mind map is complete.
设计意图：通过阅读文本，引导学生提取关键信息，完成思维导图，培养学生的阅读理解和信息整理能力。
Activity 3 Practice(概括与整合)
T：Let's work on 2b.Make a similar mind map to the one in 2a about your favourite sport or exercise.Now，start making your mind map.
S1：I like basketball.Because it's exciting and I can play with my team.I play it three times a week.It makes me stronger and improves my teamwork skills.
T：Good.Let's see more mind maps from other students.
S2：My favourite is running.I like it because I can enjoy the fresh air and it helps me relieve stress.I run every day.It keeps my body fit and makes me feel energetic.
T：Excellent.Keep working on your mind maps.
设计意图：让学生制作自己喜欢的运动的思维导图，进一步巩固对运动相关信息的整理能力，同时培养学生的自主学习和思考能力。
Activity 4 Practice(概括与整合)
T：Let's work on 2c.Use your mind map to write a post about your favourite way to keep fit.You can start like this：“My favourite way to keep fit is [your favourite sport or exercise].I like it because [reasons from your mind map].I usually do it [how often].It is good for me because [benefits from your mind map].” Now，start writing your post.
T：Let's read some of your posts.Who wants to share first
S1：My favourite way to keep fit is dancing.I like it because it makes me feel confident and I can express myself.I dance twice a week.It helps me improve my flexibility and makes me happy.
T：Good.What about others
S2：My favourite sport is tennis.I like it because it's exciting and helps me improve my coordination.I play it once a week.It keeps me fit and healthy.
T：Excellent.You all did a great job in writing your posts.
设计意图：根据思维导图写短文，锻炼学生的语言组织和表达能力，将思维导图表述的内容转化为连贯的文字，有利于培养学生的思维品质。
Activity 5 Practice(概括与整合)
T：Let's work on 3a.In groups，ask your group members questions about their favourite sport or exercise.Take notes in the table.You can refer to the following questions.(Pointing to the questions and the table) Now，start asking and recording.
S1(Group 1)：What sport or exercise do you do most often
S2(Group 1)：I play badminton most often.
S1(Group 1)：Why do you like it
S2(Group 1)：Because it's fun and I can improve my reaction speed.
S1(Group 1)：How often do you do it
S2(Group 1)：I play it twice a week.
T：Good.Keep going.Let's see how other groups are doing.
…
设计意图：通过小组活动，让学生学会询问他人关于运动的相关信息并记录下来，提高学生的交流和信息收集能力。
Activity 6 Write your own report(描述与阐释)
T：Let's work on 3b.Write a brief report for your group.You can start like the example in 3b.Now，start writing your report.
Group 1：In our group，three students like different sports.Tom likes football because it's exciting.He plays it three times a week.Lily likes yoga because it helps her relax.She does it once a week.And John likes swimming because it keeps him cool in summer.He swims twice a week.
T：Good.Let's have other groups present their reports.
设计意图：让学生根据小组收集的信息写报告，培养学生对信息的整合能力和写作能力，并通过展示报告，提高学生的表达能力。
Activity 7 Compare the reports(内化与运用)
T：Let's work on 3c.Compare the reports.Find out which is the most popular sport or exercise and why people like it.You can look at the frequency of each sport or exercise in different groups and the reasons given by the students.Now，start comparing.
S1：I think football is quite popular.In two groups，students mentioned liking football.They like it because it's exciting and a team sport.
S2：I also noticed that swimming is popular.Many students like it because it's good for the body and refreshing in hot weather.
T：Good.Let's discuss more about the reasons behind the popularity of these sports.(The students work together to organize the sports mentioned in the report，design a table，and record the number of occurrences of each sport.)
Sport/Exercise Number of Mentions
Basketball 4
Tennis 3
Swimming 2
Running 5
Badminton 3
Yoga 1
设计意图：通过比较不同小组的报告，让学生找出最受欢迎的运动及原因，从而了解不同运动在学生中受欢迎的程度和价值。引导学生从多个角度思考问题，提高学生的思维深度和广度，促进知识技能向生活实践迁移转化，塑造终身运动价值观与健康生活范式。
Activity 8 Homework(分层作业)
必做题：Write a short summary of the most popular sport or exercise in your class based on today's discussion.Include the reasons for its popularity.
选做题：Research and find out the benefits of a sport that is not very popular in your class and write a persuasive article to encourage your classmates to try it.
第五课时　Section B(2a—Reflecting) Kate's fitness information： Favourite：swimming Likes：fun with friends，cool water Frequency：2 or 3 times a week Benefits：keep healthy，good for body Students' favourite sports/exercises(examples)： Basketball：exciting，teamwork，3 times a week，stronger，better teamwork Running：fresh air，relieve stress，every day，fit body，energetic Popular sports and reasons：e.g.football(exciting，team sport)，swimming(good for body，refreshing)
In the reading and mind mapping activity，most students were able to accurately extract key information.However，a few still have difficulties understanding some details and will need further training in reading comprehension in future lessons.In group activities，students generally participated with high engagement.However，some needed additional guidance in organizing information and writing reports.Overall，through this lesson，students have made certain improvements in describing sports related information，creating mind maps，and report writing.Nevertheless，further practice is required to enhance the accuracy and fluency of their language expression.

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