资源简介

世界
Section B　How is exercise good for us
第一课时 (1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: In 1a, students are required to discuss the benefits of sport and exercise. 1b asks students to read the article and fill in the blanks. Through the stories of three students, different forms of exercise such as skateboarding, using exercise apps for workouts, and playing baseball are presented, emphasizing the roles of these activities in keeping healthy and promoting social interaction. 1c asks students to complete a table based on the article's content. 1d asks students to choose their preferred form of exercise and give reasons for their choice.
Why: This lesson relies on the text to emphasize the importance of sport and exercise, due to their positive effects on personal health and social life. Through sport, students can maintain a healthy physique while strengthening their connections with friends and enhancing teamwork spirit. Additionally, sport helps students cultivate self-discipline and time management skills, which have great significance for personal growth.
How: The text presents three different methods of exercise to keep healthy. Firstly, Xia Tian enjoys the fun of sport with friends through skateboarding and believes it helps keep fit. Secondly, Jenny uses an exercise app to track her exercise progress, which allows her to clearly see her improvements and enjoy the joy of fitness with friends. Finally, Steve maintains his physique and fosters teamwork spirit through baseball, believing that baseball not only exercises the body but also enhances teamwork and friendship. Through vivid stories and specific examples, the importance of sport and exercise for us is successfully conveyed. It also highlights the role of sport in promoting social interaction and enhancing teamwork spirit. At the same time, students are encouraged to try diversified forms of exercise to find the one that suits them best. This teaching approach helps stimulate students' interest and passion for sport, thereby cultivating their habit of lifelong exercise.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.have a comprehensive understanding of the three students' ways to keep fit;
2.know the importance of sport.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
Step 1 Lead-in 1.Greetings. 2.Play a game.
1.To have a comprehensive understanding of the three students' ways to keep fit. Step 2 Pre-reading 1.Free talk: How is exercise good for us Discuss your ideas with a partner and write them down. 2.Show the pictures in the passage and ask: Q1: Who are they Q2: What are they doing Step 3 While-reading Work on 1b. Read three students' accounts of their ways to keep fit. Fill in the blanks with use an exercise app, skateboarding, or play baseball. ◎Key: skateboarding, use an exercise app, play baseball　 Work on 1c Read the accounts again and complete the table. And then check the answers with students. Pay attention to reading skills. NameHow often he/ she does itWhy he/she likes itXia Tiantwice a weekIt keeps him fit.Jennyevery dayIt can show her progress and she can have fun and keep fit with her friends.Stevethree times a weekIt keeps him fit, helps him play better and builds team spirit.
Observe how well students understand the information from the pictures and give appropriate explanations. Observe whether students can read the text in detail and grasp the details.
Purpose To help students master rapid reading skills and improve their reading speed and comprehension.
2.To know the importance of sport. Step 4 Post-reading 1.Work on 1d Which activity in 1b would you like to try Give your reasons. I want to try… because… I would like to try…because… 2.Show time: Ask students to show their work and show the checklist. 3.Summary: Life lies in movement. 生命在于运动。 Sport is the source of all life. 运动是一切生命的源泉。 Check whether students grasp the main idea of the article. Assess their accuracy in understanding details. Observe the collabo-ration among group members to see if there is clear division of labour and effective communication.
Purpose To foster team spirit through group collaboration and promote mutual learning and exchange.
Homework Required: Make a sports poster to describe your ways to keep fit. Optional: Make a survey about “my favourite sport” in school.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时 [(2a-2c) Writing & Project ]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: It uses a post from a web page as a carrier to discuss and introduce Kate's personal experience, sharing her favourite form of exercise—swiming and elaborating on the fun and health benefits it brings. 2b is a creative writing exercise, asking students to create a mind map about their favourite sport. 2c is a writing activity, where students are required to write a post about ways to keep healthy based on their mind maps.Project asks students to write a report about their favourite sport or exercise.
Why: Through these activities, students can practise how to effectively extract information from texts and how to express their thoughts and habits in English. Mind maps are utilized to develop students' logical and creative thinking. Kate's example demonstrates how individuals can obtain happiness and a sense of achievement through exercise. The importance of sport is emphasized, pointing out that sport contributes to physical and mental well-being.
How: This lesson introduces various ways of keeping healthy. Students are encouraged to organize and share their sports preferences through the creation of mind maps, thereby deepening their understanding and interest in sport. Students are advised to write articles about how to keep healthy, expressing their own understanding and pursuit of a healthy lifestyle. Discussion and comparison of different sports among students are encouraged to better understand and choose the most suitable exercise for themselves.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.improve oral expression abilities, fluently ask others questions about sports habits and answer them;
2.express ideas through writing reports;
3.love sport more and realize the importance of sport.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To improve oral expression abil-ities, fluently ask others questions about sports habits and answer them. Step 1 Lead-in Free talk Q1: Do you like to exercise Q2: What sport do you like Step 2 Reading 1.Work on 2a. A website wants to learn more about how teenagers keep fit. Read Kate's post and complete the mind map. Check whether the mind maps are completed clearly and systematically,which reflect their under-standing of the topic.
2.Work on 2b. Make a similar mind map about your favourite sport or exercise.
Purpose To help students broaden their horizons and recognize the different forms of exercise and their importance. Use mind maps to enhance students' writing skills and cultivate their ability to express themselves.
2.To express ideas through writing reports. Step 3 Project—Compare exercise habits 1.Work on 3a. In groups,ask your group members questions about their favourite sport or exercise. ·What sport or exercise do you do most often ·Why do you like it ·How often do you do it Take notes in the table.(详见课件资源) 2.Work on 3b. Write a brief report for your group. Then present it to the class. 3.Wok on 3c. Compare the reports. Find out which is the most popular sport or exercise and why people like it. Assess whether the reports meet the requirements and are logical.
Purpose The process of group collaboration fosters team spirit and teaches students how to effectively gather and analyze information. Writing a brief report for the group and presenting it to the entire class not only boosts students' confidence and organizational skills but also informs other classmates about a variety of different exercise methods and their paring the reports from each group can help students develop critical thinking skills and learn to evaluate things from multiple perspectives.
3.To love sport more and realize the importance of sport. Step 4 Reflecting How well can you do these things Very wellOKNeeds work1.I can talk about different ways to keep fit. 2.I can tell others about how often I do sport or exercise. 3.I can talk about the things that I own and that others own.　 4.I can explain the importance of doing sport and exercise. □ □ □ □ □ □ □ □ □ □ □ □
Summary: Exercise shapes your body and mind. Based on their overall performance, students are guided to develop a unit assessment in a variety of areas.
Purpose To help students recognize their strengths and weaknesses, setting goals for their future learning and life.
Homework Required: Choose your favourite sport or exercise and write a report about why you like it and how often you do it. Optional: Group members try each other's favourite sport, carefully record feelings, discuss the differences and charm of different sports, and finally write a report in English.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　


世界
Section A　How often do you do sport or exercise
第一课时 [(1a-1d)& Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: In 1a, new vocabulary is presented in the form of pictures. 1b is a listening exercise that requires students to combine possessive pronouns with objects to accurately identify ownership. 1c is a listening exercise that requires students to combine sport with frequency words. 1d is pair work, a dialogue practice that requires students to organize conversations with their partners, discussing sports activities and their frequency. Pronunciation 1 focuses on phonetic knowledge, requiring students to master the pronunciation rules related to the vowel letter “i”, the letter combination “ie”, and the letter “y”. Pronunciation 2 is phonetic knowledge that requires students to listen and distinguish stressed syllables.
Why: These activities are designed to help students practise English by discussing everyday topics such as sport. By listening to conversations and answering questions, students can improve their listening comprehension skills. Pair work encourages students to talk about their own experiences and interests, involving sport and exercise. Discussing different sports and exercise can help students understand a variety of physical activities.
How: Using pictures helps students associate visual cues with words, aiding in memory and comprehension. Active listening is encouraged through a question-and-answer format, which requires attention to details. Pair work fosters interaction among students, cultivating communication skills and collaborative learning abilities. Replaying dialogues allows students to grasp information more thoroughly and reinforces impressions of linguistic patterns.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify sports equipment;
2.use possessive pronouns to identify ownership;
3.share how often they do sport and exercise;
4.read common words with “i” “ie” and “y” correctly.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify sports equipment. Step 1 Lead-in 1.Greetings. 2.Free talk: Q1: Do you like sport Q2: What sport do you often play Step 2 Learning 1.Show the pictures with words. 2.Present students with plural forms. 3.Finish the task 1a: Write the sports items in the box under the pictures. ◎Key: A:basketball; B:running shoes; C:ping-pong bat; D:exercise mat; E:tennis racket; F:jump rope; G:baseball glove; H:baseball Check students' memory of new vocabulary through in-class mini quizzes.
Purpose To help students visually recognize and learn new sports vocabulary, enhancing their memory effectiveness.
2.To use possessive pronouns to identify ownership. Step 3 Listening 1.1b: Listen to the conversations at a sports centre. Answer the questions. ◎Key: 1.It's Han Lin's.　2.It's Peter's. 3.It's Han Lin's.Because it has “HL” on it. Listening tip:注意听物品名称与人名 2.1c: Listen again. Complete the table with the correct information. NameSportHow oftenHan Linfootballthree times a weekEmmahardly everPeterbaseballonce or twice at weekendsFu Xingtwice a weekBinbintennisneverEllathree times a week and sometimes more
3.Present the listening material and ask students to follow it. Check students' com-pletion status and analyze the types of errors they make in order to provide targeted explanations.
Purpose To improve students' listening comprehension skills and reinforce their understanding and application of frequency adverbs.
3.To share how often they do sport and exercise. Step 4 Pair work 1.1d: In pairs, find one sports item that you both have. Talk about the sport or exercise you do with it. e.g. A: Do you have a ping-pong bat B: Yes, I do. A: How often do you play ping-pong B: I play it three times a week. 2.Ask students to show their conversation and make a comment. Randomly select a few groups to demon-strate, and have their performance evaluated and scored by other students and the teacher.
Purpose To assess students' mastery of the knowledge they have learned and enhance their communication skills.
4.To read common words with “i” “ie” and “y” correctly. Step 5 Pronunciation 1.Listen and repeat. Add one more word to each group.(详见课件资源) ◎Possible key: like; sit; die; field; fly; happy; yes 2.Listen and clap when you hear the stressed words.Then listen again and repeat. Determine whether stu-dents have mastered the pronunciation rules according to students' pronunciation.
Purpose To enhance students' word spelling and reading abilities.
Homework Required: 1.Read the conversations in listening. 2.Pay attention to the letters “i” “y” and letter group “ie”. Optional: Write 5 sentences by using the adverbs of frequency, such as “always” “hardly ever” “often” and “sometimes”.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时 (2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: In the 2a dialogue, students discuss the ownership and the frequency of doing a certain thing. 2b asks students to tick off the corresponding frequency of activities based on the dialogue. 2c, supported by the guiding text, requires students to repeat the content of the 2b table and convert the table into sentences. 2d asks students to listen to the recording again, identify the stress patterns of syllables, and read the dialogue. 2e requires students to organize a dialogue with their partners using the provided information.
Why: The purpose of this lesson is to teach students about different sports in English, and to help students understand and use expressions related to frequency and ownership. By participating in conversations about sport, students can practise their speaking skills and learn about each other's interests. The role-play activity at the end of the lesson helps students apply what they have learned in a practical way. It also includes a variety of physical activities, encouraging students to actively engage in physical exercise and develop a healthy lifestyle.
How: This lesson introduces new vocabulary through context clues and repetition in dialogues. Key sentence patterns and expressions are highlighted using different colours to help students feel the new knowledge in the context. The core sentence patterns include “Is it yours ” “Do you play often ” “Practice makes perfect!” and “I seldom do…” etc. The final exercise encourages students to create their own dialogues using the provided phrases, thereby strengthening the understanding and production of the language and enhancing their ability to express themselves.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify the adverbs of frequency and possessive pronouns, and master them correctly;
2.learn how to use the related expressions to share how often we do sport or exercise;
3.identify the stress patterns and pronounce them properly through listening;
4.discover how exercise helps us to keep healthy.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify the adverbs of frequency and pos-sessive pronouns, and master them correctly. Step 1 Lead-in 1.Play a game: Race to read. 2.Free talk: I like doing sport very much! Can you give me some advice Step 2 Listening 1.2a: Listen to the conversation and fill in the blanks. ◎Key: ping-pong; at home; Not at all; twice a week; not very good; sometimes Check students' memory of new vocabulary through an in-class mini quiz.
2.Pay attention to the pronunciation of the following words: “yours” “hardly” “mine” “twice” “some-times” “practice” “badminton” 3.Find out the pronouns in the conversation. I—my—mine　you—your—yours she—her—hers Test students' under-standing of the referential relationship of possessive pronouns by identifying the pronouns.
Purpose To activate the classroom atmosphere and attract students' attention; at the same time, review the names of sport they have learned to lead into the topic of the following content. Fill in the blanks by listening to the recording to enhance students' ability to catch key words; consolidate their understanding and application of frequency adverbs.
2.To learn how to use the related expressions to share how often we do sport or exercise. Step 3 Reading 1.2b: Read the conversation. How often do the students do each sport Tick the correct boxes. NamePing-pongBadmintonseldomsometimesoftenseldomsometimesoftenEmma√√Jim√√Yaming√√
2.2c: Retell the conversation with the information from the table in 2b. Emma and Jim seldom play ping-pong, but Yaming often plays ping-pong. Jim and Yaming often play badminton, but Emma sometimes plays badminton. Observe whether stu-dents can tick the right words and judge the comprehensiveness and accuracy of the information they have obtained.
Purpose By reading the conversation, be aware of the usage and referential relationship of possessive pronouns; use frequency adverbs to describe the frequency of actions.
3.To identify the stress patterns and pronounce them properly through listening. Step 4 Listen and match 2d: Listen to the conversation again and match the stress patterns below with the coloured sentences. Then role-play the conversation. Pay attention to the stress patterns. Check students' fluency and accuracy in reading loudly and give them appropriate guidance.
Purpose To allow students to perceive the pronunciation rules during the process of listening and reading, and select the stress patterns.
4.To discover how exercise helps us to keep healthy. Step 5 Practice Make up a conversation with a partner. Use the expressions to help you. Do it as the following steps: 1.Present the expressions and pictures. 2.Give students word bank. 3.Give students some useful expressions. 4.Present the evaluation chart. 5.Finish the conversation. Observe students' dialogue performance to understand whether they can accurately comprehend the situ-ation. Check students' fluency and accuracy in reading loudly and give them appropriate guidance.
Purpose To stimulate students' interest in sport and cultivate healthy living habits. At the same time, through group cooperative learning, enhance the sense of teamwork.
Homework Required: Read the conversation in 2a loudly and correctly. Write down the conversation that you have made up in the class. Optional: Ask your friends about their favourite sport and how often they do exercise by using the useful expressions in 2e.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时 (Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This is the third lesson of Unit 3, focusing on the grammar section of Section A. In 3a, students are required to read sentences, identify the referents of possessive pronouns, find the adverbs of frequency, and put them in order from the least to the most often. In 3b, students need to fill in the blanks using the correct pronouns. In 3c, students should fill in the blanks with appropriate frequency adverbs. In 3d, students are asked to engage in group activities and present a report.
Why: These exercises aim to help students understand and use pronouns, especially the correct usage of possessive pronouns (such as yours, mine, etc.). Meanwhile, through the study of frequency adverbs, students can more accurately express the frequency of actions, enhancing their grammatical and vocabulary skills, particularly their mastery of the adverbs of frequency. By presenting specific scenarios, students can deepen their understanding of the importance of health and learn to maintain a healthy lifestyle in daily life. These exercises cultivate students' language expression abilities, enabling students to communicate accurately and fluently in English in practical contexts.
How: This lesson incorporates diversified exercise methods. Firstly, grammar exercises are used to help students consolidate their basic understanding of the adverbs of frequency. Secondly, through dialogue practice, students are able to apply pronouns and frequency adverbs in specific situations, thereby enhancing their language expression abilities. Lastly, fill-in-the-blank exercises guide students to apply their learned knowledge in practical scenarios, deepening their understanding of the importance of health. This diversified approach to exercises helps stimulate students' interest and motivation in learning, improving the effectiveness of teaching.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master the key words and some phrases;
2.know the usage of “possessive pronouns”;
3.know the usage of “adverbs of frequency”.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master the key words and some phrases. Step 1 Lead-in Free talk: talk about sport A: Do you like sport B: Yes, I do. A: Tom, is this your basketball B: Yes, it's mine. It's my basketball. A: Tom, is this your baseball bat B: No, it's hers. It's her baseball bat. Make free-talk with students and try to review the words and phrases. Pay attention to students' performance in the dialogue, and understand their internalization of possessive pronouns according to the specific information they say.
Purpose To identify and understand the referents of pronouns by conversations.
2.To know the usage of “pos-sessive pronouns”. Step 2 Presentation 1.What rules can you find —Is this your baseball bat —No, it's not mine. It's hers. —Is this your basketball —Yes, it's mine. It's my basketball. —Is this your tennis ball —No, it's his. It's his tennis ball. —Are these your soccer balls —No, they're theirs. 思考:形容词性物主代词和名词性物主代词用法一样吗 This is not my pen. It is yours.(yours=your pen) My hair is longer than hers.(hers=her hair) These books are ours. (ours=our books) Here is your coat. Where is mine (mine=my coat) 名词性物主代词相当于“形容词性物主代词+名词”;名词性物主代词后不加名词。 2.Present the sentences in 3a. Ask students to observe and pay attention to the pronouns in bold. Step 3 Exercise (3b) Complete the conversations with the correct pronouns. ◎Key: 1.His　2.yours　3.mine 4.ours; theirs By observing, the task is to help students accurately identify the referents of possessive pronouns and restore them. This also assesses students' observational skills and their ability to understand sentences.
Purpose To present sentences to students and have them observe and perceive the patterns. Use inductive methods to reinforce the understanding of grammatical knowledge points.
3.To know the usage of “adverbs of frequency”. Step 4 Presentation 1.Present the following sentences: Do you often play ping-pong Yes, I play once/twice/three times a week. How often do you play football I play it twice a week, usually at weekends. I seldom/hardly ever play it. I never play it. From the performance of students, evaluate their grasp of the adverbs of frequency.
2.Ask students to circle the adverbs of frequency and put them in order from the least to the most often.(详见课件资源) 3.Make a conversation using the sentence patterns: A: Tom, how often do you play baseball B: I often play baseball. 4.What can you find 找出频率副词的位置规则:频度副词通常放在实义动词前,be动词和助动词后。 Step 5 Exercise (3c) Complete the passage with always, usually, sometimes, seldom, or never. Step 6 Give a report (3d) Group work: In groups, ask one another how you keep fit. Take notes and give a report. Pay attention to whether the conversa-tions in group dis-cussion and the report cover the frequency adverbs learned, and the teacher gives neces-sary guidance and feedback according to the situation.
Purpose To use the adverbs of frequency such as always, usually, sometimes, seldom, never to complete paragraph writing. To cultivate students' expression abilities, especially in expressing daily habits.
Homework 1.Make conversations with your friends by using possessive pronouns and adverbs of frequency. 2.Add more information to your report and share it with your family.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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