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新人教版七年级下册英语Unit3 Keep Fit第一课时Section A 1a - pronunciation 教学设计
Teaching Objectives
1. Language competence
Students can master the key words, such as baseball, basketball, jump rope... as well as target sentence pattern of "How often do you... " "I often... "
2. Learning ability
Cultivate students' ability to capture key information through listening exercises.
3. Thinking quality
Guide students to compare and analyze different movement frequencies and cultivate critical thinking.
4. Cultural awareness
Understand the importance of health.
Teaching important points
Master the vocabulary and phrases about sports.
Teaching difficult points
Understand and correctly use frequency adverbs.
Teaching methods
Task - based teaching method, situational teaching method
Teaching aids
Multimedia equipment, blackboard, videos.
Teaching Procedures
Step1 Warming - up
Show some pictures of sport stars and ask students if they know them and what sports they play. Then ask students what sports they like and why.
设计意图：通过展示体育明星图片，创设贴近学生生活的体育话题情境，激发学生对课堂的兴趣和参与热情。通过询问学生对体育明星及其运动项目的认知，以及自身喜欢的运动及原因，自然引入 “运动” 主题，同时激活学生已有的体育相关知识和生活经验，为后续新词汇和句型的学习做好铺垫。
Step2 Presentation
1. Show the pictures in 1a and present the sports items one by one. Ask students to read the words after the teacher.
2. Have students write the sport items in the box under the pictures. Check the answer together.
设计意图：借助 1a 中的图片直观呈现运动项目词汇，符合七年级学生形象思维为主的认知特点，帮助学生通过视觉感知理解词汇含义。让学生跟读单词，可纠正发音、规范语音语调，夯实词汇基础；让学生将运动项目对应到图片下方的方框中并集体核对答案，能强化词汇与实物的关联记忆，确保学生准确掌握运动类词汇，落实 “掌握体育相关词汇和短语” 的教学重点。
Step3 Listening practice 1b.
1. Play the conversations at a sports centre for the first time. Ask students to listen carefully and answer the questions:
Whose football is it Whose baseball glove is it
2. Play the recording again. Students listen and complete the table with the correct information.
3. Check the answers and have students explain how they got the answers.
设计意图：采用任务型听力训练，通过两次听录音设置不同层次的任务（首次整体理解对话核心信息，回答 “足球和棒球手套是谁的”；再次精听细节完成表格），逐步提升学生捕捉关键信息的能力，呼应 “培养学生通过听力练习捕捉关键信息” 的学习能力目标。让学生解释答案推导过程，能引导其反思听力策略，培养逻辑思维，同时在听力语境中巩固运动词汇和相关表达，为后续语言运用奠定基础。
Step4 Pair work 1d.
1. Have students work in pairs. Ask them to find one sports item that they both have.
2. Then they talk about the sport or exercise they do with it.
— Do you have a ping - pong bat — Yes, I do.
— How often do you play ping - pong
— I play it three times a week.
设计意图：创设真实的结对交流情境，让学生在合作中寻找共同拥有的运动器材并讨论相关运动频率，将课堂所学的运动词汇（如 “ping-pong bat”）和目标句型（“How often do you... ”“I play it... ”）应用于实际交流，落实 “正确使用频率副词” 的难点突破。通过互动对话，提升学生的口语表达能力和合作学习意识，同时让学生在真实语境中感知频率副词的用法，深化对 “运动频率” 的理解。
Step 5 Pronunciation
1. Listen and repeat.
Play the recording of the pronunciation first. Add one more word to each group.
设计意图：通过 “听录音重复” 的方式，引导学生模仿标准发音，纠正语音语调，提升语音准确性。在此基础上让学生为每组词汇添加新单词，既强化对已学词汇的语音感知，又拓展词汇量，通过语音练习巩固词汇记忆，为后续语言输出的规范性打下基础。
Step 6 Summary and homework.
1. Summarize the sports items and the target language about frequency.
2. Assign homework.
设计意图：课堂总结梳理本课核心的运动项目词汇和频率相关目标语言，帮助学生构建清晰的知识框架，强化对重点内容的记忆。布置作业则将课堂学习延伸至课外，通过课后巩固加深对所学知识的理解和运用，确保学习效果的持续性，呼应 “掌握词汇和频率副词用法” 的教学目标。
Blackboard design
Unit3 Section A 1a - pronunciation
Name Sports How often
Han Lin
Emma hardly ever
Peter
Fu Xing
Binbin
Teaching reflection
In this class, students have been actively involved in all kinds of activities in class. Besides, they have mastered vocabularies and phrases.

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