资源简介

教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 3 Keep Fit-Section A（1a-1d）
教学目标
1. Knowledge Objectives Vocabulary: Master the meaning and usage of health-related vocabulary, including "keep fit", "exercise", "balanced diet", "sleep", "junk food", "vegetable", "fruit", "milk", "sports", "tired", "healthy", "unhealthy". Phrases: Understand and use phrases such as "do exercise every day", "eat a balanced diet", "get enough sleep", "stay away from junk food", "keep healthy". Sentence Patterns: Grasp and apply functional sentences for talking about ways to keep fit, e.g., "How can we keep fit ", "We should do exercise every day.", "It’s important to eat more vegetables.", "Don’t eat too much junk food." Listening Skills: Be able to identify key information (e.g., different ways to keep fit, healthy/unhealthy habits) in short dialogues and match pictures with corresponding content (1a, 1b); understand the main idea and specific details of the listening material (1c, 1d) to complete listening tasks accurately. 2. Ability Objectives Speaking Ability: Use the target vocabulary and sentence patterns to ask and answer questions about keeping fit, and conduct simple conversations with peers. Listening Ability: Improve the ability to capture specific information and understand the context in listening activities; develop the skill of predicting listening content based on pre-listening prompts. Thinking Ability: Cultivate the ability to analyze healthy and unhealthy habits, and develop logical thinking through discussing ways to keep fit. Learning Ability: Guide students to master the method of learning new vocabulary through context and listening, and develop autonomous learning awareness. 3. Emotional, Attitudinal and Moral Objectives Help students recognize the importance of keeping fit and establish a correct health concept. Encourage students to develop healthy living habits (e.g., exercising regularly, eating a balanced diet) in daily life. Cultivate students' cooperative awareness and communication skills through pair work and group activities. Stimulate students' interest in learning English and enhance their confidence in using English to talk about real-life topics.
重难点
1. Key Points Mastery of health-related vocabulary and phrases (e.g., "balanced diet", "do exercise", "junk food"). Proficiency in using the target sentence patterns to ask and answer questions about ways to keep fit (e.g., "How can we keep fit We should..."). Development of listening skills to identify key information and complete listening tasks (1a-1d). 2. Difficult Points Correct usage of modal verbs "should" and "shouldn’t" in giving suggestions about keeping fit. Ability to capture specific details in the listening material (1d) and connect information logically. Application of the learned vocabulary and sentence patterns to conduct fluent and natural conversations about real-life health habits.
教学过程
教学环节 学习活动（包含设计意图）
Step 1: Warming-up & Lead-in (5 minutes) 1. Greeting and Daily Talk (1 minute) Teacher: "Good morning, class! How are you today " Students: "Good morning, teacher! We are fine, thank you. And you " Teacher: "I’m great, thanks. Did you have a good weekend What did you do " Invite 2-3 students to share their weekend activities (e.g., "I played basketball with my friends.", "I watched TV at home."). 2. Lead-in with a Video Clip (2 minutes) Play a 1-minute short video: The video shows two scenes—one of a boy who exercises every day, eats vegetables and fruit, and looks energetic; the other of a girl who eats lots of junk food, never exercises, and often feels tired. Teacher: "Boys and girls, after watching the video, what do you find Who looks healthier Why " Guide students to answer with simple words (e.g., "The boy is healthier. He exercises. He eats fruit."). 3. Introduce the Topic (2 minutes) Teacher: "Yes! The boy keeps fit because he has good habits. Today, we will learn Unit 3 'Keep Fit' and talk about how to keep fit. Let’s start our lesson!" Write the topic "Keep Fit" on the blackboard and read it aloud with students. Design Intention: The daily talk helps build a relaxed classroom atmosphere and connects with students’ real life. The video clip uses visual stimulation to arouse students’ interest in the topic of "keeping fit" and naturally leads to the unit content. It also lays a foundation for students to distinguish healthy and unhealthy habits later.
Step 2: Presentation (10 minutes) 1. Vocabulary Presentation (6 minutes) Show Pictures and Teach New Words: Display pictures on the PPT one by one: Picture 1: A person running. Teacher: "Look! He is doing exercise. 'Exercise' (read aloud and ask students to repeat). We do exercise to keep fit." Picture 2: A plate with rice, vegetables, fish and fruit. Teacher: "This is a balanced diet. 'Balanced diet' (repeat). Eating a balanced diet is good for our health." Picture 3: A bag of chips and a bottle of cola. Teacher: "These are junk food. 'Junk food' (repeat). Junk food is bad for us." Use the same method to teach other vocabulary: "sleep", "vegetable", "fruit", "milk", "sports", "healthy", "unhealthy", "tired". Vocabulary Reinforcement with Flashcards: Show vocabulary flashcards randomly. Ask students to stand up and read the words aloud quickly. For difficult words (e.g., "balanced"), spell them together with students. Contextual Practice: Teacher: "I eat fruit every day. Fruit is healthy. (Hold a picture of junk food) Junk food is unhealthy. Do you like junk food " Students: "Yes, I do./No, I don’t." Teacher: "We shouldn’t eat too much junk food." 2. Sentence Pattern Presentation (4 minutes) Introduce the Question Pattern: Teacher: "We know exercise and balanced diet are good for us. Now, let’s think: How can we keep fit (Write the sentence on the blackboard and read it aloud) 'How can we keep fit ' means 'What should we do to keep fit '" Give Examples to Introduce the Answer Pattern: Teacher: "I think we should do exercise every day. (Write 'We should do exercise every day.' on the blackboard) 'Should' is a modal verb, which means 'ought to'. It is used to give suggestions. If something is bad for us, we use 'shouldn’t'. For example: We shouldn’t eat too much junk food." Practice the Sentence Patterns: Ask students to repeat the sentences after the teacher. Then, guide students to answer the question with the help of pictures. Teacher: "How can we keep fit " Point to the picture of vegetables. Student 1: "We should eat more vegetables." Point to the picture of junk food. Student 2: "We shouldn’t eat too much junk food." Design Intention: Vocabulary is presented through pictures, which helps students understand the meaning of words intuitively. Flashcards and contextual practice strengthen students’ memory and usage of vocabulary. The sentence patterns are introduced based on the vocabulary learned, ensuring the continuity of knowledge. Using pictures to guide students to practice sentences reduces the difficulty of output and builds their confidence.
Step 3: Practice (15 minutes) 1. 1a: Match Pictures with Phrases (3 minutes) Task Introduction: Teacher: "Now, open your books to Page XX. Look at 1a. There are six pictures (a-f) and six phrases (1-6). Please match each picture with the correct phrase. You have 2 minutes to finish it." Students’ Independent Work: Students complete the matching task individually. Check the Answers: Ask a student to share his/her answers. Teacher shows the correct answers on the PPT and asks students to correct their own. For example: Picture a matches "eat a balanced diet", Picture b matches "do exercise every day". Extension: Teacher: "Which of these are healthy habits (Guide students to point out 'eat a balanced diet', 'do exercise every day', 'get enough sleep') Which are unhealthy ('eat too much junk food', 'watch TV too late')" 2. 1b: Listen and Number the Pictures (4 minutes) Pre-listening Prediction: Teacher: "Next, we will listen to a dialogue. Before listening, look at the pictures in 1a again. What do you think the speakers will talk about (Students may answer: 'They will talk about healthy habits.')" Listening Task: Teacher: "Listen to the tape carefully. Number the pictures (1-4) in the order you hear them. Let’s listen for the first time." First Listening: Students listen and try to number the pictures. Second Listening: Teacher: "Now listen again. Check your answers and correct if necessary." Check the Answers: Play the audio again and pause after each key point to confirm the answers. For example, when hearing "We should do exercise every day", confirm Picture b is No.1. 3. 1c: Listen and Fill in the Blanks (4 minutes) Pre-listening Preparation: Teacher: "Now, look at 1c. There is a short passage. Some words are missing. We will listen to the tape again. Please fill in the blanks with the words you hear. First, read the passage quickly and guess what words are missing." Students’ Prediction: Students read the passage and predict the missing words (e.g., "exercise", "diet", "junk food"). Listening and Filling: Play the audio twice. Students fill in the blanks while listening. Check the Answers: Ask a student to read the completed passage. Teacher corrects mistakes and explains difficult points (e.g., "It’s important to...", the structure of "It’s + adj. + to do sth."). 4. Pair Work: Talk About Ways to Keep Fit (4 minutes) Task Introduction: Teacher: "We have learned how to talk about keeping fit. Now, work in pairs. One asks 'How can we keep fit ', the other answers with 'We should...' or 'We shouldn’t...'. You can use the pictures in 1a or your own ideas. Here is an example: Student A: How can we keep fit Student B: We should eat a balanced diet. Student A: What else Student B: We shouldn’t watch TV too late. Pair Practice: Students practice in pairs for 3 minutes. Teacher walks around the classroom to provide help (e.g., remind students of vocabulary, correct sentence structures). Show Time: Invite 2-3 pairs to present their conversations in front of the class. Teacher gives positive feedback (e.g., "Great! Your pronunciation is good.", "You used many good phrases!"). Design Intention: The 1a-1c tasks follow the sequence of "reading-listening-speaking", which is in line with the cognitive law of students. Pre-listening prediction helps students improve listening efficiency. Pair work provides students with the opportunity to use the learned knowledge in real communication, and the example dialogue reduces the difficulty of the task. Positive feedback encourages students to participate actively.
Step 4: Consolidation & Application (10 minutes) 1. 1d: Listen and Match (5 minutes) Pre-listening Guide: Teacher: "Now, we will listen to another dialogue. Look at 1d. There are two columns: 'Problems' and 'Advice'. The speakers will talk about some health problems and advice on keeping fit. Listen carefully and match each problem with the right advice." First Listening: Play the audio once. Students listen to get the main idea (e.g., "The dialogue is about Tom’s health problems and Lily’s advice."). Second Listening: Play the audio again. Students listen and do the matching task. Teacher pauses after each problem and advice to help students catch the key information. For example: When hearing "I often feel tired.", pause and ask: "What’s Tom’s problem (He often feels tired.) What’s Lily’s advice (You should get enough sleep.)" Check the Answers: Ask students to share their answers. Teacher shows the correct matching on the PPT and explains the key sentences (e.g., "You should...", "Why not...", which is another way to give advice). 2. Group Discussion: My Healthy Habits (5 minutes) Task Introduction: Teacher: "Everyone has their own habits. Now, work in groups of 4. Discuss: What healthy habits do you have What unhealthy habits do you have How can you improve your unhealthy habits You can use the sentence patterns we learned. Write down 2-3 points in your notebook." Group Discussion: Students discuss for 3 minutes. Teacher joins different groups to guide the discussion (e.g., "Do you exercise every day ", "What do you usually eat for breakfast "). Group Report: Invite 1-2 groups to report their discussion results. For example: "In our group, Li Ming does exercise every day. He has a healthy habit. Zhang Hong likes eating junk food. She should eat less junk food and more fruit." Teacher’s Summary: Teacher: "You all have good ideas! Remember: Keeping fit needs good habits. Let’s try to keep healthy every day." Design Intention: 1d further improves students’ listening ability to capture specific information (problems and advice) and connects listening with the theme of "keeping fit". Group discussion encourages students to share personal experiences, making the language learning more practical. It also cultivates students’ cooperative learning ability and deepens their understanding of healthy habits.
Step 5: Summary & Homework (5 minutes) 1. Lesson Summary (2 minutes) Teacher: "Today, we have learned a lot. Let’s summarize together. What vocabulary did we learn (Students answer: 'exercise', 'balanced diet', 'junk food'...) What sentence patterns can we use to talk about keeping fit (Students answer: 'How can we keep fit ', 'We should...', 'We shouldn’t...')" Teacher: "Keeping fit is very important. We should do exercise, eat a balanced diet, get enough sleep and stay away from junk food. Let’s develop healthy habits!" 2. Homework Assignment (3 minutes) Level 1 (Basic): Copy the new vocabulary and sentence patterns 3 times. Finish the exercises on the worksheet (matching words with pictures, filling in the blanks with "should" or "shouldn’t"). Level 2 (Improvement): Write 3 sentences about your healthy habits and 2 sentences about how to improve your unhealthy habits. Level 3 (Challenge): Talk with your parents about their ways to keep fit. Write a short dialogue (5-6 sentences) based on the conversation. Design Intention: The summary helps students sort out the knowledge learned in class and strengthen memory. The hierarchical homework meets the needs of students with different levels, ensuring that basic students master the key knowledge, intermediate students improve their writing ability, and advanced students develop their comprehensive language application ability. It also connects English learning with family life.

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