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Unit 3 Keep Fit
Section A: How often do you do sport or exercise
Period 1: Section A (1a–1d) & Pronunciation (1–2)
Class Type: Listening & Speaking
Duration: 45 minutes
Grade: Grade 7
I. Teaching Objectives
1. Language Knowledge Objectives
To identify, understand, and pronounce key vocabulary related to sports equipment: baseball, glove, mat, rope, jump rope, racket, running shoes, ping-pong bat, exercise mat.
To understand and use frequency adverbs and expressions: hardly ever, once, twice, three times a week, at weekends.
To master and use the target question-answer structures:
Do you have a (tennis racket) — Yes, I do. / No, I don’t.
How often do you play (football) — I play it (three times a week).
2. Language Skill Objectives
Listening: To extract specific information (possession of items, frequency of activity) from short, guided conversations.
Speaking: To conduct simple interviews about sports equipment and exercise habits using the target structures.
Pronunciation: To recognize and produce the distinct sounds /a / (as in like), /i / (as in she), and / / (as in it) in familiar words.
3. Emotional & Attitudinal Objectives
To raise awareness about the variety of sports and the importance of regular physical activity.
To build confidence in talking about personal habits in a supportive classroom environment.
II. Key & Difficult Points
Key Points:
1. Asking and answering questions about possession of sports items and frequency of exercise.
2. Accurate pronunciation and use of high-frequency vocabulary.
Difficult Points:
1. Differentiating between and correctly using the frequency expressions hardly ever, once/twice a week.
2. Processing and noting down information from listening passages that contain multiple pieces of data (names, sports, frequencies).
III. Teaching Preparation
1. Teacher:
PPT with high-quality pictures of sports equipment, clear charts for frequency expressions, and audio clips.
Audio recordings for 1b, 1c, and pronunciation exercises.
Realia or flashcards of key vocabulary (optional).
2. Students:
Worksheet 1: Vocabulary matching (1a) and listening table (1c).
Worksheet 2: Prompts for the pair interview (1d).
IV. Teaching Procedures
Step 1: Warm-up & Topic Introduction (5 minutes)
1. Quick Brainstorm:
T: Good morning! Let’s start with a 1-minute brainstorm. In pairs, list all the sports you know in English. Ready Go!
After 1 minute, collect a few answers and write 2-3 on the board (e.g., basketball, swimming).
2. Personalize & Lead-in:
T: Great! Now, stand up if you played any sport or exercised last weekend. (Teacher observes). Today, we’ll learn how to talk about the things we need for sports and how often we do them.
Step 2: Vocabulary Presentation & Practice (1a – 8 minutes)
1. Visual Presentation:
Use PPT to show clear photos of the sports items. Elicit or teach the words: baseball, baseball glove, tennis racket, jump rope, exercise mat, running shoes, ping-pong bat.
Choral & Individual Repetition: Drill pronunciation, paying attention to challenging sounds (e.g., racket, glove).
2. Matching Consolidation:
Students complete Worksheet 1 (1a section) individually or in pairs to match words to pictures.
Quick Check: Show PPT picture, ask: “What’s this in English ”
Step 3: Listening I – Identifying Possession (1b – 7 minutes)
1. Pre-listening (Setting the Scene):
T: We’re at a sports centre. People are asking, “Whose is this ” Look at the three items in your book (football, baseball glove, tennis racket). What do you think
2. First Listening (Gist):
T: Listen and write down the name for each item. (Play 1b audio).
Pair Check: Students compare answers.
Feedback: Confirm answers: 1. Han Lin’s 2. Peter’s 3. Han Lin’s.
3. Second Listening (Detail for Q3):
T: Listen again. How do they know the tennis racket is Han Lin’s (Answer: It has “HL” on it.).
Step 4: Listening II – Noting Frequency (1c – 10 minutes)
1. Pre-listening (Predict & Prepare):
Direct students to the table in 1c. T: Now we’ll hear about their sports habits. Look at the names. What sports do you think they do (Brief guesses).
Teach/Review Frequency Chart: Use a simple chart on PPT: every day — 3 times a week — once a week — hardly ever — never.
2. Listening & Note-taking:
T: Listen and complete the table. Write the sport and “how often”. (Play 1c audio. You may play it twice).
3. Post-listening Check & Drill:
Check answers as a class. Write the completed table on the board.
Controlled Practice: Point to a line, e.g., “Emma”. T: “How often does Emma run ” Class: “She hardly ever runs.”
Step 5: Speaking – Pair Interview (1d – 8 minutes)
1. Model the Dialogue:
Write the core Q&A on the board:
A: Do you have a ______
B: Yes, I do. / No, I don’t.
A: How often do you play/use it
B: I ______ (play/use it) ______.
Demonstrate with a student volunteer using a different item (e.g., basketball).
2. Guided Pair Work:
Students work in pairs. They choose one sports item from 1a to ask about. If the answer is “No,” they choose another. They practice the dialogue.
Expansion Challenge: Encourage some pairs to add: “Where do you play ” or “Who with ”
3. Performance:
Invite 2-3 confident pairs to perform for the class.
Step 6: Pronunciation Focus (7 minutes)
1. Sound Awareness:
Write: like, she, it on the board. Underline the ‘i’ in each. Ask: “Is the sound the same ”
Play the pronunciation audio. Students listen and repeat.
Clear Rule of Thumb (for this level): “i” often says /a / (like in ‘like’), / / (like in ‘it’), and sometimes /i / (like in ‘she’). We learn by practicing.
2. Contrastive Practice:
Use minimal pairs or groups: ride (/a /) — rid (/ /); seat (/i /) — sit (/ /).
Practice with the words from the book and a few common additions (bike, gym, piece).
3. Sentence Stress (Pronunciation 2):
Play the sentence stress audio. Students clap on stressed words. Then repeat chorally.
Step 7: Summary & Homework (2 minutes)
Summary:
T: Today we learned sports words, how to ask about sports things and how often people exercise. Remember, ‘How often ’ is a great question to learn about habits!
Homework:
1. Core Task: Interview a family member about their favorite exercise and how often they do it. Write 2 sentences in English about them. (e.g., My father likes walking. He walks every day.)
2. Preview Task: Look at the pictures in Section A 2a-2d. What other sports or exercises can you find
V. Assessment
Observational: Teacher monitors pronunciation during drills, and fluency/accuracy during pair work.
Product-based: Collection and quick review of Worksheet 1 (listening table completion) to gauge comprehension.
Performance-based: Brief assessment of volunteer pairs’ dialogues.
VI. Blackboard Design
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Unit 3 Keep Fit - Section A (1a-1d)
Sports Things:
baseball, glove, racket, jump rope, mat...
Asking about Things:
Do you have a (tennis racket) -> Yes, I do. / No, I don't.
Asking about Habits:
How often do you (play football)
-> three times a week.
-> once/twice a week.
-> hardly ever. / never.
Pronunciation Tips:
i → /a / (like, my)
i → / / (it, big)
i → /i / (she, we)
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VII. Teaching Reflection (Post-Lesson)
Vocabulary Introduction: Were the visuals and drilling sufficient for students to retain the new sports equipment vocabulary
Listening Task Difficulty: Was the jump from identifying owners (1b) to noting down sports and frequency (1c) manageable Did students need more scaffolding for the table
Speaking Activity Success: Did the pair interview activity flow smoothly Did students use the target structures effectively, or did they revert to Chinese
Pronunciation Focus: Was the simplified explanation of vowel sounds helpful Which sound(s) need more practice in the next lesson
Pacing: Which stage took longer than expected Where can time be saved next time

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