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Unit 3 Keep Fit
Section B: How is exercise good for us
Period 5: Project – Our Class Exercise Survey (3a–3c) & Reflecting
Class Type: Project-Based Learning (PBL)
Duration: 45 minutes
Grade: Grade 7
I. Teaching Objectives
1. Language Objectives
To conduct a simple interview using the target questions: “What sport/exercise do you do most often ”, “Why do you like it ”, “How often do you do it ”
To synthesize collected information into a short, structured group report using frequency expressions and simple conjunctions (e.g., because, and).
To present group findings orally to the class using clear visual support.
2. Skill & Competency Objectives
Information Gathering & Processing: To collect, categorize, and summarize peer data on exercise habits.
Collaborative Production: To work as a team to negotiate, write, and rehearse a shared presentation.
Critical Analysis: To compare findings across groups and deduce possible reasons for popularity.
3. Emotional & Social Objectives
To gain awareness of the diversity of physical activities peers enjoy and their varied benefits.
To experience the collaborative process of a mini-research project, valuing each member's contribution.
To reflect on one’s own habits in relation to the class community.
II. Key & Difficult Points
Key Points:
1. Successfully conducting peer interviews using the full set of target questions.
2. Collaboratively transforming raw interview data into a coherent written and oral summary.
Difficult Points:
1. Synthesizing data: Moving from individual answers (“Li Ming plays football 3 times a week”) to a general group finding (“Football is popular in our group”).
2. Presentation delivery: Speaking clearly and confidently to share group work with the whole class.
III. Teaching Preparation
1. Teacher:
PPT with: project mission statement, timer, interview questions, example of synthesized findings, presentation guidelines.
Space on walls/blackboard for posting group reports.
2. Students (per group of 4-5):
Interview Record Sheet: A simple table with columns for Name, Sport, Why, How Often.
Group Report Template (A3 paper): With headings: Our Group, What We Found, Most Popular Sport, Why It’s Popular, Our Conclusion.
Markers for poster creation.
IV. Teaching Procedures
Step 1: Project Launch & Setup (5 minutes)
1. The Mission Briefing:
T: Welcome, class researchers! Our mission today is to discover: What are the most popular ways to keep fit in our class, and why You’ll work in teams to find out.
2. Activate Schema & Model:
Show icons/pictures of various sports. T: Which of these do you or your friends do (Quick show of hands).
Model the Interview: With a student, demonstrate asking the three key questions clearly. Emphasize listening and note-taking.
Step 2: Phase 1 – Data Collection (Group Interviews) (10 minutes)
1. Team Formation & Task Assignment:
Organize groups. Distribute Interview Record Sheets.
T: In your team, everyone interviews everyone else. Use the three questions. Write brief notes. You have 8 minutes.
2. Conducting Interviews:
Students conduct interviews. Teacher circulates, ensuring English is used and supporting with vocabulary.
Step 3: Phase 2 – Data Analysis & Report Writing (10 minutes)
1. From Data to Findings:
T: Time’s up! Now, with your team, look at your data. Discuss: What is the MOST POPULAR sport in your group What are the common reasons
Guide them to look for patterns. Write prompts on board: “Many of us like… because…” / “The most common sport is…”
2. Create Your Group Report Poster:
Distribute A3 paper and Group Report Template.
Groups create a poster summarizing their findings. Encourage them to include a simple tally chart or icons.
Teacher circulates, helping groups articulate their findings in writing.
Step 4: Phase 3 – Findings Symposium & Reflection (15 minutes)
1. Gallery Walk & Presentations (10 mins):
Groups display their posters around the room.
T: Now, let’s share! Each group will give a 1-minute summary of their poster. As you listen to others, think: Is their popular sport the same as ours
Groups take turns presenting. Strict 1-minute timer.
2. Class Analysis & Reflection (5 mins):
Identifying Trends: T: Looking at all posters, what sport seems most popular in our whole class Why do you think so (Take a quick class vote if there’s a tie).
Personal Reflection: T: Turn to your partner. Based on what you heard, is there a new sport you might want to try Why
Step 5: Project Conclusion & Homework (5 minutes)
Conclusion:
T: Excellent work, researchers! You successfully surveyed, analyzed, and reported. You’ve learned not just about grammar, but about each other’s healthy habits. Remember, variety is the spice of life – and of exercise!
Homework:
1. Personal Profile: Write a short “Fitness Profile” for yourself (5-6 sentences). Use the structure from your interview: sport, frequency, reason, and one goal.
2. Optional Extension: Create a simple, motivational poster for your favorite sport to encourage others.
V. Assessment
Process-Oriented: Teacher observes and notes: quality of interview interactions, equitable participation in group analysis, and effort in poster creation.
Product-Oriented: The group poster and presentation serve as the key assessment products, evaluated for clarity of findings and use of target language.
Self-Reflection: The partner reflection in Step 4 and the “Fitness Profile” homework encourage personal connection to the project.
VI. Blackboard Design
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Unit 3 Project: Our Class Fitness Survey
Our Mission: What's the most popular way to keep fit in our class
Ask Your Classmates:
1. What sport/exercise do you do most often
2. Why do you like it
3. How often do you do it
Report Your Findings:
- We asked... people.
- Most popular: __________
- Common reasons: fun, healthy, with friends...
- Our conclusion: Many in our group like... because...
Presenting: Speak clearly. Point to your poster. 1 minute!
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VII. Teaching Reflection (Post-Lesson)
Project Flow & Timing: Did the three-phase structure (Collect-Analyze-Present) work logistically within 45 minutes Which phase needed more or less time
Student Autonomy: How effectively did groups transition from raw data to synthesized findings without direct teacher intervention Where did they need the most guidance
Language Use vs. Task Completion: Was the use of English sustained during group work, or did students revert to Chinese for complex discussion How can I better incentivize target language use in future projects
Real-World Connection: Did the project make the unit's language (frequency, reasons) feel more meaningful and authentic to students What evidence suggested this

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