资源简介

中小学教育资源及组卷应用平台
Unit 3 Keep Fit
Section 2 Section A 2a-2f
Content analysis
The context of this section is a conversation among three students. In the dialogue, Emma tries to find the owner of a ping-pong bat and asks Jim about it, but it turns out that the bat belongs to Yaming. Because the bat looks well-used, the students start to talk about how often they exercise. More importantly, Yaming encourages Emma to keep practicing. Finally, Emma invites Yaming to play badminton doubles with them, which helps them become closer.
Through the process of finding the owner of the ping-pong bat, this dialogue aims not only to help students learn how to respond to gratitude with expressions such as “Not at all,” but also to practice how to maintain a conversation. In addition, the dialogue helps students realize that even if they are not good at something, they can still improve as long as they keep practicing, which is important for developing good exercise habits. At the same time, the dialogue encourages students to notice the rhythm of English in real communication by identifying stressed and unstressed syllables in sentences.
This section uses a daily dialogue between Emma, Jim, and Yaming, which shows the features of informal speech. The first part is about Emma trying to find the owner of a ping-pong bat by using expressions such as “Is it yours ” and “Hers is at home.” The second part focuses on how often they play ping-pong and badminton, using frequency adverbs like “seldom,” “often,” and “sometimes.” Although they have different exercise habits, they finally find a common interest in playing badminton. In the conversation, they also give each other active responses, such as “Not at all,” “Practice makes perfect,” and “We should all play doubles sometime.”
Learning Objectives
At the end of this section, students will be able to:
1. retrieve detailed information about the ownership of sports items and exercise frequency, and then use tables to refine, combine and retell people’s exercise habits;
2. summarize and internalize the expressions for talking about ownership and exercise frequency, and role-play the conversation;
3. notice the rhythm of English in the dialogue by identifying stressed and unstressed syllables;
4. use the target sentence structures to ask about the ownership of sports equipment and exercise habits positively and appropriately, so as to improve mutual understanding and build better relationships.
Focal and Difficult Points
Focal Points
1. Internalize and use “whose” questions or yes-no questions to ask about the ownership of sports equipment, and respond with possessive pronouns.
2. Use “how often” questions or yes-no questions, such as “Do you exercise often ” to ask about exercise frequency, and answer with frequency adverbs or phrases.
3. Understand that exercise is beneficial to both physical and mental health and also helps build positive interpersonal relationships.
Difficult Points
1. Starting a conversation naturally and politely.
2. Giving active and polite responses during communication.
3. Maintaining a conversation and creating a positive and engaging atmosphere.
Procedures
Teaching Activities Learning Activities Purposes
STEP 1 Lead-in T: Welcome back to our school sports center after a short break. Now we are at the ping-pong courts. Look! (Teacher shows students a picture of a ping-pong table with a ping-pong bat on it.) Q: What’s on the ping-pong table STEP 2 Pre-listening T: Oh, I think we can wait and see whose ping-pong bat it is, because the person who left it here will probably come back to look for it. Listen! “Talk of the devil and he will show up.” T: Let’s see who’s coming. Oh, they’re Emma, Jim and Yaming. It sounds like they are looking for the owner of the ping-pong bat. Let’s listen to their conversation and find out whose ping-pong bat it is. STEP 3 While-listening T: Listen to the conversation among Emma, Jim, and Yaming, and answer the following question: Whose ping-pong bat is it T: Great job, everyone! Now we’ll listen to the conversation again. This time, please try to fill in the blanks based on what you hear. If you don’t have enough time to write down all the words, you can first jot down some key words or even letters as reminders, and then complete them later. STEP 4 Reading T: In this conversation, the three students talk about two sports: ping-pong and badminton. They also mention how often they play each sport. T: To better understand their exercise habits, I’ve made a survey table. I need you to help check how often Emma, Jim, and Yaming play ping-pong and badminton. For each sport, you have three options: (
Can you rank these adverbs of frequency from the most to the least
)seldom sometimes often Remember: often > sometimes > seldom STEP 5 Pair work: Retelling T: Now please work in pairs to report the basic information about how often each person does each sport. You may begin like this: Emma, Jim and Yaming talk about the sports they do and how often they do them. Emma and Jim seldom play …, but Yaming … STEP 6 Match and role-play 1. Match Ask students to notice the rhythm of English in the dialogue by identifying the stressed and unstressed syllables in the four colored sentences, and then match the sentences with the stress patterns in 2d. 2. Role-play T: Now, work in pairs to create and act out conversations using the table. Use the sports items, frequency information, and sentence patterns in the “tips” column. One student starts the conversation by asking about a sports item, then both use “how often” to discuss sports frequency. STEP 7 Homework Work in groups. Go to the Sports Center at school and help find the owners of lost sports things. Then conduct a survey there. You can ask some students there about what sports they do and how often they do them. Write a short report and give it to me next class. You can also write one or two sentences to say what you found from your survey. (Try to make a simple analysis of the results.) Look at the picture of a ping-pong table and answer the teacher’s question: There is a ping-pong bat. Listen to the teacher’s words and guess the meaning of the saying “Talk of the devil and he will show up.” Listen to the conversation for the first time and try to identify who the ping-pong bat belongs to. Listen to the conversation again and fill in the blanks in Activity 2a. Recognize the three frequency adverbs from the conversation and compare their degrees of frequency. Read the conversation and finish activity 2b. Work in pairs to retell the conversation in the form of a report. Identify the stressed and unstressed syllables in the four colored sentences and match each sentence with the correct stress pattern in 2d. Role-play the conversation with the help of the table below. (See the table in Blackboard Design) To arouse students’ interest and activate their background knowledge about sports equipment by observing the picture and identifying the ping-pong bat. To enable students to guess the meaning of the saying from the context and activate their interest in the listening activity. To help students grasp the main idea through the first listening. To enable students to capture details and practice listening strategies through the second listening. To enable students to recognize and compare the three adverbs of frequency in context, so as to better understand the characters’ exercise habits. To help students internalize the target language in their own words. To enable students to sense English rhythm and master stress patterns via identification and matching activities. To help students practice using the sentence patterns and frequency adverbs in context through role-play, and consolidate their ability to communicate about sports and exercise habits. To extend classroom learning to a real-life context, enabling students to apply their language skills in practical communication while developing their teamwork and analytical abilities through a hands-on survey and reporting task.
Blackboard Design
人民教育出版社 七年级下册
Unit 3 Keep Fit
21世纪教育网(www.21cnjy.com)

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