資源簡介

第二課時　Section A(2a—2e)
Activity 1 Warming up and revision(感知與注意)
T：Good morning/afternoon，class！Before we start today's new lesson，let's review the pronunciation rules we learned in the last class.I will say some words，and you need to listen carefully and tell me which vowel or consonant sound is in each word.Are you ready
T：The first word is “bike”．Which vowel sound is in it
S1：/a /.
…
T：Excellent.Now，let's look at some pictures of sports again.(Showing pictures related to sports) Can you use the words we learned to describe these sports？For example，what is this？(Pointing to a picture of a person playing badminton)
S2：Badminton!
…
設計意圖：通過復習上節課學習的發音，幫助學生鞏固基礎知識，為新課的學習做好準備。
Activity 2 Listening(獲取與梳理)
T：Now，we are going to listen to a conversation in 2a.Listen carefully and fill in the blanks with the words you hear.The blanks are about the sports items and who they belong to.Are you clear？Let's listen.
(After listening and filling in some answers)
T：OK，let's check the answers.What did you fill in the first blank
S1：I filled in “ping pong” because I heard “There is a ping pong bat here.”
…
T：Great.If anyone has different answers，please feel free to share.Now，let's listen again to make sure we filled in all the blanks correctly.
設計意圖：訓練學生在聽力中捕捉具體信息并填空的能力，讓學生通過聽力理解對話內容，關注到人物之間關于運動器材所屬以及運動頻率的討論。
Activity 3 Reading(獲取與梳理)
T：Now，let's work on 2b.Read the conversation carefully.Then，look at the table.We need to tick the correct boxes to show how often each student does each sport.
(Students read the conversation and complete the tasks.)
T：OK，let's check the answers together.How often does Emma play ping pong
Ss：Seldom.
T：Right.So we tick the “seldom” box for Emma in the ping pong column.What about Jim
…
T：Great.Let's continue with the other students and sports.
設計意圖：培養學生的閱讀理解能力，讓學生通過閱讀對話，準確提取關于學生運動頻率的信息，并進行歸納總結，通過勾選正確選項的方式加深對文本的理解。
Activity 4 Practice(概括與整合)
T：Now，let's work on 2c.Based on the information in the table 2b，try to retell the conversation.You can start like this：“Emma and Jim seldom play ping pong，but Yaming…” Now，who wants to try to retell the conversation
(S1 retells the conversation according to the table.)
T：Very good.You covered all the important points.Does anyone want to add something or retell it in a different way
(S2 retells with some different expressions.)
T：Excellent.This shows that you really understand the conversation.Now，let's practise retelling in pairs.One student retells the conversation，and the other listens and gives some suggestions.Then switch.(Students practise in pairs.)
設計意圖：鍛煉學生的口語表達能力和對文本的歸納總結能力，讓學生通過復述對話，加深對對話內容的理解和記憶，同時提高學生組織語言和表達的能力。
Activity 5 Practice(概括與整合)
T：Let's work on 2d.Listen to the conversation again.This time，pay attention to the stress patterns of the coloured sentences.After listening，match the stress patterns below with the coloured sentences.
(Students listen and match the stress patterns.)
T：OK，let's check the answers.Which stress pattern do you think matches the first coloured sentence
S1：I think it's pattern B because the important word “yours” in the sentence is stressed.
…
T：Great.Now that we have matched the stress patterns，let's role play the conversation.I will divide you into groups.Practise the conversation with the correct stress patterns.Then we will ask some groups to show it in front of the class.
設計意圖：幫助學生提高口語表達的準確性和自然度，讓學生通過聽對話匹配重讀模式，感受英語句子中的重讀規律，從而在口語表達中能夠正確運用重讀來強調重要信息。
Activity 6 Pair work(概括與整合)
T：Let's work on 2e.Now，imagine you have found an item at a sports centre.You need to make up a conversation with your partner using the expressions given.Now，start making up the conversation with your partner.
T：(Walking around the classroom and listening to students' conversations)Well done，everyone.Now，I'd like to ask some pairs to share their conversations with the class.Which pair wants to go first
S1(Pair 1)：Excuse me，are these your running shoes
S2(Pair 2)：Yes，they are mine.Thanks!
S1(Pair 1)：Do you often run
S2(Pair 2)：Yes，I run three times a week.How about you
…
T：Great job！Any other pairs？(Ask several more pairs to share their conversations.)
設計意圖：培養學生的口語創作能力和語言運用能力，讓學生在既定的情景下，靈活運用所學的物品所屬關系和運動頻率的知識，編出合理、自然的對話，有效提升語言運用能力。
Activity 7 Homework(分層作業)
必做題：Write a short passage about your favourite sport or exercise.Include how often you do it and why you like it.
選做題：Record a short video of yourself doing your favourite sport or exercise and introduce it in English.
第二課時　Section A(2a—2e)Emma's，Jim's and Yaming's sports and frequencies： Emma：ping pong(seldom)，badminton(sometimes) Jim：ping pong(seldom)，badminton(often) Yaming：ping pong(often)，badminton(often) Key sentence patterns： Is this ping pong bat yours？(重讀ping pong bat)
How often do you play badminton？(重讀play badminton) Vocabulary for sports and equipment： jump rope，running shoes，volleyball，mat，badminton，etc. hers，his，theirs(possessive pronouns)
In this lesson，through listening exercises and role playing activities，students gained a deeper understanding and mastery of expressing ownership of items and frequency of participation in sports.The tasks of creating dialogues and short texts sparked students' enthusiasm and creativity.However，some students still need to further practise the flexible use of vocabulary and sentence structures.In future teaching，more diverse teaching activities，such as group discussions and debates，can be designed to enhance students' language expression skills.第一課時　Section A【(1a—1d)& Pronunciation 1—2】
Activity 1 Warming up and revision(感知與注意)
T：Good morning/afternoon，class！Today we are going to learn Unit 3.First，let's look at the title “Keep Fit” and the picture on page 17.What do you think we are going to learn in this unit
Ss：Maybe we will learn how to keep healthy and do some sports.
T：Very good！Now，look at the three questions on the page.Can you name the sport in the photo
S1：Basketball.
T：Yeah.And is that a popular sport in our school
Ss：Yes!
T：Next question，is it a popular sport in China？Why do you think so
S2：I think it is.Because many students like to play basketball in China.There are many basketball courts in the city.
T：Good answer.Now，the last question.Do you like to do this sport？Why or why not
S3：I like it because it's fun and can make me stronger.
S4：I don't like it very much.I'm not good at it，and I prefer other sports like running.
設計意圖：通過觀察標題和圖片，提出問題引導學生思考和討論，激發學生的學習興趣，同時復習和鞏固之前學過的關于運動的知識，為新課的學習做好鋪墊。
Activity 2 Presentation(獲取與梳理)
T：We are going to learn Section A．Now，let's work on 1a.We need to write the sports items in the box under the pictures.Look at the first item.What sport is it
Ss：Baseball!
T：Very good.So where should we write “baseball”？
S1：Under the picture that shows baseball.
T：Excellent.Now，what about this one？(Pointing to the item “jump rope”)
S2：Jump rope!
T：Right.And where should we write it
S3：Under the picture of the jump rope!
T：Good.Let's write it down.Continue with the others.
…
設計意圖：運用圖片直觀展示運動項目，幫助學生學習和記憶新詞匯，使抽象的單詞變得具體形象，易于理解。通過師生問答的方式，引導學生積極思考，主動參與到詞匯學習中，提高學生的學習積極性，同時培養學生的觀察能力和語言表達能力。
Activity 3 Listening(獲取與梳理)
T：Now，we are going to listen to the conversations at a sports centre.Listen carefully and answer the questions in 1b.
(Students listen attentively to Conversation 1.)
T：OK，who can answer the first question
S1：I think it's Han Lin's.
T：Why do you think so
S2：Because in the conversation，Han Lin says，“That's mine.”
T：Very good.Now，let's listen to Conversation 2 and find out whose baseball glove it is.
…
設計意圖：通過聽力練習，培養學生獲取關鍵信息的能力，讓學生在具體的語境中理解和運用關于物品所屬關系的句型。
Activity 4 Listening(獲取與梳理)
T：Listen again and complete the table with the correct information in 1c.
(The teacher plays the recording again and students listen and fill in the table.)
T：Let's start with Han Lin.What sport does Han Lin do
S1：I think Han Lin plays football.
T：And how often does he play
S1：I'm not sure.I didn't hear it clearly.
T：That's okay.Let's listen one more time.
S1：Oh，he plays football three times a week.
T：Good.Now，let's continue with the others.What about Emma
…
(Guide students to complete the table for Emma，Peter…)
設計意圖：再次開展聽力練習，讓學生獲取更詳細的信息，如人物、運動項目和運動頻率，進一步提高學生的聽力理解能力，同時通過填寫表格，幫助學生梳理和總結所學知識。
Activity 5 Pair work(概括與整合)
T：Now，let's work on 1d.In pairs，find one sports item that you both have.Then talk about the sport or exercise you do with it.First，look at the following example.
(Students read the example.)
T：Good.Now，you can start to talk with your partner.
(Students start to have conversations in pairs.)
T：(Walking around the classroom and listening to the students' conversations) Well done，everyone.Now，I'd like to ask some pairs to share their conversations with the class.Which pair wants to go first
S1(Pair 1)：We both have a jump rope.I like to jump rope because it's easy and I can do it at home.I jump rope every day.My partner also likes it.He jumps rope four times a week.
T：Great job！Any other pairs
S2(Pair 2)：We have running shoes.We both like running.I run in the park every morning.It makes me feel energetic.My partner runs three times a week.She thinks running is a good way to keep fit.
設計意圖：通過小組活動，讓學生運用所學詞匯和句型進行對話交流，培養學生的口語表達能力和合作學習能力，同時讓學生在實際對話中進一步鞏固物品所屬關系和運動頻率的表達方式。
Activity 6 Pronunciation(歸納與應用)
T：Let's work on Pronunciation 1.We're going to learn about the pronunciation of “i”“ie”“y”．Let's listen and repeat.Please pay attention to the sounds.Listen carefully.
(After listening and repeating the vowel sounds /a / and / /)
T：Good.Now，add one more word to this group.What other word has the /a /sound
S1：Bike!
T：Very good.Now，let's move on to the next group./i /—piece，niece.Repeat./i /—piece，niece.
Ss：/i /—piece，niece.
T：Add a word.
S2：See!
T：Excellent.Next，/j/—yard，yours.Repeat./j/—yard，yours.
Ss：/j/—yard，yours.
T：And add a word.
S3：Yellow!
設計意圖：通過系統的聽讀練習，助力學生精準掌握部分元音和輔音音素的發音規律，敏銳感知其在不同單詞中的發音特質。添加單詞任務深度激發學生自主探索精神，有效強化其對發音規則的理解與記憶。
T：Let's work on Pronunciation 2.Now，we'll focus on sentence stress.Listen carefully to the sentences.When you detect a stressed word，clap your hands.Then，repeat the sentences，imitating the stress patterns.Let's begin.
T：(Reading a sentence with stressed words)Keep fit and healthy.
(Some students clap when they hear the stressed words.)
T：Now，repeat the sentence with the correct stress.
Ss：Keep fit and healthy.
T：Good.Listen to another one.(Reading another sentence)
設計意圖：借助聽辨與拍手標識重讀單詞活動，深度提升學生對句子重讀現象的敏銳感，使其精準洞察英語句子節奏韻律架構。重復跟讀環節，助力學生自然內化正確重讀模式，實現口語表達的節奏優化與語義強化，提升語言交際效果，塑造更地道、自然的口語風格。
Activity 7 Homework(分層作業)
必做題：Make a list of five sports or exercises you know and write down how often you do them.
選做題：Find out the English names of some other sports equipment and write a short passage about how to use them.
第一課時　Section A【(1a—1d)& Pronunciation 1—2】 Sports items：baseball glove，running shoes，tennis racket，etc. How often：twice a week，three times a week，hardly ever，once or twice，at weekends，etc. Pronunciation： i：/a /，/ /(e.g.mine，big) ie：/a /，/i /(e.g.lie，piece) y：/a /，/i/，/j/(e.g.sky，party，yard) Stressed words in sentences：e.g.keep me fit(“keep” and “fit” are stressed，“me” is unstressed)，once a week(“once” and “week” are stressed，“a” is unstressed)
During the teaching process，through a variety of teaching activities，students showed high enthusiasm for learning.Most students were able to grasp the sports vocabulary，expressions related to item ownership，and ways to describe exercise frequency well.However，some students still had difficulties understanding and mastering certain pronunciation rules.Additionally，in group activities，a few students showed low participation.The teacher needs to provide further guidance in subsequent lessons.Unit 3　Keep Fit
The theme of this unit is “Keep Fit，” which focuses on keeping healthy.This theme closely relates to students' real lives and aims to guide them to recognize the importance of exercise and physical activities for maintaining good health.Through discussions，sharing，and practice，students will be able to understand various forms of exercise and cultivate an interest and a habit in physical training.
Unit Content Analysis(單元內容分析）
◆ Vocabulary and Sentence Patterns
Vocabulary：It includes various sports vocabulary，such as “baseball”“jump rope”“tennis racket”“running shoes”，etc.，as well as frequency related vocabulary like “always”“usually”“sometimes”“seldom”“hardly ever”“never”．
Sentence Patterns：Use sentences like “Whose＋item＋is it？”，“Is this/that＋item＋yours/his/hers/theirs？” to ask about the ownership of items；and use sentences like “How often do you play＋sport？”，“I play＋sport＋frequency phrase.” to talk about the frequency of exercise.
◆ Listening and Speaking
Listening Activities：In parts 1b，1c，2a，2d，etc.，through listening to conversations，students obtain information about the ownership of sports items and the frequency of students' exercise.
Speaking Practice：Oral tasks are set in parts 1d，2c，2e，etc.，requiring students to have dialogue practice with partners based on their own situations or given scenarios，such as making up conversations according to the picked up sports items，including asking about the ownership of items and the frequency of exercise，etc.，training students' ability to communicate in the target language in practical situations.
◆ Reading and Writing
Reading Materials：It provides reading contents such as the ways of keeping fit of three students and Kate's post about swimming，introducing different sports ways and their frequencies and reasons for liking them，allowing students to understand multiple ways to keep fit and the benefits of sports.
Writing Tasks：Starting with basic exercises of filling out sports equipment cards，students gradually progress to writing short essays about their favourite sports.The writing process requires students to express ideas clearly，organize the content logically，use vocabulary and sentence patterns accurately，and follow grammatical rules，effectively exercising written expression skills and logical thinking，and stimulating creative potential.And in the Project part，students are required to make a report about the exercise habits of group members and present it，and also make a mind map and write a post about their favourite sports，cultivating students' comprehensive reading and writing ability，enabling students to accurately describe exercise habits，explain the benefits of sports，etc.
◆ Grammar and Pronunciation
Grammar：Focus on learning possessive pronouns to express ownership relations，and the usage of adverbs of frequency to describe the frequency of exercise.Through exercises，such as 3a，3b，3c，etc.，let students understand how to correctly use these grammar knowledge for expression.
Pronunciation：Pronunciation exercises are involved in parts 1，2，etc.，including the pronunciation rules of letters “i”“ie”“y”，etc.in words.And at the same time，pay attention to the stressed syllables by listening to sentences and then imitate and repeat.
Key Points 1.Understand and master the correct usage of possessive pronouns and adverbs of frequency in sports related topics. 2．Be able to identify and describe various sports and equipment，and use the learned knowledge to share personal exercise habits and feelings.
Key Difficulties 1.Accurately use possessive pronouns and adverbs of frequency in complex oral expressions. 2．Deeply understand and explain the importance of exercise for physical and mental health in reading and writing.
Students will be able to fluently describe and discuss sports and exercise equipment in English，use possessive pronouns and adverbs of frequency accurately to express personal exercise habits，and share their understanding and feelings about sports through reading，writing，and oral expression.
Students will learn about popular sports in different cultures and regions，broadening their international perspective.They will realize that exercise is an important way to maintain health across different cultures and backgrounds.
Students will critically consider the importance of exercise for physical and mental health.By comparing and summarizing different people's exercise habits，they will develop logical thinking and summary skills.
Students will learn more about sports knowledge and skills through a combination of independent and cooperative learning.They will cultivate an interest and a habit in sports，improving self management and motivation.
Learning Situation Analysis(學情分析）
Students are generally interested in the topic of sports but may lack a deep understanding and systematic knowledge.There are differences in students' English levels and oral expression abilities，requiring tailored teaching approaches.
Adopt diverse teaching methods such as picture displays，video watching，and group discussions to stimulate students' interest in learning.Encourage independent and cooperative learning to foster students' autonomous learning ability and team spirit.In the teaching process，pay attention to students' emotional experiences and value cultivation，guiding them to form a positive and healthy attitude towards life.
第一課時　Section A【(1a—1d)& Pronunciation 1—2】
第二課時　Section A(2a—2e)
第三課時　Section A(Grammar Focus 3a—3d)
第四課時　Section B(1a—1d)
第五課時　Section B(2a—Reflecting)第三課時　Section A(Grammar Focus 3a—3d)
Activity 1 Warming up and revision(感知與注意)
T：Good morning/afternoon，everyone！Today we are going to learn the Grammar Focus part.Before we start，let's do a quick review.Can you name some sports or exercises you know
(Students answer with various sports and exercises.)
T：Great！Now，let's read the sentences on the board and try to find out the rules of sentence patterns.
設計意圖：通過提問和復習，激發學生對本節課內容的興趣，同時回顧已學知識，為后續學習做鋪墊。
Activity 2 Presentation(獲取與梳理)
T：Let's work on 3a.Read the sentences and decide what the pronouns in bold refer to.Circle the adverbs of frequency and put them in order from the least to the most often.
T：In the sentence “Is this baseball glove yours？”，what does “yours” refer to
S1：It refers to this baseball glove.
…
T：Right.Now circle the adverbs of frequency.And put them in order from the least to the most often.
S2：Never，hardly，seldom.Once a week，twice a week，three times a week.
設計意圖：讓學生通過閱讀句子，進一步明確代詞指代對象，同時對頻度副詞進行識別和排序，培養學生的分析歸納能力。
Activity 3 Presentation(獲取與梳理)
T：Now，let's move on to plete the conversations with the correct pronouns.
T：In the first conversation “A：Dad，where are my tennis shoes？And Tom's？B：Yours are right here.______are over there.” What should be filled in the blank
S：Tom's or His.
T：Good.Now read the second conversation.
設計意圖：讓學生在具體的對話情境中運用物主代詞進行填空，鞏固學生對物主代詞的理解和運用能力，通過實際練習加深學生對物主代詞不同形式(如 my mine，your yours，our ours 等)的記憶。
Activity 4 Practice(概括與整合)
T：Now，let's move on to 3c.Complete the passage with always，usually，sometimes，seldom，or never.
(Students read the passage.)
T：In the sentence “I ______ jog in the park near my home in the morning.”，what should be filled in the blank
S：Usually.
T：Right.Now continue with the rest of the passage.
…
設計意圖：讓學生在短文填空的過程中，綜合運用頻度副詞 “always”“usually”“sometimes”“seldom”“never”，提高學生在語篇中運用頻度副詞的能力，同時也加深對保持健康相關話題的理解。
Activity 5 Pair work(內化與運用)
T：Let's move on to 3d.Now，we'll do a pair work activity.In groups，ask one another how you keep fit.One of you ask the questions and the other answers.Take notes while you are asking and answering.Then，based on your notes，give a report to the class.The questions you can ask are like this：What sport or exercise do you do most often？Why do you like it？How often do you do it
(Students start asking and answering questions in pairs.The teacher walks around the classroom and listens to their conversations，offering help and guidance when needed.)
T：OK，now I'll ask some pairs to come to the front and give their reports.Which pair wants to go first
S(Pair 1)：(Coming to the front)In our pair，Peter likes playing basketball.He plays it twice a week because he thinks it's fun and it's good exercise.I like running.I run every day because it makes me feel energetic.
T：Very good report！Thank you.Any other pairs
…
設計意圖：通過小組活動，培養學生的合作交流能力和語言表達能力，讓學生在實際交流中運用所學知識詢問和描述保持健康的方式，并能夠進行報告總結。
Activity 6 Homework(分層作業)
必做題：Write five sentences using different adverbs of frequency and possessive pronouns.
選做題：Write a short story about a person who likes to keep fit and include as many adverbs of frequency and possessive pronouns as possible.
第三課時　Section A(Grammar Focus 3a—3d) Possessive pronouns： mine，yours，his，hers，ours，theirs，its Example：This baseball glove is mine.Yours is over there. Adverbs of frequency： always，usually，sometimes，seldom，hardly ever，never Order from the least to the most often：never，hardly ever，seldom，sometimes，usually，always Example：I seldom play football.But I usually jog in the morning.
During the teaching process，students generally meet the requirements for understanding possessive pronouns and adverbs of frequency，but further emphasis on accuracy and appropriateness may be needed in actual writing.During group activities，student participation is high，and they actively engage in communication and note taking.However，some students might not perform ideally during the reporting phase due to nervousness or insufficient language organization skills.Future training can be strengthened in this aspect.第四課時　Section B(1a—1d)
Activity 1 Warming up and revision(感知與注意)
T：Before we start the new lesson，let's review what we learned about sport and exercise in the last lesson.Can you name some sports？How often do you do them
S1：I play basketball and I play it twice a week.
T：Good.What other sports do you know
S2：I know running.I run every day.
T：Excellent.Now，today we are going to learn Section B “How is exercise good for us？” We know that doing sport is good for our health，and let's find out more specific benefits.
設計意圖：通過復習已學的運動相關知識，鞏固學生對運動項目和運動頻率表達的掌握，激活學生的知識儲備，為學習運動對健康的好處等新知識做好鋪墊。
Activity 2 Presentation(獲取與梳理)
T：Let's work on 1a.How are sport and exercise good for us？Discuss your ideas with a partner and write them down.You can think about how it affects our body，our mood，and our life in general.For example，it can make us stronger or happier.Now，start discussing.
S1：I think exercise can make us stronger.When we play sport like football，we use our muscles and they become stronger.
T：Good.Write that down.What else
S2：Exercise can also make us feel happy.After I go jogging，I feel relaxed and happy.
T：Excellent.Keep sharing your ideas.
S3：It can help us sleep better at night.If we do exercise during the day，we are more tired and can sleep better.
T：Good.Keep going.Write down all your ideas.
設計意圖：通過小組討論和記錄，讓學生積極思考運動的好處，培養學生的合作學習能力和用英語表達觀點的能力，同時為后續學習不同學生保持健康的方式提供參考和對比。
Activity 3 Practice(概括與整合)
T：Let's work on 1b.Read three students' accounts of their ways to keep fit.Fill in the blanks.Read carefully and try to understand what each student does and why.
T：What did you fill in for Xia Tian
S1：I filled in skateboarding.
T：Why
S1：Because it says “My skateboard is really cool…”
T：Right.What about Jenny
S2：I filled in use an exercise app because it says “The app gives me exercises to do every day.”
…
T：Very good.Let's read the accounts again to make sure our answers are correct.
設計意圖：根據圖片和文本內容填空，能檢測學生對閱讀文本的細節捕捉與精準理解，能培養學生信息篩選與整合能力。運用特定詞匯在語境中填空，能培養學生深度剖析文本語義的閱讀能力。同時通過提煉核心信息，精準匹配詞匯以及獲取關鍵線索，能提升學生閱讀理解精準度與速度，發展思維品質。
Activity 4 Practice(概括與整合)
T：Let's work on 1c.Read the accounts again and complete the table.You need to fill in how often they do the activities，and why they like them.(Pointing to the table)
T：For Xia Tian，what did you write
S1：I wrote “twice a week” for how often and “because it keeps him fit and he can do tricks with his friends and he feels great when succeeding” for why he likes it.
T：Good.What about Jenny
…
T：Very good.Let's check the table together.
設計意圖：再次閱讀并填表，讓學生更深入地理解不同學生保持健康的方式和原因，進一步提高學生的閱讀理解能力和信息提取能力，同時培養學生的歸納總結能力。
Activity 5 Practice(概括與整合)
T：Let's work on 1d.Which activity in 1b would you like to try？Give your reasons.You can start like this：“I would like to try skateboarding because it looks really cool and I want to experience the feeling of doing tricks like Xia Tian.Also，it can help me keep fit and make friends at the skate park.” Now，share your ideas with the class.
S1：I would like to try using an exercise app because I can do exercise at home and it can show my progress.It's convenient and I can do it whenever I have time.
T：Good.What about you
S2：I want to play baseball because it builds team spirit and I like team sport.
T：Excellent.Let's listen to more reasons from other students.
…
設計意圖：通過讓學生選擇自己想嘗試的活動并說明理由，培養學生的自主思考能力和用英語表達個人觀點的能力，同時激發學生對不同運動方式的興趣。
Activity 6 Homework(分層作業)
必做題：Write a short paragraph about how exercise is good for you.Include at least two benefits and explain them.
選做題：Research and find out more ways to keep fit online and write a short report about them.
第四課時　Section B(1a—1d) Benefits of sport and exercise(students' ideas)： Make us stronger Make us feel happy Help us sleep better Students' ways to keep fit： Xia Tian—skateboarding(twice a week，keep fit，do tricks with friends，feel great when succeeding) Jenny—use an exercise app(every day，show progress，have fun with friends) Steve—play baseball(three times a week，keep fit，build team spirit)
Throughout the teaching process，various educational activities were carried out to engage students actively in discussions and reading exercises.They gained a good understanding and mastery of the benefits of exercise and different ways students maintain their health.However，more guidance and examples need to be provided in subsequent lessons to help students better complete their tasks and further enhance their overall English language skills.第五課時　Section B(2a—Reflecting)
Activity 1 Warming up and revision(感知與注意)
T：Before we start，let's review what we talked about in the last lesson.What are some ways to keep fit that we learned
S1：We learned about skateboarding，using an exercise app，and playing baseball.
T：Good.And what are the benefits of exercise
S2：It can make us stronger，help us sleep better，and make us feel happy.
T：Excellent.Now，we are going to learn more about how teenagers keep fit and compare different exercise habits.Now let's move on to today's content.
設計意圖：通過復習上節課所學的保持健康的方式和運動的好處，鞏固學生已有的知識，為學習新知識做好鋪墊。以舊知識引入新課，使學生能夠自然地過渡到新的學習內容，同時也體現了知識的連貫性。
Activity 2 Presentation(獲取與梳理)
T：Let's work on 2a.A website wants to learn more about how teenagers keep fit.Read Kate's post and complete the mind map.The mind map has sections like “Kate's favourite sport or exercise”“What does she like about it？”“How often does she do it？” and “Why is it good for her？”．Read carefully and fill in the information.
T：For Kate's favourite sport or exercise，what did you write
S1：I wrote “swimming”．
T：Good.What about “What does she like about it？”
S2：“It's fun to swim and play with friends in the water，and the cool water feels great when it's hot.”
…
T：Great.Let's check if the mind map is complete.
設計意圖：通過閱讀文本，引導學生提取關鍵信息，完成思維導圖，培養學生的閱讀理解和信息整理能力。
Activity 3 Practice(概括與整合)
T：Let's work on 2b.Make a similar mind map to the one in 2a about your favourite sport or exercise.Now，start making your mind map.
S1：I like basketball.Because it's exciting and I can play with my team.I play it three times a week.It makes me stronger and improves my teamwork skills.
T：Good.Let's see more mind maps from other students.
S2：My favourite is running.I like it because I can enjoy the fresh air and it helps me relieve stress.I run every day.It keeps my body fit and makes me feel energetic.
T：Excellent.Keep working on your mind maps.
設計意圖：讓學生制作自己喜歡的運動的思維導圖，進一步鞏固對運動相關信息的整理能力，同時培養學生的自主學習和思考能力。
Activity 4 Practice(概括與整合)
T：Let's work on 2c.Use your mind map to write a post about your favourite way to keep fit.You can start like this：“My favourite way to keep fit is [your favourite sport or exercise].I like it because [reasons from your mind map].I usually do it [how often].It is good for me because [benefits from your mind map].” Now，start writing your post.
T：Let's read some of your posts.Who wants to share first
S1：My favourite way to keep fit is dancing.I like it because it makes me feel confident and I can express myself.I dance twice a week.It helps me improve my flexibility and makes me happy.
T：Good.What about others
S2：My favourite sport is tennis.I like it because it's exciting and helps me improve my coordination.I play it once a week.It keeps me fit and healthy.
T：Excellent.You all did a great job in writing your posts.
設計意圖：根據思維導圖寫短文，鍛煉學生的語言組織和表達能力，將思維導圖表述的內容轉化為連貫的文字，有利于培養學生的思維品質。
Activity 5 Practice(概括與整合)
T：Let's work on 3a.In groups，ask your group members questions about their favourite sport or exercise.Take notes in the table.You can refer to the following questions.(Pointing to the questions and the table) Now，start asking and recording.
S1(Group 1)：What sport or exercise do you do most often
S2(Group 1)：I play badminton most often.
S1(Group 1)：Why do you like it
S2(Group 1)：Because it's fun and I can improve my reaction speed.
S1(Group 1)：How often do you do it
S2(Group 1)：I play it twice a week.
T：Good.Keep going.Let's see how other groups are doing.
…
設計意圖：通過小組活動，讓學生學會詢問他人關于運動的相關信息并記錄下來，提高學生的交流和信息收集能力。
Activity 6 Write your own report(描述與闡釋)
T：Let's work on 3b.Write a brief report for your group.You can start like the example in 3b.Now，start writing your report.
Group 1：In our group，three students like different sports.Tom likes football because it's exciting.He plays it three times a week.Lily likes yoga because it helps her relax.She does it once a week.And John likes swimming because it keeps him cool in summer.He swims twice a week.
T：Good.Let's have other groups present their reports.
設計意圖：讓學生根據小組收集的信息寫報告，培養學生對信息的整合能力和寫作能力，并通過展示報告，提高學生的表達能力。
Activity 7 Compare the reports(內化與運用)
T：Let's work on 3c.Compare the reports.Find out which is the most popular sport or exercise and why people like it.You can look at the frequency of each sport or exercise in different groups and the reasons given by the students.Now，start comparing.
S1：I think football is quite popular.In two groups，students mentioned liking football.They like it because it's exciting and a team sport.
S2：I also noticed that swimming is popular.Many students like it because it's good for the body and refreshing in hot weather.
T：Good.Let's discuss more about the reasons behind the popularity of these sports.(The students work together to organize the sports mentioned in the report，design a table，and record the number of occurrences of each sport.)
Sport/Exercise Number of Mentions
Basketball 4
Tennis 3
Swimming 2
Running 5
Badminton 3
Yoga 1
設計意圖：通過比較不同小組的報告，讓學生找出最受歡迎的運動及原因，從而了解不同運動在學生中受歡迎的程度和價值。引導學生從多個角度思考問題，提高學生的思維深度和廣度，促進知識技能向生活實踐遷移轉化，塑造終身運動價值觀與健康生活范式。
Activity 8 Homework(分層作業)
必做題：Write a short summary of the most popular sport or exercise in your class based on today's discussion.Include the reasons for its popularity.
選做題：Research and find out the benefits of a sport that is not very popular in your class and write a persuasive article to encourage your classmates to try it.
第五課時　Section B(2a—Reflecting) Kate's fitness information： Favourite：swimming Likes：fun with friends，cool water Frequency：2 or 3 times a week Benefits：keep healthy，good for body Students' favourite sports/exercises(examples)： Basketball：exciting，teamwork，3 times a week，stronger，better teamwork Running：fresh air，relieve stress，every day，fit body，energetic Popular sports and reasons：e.g.football(exciting，team sport)，swimming(good for body，refreshing)
In the reading and mind mapping activity，most students were able to accurately extract key information.However，a few still have difficulties understanding some details and will need further training in reading comprehension in future lessons.In group activities，students generally participated with high engagement.However，some needed additional guidance in organizing information and writing reports.Overall，through this lesson，students have made certain improvements in describing sports related information，creating mind maps，and report writing.Nevertheless，further practice is required to enhance the accuracy and fluency of their language expression.

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