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【人教2024版七下英語精彩課堂（備課素材+教案）】
Unit 3 Section A
單元概覽
Unit 3　Keep Fit
教材導(dǎo)學(xué)　　　　　　　　　　　　　　　　　　　　　　　　　
課標(biāo)落實　　　　　　　　　　　　　　
　　　　　　　　　　　
Section A　How often do you do sport or exercise
導(dǎo)入一　問題導(dǎo)入
T: I have a question for you. When you go to a sports store, what sports items are you most excited to see and why (Let some students answer.)
T: Your answers are very interesting. Now, in our textbook, there are some pictures of sports items. Let's write down their names and also answer some questions related to sports habits.
導(dǎo)入二　圖片導(dǎo)入
T: Look at the picture on the screen. (Show a picture of a group of students playing various sports.) What are these students doing They are playing different sports. Can you name some of the sports they are playing and the sports items they are using (Let students answer.)
T: Good! Now, let's turn to our textbook. There are some similar pictures of sports items. We need to write down their names and answer some questions based on the listening materials about sport.
活動設(shè)計　　　　　　　　　　　　　　　　　　　　　　　　　
活動一 　Practice
讓學(xué)生模仿磁帶或老師的語音和語調(diào),提高學(xué)生的英語會話水平。
活動二 　詞匯運用之描述游戲
游戲規(guī)則介紹
教師準(zhǔn)備一些寫有體育用品詞匯的小卡片,打亂順序放在一個盒子里。
每次請一名學(xué)生上臺抽取一張卡片,不能讓其他同學(xué)看到卡片內(nèi)容,然后用英語對卡片上的體育用品進(jìn)行描述,如顏色、功能、使用場景等,但不能直接說出這個詞匯,讓臺下的同學(xué)來猜一猜這個體育用品是什么。
例如,抽到 “jump rope” 的學(xué)生可以描述:“It's a tool for exercise. We usually use it to do some jumping activities. It's long and thin.” 臺下同學(xué)猜出是 “jump rope” 后,描述的學(xué)生可以揭曉答案,如果猜對了,給猜對的同學(xué)一些小獎勵(如小糖果),然后換下一名學(xué)生上臺繼續(xù)游戲。
聽說訓(xùn)練　　　　　　　　　　　　　　　　　　　　　　　　　
聽錄音,選出正確選項。(聽力原文: Section A 1c)
Conversation 1
(　　)1.Whose football is it
A.Emma's. B.Han Lin's. C.Fu Xing's.
(　　)2.How often does Han Lin play football
A.Once a week. B.Twice a week. C.Three times a week.
(　　)3.How often does Emma play football
A.Hardly ever. B.Once a week. C.Twice a week.
◎Key: 1—3　BCA
Conversation 2
(　　)1.Whose baseball glove is it
A.Fu Xing's. B.Peter's. C.Binbin's.
(　　)2.How often does Peter play baseball
A.Once a week. 　　　　
B.Once or twice at weekends.
C.Twice a week.
(　　)3.How often does Fu Xing play baseball
A.Once a week. 　　　　
B.Once or twice at weekends.
C.Twice a week.
◎Key: 1—3　BBC
Conversation 3
(　　)1.Whose tennis racket is it
A.Binbin's. B.Ella's. C.Han Lin's.
(　　)2.How often does Ella play tennis
A.Once a week.
B.Twice a week.
C.Three times a week and sometimes more.
◎Key: 1—2　CC
語法探究　　　　　　　　　　　　　　　　　　　　　　　　　
1.頻度副詞
頻度副詞是副詞的一種,表示事情發(fā)生的頻率。常用的頻度副詞有always, usually, often, sometimes, seldom (hardly ever), never等,它們在頻度上的差異為: always>usually>often>sometimes>seldom (hardly ever)>never。頻度副詞通常放在實義動詞前面。如果句子中有情態(tài)動詞、助動詞或系動詞be,頻度副詞通常放在這類動詞之后。例如:
I always play tennis near my house.
We usually practise three times a week after school.
I often go swimming because it keeps me healthy.
Sometimes I have eggs and beans.
I seldom/hardly ever see my friend Lucy now.
A kind word is never lost.
2.詢問物品所屬關(guān)系
“Is this+物品+yours ”表示“這個物品是你的嗎 ”。例如:Is this football yours
“Whose+物品+is this ”表示“這是誰的物品 ”。例如:Whose baseball glove is this
Section A　How often do you do sport or exercise
第一課時 [(1a-1d)& Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: In 1a, new vocabulary is presented in the form of pictures. 1b is a listening exercise that requires students to combine possessive pronouns with objects to accurately identify ownership. 1c is a listening exercise that requires students to combine sport with frequency words. 1d is pair work, a dialogue practice that requires students to organize conversations with their partners, discussing sports activities and their frequency. Pronunciation 1 focuses on phonetic knowledge, requiring students to master the pronunciation rules related to the vowel letter “i”, the letter combination “ie”, and the letter “y”. Pronunciation 2 is phonetic knowledge that requires students to listen and distinguish stressed syllables.
Why: These activities are designed to help students practise English by discussing everyday topics such as sport. By listening to conversations and answering questions, students can improve their listening comprehension skills. Pair work encourages students to talk about their own experiences and interests, involving sport and exercise. Discussing different sports and exercise can help students understand a variety of physical activities.
How: Using pictures helps students associate visual cues with words, aiding in memory and comprehension. Active listening is encouraged through a question-and-answer format, which requires attention to details. Pair work fosters interaction among students, cultivating communication skills and collaborative learning abilities. Replaying dialogues allows students to grasp information more thoroughly and reinforces impressions of linguistic patterns.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify sports equipment;
2.use possessive pronouns to identify ownership;
3.share how often they do sport and exercise;
4.read common words with “i” “ie” and “y” correctly.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify sports equipment. Step 1 Lead-in 1.Greetings. 2.Free talk: Q1: Do you like sport Q2: What sport do you often play Step 2 Learning 1.Show the pictures with words. 2.Present students with plural forms. 3.Finish the task 1a: Write the sports items in the box under the pictures. ◎Key: A:basketball; B:running shoes; C:ping-pong bat; D:exercise mat; E:tennis racket; F:jump rope; G:baseball glove; H:baseball Check students' memory of new vocabulary through in-class mini quizzes.
Purpose To help students visually recognize and learn new sports vocabulary, enhancing their memory effectiveness.
2.To use possessive pronouns to identify ownership. Step 3 Listening 1.1b: Listen to the conversations at a sports centre. Answer the questions. ◎Key: 1.It's Han Lin's.　2.It's Peter's. 3.It's Han Lin's.Because it has “HL” on it. Listening tip:注意聽物品名稱與人名 2.1c: Listen again. Complete the table with the correct information. NameSportHow oftenHan Linfootballthree times a weekEmmahardly everPeterbaseballonce or twice at weekendsFu Xingtwice a weekBinbintennisneverEllathree times a week and sometimes more
3.Present the listening material and ask students to follow it. Check students' com-pletion status and analyze the types of errors they make in order to provide targeted explanations.
Purpose To improve students' listening comprehension skills and reinforce their understanding and application of frequency adverbs.
3.To share how often they do sport and exercise. Step 4 Pair work 1.1d: In pairs, find one sports item that you both have. Talk about the sport or exercise you do with it. e.g. A: Do you have a ping-pong bat B: Yes, I do. A: How often do you play ping-pong B: I play it three times a week. 2.Ask students to show their conversation and make a comment. Randomly select a few groups to demon-strate, and have their performance evaluated and scored by other students and the teacher.
Purpose To assess students' mastery of the knowledge they have learned and enhance their communication skills.
4.To read common words with “i” “ie” and “y” correctly. Step 5 Pronunciation 1.Listen and repeat. Add one more word to each group.(詳見課件資源) ◎Possible key: like; sit; die; field; fly; happy; yes 2.Listen and clap when you hear the stressed words.Then listen again and repeat. Determine whether stu-dents have mastered the pronunciation rules according to students' pronunciation.
Purpose To enhance students' word spelling and reading abilities.
Homework Required: 1.Read the conversations in listening. 2.Pay attention to the letters “i” “y” and letter group “ie”. Optional: Write 5 sentences by using the adverbs of frequency, such as “always” “hardly ever” “often” and “sometimes”.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二課時 (2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: In the 2a dialogue, students discuss the ownership and the frequency of doing a certain thing. 2b asks students to tick off the corresponding frequency of activities based on the dialogue. 2c, supported by the guiding text, requires students to repeat the content of the 2b table and convert the table into sentences. 2d asks students to listen to the recording again, identify the stress patterns of syllables, and read the dialogue. 2e requires students to organize a dialogue with their partners using the provided information.
Why: The purpose of this lesson is to teach students about different sports in English, and to help students understand and use expressions related to frequency and ownership. By participating in conversations about sport, students can practise their speaking skills and learn about each other's interests. The role-play activity at the end of the lesson helps students apply what they have learned in a practical way. It also includes a variety of physical activities, encouraging students to actively engage in physical exercise and develop a healthy lifestyle.
How: This lesson introduces new vocabulary through context clues and repetition in dialogues. Key sentence patterns and expressions are highlighted using different colours to help students feel the new knowledge in the context. The core sentence patterns include “Is it yours ” “Do you play often ” “Practice makes perfect!” and “I seldom do…” etc. The final exercise encourages students to create their own dialogues using the provided phrases, thereby strengthening the understanding and production of the language and enhancing their ability to express themselves.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify the adverbs of frequency and possessive pronouns, and master them correctly;
2.learn how to use the related expressions to share how often we do sport or exercise;
3.identify the stress patterns and pronounce them properly through listening;
4.discover how exercise helps us to keep healthy.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify the adverbs of frequency and pos-sessive pronouns, and master them correctly. Step 1 Lead-in 1.Play a game: Race to read. 2.Free talk: I like doing sport very much! Can you give me some advice Step 2 Listening 1.2a: Listen to the conversation and fill in the blanks. ◎Key: ping-pong; at home; Not at all; twice a week; not very good; sometimes Check students' memory of new vocabulary through an in-class mini quiz.
2.Pay attention to the pronunciation of the following words: “yours” “hardly” “mine” “twice” “some-times” “practice” “badminton” 3.Find out the pronouns in the conversation. I—my—mine　you—your—yours she—her—hers Test students' under-standing of the referential relationship of possessive pronouns by identifying the pronouns.
Purpose To activate the classroom atmosphere and attract students' attention; at the same time, review the names of sport they have learned to lead into the topic of the following content. Fill in the blanks by listening to the recording to enhance students' ability to catch key words; consolidate their understanding and application of frequency adverbs.
2.To learn how to use the related expressions to share how often we do sport or exercise. Step 3 Reading 1.2b: Read the conversation. How often do the students do each sport Tick the correct boxes. NamePing-pongBadmintonseldomsometimesoftenseldomsometimesoftenEmma√√Jim√√Yaming√√
2.2c: Retell the conversation with the information from the table in 2b. Emma and Jim seldom play ping-pong, but Yaming often plays ping-pong. Jim and Yaming often play badminton, but Emma sometimes plays badminton. Observe whether stu-dents can tick the right words and judge the comprehensiveness and accuracy of the information they have obtained.
Purpose By reading the conversation, be aware of the usage and referential relationship of possessive pronouns; use frequency adverbs to describe the frequency of actions.
3.To identify the stress patterns and pronounce them properly through listening. Step 4 Listen and match 2d: Listen to the conversation again and match the stress patterns below with the coloured sentences. Then role-play the conversation. Pay attention to the stress patterns. Check students' fluency and accuracy in reading loudly and give them appropriate guidance.
Purpose To allow students to perceive the pronunciation rules during the process of listening and reading, and select the stress patterns.
4.To discover how exercise helps us to keep healthy. Step 5 Practice Make up a conversation with a partner. Use the expressions to help you. Do it as the following steps: 1.Present the expressions and pictures. 2.Give students word bank. 3.Give students some useful expressions. 4.Present the evaluation chart. 5.Finish the conversation. Observe students' dialogue performance to understand whether they can accurately comprehend the situ-ation. Check students' fluency and accuracy in reading loudly and give them appropriate guidance.
Purpose To stimulate students' interest in sport and cultivate healthy living habits. At the same time, through group cooperative learning, enhance the sense of teamwork.
Homework Required: Read the conversation in 2a loudly and correctly. Write down the conversation that you have made up in the class. Optional: Ask your friends about their favourite sport and how often they do exercise by using the useful expressions in 2e.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三課時 (Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This is the third lesson of Unit 3, focusing on the grammar section of Section A. In 3a, students are required to read sentences, identify the referents of possessive pronouns, find the adverbs of frequency, and put them in order from the least to the most often. In 3b, students need to fill in the blanks using the correct pronouns. In 3c, students should fill in the blanks with appropriate frequency adverbs. In 3d, students are asked to engage in group activities and present a report.
Why: These exercises aim to help students understand and use pronouns, especially the correct usage of possessive pronouns (such as yours, mine, etc.). Meanwhile, through the study of frequency adverbs, students can more accurately express the frequency of actions, enhancing their grammatical and vocabulary skills, particularly their mastery of the adverbs of frequency. By presenting specific scenarios, students can deepen their understanding of the importance of health and learn to maintain a healthy lifestyle in daily life. These exercises cultivate students' language expression abilities, enabling students to communicate accurately and fluently in English in practical contexts.
How: This lesson incorporates diversified exercise methods. Firstly, grammar exercises are used to help students consolidate their basic understanding of the adverbs of frequency. Secondly, through dialogue practice, students are able to apply pronouns and frequency adverbs in specific situations, thereby enhancing their language expression abilities. Lastly, fill-in-the-blank exercises guide students to apply their learned knowledge in practical scenarios, deepening their understanding of the importance of health. This diversified approach to exercises helps stimulate students' interest and motivation in learning, improving the effectiveness of teaching.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master the key words and some phrases;
2.know the usage of “possessive pronouns”;
3.know the usage of “adverbs of frequency”.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master the key words and some phrases. Step 1 Lead-in Free talk: talk about sport A: Do you like sport B: Yes, I do. A: Tom, is this your basketball B: Yes, it's mine. It's my basketball. A: Tom, is this your baseball bat B: No, it's hers. It's her baseball bat. Make free-talk with students and try to review the words and phrases. Pay attention to students' performance in the dialogue, and understand their internalization of possessive pronouns according to the specific information they say.
Purpose To identify and understand the referents of pronouns by conversations.
2.To know the usage of “pos-sessive pronouns”. Step 2 Presentation 1.What rules can you find —Is this your baseball bat —No, it's not mine. It's hers. —Is this your basketball —Yes, it's mine. It's my basketball. —Is this your tennis ball —No, it's his. It's his tennis ball. —Are these your soccer balls —No, they're theirs. 思考:形容詞性物主代詞和名詞性物主代詞用法一樣嗎 This is not my pen. It is yours.(yours=your pen) My hair is longer than hers.(hers=her hair) These books are ours. (ours=our books) Here is your coat. Where is mine (mine=my coat) 名詞性物主代詞相當(dāng)于“形容詞性物主代詞+名詞”;名詞性物主代詞后不加名詞。 2.Present the sentences in 3a. Ask students to observe and pay attention to the pronouns in bold. Step 3 Exercise (3b) Complete the conversations with the correct pronouns. ◎Key: 1.His　2.yours　3.mine 4.ours; theirs By observing, the task is to help students accurately identify the referents of possessive pronouns and restore them. This also assesses students' observational skills and their ability to understand sentences.
Purpose To present sentences to students and have them observe and perceive the patterns. Use inductive methods to reinforce the understanding of grammatical knowledge points.
3.To know the usage of “adverbs of frequency”. Step 4 Presentation 1.Present the following sentences: Do you often play ping-pong Yes, I play once/twice/three times a week. How often do you play football I play it twice a week, usually at weekends. I seldom/hardly ever play it. I never play it. From the performance of students, evaluate their grasp of the adverbs of frequency.
2.Ask students to circle the adverbs of frequency and put them in order from the least to the most often.(詳見課件資源) 3.Make a conversation using the sentence patterns: A: Tom, how often do you play baseball B: I often play baseball. 4.What can you find 找出頻率副詞的位置規(guī)則:頻度副詞通常放在實義動詞前,be動詞和助動詞后。 Step 5 Exercise (3c) Complete the passage with always, usually, sometimes, seldom, or never. Step 6 Give a report (3d) Group work: In groups, ask one another how you keep fit. Take notes and give a report. Pay attention to whether the conversa-tions in group dis-cussion and the report cover the frequency adverbs learned, and the teacher gives neces-sary guidance and feedback according to the situation.
Purpose To use the adverbs of frequency such as always, usually, sometimes, seldom, never to complete paragraph writing. To cultivate students' expression abilities, especially in expressing daily habits.
Homework 1.Make conversations with your friends by using possessive pronouns and adverbs of frequency. 2.Add more information to your report and share it with your family.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



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