人教版(2024)七年級(jí)下冊(cè)英語(yǔ)Unit3KeepFit

單元集體備課教案(共6課時(shí))

Unit3KeepFit大單元分析

教材分析本單元以"KeepFit"為主題，通過(guò)三組日常對(duì)話、一篇記敘文，一個(gè)項(xiàng)目式學(xué)

習(xí)任務(wù)”比較運(yùn)動(dòng)習(xí)慣”以及相關(guān)的語(yǔ)言實(shí)踐活動(dòng)，圍繞核心問(wèn)題”我們?nèi)绾伪３纸?/p>

康？”進(jìn)行了全面而深入的探討。單元內(nèi)容旨在幫助學(xué)生認(rèn)識(shí)到運(yùn)動(dòng)對(duì)于保持身體

健康的重要性，了解不同運(yùn)動(dòng)方式的特點(diǎn)，同時(shí)培養(yǎng)他們的語(yǔ)言表達(dá)能力、信息

獲取能力和團(tuán)隊(duì)合作精神。

日常對(duì)話(SectionA,lb,1c和Id)模擬了校園及日常生活中的場(chǎng)景，通過(guò)

Emma、HanLin、FuXing、Peter等角色之間的對(duì)話，展示了不同學(xué)生對(duì)運(yùn)動(dòng)的態(tài)

度和習(xí)慣。對(duì)話中涉及了詢(xún)問(wèn)和回答運(yùn)動(dòng)頻率、使用物主代詞確認(rèn)物品歸屬等語(yǔ)

言結(jié)構(gòu)，幫助學(xué)生掌握表達(dá)運(yùn)動(dòng)習(xí)慣和物品所有權(quán)的語(yǔ)言技巧。通過(guò)對(duì)話內(nèi)容，

學(xué)生們能夠認(rèn)識(shí)到定期運(yùn)動(dòng)對(duì)于保持健康的重要性，以及如何通過(guò)運(yùn)動(dòng)來(lái)增強(qiáng)體

質(zhì)。這種對(duì)話形式不僅提高了學(xué)生的口語(yǔ)表達(dá)能力，還培養(yǎng)了他們對(duì)健康生活方

式的認(rèn)識(shí)和興趣。

日常對(duì)話(SectionA,2a)進(jìn)一步探討了運(yùn)動(dòng)在日常生活中的應(yīng)用，如乒乓

球、羽毛球等運(yùn)動(dòng)的普及和受歡迎程度。對(duì)話中穿插了詢(xún)問(wèn)和解釋運(yùn)動(dòng)習(xí)慣的語(yǔ)

言活動(dòng)，幫助學(xué)生了解不同運(yùn)動(dòng)方式的特點(diǎn)和好處，以及如何在不同情境下選擇

合適的運(yùn)動(dòng)方平這種對(duì)話形式有助于提高學(xué)生的語(yǔ)言運(yùn)用能力和信息獲取能力，

同時(shí)增強(qiáng)了動(dòng)多樣性的認(rèn)識(shí)和興趣。

SectionB的記敘文由三段個(gè)人敘述組成，分別來(lái)自XiaTian、Jenny和

Steve,他們各自分享了自己喜愛(ài)的運(yùn)動(dòng)及其對(duì)個(gè)人健康、友誼和團(tuán)隊(duì)精神的影

響。這些敘述不僅展現(xiàn)了不同運(yùn)動(dòng)的魅力，還強(qiáng)調(diào)了運(yùn)動(dòng)在促進(jìn)個(gè)人成長(zhǎng)和社交

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關(guān)系方面的積極作用。

學(xué)情分析一、已有基礎(chǔ)

1.知識(shí)基礎(chǔ)

學(xué)生已經(jīng)掌握了基本的日常交際用語(yǔ)和句型，如"Hike…"、"Doyou…?"等，這些句

型在本單元中將得到進(jìn)一步的應(yīng)用和拓展，有助于他們討論喜歡的運(yùn)動(dòng)及保持健康

的方法。此外，學(xué)生對(duì)于代詞（特別是人稱(chēng)代詞和物主代詞）的使用也有一定的了

解，這將有助于他們理解并運(yùn)用本單元中的"usepossessivepronounstoidentify

ownership"這一語(yǔ)言點(diǎn)。

2.經(jīng)驗(yàn)基礎(chǔ)

學(xué)生在日常生活中對(duì)各類(lèi)運(yùn)動(dòng)有一定的了解和體驗(yàn)，無(wú)論是學(xué)校組織的體育活動(dòng)還

是個(gè)人興趣愛(ài)好，這些經(jīng)驗(yàn)都將幫助他們更好地理解運(yùn)動(dòng)與健康的關(guān)系。同時(shí)，學(xué)

生對(duì)于“保持健康”這一概念并不陌生，他們?cè)谥暗膶W(xué)習(xí)和生活中已經(jīng)接觸過(guò)多種

保持健康的方法，如合理飲食、規(guī)律作息等，這些經(jīng)驗(yàn)將有助于學(xué)生將健康理念與

日常生活聯(lián)系起來(lái)。

3.能力基礎(chǔ)

七年級(jí)學(xué)生已經(jīng)具備了較好的記憶力和模仿能力，能夠快速掌握新詞匯和句型。同

時(shí)，他們也已經(jīng)具備了一定的聽(tīng)說(shuō)讀寫(xiě)能力，能夠完成本單元的學(xué)習(xí)任務(wù)，如進(jìn)行

對(duì)話、寫(xiě)作等。在口語(yǔ)表達(dá)方面，學(xué)生能夠流利地運(yùn)用所學(xué)句型進(jìn)行簡(jiǎn)單的對(duì)話，

表達(dá)自己的觀點(diǎn)和看法。

二、學(xué)生可能存在的困難與問(wèn)題

1.語(yǔ)言知識(shí)方面

部分學(xué)生對(duì)于物主代詞（特別是名詞性物主代詞和形容詞性物主代詞）的用法和區(qū)

別可能不夠清晰，容易混淆。在運(yùn)用所學(xué)句型討論運(yùn)動(dòng)頻率時(shí)，部分學(xué)生可能無(wú)法

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準(zhǔn)確使用"Howoftendoyou…?"及其回答句型。此外，在描述運(yùn)動(dòng)帶來(lái)的好處時(shí)，

部分學(xué)生可能缺乏足夠的詞匯和句型支持，導(dǎo)致表達(dá)不夠準(zhǔn)確和全面。

2.語(yǔ)言技能方面

在聽(tīng)力活動(dòng)中，部分學(xué)生可能無(wú)法快速準(zhǔn)確地捕捉對(duì)話中的關(guān)鍵信息，如運(yùn)動(dòng)的具

體名稱(chēng)、頻率及帶來(lái)的好處等。在口語(yǔ)表達(dá)中，部分學(xué)生可能無(wú)法流利地運(yùn)用所學(xué)

句型進(jìn)行深入的對(duì)話，或者無(wú)法準(zhǔn)確表達(dá)自己的運(yùn)動(dòng)喜好和保持健康的方法。在閱

讀和寫(xiě)作活動(dòng)中，部分學(xué)生可能無(wú)法快速理解文章的主旨大意和細(xì)節(jié)信息，也無(wú)法

準(zhǔn)確運(yùn)用所學(xué)詞匯和句型進(jìn)行寫(xiě)作。

單元教學(xué)目標(biāo)本單元學(xué)習(xí)后，學(xué)生能夠：

1.使用名詞性物主代詞和頻度副詞進(jìn)行日常對(duì)話，能夠準(zhǔn)確描述個(gè)人運(yùn)動(dòng)裝備、運(yùn)

動(dòng)頻率及喜好，同時(shí)理解并詢(xún)問(wèn)他人的運(yùn)動(dòng)習(xí)慣。

2.聽(tīng)辨并準(zhǔn)確認(rèn)讀含有字母e,y及字母組合ie在單詞中的發(fā)音i[ai][i],ie[ai][i:].

y[ai][i][j]的音標(biāo)以及帶有這些音素的詞匯，建立音素意識(shí)

3.掌握名詞性物主代詞和頻度副詞在句子中的正確使用，能夠準(zhǔn)確表達(dá)物品歸屬

和運(yùn)動(dòng)頻率。通過(guò)語(yǔ)法練習(xí)，鞏固所學(xué)知識(shí)，提高英語(yǔ)寫(xiě)作能力。同時(shí)，培養(yǎng)對(duì)英

語(yǔ)語(yǔ)法的敏感性和準(zhǔn)確性，為更復(fù)雜的英語(yǔ)學(xué)習(xí)打下基礎(chǔ)。

4.通過(guò)閱讀和分析關(guān)于運(yùn)動(dòng)喜好的短文，理解并概括出作者喜歡某項(xiàng)運(yùn)動(dòng)的原因、

運(yùn)動(dòng)頻率以及運(yùn)動(dòng)帶來(lái)的好處。

5.通過(guò)小組合作的形式，調(diào)查并比較不同成員的運(yùn)動(dòng)習(xí)慣，培養(yǎng)團(tuán)隊(duì)合作能力和

信息整合能力。

課時(shí)分配Period1SectionA1a-Pronunciation1

Period2SectionAPronunciation2-2f

Period3SectionAGrammarFocus3a-3d

Period4-5SectionBla-IdReading

Period6SectionB2a-2d

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第1課時(shí)

Unit3KeepFitSectionA

課題授課年級(jí)Grade7主備人

1a-Pronunciation1

授課

計(jì)劃課時(shí)1上課時(shí)間

班級(jí)

[What]

Thislessonfocusesonsportsvocabulary,suchas"baseball","basketball"，etc.,and

pronunciationrulesofletters"i“，“ie“，“y”.Itinvolvestaskslikeidentifyingsportsitems,

listeningtofindoutownershipandfrequencyofsportsactivities,anddoingpronunciation

drills.

[Why]

TheAnalysisof

Thepurposeistoenablestudentstoidentifysportsitems,expandtheirvocabulary,and

theMaterial

grasppronunciationpatterns.Italsoaimstoimprovetheirlisteningandspeakingskillsin

thecontextofsports,facilitatingfuturecommunicationaboutexercise-relatedtopics.

[How]

Itusesactivitieslikepicture-basedmatching,listeningexercises,andrepetitive

pronunciationpractice.Pair-workisalsoincorporatedtobooststudents*communicative

ability.

[Know]

Studentsmayhavesomebasicknowledgeofcommonsportsitemslikebasketballand

baseballfromdailylifeorlimitedmediaexposure.Theyalsohaveacertainunderstanding

ofsimpleEnglishwordsrelatedtodailylife.However,theirvocabularyrelatedtosportsis

relativelynarrow,andtheirpronunciationskillsarenotwell-developed.

[Want]

LearnersTheyareeagertolearnmoreEnglishexpressionsaboutsportstobettercommunicatewith

Analysisothers.TheywanttoimprovetheirEnglishpronunciationtospeakmoreaccurately.Also,

theyhopetogainmoreknowledgeaboutdifferentsportsthroughEnglishlearning.

[Learn]

Consideringtheirsituation,teachingshouldstartfromexpandingsports-related

vocabulary.Teacherscanusereal-lifeobjectsorpicturestohelpthemlearn.For

pronunciation,morelisteningandimitationexercisesareneeded.Groupactivitiescanbe

carriedouttoencouragethemtopracticespeakingandenhancetheirinterestinEnglish

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learning.

Bytheendofthelesson,studentswillbeableto:

1.accuratelyidentifyandspeakmovement-relatedwords,suchasbaseball,basketball,

jumprope,etc.

Teaching2.understandthedialogueabouttheownershipofsportsitemsandmovementfrequency,

Objectivesandcananswerrelevantquestionscorrectly.

3.usethetargetsentencepatternof"Howoftendoyou...?"Anditsanswer,"I...(times)a

week.

4.Cultivatestudents*abilitytocapturekeyinformationthroughlisteningexercises.

TeachingKeyPoints

1.Masterthevocabularyandphrasesrelatedtosports.

2.Proficientinusingthewords""Howoftendoyou..."？“Andanexchangeoftheir

TeachingKey

answers.

andDifficult

TeachingDifficultPoints

Points

1.Accuratelydistinguishandusethepronunciationofwordscontaining/al/,/1/,/i:/

vowels:etc.

2.Understandandcorrectlyusefrequencyadverbs,suchasthreetimesaweeketal.

Teaching

Scenarioteachingmethod,Task-drivenmethod,Interactiveteachingmethod

Methods

Teaching

課件

Preparation

共性教案?jìng)€(gè)性教案

Step1Leadin

UnitTitleIntroduction:

Displaytheunittitle"KeepFit"andaskstudentswhatitmeans.Guide

Teachingthemtounderstandtheconceptofkeepingfit.

ProceduresPhoto-basedDiscussion:

Showaphotoofpeopleplayingbasketball.Askstudentstoidentifythe

sportinthephoto.Then,conductafreetalkaroundbasketball,includingits

popularityinChina,students1personallikesordislikesforthesport,and

whethertheythinkit'sagoodwaytokeepfit.Also,askaboutthesports

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itemsneededforplayingbasketball.

SportsRecognition:

Presentpicturesofvarioussportslikerunning,ping-pong,yoga,baseball,

tennis,andjumprope.Havestudentsnamethesesportsandlearnthenew

wordsifnecessary.

Step2Pre-listening

SportsItemsMatching:

Askstudentstowritethegivensportsitems(baseball,baseballglove,

basketball,etc.)intheboxunderthecorrespondingpictures.

PairWorkonSportsItems:

Letstudentschooseonesportandtalkwiththeirpartnersaboutthesports

itemsneededforthatsport.

PredictionforListening:

Showtheinstructionsandquestionsinlb.Guidestudentstopredictthe

contentofthelisteningmaterial,suchaswheretheconversationsmight

happenandwhatthespeakersaregoingtodo.Emphasizetheimportance

ofpredictingbeforelisteningtoimprovelisteningefficiency.

Step3While-listening

FirstListening:

Playtheconversationsatthesportscentre.Instructstudentstolistenand

answerthequestions:Whosefootballisit?Whosebaseballgloveisit?

Whosetennisracketisit?Andhowdoyouknow?

SecondListening:

Playtherecordingagain.Havestudentscompletethetablewith

informationaboutdifferentpeople'ssportsandhowoftentheyplay.

Step4Post-listening

GrammarExplanation:

Explainthegrammarpointthat"Howoften"isaspecialinterrogative

phraseforaskingaboutfrequency.Itcanbeansweredwithadverbsof

frequencyorfrequencyphrases.

PairWorkUsing1cInformation:

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Letstudentsworkinpairs.Theyshouldaskandanswerquestionsusingthe

informationin1c,followingtheexampleprovided.

GroupDiscussion:

Posethequestion"Asstudents,yousitandstudyintheclassroomforhours

eachday.Andyouspendhoursonhomeworkathome.Doyoustillhave

timetodosports?Ifnot,howcanyoukeepdoingsports?nHavestudents

discussingroupsandsharetheirideas.

Summary:

Summarizethekeysentencepatternsforaskingaboutfrequencyand

askingforowners,aswellastheircorrespondinganswers.

Step5Pronunciation

PronunciationExploration:

Presentwordswithboldedletters"i“，“ie“，and"y”.Havestudentsreadthe

wordsandfigureoutthepronunciationsoftheselettersandletter

combinationsineachgroup.

ListeningandRepetition:

Playtheaudioforstudentstolistenandrepeatthewords.Then,askthemto

addonemorewordtoeachgroup.

MoreWordPractice:

Showmorewordswith"i"，“ie"，and"y".Havestudentsreadthesewords

andreinforcethepronunciationlearning.

StressedWordPractice:Playtheaudiowithphrasesandsentences.Instruct

studentstoclapwhentheyhearthestressedwords,listenagain,andrepeat.

本節(jié)課以“KeepFit”單元主題引入，通過(guò)圖片討論籃球運(yùn)動(dòng)，認(rèn)識(shí)多種體育項(xiàng)

目，激發(fā)學(xué)生對(duì)運(yùn)動(dòng)話題的興趣。聽(tīng)前匹配體育用品、預(yù)測(cè)聽(tīng)力內(nèi)容，為聽(tīng)力做準(zhǔn)

課堂小結(jié)備。聽(tīng)中完成相關(guān)問(wèn)題與表格，聽(tīng)后講解語(yǔ)法、開(kāi)展對(duì)話練習(xí)與小組討論，總結(jié)重

點(diǎn)句型。最后在發(fā)音環(huán)節(jié)，探究字母及字母組合發(fā)音，練習(xí)重讀單詞，全面提升學(xué)

生語(yǔ)言能力。

LevelA:Makeaconversationlike1ctotalkaboutthesportsorexerciseyoudowithit.

HomeworkLevelB:1.Translatetheconversationin1c,

2.Copythewordsofsportsandthefrequencyadverbs.

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LevelC:Copythewordsofsportsandthefrequencyadverbs.

Blackboard

Design

Reflection

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第2課時(shí)

Unit3KeepFitSectionA

課題授課年級(jí)Grade7主備人

Pronunciation2-2e

授課

計(jì)劃課時(shí)1上課時(shí)間

班級(jí)

[What]

Thislessonfocusesonsports-relatedlanguagelearning.Itincludeslisteningexercisesto

identifywordstress,fillinginblanksinconversationsaboutsportsequipmentownership

andexercisefrequency,andtasksliketickingfrequencyboxes,retelling,stress-pattern

matching,androle-playing.Thereisalsoatasktocreateaconversationaboutfinding

sportsitems.

[Why]

TheAnalysisofTheaimistoimprovestudents*listeningskillsinword-stressrecognitionand

theMaterialunderstandingofsports-relatedconversations.Ithelpsstudentsmasterlanguage

expressionsfortalkingaboutsportsequipmentandexercisefrequency,andpromotestheir

oralcommunicationandlanguage-applicationabilities.

[How]

Itusesavarietyoflistening,speaking,andwritingtasks.Throughrepeatedlistening,

studentspracticestressrecognitionandconversationcomprehension.Filling-in-the-

blanks,ticking,andretellingstrengthenlanguageknowledge,whilerole-playingand

conversation-makingenhancepracticallanguageuse.

[Know]

Studentsmayhaveabasicunderstandingofcommonsports-relatedwordsandsimple

sentencestructures.Theymightbefamiliarwithsomesportsequipmentnamesfromtheir

limitedphysicaleducationclasses.However,theirexposuretonative-likeEnglish

pronunciationandintonationisscarce,andtheylacktheabilitytoaccuratelyidentifyword

Learners

stressinsentences.Also,theiroralEnglishskillsinexpressingexercise-relatedtopicsare

Analysis

under-developed.

[Want]

TheyareeagertoimprovetheirEnglishlisteningandspeakingabilities,especiallyinthe

contextofsports.TheywanttolearnmoreaccurateEnglishexpressionsfortalkingabout

sportsequipmentownershipandexercisefrequencies.Theyalsohopetoenhancetheir

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pronunciationandintonationskillstocommunicatemorefluently.

[Learn]

Tomeettheirneeds,teachingshouldstartwithbasicpronunciationandstress-recognition

training.Teacherscanusereal-lifesports-relatedsituationstohelpstudentspractice

expressingownershipandfrequencies.Groupactivitiesandrole-playscanbearrangedto

encouragethemtospeakEnglishmoreandbuildconfidenceincommunication.

1.Studentscanunderstand,readandusekeywordsandsentencepatterns,suchas:seldom,

sometimes,often,hardlyeverandotherfrequencyadverbs.

2.Throughlistening,readingandspeakingpractice,cultivatestudents*languageperception

Teaching

andapplicationability.

Objectives

3.Tounderstandthedifferencesinpeople'semphasisonexerciseandexercisehabitsin

differentcultures.

4.Cultivatestudentstodevelophealthyexercisehabitsandapositiveattitudetowardslife.

TeachingKeyPoints

1.Mastertheusageanddifferencesofthefrequencyadverbsseldom,sometimes,oftenand

hardlyever.

2.Beabletousethevocabularyandsentencepatternstotalkaboutmovementsandthe

TeachingKey

frequencyofmovements.

andDifficult

TeachingDifficultPoints

Points

l.Howtoaccuratelyusefrequencyadverbstoexpressmovementfrequency,anduseit

flexiblyinpracticalcommunication.

2.Guidethestudentstounderstandandimitatethepronunciationandintonationinthe

dialogue,andmakeanaturalandfluentoralexpression.

Teaching

Task-basedteachingmethod,situationalteachingmethod,Cooperativelearningmethod

Methods

Teaching

課件

Preparation

共性教案?jìng)€(gè)性教案

TeachingStep1Leadin

ProceduresSportsIdentification:

Displaypicturesofpeopleplayingping-pongandbadminton.Ask

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studentstoidentifythesportsinthepicturesandlearnthenewword

"badminton,1.

SinglesandDoublesDiscussion:

Showpicturesrelatedtosinglesanddoublesinsports.Posethequestion

"Arethesepeopleplayingsinglesordoubles?"tointroducetheconceptsof

singlesanddoublesandthenewword"doubles".

ConditionofSportsEquipment:

Presentapictureofaping-pongbat.Askstudentswhetheritisbrandnew

orwell-used,andthenguidethemtopointoutthesignsindicatingits

usagecondition.

Step2Pre-listening

PredictionofConversationContent:

Presentanincompleteconversationsnippet.Guidestudentstopredictwhat

sportsmightbementionedandwhatinformationtheywillhearinthe

conversation,suchasthebelongingofsportsitems,frequencyofdoing

sports,andsoon.Thishelpsstudentsactivatetheirpriorknowledgeand

prepareforthelisteningtask.

Step3While-listening

FirstListeningforFillingBlanks:

Playtheconversationaudio.Instructstudentstolistencarefullyandfillin

theblanksinthegiventext.Thistaskfocusesonstudents*abilitytocatch

keywordsandbasicinformationduringlistening.

SecondListeningforMatchingStressPatterns:

Playtheconversationagain.Havestudentsmatchthestresspatternswith

thecolouredsentencesintheconversation.Afterthat,theycanrole-play

theconversationtofurtherunderstandtheintonationandstressin

communication.

Step4Post-listening

AnsweringComprehensionQuestions:

Askstudentstoreadtheconversationandansweraseriesof

comprehensionquestions,whichcoveraspectslikewhatwasfound,whose

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itemitis,howoftenpeopleplaysports,andreasonsfornotplayinga

certainsport.Thishelpsstudentsdeepentheirunderstandingofthe

conversationcontent.

FrequencyAnalysisandRetelling:

Introducetheconceptofadverbsoffrequency(always,usually,often,

sometimes,seldom,hardlyever,never)andtheircorresponding

percentagesoffrequency.Then,havestudentsretelltheconversationusing

theinformationfromthefrequency-basedtable,whichimprovestheir

abilitytosummarizeandexpressfrequency-relatedinformation.

Deep-thinkingandDiscussion:

PosequestionslikewhetherYarningwasgoodatping-pongatthe

beginningandwhatcanbelearnedfromhisexperience.Encourage

studentstothinkdeeplyandsharetheirideas,promotingcriticalthinking

skills.

Role-playandConversationCreation:

Havestudentsimaginetheyhavefoundanitematasportscentre.They

needtomakeupaconversationwithapartnerusingthegivenwordsand

phrases.Thisactivityallowsstudentstoapplythelanguageknowledgethey

havelearnedinapracticalcontext,improvingtheirspeakingand

communicationskills.

Self-assessment:

Guidestudentstoconductself-assessmentbasedontheirperformancein

retellingtheconversation,talkingaboutthebelongingsofsportsitems,and

discussingthefrequencyofdoingsports.Thishelpsstudentsbeawareof

theirlearningprogressandareasthatneedimprovement.

本節(jié)課從展示乒乓球和羽毛球運(yùn)動(dòng)圖片引入，讓學(xué)生認(rèn)識(shí)運(yùn)動(dòng)項(xiàng)目、單雙打概念及

體育用品狀況。聽(tīng)前預(yù)測(cè)對(duì)話內(nèi)容，為聽(tīng)力做鋪墊。聽(tīng)中，通過(guò)填空和匹配重音模

課堂小結(jié)式，訓(xùn)練學(xué)生捕捉關(guān)鍵信息與理解語(yǔ)調(diào)的能力。聽(tīng)后，借助回答問(wèn)題、頻率分析與

復(fù)述、深度思考討論、角色扮演和對(duì)話創(chuàng)作，全面提升學(xué)生對(duì)對(duì)話內(nèi)容的理解、表

達(dá)及批判性思維能力，最后引導(dǎo)學(xué)生自我評(píng)估，促進(jìn)學(xué)習(xí)反思。

HomeworkFinishtheexercises(SectionA)ontheexercisebook(XueFaDaShiYe)accordingtothe

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level.（A等級(jí)一拓展提高，B等級(jí)一鞏固基礎(chǔ)，C等級(jí)一根據(jù)漢語(yǔ)/根據(jù)首字母完成

填空）

Blackboard

Design

Reflection

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第3課時(shí)

Unit3KeepFitSectionA

課題授課年級(jí)Grade7主備人

GrammarFocus

授課

計(jì)劃課時(shí)1上課時(shí)間

班級(jí)

[What]

Thislessonfocusesongrammarlearningrelatedtosportstopics.Itincludesactivitieslike

identifyingthereferentsofpronounsinsentences,circlingandorderingadverbsof

frequency,completingconversationswithcorrectpronouns,fillingintheblankswith

adverbsoffrequencyinapassage,andgroup-worktoaskandreportonfitness-keeping

methods.

[Why]

TheAnalysisofThepurposeistohelpstudentsmasterpossessivepronounsforexpressingownershipof

theMaterialsportsitemsandadverbsoffrequencyfortalkingaboutexercisefrequencies.These

grammarpointsenhancestudents*languageaccuracyinsports-relatedcommunicationand

improvetheiroverallEnglish-languageapplicationability.

[How]

Itusessentence-reading,filling-in-the-blanks,andgroup-worktasks.Through

analyzingsentences,studentsunderstandpronounusageandfrequencyadverbs.

Completionexercisesreinforcegrammarknowledge,andgroup-workpromotespractical

applicationandcommunicationskillsinreal-life-likesituations.

[Know]

StudentsstudentshavesomebasicEnglishknowledge,yettheyoftenmisusepossessive

pronounswhenreferringtosportsitems.Theirgraspofadverbsoffrequencyisalsoweak,

strugglingtoorderthemaccurately.Duetolimitedlanguage-usingenvironments,theylack

practiceinreal-lifecommunicationwiththesegrammarelements.

Learners

[Want]

Analysis

TheyarekeentomastergrammarpreciselyforbetterEnglishexpression.Theyaimto

correctlyusepossessivepronounsandadverbsoffrequencytotalkaboutsports-related

ownershipandexercisefrequencies.Also,theyhopetobuildconfidenceinEnglish

communicationthroughgrammarmastery.

[Learn]

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Teachersshouldoffercleargrammarexplanationswithsports-relatedexamples.Simple

exercisescanreinforceunderstanding,whilegroupactivitiescanprovidepractical

applicationopportunities,enhancingtheirlanguage-usingability.

Bytheendofthelesson,studentswillbeableto

1.correctlyusepossessivepronounstoindicateownershipofsports-relateditemsin

conversations.

Teaching

2.Accuratelyuseadverbsoffrequencytodescribehowoftentheydosportsorexercises.

Objectives

3.Identifythereferentsofpronounsinsentencesandorderadverbsoffrequencyfromthe

leasttothemostoften.

4.Participateingroup-worktoaskandreportonfitness-keepingmethodsinEnglish.

TeachingKeyPoints

1.Masteryofpossessivepronounsandtheircorrectusageinsports-relatedcontexts.

2.Proficiencyinusingadverbsoffrequencytoexpressexercisefrequencies.

TeachingKey

TeachingDifficultPoints

andDifficult

1.Usingpossessivepronounsaccuratelywithoutconfusion,especiallyincomplex

Points

sentencestructures.

2.Distinguishingandcorrectlyorderingadverbsoffrequencyindifferentcommunication

scenarios.

Teaching

Task-basedteachingmethod,situationalteachingmethod,Cooperativelearningmethod

Methods

Teaching

課件

Preparation

共性教案?jìng)€(gè)性教案

Step1Leadin

Question-basedIntroduction:

Presentpicturesofsportsitemslikeabaseballglove,badmintonracket,

Teaching

ping-pongbat,andjumpropes.Askstudentsquestionssuchas"Isthis

Procedures

baseballgloveyours?""Whosebadmintonracketisthis?""Isthisping-

pongbatElla's?"and"Aretheseourjumpropes?"toarousestudents1

interestandleadthemtothinkabouttheconceptofownership.

Step2Presentation

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ConceptIntroduction:

Guidestudentstoanalyzethesentencesandpointoutthepronounsinbold.

Explainthatthesepronounsareusedtoindicateownershipandintroduce

theterm"nominativepossessivepronouns".

ComparisonofPossessivePronouns:

Presentatablecomparingadjectivepossessivepronouns(my,your,

his/her/its,our/your/their)andnominativepossessivepronouns(mine,

yours,his/hers/its,ours/yours/theirs).Explainthedifferencesinusage,

emphasizingthatadjectivepossessivepronounsarefollowedbynouns,

whilenominativepossessivepronounsareusedalone.

EquivalentExpressions:

Demonstratetherelationship"adjectivepossessivepronoun+noun=

nominativepossessivepronoun"throughexampleslike"Thisishertoy.=

Thistoyishers."and"Thesearenotourbooks.=Thesebooksarenot

ours