人教版（2024）七年级下册 Unit 3 Keep Fit 第一课时Section A 1a-pronunciation 教学设计

新人教版七年级下册英语Unit3 Keep Fit第一课时Section A 1a - pronunciation 教学设计 Teaching Objectives 1. Language competence Students can master the key words, such as baseball, basketball, jump rope... as well as target sentence pattern of "How often do you... " "I often... " 2. Learning ability Cultivate students' ability to capture key information through listening exercises. 3. Thinking quality Guide students to compare and analyze different movement frequencies and cultivate critical thinking. 4. Cultural awareness Understand the importance of health. Teaching important points Master the vocabulary and phrases about sports. Teaching difficult points Understand and correctly use frequency adverbs. Teaching methods Task - based teaching method, situational teaching method Teaching aids Multimedia equipment, blackboard, videos. Teaching Procedures Step1 Warming - up Show some pictures of sport stars and ask students if they know them and what sports they play. Then ask students what sports they like and why. 设计意图：通过展示体育明星图片，创设贴近学生生活的体育话题情境，激发学生对课堂的兴趣和参与热情。通过询问学生对体育明星及其运动项目的认知，以及自身喜欢的运动及原因，自然引入 “运动” 主题，同时激活学生已有的体育相关知识和生活经验，为后续新词汇和句型的学习做好铺垫。 Step2 Presentation 1. Show the pictures in 1a and present the sports items one by one. Ask students to read the words after the teacher. 2. Have students write the sport items in the box under the pictures. Check the answer together. 设计意图：借助 1a 中的图片直观呈现运动项目词汇，符合七年级学生形象思维为主的认知特点，帮助学生通过视觉感知理解词汇含义。让学生跟读单词，可纠正发音、规范语音语调，夯实词汇基础；让学生将运动项目对应到图片下方的方框中并集体核对答案，能强化词汇与实物的关联记忆，确保学生准确掌握运动类词汇，落实 “掌握体育相关词汇和短语” 的教学重点。 Step3 Listening practice 1b. 1. Play the conversations at a sports centre for the first time. Ask students to listen carefully and answer the questions: Whose football is it Whose baseball glove is it 2. Play the recording again. Students listen and complete the table with the correct information. 3. Check the answers and have students explain how they got the answers. 设计意图：采用任务型听力训练，通过两次听录音设置不同层次的任务（首次整体理解对话核心信息，回答 “足球和棒球手套是谁的”；再次精听细节完成表格），逐步提升学生捕捉关键信息的能力，呼应 “培养学生通过听力练习捕捉关键信息” 的学习能力目标。让学生解释答案推导过程，能引导其反思听力策略，培养逻辑思维，同时在听力语境中巩固运动词汇和相关表达，为后续语言运用奠定基础。 Step4 Pair work 1d. 1. Have students work in pairs. Ask them to find one sports item that they both have. 2. Then they talk about the sport or exercise they do with it. — Do you have a ping - pong bat — Yes, I do. — How often do you play ping - pong — I play it three times a week. 设计意图：创设真实的结对交流情境，让学生在合作中寻找共同拥有的运动器材并讨论相关运动频率，将课堂所学的运动词汇（如 “ping-pong ... ...