2024人教版七年级英语下册Unit3 Keep Fit 单元集体备课教案（共6课时）

人教版(2024)七年级下册英语Unit3KeepFit

单元集体备课教案(共6课时)

Unit3KeepFit大单元分析

教材分析本单元以"KeepFit"为主题，通过三组日常对话、一篇记叙文，一个项目式学

习任务”比较运动习惯”以及相关的语言实践活动，围绕核心问题”我们如何保持健

康？”进行了全面而深入的探讨。单元内容旨在帮助学生认识到运动对于保持身体

健康的重要性，了解不同运动方式的特点，同时培养他们的语言表达能力、信息

获取能力和团队合作精神。

日常对话(SectionA,lb,1c和Id)模拟了校园及日常生活中的场景，通过

Emma、HanLin、FuXing、Peter等角色之间的对话，展示了不同学生对运动的态

度和习惯。对话中涉及了询问和回答运动频率、使用物主代词确认物品归属等语

言结构，帮助学生掌握表达运动习惯和物品所有权的语言技巧。通过对话内容，

学生们能够认识到定期运动对于保持健康的重要性，以及如何通过运动来增强体

质。这种对话形式不仅提高了学生的口语表达能力，还培养了他们对健康生活方

式的认识和兴趣。

日常对话(SectionA,2a)进一步探讨了运动在日常生活中的应用，如乒乓

球、羽毛球等运动的普及和受欢迎程度。对话中穿插了询问和解释运动习惯的语

言活动，帮助学生了解不同运动方式的特点和好处，以及如何在不同情境下选择

合适的运动方平这种对话形式有助于提高学生的语言运用能力和信息获取能力，

同时增强了动多样性的认识和兴趣。

SectionB的记叙文由三段个人叙述组成，分别来自XiaTian、Jenny和

Steve,他们各自分享了自己喜爱的运动及其对个人健康、友谊和团队精神的影

响。这些叙述不仅展现了不同运动的魅力，还强调了运动在促进个人成长和社交

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关系方面的积极作用。

学情分析一、已有基础

1.知识基础

学生已经掌握了基本的日常交际用语和句型，如"Hike…"、"Doyou…?"等，这些句

型在本单元中将得到进一步的应用和拓展，有助于他们讨论喜欢的运动及保持健康

的方法。此外，学生对于代词（特别是人称代词和物主代词）的使用也有一定的了

解，这将有助于他们理解并运用本单元中的"usepossessivepronounstoidentify

ownership"这一语言点。

2.经验基础

学生在日常生活中对各类运动有一定的了解和体验，无论是学校组织的体育活动还

是个人兴趣爱好，这些经验都将帮助他们更好地理解运动与健康的关系。同时，学

生对于“保持健康”这一概念并不陌生，他们在之前的学习和生活中已经接触过多种

保持健康的方法，如合理饮食、规律作息等，这些经验将有助于学生将健康理念与

日常生活联系起来。

3.能力基础

七年级学生已经具备了较好的记忆力和模仿能力，能够快速掌握新词汇和句型。同

时，他们也已经具备了一定的听说读写能力，能够完成本单元的学习任务，如进行

对话、写作等。在口语表达方面，学生能够流利地运用所学句型进行简单的对话，

表达自己的观点和看法。

二、学生可能存在的困难与问题

1.语言知识方面

部分学生对于物主代词（特别是名词性物主代词和形容词性物主代词）的用法和区

别可能不够清晰，容易混淆。在运用所学句型讨论运动频率时，部分学生可能无法

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准确使用"Howoftendoyou…?"及其回答句型。此外，在描述运动带来的好处时，

部分学生可能缺乏足够的词汇和句型支持，导致表达不够准确和全面。

2.语言技能方面

在听力活动中，部分学生可能无法快速准确地捕捉对话中的关键信息，如运动的具

体名称、频率及带来的好处等。在口语表达中，部分学生可能无法流利地运用所学

句型进行深入的对话，或者无法准确表达自己的运动喜好和保持健康的方法。在阅

读和写作活动中，部分学生可能无法快速理解文章的主旨大意和细节信息，也无法

准确运用所学词汇和句型进行写作。

单元教学目标本单元学习后，学生能够：

1.使用名词性物主代词和频度副词进行日常对话，能够准确描述个人运动装备、运

动频率及喜好，同时理解并询问他人的运动习惯。

2.听辨并准确认读含有字母e,y及字母组合ie在单词中的发音i[ai][i],ie[ai][i:].

y[ai][i][j]的音标以及带有这些音素的词汇，建立音素意识

3.掌握名词性物主代词和频度副词在句子中的正确使用，能够准确表达物品归属

和运动频率。通过语法练习，巩固所学知识，提高英语写作能力。同时，培养对英

语语法的敏感性和准确性，为更复杂的英语学习打下基础。

4.通过阅读和分析关于运动喜好的短文，理解并概括出作者喜欢某项运动的原因、

运动频率以及运动带来的好处。

5.通过小组合作的形式，调查并比较不同成员的运动习惯，培养团队合作能力和

信息整合能力。

课时分配Period1SectionA1a-Pronunciation1

Period2SectionAPronunciation2-2f

Period3SectionAGrammarFocus3a-3d

Period4-5SectionBla-IdReading

Period6SectionB2a-2d

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第1课时

Unit3KeepFitSectionA

课题授课年级Grade7主备人

1a-Pronunciation1

授课

计划课时1上课时间

班级

[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

课件

Preparation

共性教案个性教案

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.

本节课以“KeepFit”单元主题引入，通过图片讨论篮球运动，认识多种体育项

目，激发学生对运动话题的兴趣。听前匹配体育用品、预测听力内容，为听力做准

课堂小结备。听中完成相关问题与表格，听后讲解语法、开展对话练习与小组讨论，总结重

点句型。最后在发音环节，探究字母及字母组合发音，练习重读单词，全面提升学

生语言能力。

LevelA:Makeaconversationlike1ctotalkaboutthesportsorexerciseyoudowithit.

HomeworkLevelB:1.Translatetheconversationin1c,

2.Copythewordsofsportsandthefrequencyadverbs.

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LevelC:Copythewordsofsportsandthefrequencyadverbs.

Blackboard

Design

Reflection

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第2课时

Unit3KeepFitSectionA

课题授课年级Grade7主备人

Pronunciation2-2e

授课

计划课时1上课时间

班级

[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

课件

Preparation

共性教案个性教案

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.

本节课从展示乒乓球和羽毛球运动图片引入，让学生认识运动项目、单双打概念及

体育用品状况。听前预测对话内容，为听力做铺垫。听中，通过填空和匹配重音模

课堂小结式，训练学生捕捉关键信息与理解语调的能力。听后，借助回答问题、频率分析与

复述、深度思考讨论、角色扮演和对话创作，全面提升学生对对话内容的理解、表

达及批判性思维能力，最后引导学生自我评估，促进学习反思。

HomeworkFinishtheexercises(SectionA)ontheexercisebook(XueFaDaShiYe)accordingtothe

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level.（A等级一拓展提高，B等级一巩固基础，C等级一根据汉语/根据首字母完成

填空）

Blackboard

Design

Reflection

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第3课时

Unit3KeepFitSectionA

课题授课年级Grade7主备人

GrammarFocus

授课

计划课时1上课时间

班级

[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

课件

Preparation

共性教案个性教案

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