人教版（2024）Unit 3 Keep Fit第1课时教学设计

这是一份人教版（2024）Unit 3 Keep Fit第1课时教学设计，共4页。
The theme f this unit is “Keep Fit，” which fcuses n keeping healthy.This theme clsely relates t students' real lives and aims t guide them t recgnize the imprtance f exercise and physical activities fr maintaining gd health.Thrugh discussins，sharing，and practice，students will be able t understand varius frms f exercise and cultivate an interest and a habit in physical training.
单元教学目标
单元重点：
1.Understand and master the crrect usage f pssessive prnuns and adverbs f frequency in sprts­related tpics.
2．Be able t identify and describe varius sprts and equipment，and use the learned knwledge t share persnal exercise habits and feelings.
单元难点：
1.Accurately use pssessive prnuns and adverbs f frequency in cmplex ral expressins.
2．Deeply understand and explain the imprtance f exercise fr physical and mental health in reading and writing.
第1课时 Sectin A(1a—1d)
教学过程
Activity 1 Warming up and revisin
T：Gd mrning/afternn，class！Tday we are ging t learn Unit 3.First，let's lk at the title “Keep Fit” and the picture n page 17.What d yu think we are ging t learn in this unit?
Ss：Maybe we will learn hw t keep healthy and d sme sprts.
T：Very gd！Nw，lk at the three questins n the page.Can yu name the sprt in the pht?
S1：Basketball.
T：Yeah.And is that a ppular sprt in ur schl?
Ss：Yes!
T：Next questin，is it a ppular sprt in China？Why d yu think s?
S2：I think it is.Because many students like t play basketball in China.There are many basketball curts in the city.
T：Gd answer.Nw，the last questin.D yu like t d this sprt？Why r why nt?
S3：I like it because it's fun and can make me strnger.
S4：I dn't like it very much.I'm nt gd at it，and I prefer ther sprts like running.
环节说明：通过观察标题和图片，提出问题引导学生思考和讨论，激发学生的学习兴趣，同时复习和巩固之前学过的关于运动的知识，为新课的学习做好铺垫。
Activity 2 Presentatin
T：We are ging t learn Sectin A．Nw，let's wrk n 1a.We need t write the sprts items in the bx under the pictures.Lk at the first item.What sprt is it?
Ss：Baseball!
T：Very gd.S where shuld we write “baseball”？
S1：Under the picture that shws baseball.
T：Excellent.Nw，what abut this ne？(Pinting t the item “jump rpe”)
S2：Jump rpe!
T：Right.And where shuld we write it?
S3：Under the picture f the jump rpe!
T：Gd.Let's write it dwn.Cntinue with the thers.
…
环节说明：运用图片直观展示运动项目，帮助学生学习和记忆新词汇，使抽象的单词变得具体形象，易于理解。通过师生问答的方式，引导学生积极思考，主动参与到词汇学习中，提高学生的学习积极性，同时培养学生的观察能力和语言表达能力。
Activity 3 Listening
T：Nw，we are ging t listen t the cnversatins at a sprts centre.Listen carefully and answer the questins in 1b.
(Students listen attentively t Cnversatin 1.)
T：OK，wh can answer the first questin?
S1：I think it's Han Lin's.
T：Why d yu think s?
S2：Because in the cnversatin，Han Lin says，“That's mine.”
T：Very gd.Nw，let's listen t Cnversatin 2 and find ut whse baseball glve it is.
…
环节说明：通过听力练习，培养学生获取关键信息的能力，让学生在具体的语境中理解和运用关于物品所属关系的句型。
Activity 4 Listening
T：Listen again and cmplete the table with the crrect infrmatin in 1c.
(The teacher plays the recrding again and students listen and fill in the table.)
T：Let's start with Han Lin.What sprt des Han Lin d?
S1：I think Han Lin plays ftball.
T：And hw ften des he play?
S1：I'm nt sure.I didn't hear it clearly.
T：That's kay.Let's listen ne mre time.
S1：Oh，he plays ftball three times a week.
T：Gd.Nw，let's cntinue with the thers.What abut Emma?
…
(Guide students t cmplete the table fr Emma，Peter…)
环节说明：再次开展听力练习，让学生获取更详细的信息，如人物、运动项目和运动频率，进一步提高学生的听力理解能力，同时通过填写表格，帮助学生梳理和总结所学知识。
Activity 5 Pair wrk
T：Nw，let's wrk n 1d.In pairs，find ne sprts item that yu bth have.Then talk abut the sprt r exercise yu d with it.First，lk at the fllwing example.
(Students read the example.)
T：Gd.Nw，yu can start t talk with yur partner.
(Students start t have cnversatins in pairs.)
T：(Walking arund the classrm and listening t the students' cnversatins) Well dne，everyne.Nw，I'd like t ask sme pairs t share their cnversatins with the class.Which pair wants t g first?
S1(Pair 1)：We bth have a jump rpe.I like t jump rpe because it's easy and I can d it at hme.I jump rpe every day.My partner als likes it.He jumps rpe fur times a week.
T：Great jb！Any ther pairs?
S2(Pair 2)：We have running shes.We bth like running.I run in the park every mrning.It makes me feel energetic.My partner runs three times a week.She thinks running is a gd way t keep fit.
环节说明：通过小组活动，让学生运用所学词汇和句型进行对话交流，培养学生的口语表达能力和合作学习能力，同时让学生在实际对话中进一步巩固物品所属关系和运动频率的表达方式。
Activity 6 Hmewrk
Make a list f five sprts r exercises yu knw and write dwn hw ften yu d them.
板书设计
语言学习
Students will be able t fluently describe and discuss sprts and exercise equipment in English，use pssessive prnuns and adverbs f frequency accurately t express persnal exercise habits，and share their understanding and feelings abut sprts thrugh reading，writing，and ral expressin.
文化意识
Students will learn abut ppular sprts in different cultures and regins，bradening their internatinal perspective.They will realize that exercise is an imprtant way t maintain health acrss different cultures and backgrunds.
思维品质
Students will critically cnsider the imprtance f exercise fr physical and mental health.By cmparing and summarizing different peple's exercise habits，they will develp lgical thinking and summary skills.
学习能力
Students will learn mre abut sprts knwledge and skills thrugh a cmbinatin f independent and cperative learning.They will cultivate an interest and a habit in sprts，imprving self­management and mtivatin.
Sprts items：baseball glve，running shes，tennis racket，etc.
Hw ften：twice a week，three times a week，hardly ever，nce r twice，at weekends，etc.
Stressed wrds in sentences： me fit(“keep” and “fit” are stressed，“me” is unstressed)，nce a week(“nce” and “week” are stressed，“a” is unstressed)
教学反思
During the teaching prcess，thrugh a variety f teaching activities，students shwed high enthusiasm fr learning.Mst students were able t grasp the sprts vcabulary，expressins related t item wnership，and ways t describe exercise frequency well.Hwever，sme students still had difficulties understanding and mastering certain prnunciatin rules.Additinally，in grup activities，a few students shwed lw participatin.The teacher needs t prvide further guidance in subsequent lessns.