Unit 3 Period 4 Reading for Writing 教学设计 （新教材）人教版（2020新）必修第一册.doc

1、教学设计 课课 题题 Unit3 SPORTS AND FITNESS Period 4 Reading for Writing 学学 科科 英英 语语 班班 级级 Class 授课教师授课教师 教教 学学 目目 标标 1. 阅读高中学生的健身随笔，学习比较异同的写作方法。 2. 能够写一篇描述自己在健身方面今昔对比的小语篇。 3. 通过阅读文本，了解青少年对健身的正确态度和所采取的方式，对自己的心理健 康（如压力、自信）和身体健康（如锻炼、饮食）进行反思。 4. 对比过去与现在或者将来的打算，培养关注健康的意识，形成正确的健康观。 重重 点点 引导学生正确描述健康方面的问题和解决办法，让他们

2、学会使用比较和对比的 方法，描述事物前后的变化。 难难 点点 为健康簿编写一页内容（Write a page in a wellness book）。 教教 学学 方方 法法 Task-based Approach; Cooperative learning. 教教 学学 内内 容容 与与 过过 程程 Step1 Leading-in （1）学生浏览活动1中的问题，然后带着问题阅读文本，读完后师生核对答案。 （2）学生再次阅读文本，填写下面的表格，梳理Kayla前后的变化，以及这些变化 带来的结果。 (3) 学生完成活动2，熟悉比较、对比类文本的结构，然后用下表整理出文本中表达 对比的语言，并

3、作适当补充。 备注备注 Step2 Before-writing Draw a thought bubble on the board and ask students what they are thinking about, drawing or writing some responses in the bubble. Write “think + about” on the board, and have students find examples of “verbs + about” in the text. After eliciting and adding more exam

4、ples, have them write down question forms using the phrasal/prepositional verbs. You can focus on “verbs + about”, or include other adverbs/prepositions. For example, What are you worried about? What are you happy about? What are you positive about? What do you care about? Then have students conduct

5、 a “wellness assessment” in pairs. One student acts as a wellness coach, asking questions to the other, giving encouragement and positive advice if necessary, and vice versa. Step3 While-writing Provide framework for writing an entry for a wellness book joint project, and chance to practise what has

6、 been learnt. Write the following time frames on the board: A year ago . Ten years ago . One hundred years ago . 2 Model the activity by giving students one positive example (used to) and one negative example (use to) for each time frame, of things you or people in general did or didnt do then as co

7、mpared to now. For example, A year ago, I used to come to school by bike, (now .) A hundred years ago, most people didnt use to travel by car . 3 Have students write one positive and one negative example for each time frame, then read them to the class. 4 Then have students write examples of things

8、they are accustomed and not accustomed to doing regularly, using the adjective form of “used to”. For example, Im used to getting up at six oclock . Im not used to eating spicy food . （1）学生收集写作素材。 （2）在讨论的基础上，教师让学生利用以下写作提纲列出写作要点，以 及表示对比的语言。 Topic: jogging, stress, self-confidence, food, etc. Content:

9、 What did you use to do (in the past)? / What do you do now? What do you do now? / What will you do in the future? Results: Language showing similarities and differences: （3）学生对照提纲，根据所列的要点和语言，写出初稿。 （4）学生交换初稿，根据步骤4提供的评价清单，进行互评互改。 （5）学生依据同伴的修改意见，完善自己的文本并定稿。 （6）教师收集学生的作品，装订成班级健康簿，在班内进行交流和分享。 Step4 Homework Write a letter to the International Olympic Committee to propose a new sport or event that you think should be added to the Olympics.