1、Developing ideas板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Writing主题语境人与社会运动内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为论坛专题讨论，是新媒体语篇，用图文并茂的方式介绍了几位跑步者的故事，介绍了跑步给他们的生活带来的积极变化。读写部分呈现了作者从不会滑冰到加入冰球队并志在夺取全国比赛冠军的故事。通过这一板块的学习，学生能够体会 体育运动给生活带来的乐趣和给健康带来的益处，并且初步掌握个人故事的文体特征和写作方法。教学目标1. 学生能够初步了解柱状图的特点和功能，学会利用图表收集和整合信息；2. 学生
2、能够理解课文内容，通过复述几位跑步者的故事，从每个故事中体会积极的人生态度；3. 学生能够联系自身实际，加深对单元主题意义的理解，讲述自己参与体育运动的故事。教学重点1. 引导学生读懂文章，从每个故事中体会积极的人生态度；2. 引导学生掌握重要的过渡性词汇及句型表达，运用到自己的写作中。教学难点1. 引导学生利用图表收集和整合信息；2. 引导学生分享自己参与体育运动的故事。教学策略交际教学法、任务型教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. T shares his/
3、her personal experience in Yantai Marathon and ask students whether they have taken part in amateur marathon or what they know about marathon.2. T asks Ss to look at the chart and answer the questions in Activity 1. 1. Ss listen to teachers personal experience in Yantai Marathon and share opinions o
4、n open questions like “whether they have taken part in amateur marathon or what they know about marathon”. 2. Ss look at the chart and answer the questions in Activity 1.To add students background knowledge of marathon and stimulate their interest.Activity 21. T asks Ss to read the passage and tell
5、the text type of the passage.2. T asks Ss to share with the classmates the understanding of the title.1. Ss read the passage and tell the text type of the passage.2. Ss share with the classmates the understanding of the title.To have students understand the title and the text type. Activity 3T asks
6、Ss to read the passage and complete the table with expressions from the passage.Ss read the passage and complete the table with expressions from the passage.To get students to have some details in the text and figure out the structure of the text.Think & Share1. T asks Ss to discuss the four questio
7、ns in “Think and Share”.2. T invites some Ss to share their opinions.1. Ss discuss the four questions in “Think and Share”.2. Ss share their opinions with the class.To guide students to recognize the significance of runningActivity 41. T creates a scene: Imagine a marathon is going on in Yantai NO.4
8、 High School, and many students take part in it. Work in group of six to create an interview. Student A is a journalist. Student BCDEF are participants. The journalist could ask questions like: What is your name? How old are you? Why do you choose to take part in marathon? When did you start to like
9、 running? What do you think of this marathon? What challenges did you face? What makes you keep going?2. T asks Ss to write a passage introducing another runner within 100 words after class, and share with other students next class.1. Ss work in groups, organise their ideas and present their intervi
10、ew.2. Ss write a passage introducing another runner within 100 words, and share with other students next class.To create a situation for students to experience a real interview by themselves.Activity 51. T asks Ss to read the sample and answer the first two questions in Activity 5.2. T guides Ss to
11、read and complete the table.3. T guides Ss to find out useful expressions which can be used in their writing.1. Ss read the sample and answer the first two questions in Activity 5.2. Ss read and complete the table.3. Ss find out useful expressions which can be used in their writing.To have students
12、understand the theme, the content and figure out the structure of the sample.Activity 61. T asks Ss to think of their own stories and make notes. 2. T asks Ss to write their own sports stories and reminds them to use the useful expressions. 1. Ss complete the notes with their own sports experiences.
13、2. Ss write their own sports stories according to the notes. To have students write their own sports stories with the help of the given structure.Activity 71. T shows the criteria of a good composition and asks Ss to exchange with their partner to correct mistakes2. T asks some Ss to show their stories to the class, and invites other Ss to judge.Ss show their stories to the class, and do peer evaluation.To get students correct mistakes and improve writing through peer evaluation.
