PAGEPAGE5Unit3SportsandFitness單元整體設(shè)計本單元的主題為“運動與健康”。運動不僅包括運動競技場上的激烈角逐，也包含了日常的健身及保健。運動增強(qiáng)人類體質(zhì)和提高生活質(zhì)量，學(xué)生通過學(xué)習(xí)和觀看體育項目更深刻地了解體育的本質(zhì)；通過閱讀體育雜志，了解體育人物，激發(fā)學(xué)生的運動熱情并深刻理解體育精神；通過聚焦運動的積極作用，增強(qiáng)身心健康?；趩卧w內(nèi)容的分析，將教學(xué)資源進(jìn)行整合，形成四個課題(session)。一、單元整體教學(xué)目標(biāo)Throughlearningthisunit,studentsareableto：1. exploreandcategorizethesportseventsaroundtheworld;2. readdiscoursesoffamousathletesandanalysetheirachievements;3. listentoconversationsandviewtodiscusssportsmanship;4. compareandconnectsportswithfitnessandcreateastoryoftheirown.二、四個課題及各課題涵蓋課時Period1ListeningandSpeaking教學(xué)設(shè)計Activity1Pre-listening1. Studentslookthroughthepostersandreviewvocabularyrelatedtosportsevents. Besidesthesportseventsmentionedintheposters,whatothersportsoreventswouldyouliketowatchortry? Doyouknowsomethingaboute-sportsoraBlue-Paintrun?Activity2While-listeningTask1Extensivelistening Basedonpre-listening,learnthelanguageofgivinginvitationsandreplies.Atthesametime,predictthecontentofthelisteningmaterialandgetreadyforthelisteningtasks. FinishEx.2onP36afterthefirstlisten.Task2Intensivelistening1. FinishEx.3onP36afterthesecondlisten,andcirclethestresses.2. Listentoconversation2andfinishEx.4onP37.Activity3Post-listening1. T:Showthediscourseofconversation2tostudent,andaskthefollowingquestions: Whatisthepurposeofthe“BluePaint”run? Doyouwanttojointhe“BluePaint”run?Why?2. T:Letstudentscomparetheirownexperiencewiththatoftheconversation.S:Thinkandorganizematerialstoinviteandreplytopeople. Whatkindoflanguagedoyouusetoinviteothers? Howdoweacceptorrefusetheinvitation?3. Studentscreatenewconversationsusingwhattheyhavelearnedinclass.(RefertoEx.5onP37)4. UnderstandthefunctionofrisingtoneandfallingtonethroughPronunciationandfocuson“Tagquestions”.Activity4HomeworkMakeaconversationoninvitingyourfriendtoanevent.Period2DiscoveringUsefulStructures教學(xué)設(shè)計Activity1SituationalstudyReadconversationsinEx.1onP40,andunderlinethetagquestions.Activity2RulestofollowThroughfinishingEx.1,concludesomerulesof“Tagquestions”.Activity3PracticemakesperfectFinishEx.2onP40.Activity4Homework1. Finishmoreexercises(Exx.2&3onP85)toconsolidatetherules.2. Organizenotesonthenotebook.Period3ExpandingYourWorld教學(xué)設(shè)計Activity1LeadinT:Askstudentsaquestion:Whatdoes“hottickets”mean?S:Haveadiscussionandcheckbyfastreading.Activity2Standardsofahotsport1. asportwithexcitingaction2. athletescompetingtowinhonorandglory3. historyandtradition4. delicioussnacksActivity3ReadandcheckT:Arethe3sportsinthearticlehotsports?S:Voicetheiropinionsandstatethereasons.Activity4ExpandingtheworldPlaysomevideostobroadenthehorizonsofstudents.Period4ReadingandThinking教學(xué)設(shè)計Activity1BrainstormStudentsdiscusstheirfavoritesportsandsportsstars.Activity2ReadtopredictPredictthetexttypeandcontentofthetextbyviewingthepictures,titles,subtitlesandformat.Activity3ReadtofindTask1：ExtensivereadingReadfast,checkthepredictionandsortoutinformation.Task2：IntensivereadingActivity4ReadtothinkTask1：DiscussionFinishEx.2onP39identifythemeaningof“S、I、E”andmakejudgement.Checktheirjudgementthroughthediscourse.Groupdiscussion:Concludethecommoncharactersofthetwolivinglegendsandreflectonstudentsthemselves.Task2：LanguageappreciationUnderlinesentenceswithrhetoricdevicesandreflectthefunctionoftheminthelanguageuse,forexample,parallelism.Activity5Homework1. Introduceonesportslivinglegendinyoureyes,followingtheexampleofthepassagewithin80words.2. Concludefeaturesofmagazinearticles.Period5ListeningandTalking教學(xué)設(shè)計Activity1Pre-listening1. Discussthemeaningofsportsmanship.(Sportsmanshipisbehaviorandattitudesthatshowrespectfortherulesofagameandfortheotherplayers).2. PredictthecontentinEx.1oflistening.Activity2Understandingtheconversation(1) ListenandfinishEx.1，andstatetheirownopinions.(2) Listenforthesecondtimeandfinishconversation2,expressingagreementanddisagreement.(3) WorkingroupsandtalkaroundoneofthetopicsinEx.3andshareopinions.Timepermitting,createthefollowingform.Activity3MakeconversationsStudentsmaketheirownconversationsbasedontheirdiscussionandoneofthemembersmakenotes.Activity4HomeworkWritetheconversationofeachgrouponthenotebook.Period6 ReadingandWriting教學(xué)設(shè)計Activity1MatchMatchthecoolcoldsportswiththeirdescriptions.Activity2FastreadingReadtofindanswerstothefollowing2questions:? 1.Whatisthe“summersibling”oftheWinterOlympics?? 2.Howdoesthewriterdescribefigureskaters?Activity3IntroducesomeicegamesMaterialsinclude:readingpassages,videosand“VideoTime”canalsobeincluded.Activity4BroadenhorizonsIntroducesomeX-sports.Period7ReadingforWriting教學(xué)設(shè)計主題語境：人與自我，人與社會（主題是“為健康簿編寫一頁內(nèi)容”）語篇類型：記敘文授課時長：一課時（45分鐘）一、文本分析該文本是一篇描述主人公健身前后變化的文章，收錄在國外高中班級里的健康簿(wellnessbook)中。在健康簿中，學(xué)生可以發(fā)表自己對健康的看法、敘述自己健身的經(jīng)歷等。因此本文語言隨意、輕松,文本結(jié)構(gòu)簡單、清晰，三個段落分別描述過去的擔(dān)憂和飲食問題，觀念和飲食上的改變以及現(xiàn)在的行動。寫作手法主要運用比較和對比，體現(xiàn)主人公健身前后身體和心理的積極變化。二、學(xué)情分析本節(jié)讀寫課面向高一學(xué)生進(jìn)行設(shè)計。學(xué)生在學(xué)習(xí)這一部分之前已經(jīng)完成了主題語境下體育賽事(ListeningandSpeaking:Inviteafriendtoasportsevent;DiscoveringUsefulStructures:Makesmallconversations)體育人物(ReadingandThinking:LivingLegends)和體育精神(ListeningandTalking:Voiceyouropiniononsportsmanship;ReadingandWriting:CoolColdSports)的學(xué)習(xí)。基于“人與社會”這個大的主題語境之下，學(xué)生已經(jīng)通過聽、說、讀等多個方式，對主題語境有了一定的理解和認(rèn)識。本節(jié)課的主題為“健身”，是學(xué)生較為熟悉和感興趣的話題，在健康簿中交流寫下自己的經(jīng)歷和看法，有助于學(xué)生通過交流更好地認(rèn)識自己和改變自己。因此老師搭好支架，學(xué)生便能夠高效地完成閱讀文本的認(rèn)知和理解，分析內(nèi)化知識，進(jìn)而將知識遷移應(yīng)用到寫作中去，實現(xiàn)知識的遷移創(chuàng)新。三、教學(xué)流程圖示? 學(xué)生閱讀任務(wù)清單，了解本節(jié)課的學(xué)習(xí)活動。 ? 閱讀Kayla的健身故事，獲取文章結(jié)構(gòu)及段落大意、明晰語言特點及寫作風(fēng)格。? 寫出學(xué)生本人的運動故事，運用對比與對照的手法，體現(xiàn)積極變化。? 自評互評，修改寫作成果(老師提供標(biāo)準(zhǔn)，同學(xué)自評互評潤色寫作)。? 借助支架，延伸課堂學(xué)習(xí)：收集作品，制作班級健康手冊。四、教學(xué)過程：Activity1To-doList1. Studyacaseinpoint:Kayla’sstoryinawellnessbook.2. FigureouttheorganizationandlanguagefeaturesofKayla’sstory.3. Writeyourstoriesof“goingpositive”.4. Polishyourstoriesandputtheminthewellnessbook.【設(shè)計意圖】利用“逆向設(shè)計”，展示任務(wù)清單的同時，使學(xué)生清晰本節(jié)課要完成的任務(wù)。Activity2ExplorethestoryofKaylaTask1ReadformainideaandorganisationParagraph1:Kayla’s Paragraph2:Kayla’s Paragraph3:Kayla’s 【設(shè)計意圖】通過快速閱讀，學(xué)生掌握段落與主旨大意，實現(xiàn)整體理解。Task2ReadforunderstandingdetailsListthreequestionsforstudentstoanswertomakethemknowthechangesofKayla,asisshowninthefollowingchart.【設(shè)計意圖】通過細(xì)節(jié)閱讀，學(xué)生更加深入地了解主人公Kayla，進(jìn)而實現(xiàn)文本的深層理解。Task3Readforlanguage1.Studentslocateexpressionstoshow“similarities”and“differences”.2.Concludethelanguagefeaturesofthetext. findfaultwithmyself. Diet ItriedeverynewdieandthefoodIenjoyed. I