英语必修 第一册Unit 3 Sports and fitness教学设计

Designer

谭皓琦

Students to Be Taught

Senior one

Module / Unit to be taught

Unit 3 Sports and Fitness

Type of the Lesson

Writing

Materials

Analysis

The teaching content “Write a page in a wellness book” is from the unit 3 SPORT AND FITNESS, Reading for Writing of the book PEP senior high school English compulsory 1.

The theme of the Listening and Speaking lesson is “ Invite a friend to a sport event”, which is about describing a sport event and make an invitation. Students will know lots of basic information of some sport event.

The theme of Reading and Thinking lesson is “ LIVING LEGENDS”. It’s about the experiences and achievements of Lang Ping and Michael Jordan. Students will learn the excellent qualities of these two successful person.

The grammar item of the Discovering Useful Structure lesson is the question and answer of General Question. by learning this section, students will have the ability to apply this grammar item.

The Listening and Thinking lesson is “Voice your opinion on sportsmanship”, which is about understanding other’s opinion on sportsmanship and expressing their own opinions.

The theme of the Reading for Writing lesson is “Write a page in a wellness book”. Students will learn the benefit of sports and cultivate the awareness to sports.

The contain of the Assessing Your Progress lesson is some exercises of the new words and grammar item in this unit. It can help students to strengthen the knowledge of this unit.

The theme of this unit is about sport of the thematic context “Man and Society”.

 This thematic context includes sports activities, large-scale, sports event, sport and health, sportsmanship.

This class mainly involves sport and health which is closely related to students’ life.

Theme

Personal experiences or advice on sports.

Text type

Narration.

Language knowledge

Since the reading material is about two Kayla’s ideas about health and fitness, so the linguist items will be as follows:

1. New words

Slim, diet, rather

2. Expressions about health

Cultural knowledge

The awareness of keeping healthy and the different ways to keep healthy between China and other countries.

Language skills

1. Convey information, expound and prove arguments, and express emotions in written form.
2. Relate the content of the text to one’s own life experience.

Learning strategies

1. List the main information and organize the basic information structure according to the needs of the thematic expression.
2. Use appropriate sentences, paragraphs and text structure to enhance the logic of the text.

Learner

Analysis

Students are senior students in grade one:

1. Are interested in sports and have a general awareness of keep healthy.
2. Do not know the proper way to keep fit.
3. Should be able to aware that doing sports is not only to lose weight but to keep your body healthy.

Teaching Objectives

By the end of this class, students will be able to:

1. Language ability objective

Classify and the organization and language features of the page on a wellness book.

Write something start with a general statement about the topic.

2. Thinking capacity objective

Relating personal experience to writing works to make them more convincing.

3. Learning ability objective

    Illustrate the issue directly in a written form.

4. Cultural awareness objective

   Build the awareness of losing weight in a proper and healthy way.

Teaching

Focus

Teaching Focus

Ways Out

Key point: Help students to form a general understanding of the skills of writing a page on a wellness book.

Read the writing example in the textbook and discuss the language features of it.

Difficult point: Help student to form the awareness of keeping healthy and healthy life habits.

Writing articles on the call to exercise can help students explore what exercise really means.

Teaching Methodology

My teaching philosophy:

1.  Learners as the center. Teach new words and article content in a way that is interesting and accessible to students, and design a series of student-centered teaching activities.
2. Scaffolding principle. From asking them to read the writing example to find out the features of a wellness book to asking them to write a page themselves, the teacher will build a scaffolding for students to make them gradually understand the importance and proper way to keep healthy.

Teaching methodology:

1. Task Based Language Teaching method. Teach the text content by setting a series of tasks to set an learning goal for students. 

Teaching Aids

PPT slides, blackboard, pictures

Teaching flowchart

Stage

Teacher’s activities

Stage 1 Pre-writing (10mins)

Step1 : Lead-in (2mins)

1. The teacher asks the students the question: “Do you have weight concerns?”、 “Have you ever tried to lose weight?”、 “What methods have you taken to lose weight?”
2. The teacher conclude students’ answers and opinions about the questions that the teacher has asked and then move to the next part: “ The heroine in the text we are going to learn today also used to have some weight concerns, let’s read about her experiences.”

Step2: Reading (5mins)

The teacher asks the students to read through the text “Going Positive” in their textbook,and finish the following questions:

(1)      What problem did Kayla have in the past?

(2)      What dose the sentence “I almost went bananas” means?

(3)      What made her change her thinking?

Step3: Language learning (3mins)

1. Students read the text again and finish the outline by themselves.

2. After finish the outline, students continue to finish the following exercise:

Underline the words and phrases used in the text to show similarities and differences.

Reasons for Stage 1

Arouse students' interest in the topic of today’s writing, that is, the real meaning of exercise and the proper ways to lose weight.

Reading the example writing can make students get to know the language feature of writing on a wellness book and they can know the proper attitude and ways of losing weight from the writer’s own experience.

Stage 2 While-writing (17mins)

Step1: Group work (7mins)

1. Students work in groups to discuss the following questions and also the main focus of their writing.

2. While discussion, students need to organize their ideas and opinions, and such a table would help.

Step 2: Drafting(10mins)

The teacher asks students to write their own articles and the teacher will walk around to offer help and remind students to pay attention to the spelling, grammar, punctuation and so on.

Students’ writing should follow the following requirements:

         Start with a general statement about the topic and your situation.

         Tell the reader about how and why you changed or want to change.

         Describe the changes and compare the (possible) results.

         Tell the reader how the changes have improved or will improve your life.

Reasons for Stage 2

While discussion, students can organize their own opinions and understand the opinions of others.

When students are doing their writing task, students will sort out the knowledge acquired in this class, and exercise their organizational thinking ability and writing ability.

Stage 3

post -writing  (12mins)

Step1: Self-editing (2mins)

Students quickly glance through their writing to correct some mistakes that found by themselves.

Step2: Peer-editing (5mins)

After self-editing, students pass their writing to their deskmate to check and evaluate their works. The evaluation should follow the following standards:

Step3: Sharing (5mins)

Each students recommends the writing in their hands according to the criteria and share it in the class.

Reasons for Stage 3

Through these activities, students will regulate their language and work out better ideas or expressions, and they will improve their writing skills. Besides, they will be more willing to share their ideas in public and learn from each other.

Stage 4

Homework

(1min)

The teacher assign the following homework for students:

Get your draft back and revise it according to the evaluating criteria and hand it in before next class.

Reasons for Stage 4

Students will have sufficient time to revise their writing and they will be more familiar with the requirements of writing on a wellness book.

Teaching reflection：

1.Teaching reflection: By the end of this class, students will know more writing skills, such as “Start with a general statement about the topic”, sentence pattern and expressions to write and communicate about how to lose weight or how to exercise.