人教版 (2019)必修 第一册Unit 3 Sports and fitness教学设计

这是一份人教版 (2019)必修 第一册Unit 3 Sports and fitness教学设计，共5页。教案主要包含了设计意图等内容，欢迎下载使用。

Write t a page in a wellness bk
主题语境：人与社会
主题群：文学、艺术与体育
子主题：体育与健康
语篇类型：健康手册
文本分析：本节课是 Kayla为班级健康手册写的一篇个人对于健身和健康观点的文章。她首先介绍了以前为了追求像电视上苗条女孩的身材，尝试通过不良饮食改变自己的身材。然而在读了一篇文章之后，她改变了自己的观点，决定通过健身使自己更健康。她不再和演员模特比较，而是开始欣赏自己，对自己身材乐观，从而使生活变得更加快乐和健康。总之，所选材料和单元主题语境紧密结合，有助于对主题意义的探究，也有助于体育与健康素养的培养。
课时目标
1.通过阅读健康手册，获取 Kayla对健康和健身的观点以及她的过去和现在的做法等信息。
2识别文章的组织结构和语言特征。
3.能够使用恰当的语言和合理的结构为班级健康手册写一篇文章，表达自己的观点。
重点难点
重点：
获取文本信息、文本结构和语言特点。
难点：
用恰当的语言表达自己对健康的观点。
教学准备
教师准备：
健身、饮食与健康的一些网上资料，以便学生阅读。
学生准备：
1.反思自己对于健身和健康关系的观点。
2.预习新词汇和课文。
教学过程
Step I 学习理解
活动一：获取与梳理（SB，P42，Part1）
1. Predict.
Ask students t lk at the picture and the title and try t predict what the text is mainly abut.
2. Questins Ask students t read the text and answer the fllwing questins:
(1) What prblem did Kayla have in the past?
(2) What des the sentence“I almst went bananas” mean?
(3) What made her change her thinking?
Suggested answers:
(1) Kayla used t try t lk like the slim girls n TV and wrry abut her weight.
(2) It means that she always ate bananas.
(3) It was an article that she read which suggested t ask“Am I fit?” instead f asking“Am I fat？”
【设计意图】通过阅读健康手册，学生获取 Kayla对健康和健身的观点以及她的过去和现在的做法等信息，为写作提供范例。
Step Ⅱ 应用实践
活动二：分析与判断
1.Study the rganizatin.（SB，P42，Part 2）
Ask students t read and cmplete the utline with the wrds and phrases frm the text.
2.Study the language features.
Underline the wrds and phrases used in the text t shw similarities and differences. Suggested answers：
Similarities：like，t，still
Differences：instead，instead f，rather than
【设计意图】通过分析文本特征和赏析语言特征，学生深度阅读，挖掘主题意义，学习语篇的写作特征，为真实写作提供文章框架。
活动三：实战演练（Write a page fr a class wellness bk）（SB，P43，Part 3）
1.Brainstrm.
Ask the students t wrk in grups f fur t discuss the questins belw in rder t cllect as many ideas as pssible.
Exercise：What can yu d t make exercise like jgging mre enjyable?
Stress：Hw can yu plan yur wrk and make sure that yu als have time t rest and relax？
Self-cnfidence：What can yu d t becme mre cnfident and feel better abut yurself？
Fd: Hw can yu make yur meals healthier?
2.List psitive changes.
(1) G thrugh the questins.
(2) Learn the expressins t shw similarities and differences.
Similarities: like, s, t, still, similarly, similar t, the same (), in cmmn (with), bth…and…
Differences: instead, than, hwever/but/thugh, different frm, rather than, instead f, the difference is…
(3) List psitive changes.
Ask the students t wrk in grups and list sme psitive changes.
What yu used t d/d nw and results:
What yu d nw/will d in the future and pssible results:
3.Write.
Ask the students t write a shrt paragraph t describe and explain yur changes accrding t the fllwing steps：
（1）Start with a general statement abut the tpic and yur situatin.
（2）Tell the reader abut hw and why yu changed r want t change.
（3）Describe the changes and cmpare the（pssible）results.
（4）Tell the reader hw the changes have imprved r will imprve yur life.
【设计意图】在写前设计了头脑风暴活动，学生收集尽可能多的想法，然后用这些想法列举一些积极的观点，最后根据四步提示完成写作，旨在降低学生的写作难度，增强写作的信心。
Step Ⅲ 迁移创新
活动四：批判与评价
1.Exchange drafts and use the checklist t give feedback n yur partners draft.
（1）Des the writer explain why he/she changed/wants t change？
（2）Des the writer tell hw the changes have imprved r will imprve his/her life？
（3）Is the text well-rganised?
（4）Des the writer use wrds and expressins t shw similarities and differences？
（5）Are there any grammar r spelling errrs？
（6）Des the writer use crrect punctuatin？
2.Get yur draft back and revise it.
3.Cllect the entries fr a class wellness bk.（SB, P43，Part 4）
【设计意图】该环节探讨作者是否改变了自己的健康观点。赏析部分从文章的内容、作者的观点、文章组织结构、作者遣词造句、语法或拼写错误、标点符号使用等方面出发，有效地探讨其与主题意义的关联，批判评价作者的观点，使学生使用所学语言和多元思维在新语境中表明自己的观点，实现深度学习，从而促进能力向素养转化。
板书设计
The past
The present
wrried abut my weight and tried every new diet
think abut fitness rather than weight
cmpared myself with actresses and mdels
made a list f things I liked abut myself
Unit 3 Sprts and Fitness
Perid V Reading fr Writing
Similarities:
like, s, t, still, similarly, similar t, the same (), in cmmn (with), bth…and…
Differences: instead, than, hwever/but/thugh, different frm, rather than, instead f, the difference is…