外研版 (2019)Unit 3 On the move一等奖表格教学设计

这是一份外研版 (2019)Unit 3 On the move一等奖表格教学设计，共17页。


单元主题
本单元的主题语境是“人与社会”，涉及的主题语境内容是体育运动和健康的生活方式。阅读课文介绍了目前世界上流行的运动——足球，以及跑步者的运动故事。语言运用部分介绍了不同的运动方式，尤其是中国传统运动。通过本单元的学习，学生能够了解不同的运动方式，思考运动对身心的影响，并学会如何介绍自己的运动故事。
单元目标
学生能够围绕本单元的主题语境内容，基于单元提供的论说文、论坛专题讨论、运动产品广告、访谈等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与运动相关的对话，增强对中国传统体育项目的认同，使用新语言描述日常体育运动，恰当使用不定式作定语和结果状语描述运动手表的性能，能够叙写自己关于体育运动的故事，深化对单元主题意义的理解与挖掘；同时能够通过了解中外流行的体育运动，加深对不同文化的认识与理解，能够辨析不同的体育运动对身心的影响，反思和改进自己的运动习惯；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting ut板块教学设计
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Viewing + Speaking
主题语境
人与社会——运动
内容分析
活动1呈现一段与运动主题相关的视频，介绍了英国流行的运动：足球，板球，英式橄榄球、网球和马拉松，介绍了赛季和一些比赛规则等。接下来的活动2要求学生看攀岩、网球、瑜伽、骑行和冲浪的图片，并根据自己对这些运动的了解，选择自己喜欢的一项运动进行简单介绍。该板块旨在激活学生已有的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。
教学目标
1.通过带领学生观看英国流行的运动的视频，激发对话题的兴趣；
2.激活学生已有语言和知识，介绍不同的运动方式；
3.引导学生对运动的益处这一话题作出初步思考
教学重点
1.引导学生通过图片和视频了解不同的运动方式；
2.引导学生选择自己喜欢的运动，并简单的介绍。
教学难点
1.引导学生了解不同的运动方式；
2.引导学生对运动的益处这一话题作出初步思考。
教学策略
听说法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T asks a student wh is interested in sprts t prepare an intrductin n tennis/ftball/...
Ss make a presentatin n his/her favurite sprt
T encurage student t talk abut sprts they like.
Activity 2
1. T shws students pictures f cycling, surfing, tennis, rck climbing and yga…
2. T asks students t brainstrm mre ways f exercise.
3. T intrduces the backgrund f ne sprt and asks students t discuss the features f the ther sprts.
1. Ss lk at pictures and tell the names f these sprts.
2. Ss talk abut mre ways f exercise.
3. Ss discuss the features f these sprts.
T activate students' existing language and knwledge and intrduce different ways f exercise.
Activity 3
1. T plays a vide abut ppular sprts in the UK.
2. T asks students tw questins: ①What sprts are mentined in the vide? ② Which ne d yu like best and what benefits can yu get frm ding it?
1. Ss watch the vide.
2. Ss answer the tw questins.
Suggested answers: 1. Ftball, cricket, rugby, tennis, marathn 2. pen
T encurage students t think abut the benefits f exercise.
Understanding ideas板块教学设计
（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与社会——足球
内容分析
该板块呈现一篇反映单元主题的课文，语篇类型为论说文，分析了足球在世界流行的原因。读前的导入活动介绍了足球比赛相关术语，帮助学生提前熟悉课文话题，为课文学习做铺垫。读中活动考查学生对文章题目的理解。读后活动则是通过主旨大意、细节理解和开放性问答等活动，启发学生深入思考，探究主题意义。
教学目标
1.带领学生略读课文内容，在文中快速找到相关信息；
2.引导学生找出并理解足球这项运动风靡世界的三个原因；
3.引导学生基于课文内容，思考哪些体育运动与足球一样在中国盛行，并分析其背后的原因；
4.通过了解其他国家的流行运动，提高学生对不同文化的认识。
教学重点
引导学生通过自主阅读和小组合作等形式了解足球风靡世界的原因，并思考中国流行的体育运动有哪些。
教学难点
引导学生阅读文本，准确获取足球风靡世界的信息，提高对不同文化的认识。
教学策略
任务型教学法、P–W–P阅读模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T plays a vide abut ftball and guides students t make ntes f related terms.
2. T asks students t guess what the signals represent in a ftball game.
1. Ss watch the vide while making ntes f related terms.
2. Ss guess what the signals represent in a ftball game.
Add students' backgrund knwledge f ftball and stimulate their interest.
Activity 2
1. T asks the Ss t read the passage quickly and chse the authr’s purpse in writing the passage.
2. T asks the Ss t check the answer and invites a few students t explain why.
1. Ss read the passage quickly and chse the authr’s purpse in writing the passage.
2. Ss check the answer and explain the reasn.
Help students get a brief understanding f the general idea and the writer’s purpse.
Activity 3
T asks students t read the passage carefully and answer these questins: ① Where did mdern ftball start?
② Hw did British and German sldiers react when Wrld War I met with a ftball game?
③ What is yur understanding f the last sentence f the passage?
Ss read the passage carefully and share their answers.
Suggested answers: ① Great Britain
② They put dwn their guns and played ftball tgether.
③ Open
Lead students t have sme details in the text.
Activity 4
T asks Ss t read the passage again and cmplete the chart in. Activity 4 with expressins frm the passage.
Ss read the passage again and cmplete the chart in Activity 4.
Suggested answers: ① Ancient China
② a simple and cheap game t play
③ a ball made f plastic bags
= 4 \* GB3 \* MERGEFORMAT ④creativity and excitement
= 5 \* GB3 \* MERGEFORMAT ⑤ pass scre and defend
= 6 \* GB3 \* MERGEFORMAT ⑥ brings peple tgether
= 7 \* GB3 \* MERGEFORMAT ⑦ played ftball tgether
Lead students t figure ut the structure f the text.
Activity 5
1. T plays a vide intrducing table tennis, and ask students t have a discussin abut what makes table tennis s ppular.
2. T asks students t write a letter t a freign friend Jhn, intrducing why table tennis enjys ppularity in China.
1. Ss watch a vide intrducing table tennis, and have a discussin abut what makes table tennis s ppular.
2. Ss write a letter t a freign friend Jhn, intrducing why table tennis enjys ppularity in China.
Stimulate students’ passin fr sprts, especially Chinese natinal sprts and apply what they learn int writing.
Activity 6
1. T shws students a framewrk and invites sme students t cnclude what they learn in terms f knwledge, strategy and inspiratin.
2. T lets students assess themselves accrding t the rules.
1. Ss lk at the framewrk and what they learn in terms f knwledge, strategy and inspiratin.
2. Ss assess themselves accrding t the rules.
Help students t review sme key pints and assess themselves.
Activity 7
T asks students t finish the fllwing assignments after class.
必做：Write a summary f the passage.
选做：Search mre infrmatin abut anther sprt, and intrduce t us next class.
Ss finish the given assignments after class.
Lead students t cnslidate what they learn in class.
Using Language板块教学设计
（建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型
Reading + Listening + Speaking
主题语境
人与社会——运动
内容分析
语法部分的小语段介绍了一款运动手表；词汇部分介绍了日常生活中的运动方式；听说部分介绍了一个外国人对中国太极从认识到喜欢的内容，引导学生分析他喜欢太极的原因。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高语言应用能力。
教学目标
1.引导学生了解不定式作定语和结果状语的用法，并在真实语境中加以运用；
2.带领学生学习关于不同运动方式及其益处的词汇和表达；
3.带领学生了解中国传统体育运动项目，使学生加深对中国文化的理解，增强传播中国文化的意识。
教学重点
1.引导学生熟悉并运用不定式作定语和结果状语；
2.引导学生学习关于不同运动方式及其益处的词汇和表达。
教学难点
引导学生了解中国传统体育运动项目，增强传播中国文化的意识。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T asks students what are the three reasns that lead t the ppularity f ftball.
Ss answer questins
Suggested answers:
① That ftball is a simple game t play is perhaps the basis f its ppularity.
② It is fun enugh t attract millins f peple.
③ It breaks dwn walls and brings peple tgether.
Make preparatins fr the grammar by reminding students f several imprtant sentences in the text.
Activity 2
1. T asks Ss t bserve sentence (a)&(b) and find the cmmn pint.
2.T asks Ss t bserve sentence (a)&(b) and find the difference between tw “ t-infinitive ”.
3. T asks Ss t rewrite sentence (a)&(b) using “s/such... that...” structure.
1. Ss bserve sentence (a)&(b) and find the cmmn pint.
2. Ss bserve sentence (a)&(b) and find the difference between tw “ t-infinitive ”.
3. Ss rewrite sentence (a)&(b) using “s/such... that...” structure.
Suggested answers:
1. t-infinitive
2. In sentence (a), “ t play ” is used t give descriptin while in sentence (b), “ t attract ” is used t shw result.
3. (a) That ftball is such a simple game that peple play is perhaps the basis f its ppularity. (b) It is s fun that it attracts millins f peple.
Guide students t discver and summarize the frm and functin f t-infinitive.
Activity 3
1. T asks Ss t jin the sentences using the t-infinitive frm.
2. T asks Ss t lk fr mre sentences with these structures in the reading passage and chse tw f them t recite.
1. Ss jin the sentences using the t-infinitive frm.
2. Ss lk fr mre sentences with these structures in the reading passage and chse tw f them t recite.
Deepen students’ understanding f t-infinitive.
Activity 4
1. T asks students t read the passage carefully and answer questins:
① What is the authr’s purpse in writing the passage?
②What are the advantages f DX sprts watch?
2. T encurages Ss t retell the passage using the t-infinitive frm mre and mre, especially the underlined parts.
1. Ss read the passage carefully and answer questins.
2. Ss retell the passage using the t-infinitive frm, especially the underlined parts.
T get students t learn abut the functin f DX sprts watch.
Activity 5
1. T asks Ss t lk at the pictures and read the new wrds.
2. T asks Ss t wrk in grups f six t give a detailed descriptin f these wrds.
3. T asks Ss t share with grup members which exercise they have tried and their feelings.
1. Lk at the pictures and read the new wrds.
2. Wrk in grups f six t give a detailed descriptin f these wrds.
3. Share with grup members which exercises they have tried and their feelings.
T get students t review sme tpic wrds and learn mre abut hw t describe them.
Activity 6
1. T asks Ss t read and match the descriptins t the exercises in Activity 4.
2. T asks Ss t underline the wrds and expressins describing their benefits.
3. T asks Ss t share with classmates the benefits f gymnastics.
1. Ss read and match the descriptins t the exercises in Activity 4.
2. Ss underline the wrds and expressins describing their benefits.
3. Ss share with classmates the benefits f gymnastics between classes.
T get students t recgnize the benefits and imprtance f sprts.
Activity 7
T asks Ss t wrk ut a weekly plan as an assignment after class. Meanwhile, use the wrds and expressins students have learned t write dwn the reasns behind the plan.
Ss wrk ut a weekly plan after class. Meanwhile, use the wrds and expressins students have learned t write dwn the reasns behind the plan.
T get students t cnslidate what they learn in class.
Did yu knw?
1. T asks Ss t review mdern sprts learned last class.
2. T asks Ss t brainstrm traditinal sprts in China.
3. T asks Ss t read the shrt passage in “Did Yu Knw ”.
1. Ss review mdern sprts learned last class.
2. Ss brainstrm traditinal sprts in China.
3. Ss read the shrt passage in “Did Yu Knw”.
Add students' backgrund knwledge f Tai Chi and aruse their interest in Chinese traditinal sprts.
Activity 8
1. T asks Ss t listen t the interview and chse the pints mentined.
2. T asks Ss t listen again and cmplete the jurnalist’s ntes.
3. T asks Ss tlisten fr the third time and talks abut the explanatins Leah gives fr ding Tai Chi.
1. Ss listen t the interview and chse the pints mentined.
2. Ss listen again and cmplete the jurnalist’s ntes.
3. Ss listen fr the third time and talk abut the explanatins Leah gave fr ding Tai Chi.
T get the main infrmatin in the listening part.
Activity 9
T asks Ss t act ut the interview between a sprts jurnalist and a member f a dragn bat team.
Ss act ut the interview between a sprts jurnalist and a member f a dragn bat team.
T put what students’ learn int practice and experience a real interview by themselves.
Activity 10
T asks Ss t wrk in pairs. Think abut anther interview with a fan f a traditinal sprt in China and have a similar cnversatin.
Ss wrk in pairs. Think abut anther interview with a fan f a traditinal sprt in China and have a similar cnversatin.
Raise students awareness f engaging in traditinal sprts in China.
Develping ideas板块教学设计
（建议时长80–90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 cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T shares his/her persnal experience in Yantai Marathn and ask students whether they have taken part in amateur marathn r what they knw abut marathn.
2. T asks Ss t lk at the chart and answer the questins in Activity 1.
1. Ss listen t teacher’s persnal experience in Yantai Marathn and share pinins n pen questins like “whether they have taken part in amateur marathn r what they knw abut marathn”.
2. Ss lk at the chart and answer the questins in Activity 1.
T add students' backgrund knwledge f marathn and stimulate their interest.
Activity 2
1. T asks Ss t read the passage and tell the text type f the passage.
2. T asks Ss t share with the classmates the understanding f the title.
1. Ss read the passage and tell the text type f the passage.
2. Ss share with the classmates the understanding f the title.
T have students understand the title and the text type.
Activity 3
T asks Ss t read the passage and cmplete the table with expressins frm the passage.
Ss read the passage and cmplete the table with expressins frm the passage.
T get students t have sme details in the text and figure ut the structure f the text.
Think & Share
1. T asks Ss t discuss the fur questins in “Think and Share”.
2. T invites sme Ss t share their pinins.
1. Ss discuss the fur questins in “Think and Share”.
2. Ss share their pinins with the class.
T guide students t recgnize the significance f running
Activity 4
1. T creates a scene: Imagine a marathn is ging n in Yantai NO.4 High Schl, and many students take part in it. Wrk in grup f six t create an interview. Student A is a jurnalist. Student BCDEF are participants. The jurnalist culd ask questins like: What is yur name? Hw ld are yu? Why d yu chse t take part in marathn? When did yu start t like running? What d yu think f this marathn? What challenges did yu face? What makes yu keep ging?
2. T asks Ss t write a passage intrducing anther runner within 100 wrds after class, and share with ther students next class.
1. Ss wrk in grups, rganise their ideas and present their interview.
2. Ss write a passage intrducing anther runner within 100 wrds, and share with ther students next class.
T create a situatin fr students t experience a real interview by themselves.
Activity 5
1. T asks Ss t read the sample and answer the first tw questins in Activity 5.
2. T guides Ss t read and cmplete the table.
3. T guides Ss t find ut useful expressins which can be used in their writing.
1. Ss read the sample and answer the first tw questins in Activity 5.
2. Ss read and cmplete the table.
3. Ss find ut useful expressins which can be used in their writing.
T have students understand the theme, the cntent and figure ut the structure f the sample.
Activity 6
1. T asks Ss t think f their wn stries and make ntes.
2. T asks Ss t write their wn sprts stries and reminds them t use the useful expressins.
1. Ss cmplete the ntes with their wn sprts experiences.
2. Ss write their wn sprts stries accrding t the ntes.
T have students write their wn sprts stries with the help f the given structure.
Activity 7
1. T shws the criteria f a gd cmpsitin and asks Ss t exchange with their partner t crrect mistakes
2. T asks sme Ss t shw their stries t the class, and invites ther Ss t judge.
Ss shw their stries t the class, and d peer evaluatin.
T get students crrect mistakes and imprve writing thrugh peer evaluatin.
Presenting ideas & Reflectin板块教学设计
（Presenting ideas和Reflectin部分建议总时长40–45分钟，
教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与社会——运动
内容分析
Presenting ideas版块要求学生通过小组讨论，推荐一项适合在体育课上开展的体育运动，并查找相应的体育运动规则，写出推荐理由。通过这
一板块的学习，学生能够深入理解体育运动给身心带来的益处，进一步
掌握与巩固所学内容，并在真实的情境下加以运用和实践。
Reflectin板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，并与教师沟通改进方法。
教学目标
1. 学生能够回顾本单元的学习内容，深入理解体育运动这一主题，并推荐一项自己喜欢的体育运动，说明推荐理由；
2. 学生能够用准确、得体的语言表达自己的观点，与小组成员讨论达成最终意见，在全班汇报讨论结果；
3. 学生能够进行自我反思，评估学习效果，调整学习策略，提高学习效率，优化学习策略。
教学重点
1. 引导学生推荐一项自己喜欢的体育运动，并说明推荐理由；
2. 引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果作出合理的评价。
教学难点
1. 引导学生在小组内合理分工，充分发表自己的观点并记录他人观点。
2. 引导学生进行自我反思，调整学习策略，提高学习效率。
教学策略
元认知策略、认知策略、交际策略和情感策略
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T shws Ss a wrd “sprt” and asks Ss t review different types f sprts.
2. T asks Ss t wrk in grups and chse ne t recmmend fr their PE class and cmplete the table.
1. Ss brainstrm different types f sprts and review them.
2. Ss wrk in grups and recmmend a sprt fr their PE class and cmplete the table.
T review different sprts and stimulate students’ interest.
Activity 2
T asks Ss t have a grup discussin accrding t the questins in Activity 2. Make ntes if necessary.
Ss have a grup discussin accrding t the questins in Activity 2.
T have students review the benefits f sprts.
Activity 3
1. T asks Ss t use the useful expressins in the bx t create a dialgue between students and the PE teacher. The dialgue shuld include the tpics mentined just nw.
2. T invites sme grups t d presentatins in class.
Ss d presentatins in class.
T get students rganisze their dialgue and present it t the class.
Reflectin
1. T guides Ss t recall what they’ve learnt in this unit.
2. T gives each student a paper and allw students t finish the quiz in 10 minutes.
3. T asks Ss t write dwn feedback n this unit and questins they haven’t slved.
Ss rate their perfrmance in this unit, summarise what they’ve learnt and think abut what they need t imprve.
T get students rate perfrmance, review the unit, and think abut ways t imprve.
Prject板块教学设计
（此部分教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与社会——运动
内容分析
本板块要求学生亲自组织一场团队运动比赛，帮助学生体会团队合作精神，培养项目组织与协调能力。学生在教师的指导下，综合运用本单元所学内容，自主合作，探究团队精神的意义，改进自己的运动习惯，增强健康生活的意识。
教学目标
1. 学生能够开展小组合作，亲自组织一场团体运动比赛，提高团队协作能力和组织能力；
2．学生能够走出课堂，实际参与到自己策划的团队运动比赛中去，亲身体会体育运动给身心带来的积极影响；
3. 学生能够初步了解团队精神的意义，反思并改进自己的运动习惯，增强健康生活的意识。
教学重点
1. 引导学生利用单元所学，组织一场团体运动比赛，提高团队协作能力和组织能力；
2. 引导学生亲身体会体育运动给身心带来的积极影响。
教学难点
引导学生明确小组分工合作，相互协作策划团体运动比赛。
教学策略
任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Investigate
1. T asks Ss t brainstrm different types f team sprts.
2. T asks Ss t search nline t find ut mre abut team sprts.
1. Ss brainstrm different types f team sprts.
2. Ss search nline t find ut mre abut team sprts.
T have students brainstrm and prepare fr the presentatin.
Plan
T asks Ss t wrk in grups and chse ne f the sprts and plan a team sprt event.
Ss wrk in grups and chse ne f the sprts and plan a team sprt event.
T have students make a plan.
Create
1. T rganizes Ss t take part in the team sprt event, making sure that:
① Everyne is fit enugh t take part in.
② Yu have examined the equipment fr safety befre yu start.
③ Yu have enugh drinking water and sme healthy, high-energy snacks.
2. T recrds the activity by taking phts r shting a vide.
Ss take part in the team sprt event.
T get students take part in the activity and recrd it.
Present
1. T asks Ss t talk abut hw taking part in the team sprt event made them feel and what benefits it brught them.
2. T asks Ss t share their experiences f the team sprt event with the class.
1. Ss talk abut hw taking part in the team sprt event made them feel and what benefits it brught them.
2. Ss share their experiences f the team sprt event with the class.
T encurage students t take part in team sprt event.