必修一Unit3 Reading for Writing教学设计

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教学设计

课 题

Unit3 SPORTS AND FITNESS

Reading for Writing

学 英科 语

班 级 Class 授课教师

1. 阅读高中学生的健身随笔，学习比较异同的写作方法。

教 学目 标

2. 能够写一篇描述自己在健身方面今昔对比的小语篇。

3. 通过阅读文本，了解青少年对健身的正确态度和所采取的方式，对自己的心理健康（如压力、自信）和身体健康（如锻炼、饮食）进行反思。

4. 对比过去与现在或者将来的打算，培养关注健康的意识，形成正确的健康观。

重 点

引导学生正确描述健康方面的问题和解决办法，让他们学会使用比较和对比的 方法，描述事物前后的变化。

难 点 为健康簿编写一页内容（Write a page in a wellness book）。 教 学方 法

Step1 Leading-in

教 学 内 容 与 过 程

(3) 学生完成活动2，熟悉比较、对比类文本的结构，然后用下表整理出文本中表达对比的语言，并作适当补充。

（1）学生浏览活动1中的问题，然后带着问题阅读文本，读完后师生核对答案。 （2）学生再次阅读文本，填写下面的表格，梳理Kayla前后的变化，以及这些变化带来的结果。

Task-based Approach; Cooperative learning.

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Step2 Before-writing

Draw a thought bubble on the board and ask students what they are thinking about, drawing or writing some responses in the bubble. Write “think + about” on the board, and have students find examples of “verbs + about” in the text. After eliciting and adding more examples, have them write down question forms using the phrasal/prepositional verbs. You can focus on “verbs + about”, or include other adverbs/prepositions. For example, What are you worried about? What are you happy about? What are you positive about? What do you care about?

Then have students conduct a “wellness assessment” in pairs. One student acts as a wellness coach, asking questions to the other, giving encouragement and positive advice if necessary, and vice versa.

Step3 While-writing

Provide framework for writing an entry for a wellness book joint project, and chance to practise what has been learnt. Write the following time frames on the board: A year ago ... Ten years ago ... One hundred years ago ...

2 Model the activity by giving students one positive example (used to) and one

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