2020-2021學年人教版（2019）高一英語必修一精品教學設計：Unit 3 Sports and fitness Reading for Writing

1、教學設計課 題unit3 sports and fitnessperiod 4 reading for writing學 科英語班 級class 授課教師教 學目 標1. 閱讀高中學生的健身隨筆，學習比較異同的寫作方法。2. 能夠?qū)懸黄枋鲎约涸诮∩矸矫娼裎魧Ρ鹊男≌Z篇。3. 通過閱讀文本，了解青少年對健身的正確態(tài)度和所采取的方式，對自己的心理健康（如壓力、自信）和身體健康（如鍛煉、飲食）進行反思。4. 對比過去與現(xiàn)在或者將來的打算，培養(yǎng)關注健康的意識，形成正確的健康觀。重 點引導學生正確描述健康方面的問題和解決辦法，讓他們學會使用比較和對比的方法，描述事物前后的變化。難 點為健康簿編寫一頁內(nèi)

2、容（write a page in a wellness book）。教 學方 法task-based approach; cooperative learning. 教學內(nèi)容與過程step1 leading-in（1）學生瀏覽活動1中的問題，然后帶著問題閱讀文本，讀完后師生核對答案。（2）學生再次閱讀文本，填寫下面的表格，梳理kayla前后的變化，以及這些變化帶來的結(jié)果。(3) 學生完成活動2，熟悉比較、對比類文本的結(jié)構(gòu)，然后用下表整理出文本中表達對比的語言，并作適當補充。step2 before-writingdraw a thought bubble on the board and a

3、sk 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

4、 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, askin

5、g questions to the other, giving encouragement and positive advice if necessary, and vice versa.step3 while-writingprovide 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

6、 ago .one hundred years ago .2 model the activity by giving students one positive example (used to) and one negative example (use to) for each time frame, of things you or people in general did or didnt do then as compared to now. for example,a year ago, i used to come to school by bike, (now .)a hu

7、ndred years ago, most people didnt use to travel by car .3 have students write one positive and one negative example for each time frame, then read them to the class.4 then have students write examples of things they are accustomed and not accustomed to doing regularly, using the adjective form of “

8、used to”. for example,im used to getting up at six oclock .im not used to eating spicy food .（1）學生收集寫作素材。（2）在討論的基礎上，教師讓學生利用以下寫作提綱列出寫作要點，以及表示對比的語言。topic: jogging, stress, self-confidence, food, etc. content: what did you use to do (in the past)? / what do you do now? what do you do now? / what will you do in the future? results: language showing similarities and differences:（3）學生對照提綱，根據(jù)所列的要點和語言，寫出初稿。（4）學生交換初稿，根據(jù)步驟4提供的評價清單，進行互評互改。（5）學生依據(jù)同伴的修改意見，完善自己的文本并定稿。（6）教師收集學生的作品，裝訂成班級健康簿，在班內(nèi)進行交流和分享。step4 homewo