新人教版高一英語(yǔ)必修一：Unit3SportsandfitnessPeriod4教案

1、教學(xué)設(shè)計(jì)課題Unit3 SPORTS AND FITNESSPeriod 4 Reading for Writing學(xué)科英語(yǔ)班級(jí)Class授課教師教學(xué) 目標(biāo).閱讀高中學(xué)生的健身隨筆，學(xué)習(xí)比較異同的寫作方法。.能夠?qū)懸黄枋鲎约涸诮∩矸矫娼裎魧?duì)比的小語(yǔ)篇。.通過(guò)閱讀文本，了解青少年對(duì)健身的正確態(tài)度和所采取的方式，對(duì)自己的心理健 康(如壓力、自信)和身體健康(如鍛煉、飲食)進(jìn)行反思。.對(duì)比過(guò)去與現(xiàn)在或者將來(lái)的打算，培養(yǎng)關(guān)注健康的意識(shí)，形成正確的健康觀。重點(diǎn)引導(dǎo)學(xué)生正確描述健康方面的問(wèn)題和解決辦法，讓他們學(xué)會(huì)使用比較和對(duì)比的 方法，描述事物前后的變化。難點(diǎn)為健康簿編寫一頁(yè)內(nèi)容(Write a pag

2、e in a wellness book)o教學(xué) 方法Task-based Approach; Cooperative learning.教 學(xué) 內(nèi) 容 與 過(guò) 程Stepl Leading-in(1 )學(xué)生瀏覽活動(dòng)1中的問(wèn)題，然后帶著問(wèn)題閱讀文本，讀完后師生核對(duì)答案。(2)學(xué)生再次閱讀文本，填寫下而的表格，梳理前后的變化，以及這些變化 帶來(lái)的結(jié)果。備注The pastThe presentResult want to lose . cut out. compare myself.want to run .be able to do push-upsadd.made a list of.1 b

3、ecame both.(3)學(xué)生完成活動(dòng)2,熟悉比較、對(duì)比類文本的結(jié)構(gòu)，然后用下表整理出文本中表達(dá) 對(duì)比的語(yǔ)言，并作適當(dāng)補(bǔ)充。ParagraphWord and phrase to show similarities and dif ferences1even though2instead of. make such a difference . rather than, but3insteadAdditional expressionthough, although, yet. however, in contrast, on the other handStep2 Before-writi

4、ngDraw 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 u verbs + about in the text. After eliciting and adding more examples, have them write down ques

5、tion forms using the phrasal/prepositional verbs. You can focus on verbs + aboutv , 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 assessmentv in pairs.

6、One student acts as a wellness coach, asking 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 tim

7、e frames on the board:A year ago .Ten years ago .One hundred years ago .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 us

8、ed to come to school by bike, （now .）A hundred years ago, most people didnt use to travel by car .Have students write one positive and one negative example for each time frame, then read them to the class.Then have students write examples of things they are accustomed and not accustomed to doing reg

9、ularly, using the adjective fbnn of “used to”. For example,Im used to getting up at six oclock .Im not used to eating spicy food .（1）學(xué)生收集寫作素材。（2）在討論的基礎(chǔ)上，教師讓學(xué)生利用以下寫作提綱列出寫作要點(diǎn)，以 及表示對(duì)比的語(yǔ)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(xué)生對(duì)照提綱，根據(jù)所列的要點(diǎn)和語(yǔ)言，寫出初稿。（4）學(xué)生交換初稿，根據(jù)步驟4提供的評(píng)價(jià)清單，進(jìn)行互評(píng)互改。（5）學(xué)生依據(jù)同伴的修改意見(jiàn)，完善自己的文本并定稿。（6）教師收集學(xué)生的作品，裝訂成班級(jí)健康簿，在班內(nèi)進(jìn)行