Unit 3 Sports and Fitness Reading for Writing教学设计
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| 名称 | Unit 3 Sports and Fitness Reading for Writing教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 35.0KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-11-26 18:29:09 | ||
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Unit 3 Sports and Fitness课时教学设计
第8-9课时 课型 Reading for Writing
核心素养 1.Enable students clear about Kayla’s change and experience.2.Learn the “comparison and contrast” method of writing and write a page for a class wellness book.3.Get students to know the importance of health and be positive about anything else in their lives.
教学内容分析 This part mainly introduced a passage about how to write a class wellness book properly. Under the guidance of the teacher, students should discuss the topics mentioned on the textbook and learn to write a proper wellness book. The teacher is expected to enable students to master some writing skills and learn to write one.
教学重难点 1.Analyze the organization and find out the main idea of each paragraph.2.Learn the “comparison and contrast” method of writing and write a page for a class wellness book.
教学策略 Task-based Approach, Cooperative learning.
教学环节 教与学活动（师生活动） 设计意图
Step1Lead in Students do a quiz on fitness problems. 导入本节课主题，让学生对健康有更深层次的理解。
Step2. Reading Task1. Reading for informationRead the passage fast and find the main idea of each paragraph.Task2. Reading for structure（1）Recall what Kayla wrote and fill in the table.Find out and analyze the structure of the passage.Task3. Reading for language（1）Find some useful expressions to show similarities and differences.（2）Classify the following words and phrases into the correct group. 1.让学生了解文章的基本内容，初步感知文章的框架结构和语言特点。2.引导学生根据已读文本内容和框架的提示完成表格，让学生明确文章的框架结构.3.游戏环节，加深学生对常用来表达对比的单词和短语的印象。
Step3. Pre-writing Task 1. DiscussionWork in groups and talk about what health problems you had/have and how you solved/plan to solve.Task 2. Help students list the writing outline.(try to use some expressions on Page 43 to show similarities and differences )Topic: jogging, stress, self-confidence, food, etc.Content:What did you use to do (in the past)What do you do now (now)What will you do in the future (in the future)Results: 此活动是写作前的热身，为写作作好语言材料的准备。
Step4. While- writing Creative writingAccording to the hints in the table and write a page for a class wellness book. 引导学生学以致用，让他们学会使用比较和对比的方法，描述事物前后的变化，培养关注健康意识，形成正确的健康观。
Step5. Post-writing Exchange drafts. Use the information to give feedback on your partner’s draft. 交换更改小作文可依照评价清单自我检测是否达到了写作要求，还可以取长补短。
Step6. Homework Read the passage carefully again and polish your composition.
第8-9课时 课型 Reading for Writing
核心素养 1.Enable students clear about Kayla’s change and experience.2.Learn the “comparison and contrast” method of writing and write a page for a class wellness book.3.Get students to know the importance of health and be positive about anything else in their lives.
教学内容分析 This part mainly introduced a passage about how to write a class wellness book properly. Under the guidance of the teacher, students should discuss the topics mentioned on the textbook and learn to write a proper wellness book. The teacher is expected to enable students to master some writing skills and learn to write one.
教学重难点 1.Analyze the organization and find out the main idea of each paragraph.2.Learn the “comparison and contrast” method of writing and write a page for a class wellness book.
教学策略 Task-based Approach, Cooperative learning.
教学环节 教与学活动（师生活动） 设计意图
Step1Lead in Students do a quiz on fitness problems. 导入本节课主题，让学生对健康有更深层次的理解。
Step2. Reading Task1. Reading for informationRead the passage fast and find the main idea of each paragraph.Task2. Reading for structure（1）Recall what Kayla wrote and fill in the table.Find out and analyze the structure of the passage.Task3. Reading for language（1）Find some useful expressions to show similarities and differences.（2）Classify the following words and phrases into the correct group. 1.让学生了解文章的基本内容，初步感知文章的框架结构和语言特点。2.引导学生根据已读文本内容和框架的提示完成表格，让学生明确文章的框架结构.3.游戏环节，加深学生对常用来表达对比的单词和短语的印象。
Step3. Pre-writing Task 1. DiscussionWork in groups and talk about what health problems you had/have and how you solved/plan to solve.Task 2. Help students list the writing outline.(try to use some expressions on Page 43 to show similarities and differences )Topic: jogging, stress, self-confidence, food, etc.Content:What did you use to do (in the past)What do you do now (now)What will you do in the future (in the future)Results: 此活动是写作前的热身，为写作作好语言材料的准备。
Step4. While- writing Creative writingAccording to the hints in the table and write a page for a class wellness book. 引导学生学以致用，让他们学会使用比较和对比的方法，描述事物前后的变化，培养关注健康意识，形成正确的健康观。
Step5. Post-writing Exchange drafts. Use the information to give feedback on your partner’s draft. 交换更改小作文可依照评价清单自我检测是否达到了写作要求，还可以取长补短。
Step6. Homework Read the passage carefully again and polish your composition.