(共47张PPT)
英语 必修 第一册 人民教育出版社
普通高中教科书
一、说教材
三、说核心素养
四、说教学重难点
二、说学情
五、说教法学法
六、 说教学过程
（新版）人教版 Book 1 Unit 3 Sports and Fitness
单元整体分析与设计
七、 说教学反思
（一）为什么要进行英语单元整体教学设计？ WHY
新课程下的“单元整体教学”就是在通盘考虑《英语课程标准》对英语教学的
目标要求、整体教材和局部教材的关系以及学情分析的基础上，针对一个单元，整体组织教学内容、整体设计教学方法、整体安排教学实践、整体设计形成性评价。
1.有利于实现多样化教学方式的统一；
2.有利于整合时间资源，使有限的课时产生乘法的效益；
3.有利于学生合理认知的建构，促进知识的记忆、保持和提取，以及学生语言综合运用能力的发展；
4.有利于提高教师处理教材的能力和课堂教学效率的提升。
本单元的话题
运动和健康
主题语境：
人与社会—体育与健康、体育精神
听力：对体育项目的了解熟悉
邀请朋友参加体育赛事
阅读：活传奇郎平和迈克乔丹的故事
体育精神的升华：努力拼搏、敢于尝试、坚持不懈、团结协作
对体育的认知：由了解-学习-崇拜-依赖-为之所用
写作：由关注体重转变为关注健康而改变了结果。从而引申到对待事物的态度的转变，从而带来的结果的转变
一、教材分析
学生在初中八年级第1单元学习了Playing sports,以及同册第2单元学习Keeping Healthy，对运动和健康有基本的概念和了解，并知道其中的关系。对于体育表现出活跃，好奇以及极大的兴趣。
学生来自富宁县八个乡镇，中考中总分得分为366-259，英语得分为69-15.5。学生基础薄弱，对所学的单词、短语、句型掌握程度不到50%，并且所掌握的知识应用能力更低。对本单元的学习，首先要解决语言知识障碍。对新知识的认知，不仅需要从知识层面提升，更需要从阅读能力方面共同提升，同时从体育精神中再次强化坚持不懈、永远尝试、团结协作的信念。
二、学情分析
>
学生已
有知识
>
学生学习能力
学生层次和学业水平要求
语言能力
1.语音
2.词汇
3.语法
4.语篇
5.表达
1.能够在听时抓住主旨大意。
2.能够利用图片和标题预测杂志文章的内容。
3.整合文章并回答无法从文章中直接得出答案的问题。
学习能力
1.了解世界各地的特色体育项目、著名运动员和大型体育赛事。
2.形成正确的健身意识和习惯。
3.理解体育精神和公平竞争的深刻含义。
文化意识
1.对阅读语篇中各信息之间的逻辑关系进行分析与推断，归纳作者的观点及其论据；
2.对有关体育精神的说法和事例进行理性分析和判断，能表述理由，并形成个人见解。
思维品质
三、核心素养
三、核心素养
本单元的教学目标与要求
语音：复习并掌握附加疑问句随语境和提问者的真实意图使用不同语调的基本知识， 能在口语中正确使用语调表达情感，进行交流。
词汇：能正确使用下列单词和词块。
soccer, stadium, boxing, badminton, marathon, event, ski, host, track, gym, gymnastics, sweat, athlete, master, honour, medal, champion, apart, injury, captain, strength, failure, compete, pretend, million, cheat, audience, positive, slim, diet, rather, jog, stress, error come along, track and field, work out, make it, set an example, fall apart, lose heart, give up, make sense, pretend to do sth, even if/though, make a difference, rather than, cut ... out, now and then, compare ... with/to ...
语法：能够理解并正确运用附加疑问句。
语篇：1.阅读杂志文章，提取主要信息和观点，并形成个人见解。
2.阅读高中学生的健身随笔，学习比较异同的写作方法。
表达：
1.能够就运动员的表现和体育精神表达同意或不同意的观点。
2.能够写一篇描述自己在健身方面今昔对比的小语篇。
语言能力
1. Instruct Ss to invite others and respond to invitations as well as voice one's own opinions about sportsmanship by listening.（listening)
2. Enable Ss to have a good understanding and use the basic usages of tag questions. (grammar)
3. Lead Ss to predict the main idea and passage structures.(reading)
4. Help Ss to master vocabulary about famous athletes’ character and realize the power of model about them.(reading)
5. Analyze the organization and find out the main idea of each paragraph.(writing)
四、教学重难点
教学重点
1. Develop Ss' logical and critical thinking.(listening)
2. Let Ss master how to answer tag questions correctly and fluently.(grammar)
3. Develop Ss’ reading ability to combine sentences in reading material to answer questions.(reading)
4. Learn the “comparison” and “contrast” method of writing and write a page for a class wellness book.(writing)
教学难点
五、教法和学法
Learning method:
1.Discussion Learning Method
2.Cooperative Learning Method
3. Inquiry Based Learning Method
Teaching method:
1.Question-and-answer Activity Teaching Method
2. Free Discussion Method
3.Pair Work Method
4. Task-based Teaching Method
5.Situational Teaching Method 6.Communicative Approach
Reading and Thinking
Listening and Speaking
Listening and Talking
Voice your opinion on sportsmanship
第1-2
课时
第8-9
课时
Book1 Unit3
Sports and Fitness
Tag question: ask and answer
第3
课时
第4-6
课时
第7
课时
invite a friend to a sports event
Discovering Useful Structures
Choose your favorite athlete
Reading for Writing
A page in a wellness book
六、教学过程
01
02
03
04
05
Lead in:
Show Ss the video to invite two students to compete.
Before listening:Show Ss some pictures about different sports events to get basic knowledge about sports and invitation.
Listening 1:Listen to conversation 1 on page 36 and choose right answer and circle the words that the speaker stresses.
Pronunciation:
Guide Ss to listen and understand the meaning of the rising and falling tones.
Speaking:Ask Ss to make a conversation with a partner according to P37-5.
Listening 2: Listen to conversation 2 on page 37 and fill in the blanks.
06
Listening and Speaking
第1-2课时
Listen to conversation 1 on page 36 and find out Shen Qi’s main purpose for talking to Amy. Then listen to conversation 2 on page 37 and answer the questions.
活动
设计
课件
展示
Lorem ipsum dolor sit amet consectetur adipisicing
设计
意图
看似解释an e-sports event电子竞技运动，实则在吸引并邀请他人加入。
培养学生获取信息、整理信息的能力，学会抓听力的关键信息：when, where, what, how, why, 数字
Invitation: Listening activity 2:
06
02
03
04
05
Homework:
I. Practice the conversations on P40.
II.Make small conversations with your partner using tag questions.
Practice:
Use the tag questions to role play also can choose one of situation to make the conversations.
Presentation:
Structure of tag questions, showing two tag questions, ask Ss underline the tag questions and their answers.
Consolidation:
The intonation of tag questions , listen to the conversations to figure out the intonation of tag questions is rising or falling.
Presentation:
Functions of tag questions , read the conversations and find out the functions of tag questions.
Lead in:
Use “She is an attractive girl, isn't she ” to describe to introduce Tag questions.
01
Discovering Useful Structures
第3课时
3.He doesn't want to work,___________
4.He wants to stay at bed ,______________
5.You spent a very sweet day,_____________
6.You didn't have a bad day,____________
7.She has read the book, ______________
8.She hasn't read the book, _____________
1.It is very cold today, __________
2.It isn't very warm today, _________
Find the rules
isn't it
is it
does he
doesn't he
didn't you
did you
has she
hasn't she
Reading and Thinking
Pre-reading
While-reading
Post-reading
Discussion: The basic elements of writing a sport legend.
Lead-in:A letter from sports magazine.
2.Detail reading
1.Fast reading
Talking my living legends.
Watch video
Post-reading
第4-6课时
01
02
03
04
05
06
Listening and Talking
Homework:
Role play P41-3 just like a debate, by using the given sentences.
Before listening:
Guide Ss to review the reading of last lesson and ask Ss what is sportsmanship.
Summary:
What can they learn from the debate and what is sportsmanship.
While listening: part 1
Listen to the conversation on page 41 and match each opinion with the right speaker.
After lisening: a debate activity
Divide Ss into two opposite groups to debate and express their opinions by using expressions in part 2.
While listening: part 2
Listen again and circle the expressions that you heard in the conversation.
第7课时
VS
批判性思维
Disagreeing
批判性思维
Agreeing
debate
Which opinion do you agree with
Why
Be able to show agreeing and disagreeing about athletes’ performance and sportsmanship Thinking quality: 思维品质
Develop logical and critical thinking
01
02
03
04
05
06
Homework:
Read the passage carefully again and revise composition.
Post-writing:
Exchange drafts. Use the checklist to give feedback on partner’s draft.
While writing:
According to the hints in the table and write a page for a class wellness book.
Leading-in:
Do a quiz on fitness problems.
Reading:
Task1. Reading for key information
Task2. Reading for structure and language.
Before-writing:
Task1. Discuss the topics on P43-3.
Task2. List the writing outline.
Reading for writing
第8-9课时
Homework:
Reply the letter: My living legends of sports
Homework:
Use tag questions to role in.
Homework:
Polish the composition written in the class.
Homework:
Invite a friend to sports events.
Complete part 3 on page 41.
听说
读思
语法
写作
Reading and Thinking
Discovering Useful Structures
Reading for Writing
Listening and Speaking
Listening and Talking
单元作业设计
板书设计
Reading and Thinking
3 classes
Lead-in: A letter from sports magazine.
Discussion: Say something about the basicelements of writing a sport legend.
Fast reading:
Step1: Predict and skim to find out the main idea.
Step2: Find out Lang Ping and Michael Jordan’s good qualities.
Step3: Tell apart stated(S) , experience (E) and inferred (I).
Detail reading:
Step 1: Step 2:
Talking my living legends.
Teaching procedure
Pre-reading
While-reading
Post-reading
Watch video of Lang Ping and Michael Jordan to think about what is the real spirit of athlete.
Linguistic competence:
1. To learn basic elements of writing a sports legend;
2. To learn some words and expressions to describe athlete;
Learning ability
Thinking quality
1. To predict and get main idea from a passage;
2. To learn how to tell apart stated(S) , experience (E) and inferred (I).
To learn from the spirit (good qualities) of living legend;
To answer questions indirectly.
Cultural awareness
Core competence
Pre-reading: step one- Lead in: A letter
Dear students,
I’m writing to ask you for help. Our magazine is
to open a new part called “Living Legends”. Could you
please help us choose some “Living Legends of Sports” They must be athletes who are masters in their sports and also set good examples for others.
I’ll be grateful if you could give us some good articles. Please send your articles to our email LLS@. Thank you very much for your help!
Yours,
Sports Magazine
单击此处添加文本
02
03
01
04
Who do I choose as the master
Why do I choose him/her
What to write about
How to write a well organized article
Pre-reading: step two- Discussion
Basic elements of writing a sports legend:
While reading: step one - fast reading to get main idea
Choose your favorite athlete
who
picture
title
sub-titles
Living legends
of _____
sports
such as:
Lang Ping and Michael Jordan
predict
What do you think the text is about
Who can be called “Living Legends of Sports”
Living legends must be:
1. master in their sports.
2. set good examples for others.
It means someone who is skilled or successful in something.
predict
what
achievements
story
skills
sharing spirit
mental strength
Activity 1: Skim and find out what has been talked about in the passage.
why
Activity 2: Read and find out Lang Ping and Michael Jordan’s good qualities.
achievements
Great
skills
Impressive
Story
Sharing spirit
Mental strength
What good qualities can we learn
skillful
positive
confident
ambitious
determined
responsible
＋
never give up
not lose heart
learn from failures
work hard
work as a team
help others
how
Activity 3: Read and decide what is stated in the text (S), what you know to be true from experience (E) and what can be inferred (I).
( )1. Lang Ping won several championships before she became a
coach.
( )2. Lang Ping led the China women’s volleyball team to medals
at the Olympics.
( )3. Many people in China and the US love Coach Lang.
( )4. Michael Jordan is loved by basketball fans around the world.
( )5. Before people saw Michael Jordan, they did not know that
basketball could be played that way.
关键词：before she became a coach.
Experience：
1981：第三届世界杯女子排球冠军
1982：第九届世界杯女子排球冠军
1984：洛杉矶奥运会女子排球金牌
1. E Lang Ping won several championships before she became a coach.
A. S B. I C. E
原文出处
1. E Lang Ping won several championships before she became a coach.
A. S B. I C. E
看到细节判断题，可考虑：
1. 定位关键词，从原文直接获取信息加以判断；
2. 定位关键词，根据原文信息加以推理进行判断；
3. 原文信息量不足，不构成推断依据, 可以根据经验加以判断（前提：靠谱的经验常识）；
注意：锁定关键词时注意选项与原文之间的同义替换。
2. S Lang Ping believed that her young players could win.
A. S B. I C. E
关键词：young players, win
定位关键词所在句：She had faced difficulties before, and she knew that her young players could win if they worked together as a team. 根据直接信息得出答案。
3. I Many people in China and the US love Coach Lang.
A. S B. I C. E
关键词：China and the US; love
回原文寻找出处：As a person, Lang Ping is loved by fans at home and abroad.
原文信息的同义转换：被动变主动
at home and abroad 包括 China and the US
看到推理判断题（infer/conclude/imply…）时，可考虑：
1. 锁定选项中的关键信息；
2. 回原文寻找相关信息；
3. 基于原文信息进行推理（原文的同义转换，概括等）。
5. I Before people saw Michael Jordan play, they did not know that basketball could be played that way.
A. S B. I C. E
原文出处
Try to find the answers for P39-3.
Homework: Reading comprehension
1. How was Lang Ping’s determination tested in the 2015 World Cup
2.What example does the writer use to describe Lang Ping
3.What does the first sentence in the paragraph introducing Michael Jordan mean
4.Why does the writer mention “the final seconds of a game”
七、 教学反思
1.本单元主题是人与社会，围绕有关体育与健康的话题展开。从不同方面说明运动除了竞赛的目的，更多的还是为了身心的健康。年轻人参加运动不仅能强身健体，还可以锻炼意志和耐力，学会与人合作，学会承受压力和失败，学会挑战自己的极限。现如今，全面体育，生命在于运动，不仅是课堂上的口号，更成了全民健身的趋势。
2.本单元通过不同的板块和话题设置，设计了层层递进、相互关联的教学目标。不仅提升了学生的语言技能：读懂体育广告的关键信息，邀请被人参加体育赛事，根据标题和图片预测文章的主要内容，整合文章句子回答问题，反义疑问句的结构以及语调的运用，以及运用对比法写文章。
同时培养了学生对体育运动的兴趣爱好，也引发了学生对体育精神的崇拜和深刻思考。教育学生如何将体育精神运用到自己的学习生活当中，以及在面对困境时，如何通过对事物思维态度的转变，最终达到结果的改变。并通过模拟辩论赛环节，培养了学生合作、交流的优秀品质，以及辩证性和批判性思维。
3.在教学过程中，由于学生基础薄弱，单词记忆方法不当，耗时比预计课时增加了3个，用于讲解已学过的基础知识点，训练开口对话以及提升阅读技巧，修改作文等。Book1Unit3整体教学设计
年级 高一年级 单元 Book 1 Unit 3Sports and Fitness
与本教学内容相关的课标要求 必修1的第3单元的主题话题是“人与社会”，主题群是“文学、艺术和体育”。《普通高中英语课程标准》中，本单元主题语境内容要求是：体育活动、大型体育赛事、体育与健康、体育精神，语篇类型内容要求是：叙述个人故事的记叙文，文化知识内容要求是：了解英美等国家主流体育运动，感悟中外体育精神的共同诉求，语言技能内容要求：从语篇中提取主要信息和观点，理解语篇要义；理解语篇中显性或隐性的逻辑关系；抓住语篇中的关键概念和关键细节；理解书面语篇中标题、插图的意义；插图的意义根据语篇标题预测标题的主题和内容；借助话语中语气和语调理解说话者的意图；理解多模态语篇（如电影、电视、海报、歌曲、漫画）中的画面、图像、声音、符号、色彩等非文字资源传达的意义。
单元整体教学目标 1.语言能力：a.语音：掌握附加疑问句随语境和提问者的真实意图使用不同语调的基本知识，能在口语中正确使用语调表达情感，进行交流。b.词汇：能正确使用下列单词和词块。soccer, stadium, boxing, badminton, marathon, event, ski, host, track, gym, gymnastics, sweat, athlete, master, honour, medal, champion, apart, injury, captain, strength, failure, compete, pretend, million, cheat, audience, positive, slim, diet, rather, jog, stress, error come along, track and field, work out, make it, set an example, fall apart, lose heart, give up, make sense, pretend to do sth, even if/though, make a difference, rather than, cut ... out, now and then, compare ... with/to ...c.语法：能够理解并正确运用附加疑问句。d.语篇：（1）阅读杂志文章，提取主要信息和观点， 并运用关键信息邀请朋友参加体育赛事。（2）阅读高中学生的健身随笔，学习比较异同的写作方法。e.表达：（1）能够就运动员的表现和体育精神表达同意或不同意的观点。（2）能够写一篇描述自己在对待事物的态度转变方面今昔对比的小语篇。2.学习能力：a.能够在听时抓住主旨大意。b.能够利用图片和标题预测杂志文章的内容。c.整合文章并回答无法从文章中直接得出答案的问题。3.文化意识：a.了解世界各地的特色体育项目、著名运动员和大型体育赛事。b.形成正确的健身意识和习惯。c.理解体育精神和公平竞争的深刻含义。4.思维品质：a.对阅读语篇中各信息之间的逻辑关系进行分析与推断，归纳作者的观点及其论据。b.对有关体育精神的说法和事例进行理性分析和判断，能表述理由，并形成个人见解。
单元教材剖析 本单元选自人民教育出版社2019新版的普通高中教科书的必修第一册第三单元，主题话题是：人与社会，主题群是：文学、艺术和体育，主题语境内容要求是：体育活动、大型体育赛事、体育与健康、体育精神，语篇类型内容要求：叙述个人故事的记叙文。学生学习了Unit 1和Unit 2 ，知识体系从“人与自我”过渡到“人与社会”，旨在了解英美等国家主流体育运动，感悟中外体育精神的共同诉求。本单元从一些海报和两篇听力理解开始，学习如何邀请别人参加体育活动，并提供了两个著名运动员的故事，这不仅帮助学生发展他们的阅读技巧，也帮助他们从人物传奇身上学习积极的体育精神：不断努力，永不放弃和团队合作。在写作部分，作者改变了对健康和体重的积极态度，最终变得更快乐更健康。我们也可以将此方法来解决生活中的其他问题，当态度改变，结果也就随之改变。本单元的流程设计也符合学习和使用工具的过程：从知道到学习，到喜爱，到依赖，最后到为之所用。同时，这一话题的学习也为下一话题“自然灾害”奠定了基础，以便于采取积极、正向的态度对待突然发生的意外及灾难。因此，本单元的学习需要在进一步巩固学生原有知识结构和认知能力的基础上，继续激发学生对未知领域的好奇心和积极态度，尤其注重对学生逻辑思维、批判思维和语言应用能力的培养。
学情分析 学生在初中八年级第1单元学习了Playing Sports，以及第2单元学习Keeping Healthy，对运动和健康有了基本的概念和了解，并知道其中的关系。现阶段，他们是活跃的、积极的，并对体育表现出极大的兴趣。然而，学生来自富宁县八个乡镇，是2021年中考总分366-259分数段，英语为69-15.5分数段的学生。学生基础薄弱，对所学的单词、短语、句型掌握程度不到50%，并且所掌握的知识应用能力更低。对本单元的学习，首先要解决语言知识障碍。对新知识的认知，不仅需要从知识层面提升，更需要从阅读能力方面共同提升，同时从体育精神中再次强化坚持不懈、勇于尝试、团结协作的信念。
单元重、难点 Key points:1.Instruct Ss to invite others and respond to invitations as well as voice one’s own opinions about sportsmanship by listening.（listening)2.Enable Ss to have a good understanding and use the basic usages of tag questions. (grammar)3.Lead Ss to predict the main idea and passage structures. (reading)4.Help Ss to master vocabulary about famous athletes’ character and realize the power of model about them. (reading)5.Analyze the organization and find out the main idea of each paragraph. (writing)Difficult points:1.Develop Ss’ logical and critical thinking. (listening)2.Let Ss master how to answer tag questions correctly and fluently. (grammar)3.Develop Ss’ reading ability to combine sentences in reading material to answer questions. (reading)4.Learn the “comparison and contrast” method of writing and write a page for a class wellness book. (writing)
