外研版（2019）英语必修第二册 Unit 3 On the Move 教学设计（表格式,，6课时）
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| 名称 | 外研版（2019）英语必修第二册 Unit 3 On the Move 教学设计（表格式,，6课时） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-09-01 15:38:54 | ||
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Book 2 Unit 3 On the move教案设计
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是体育运动和健康的生活方式。阅读课文介绍了目前世界上流行的运动——足球，以及跑步者的运动故事。语言运用部分介绍了不同的运动方式，尤其是中国传统运动。通过本单元的学习，学生能够了解不同的运动方式，思考运动对身心的影响，并学会如何介绍自己的运动故事。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的论说文、论坛专题讨论、运动产品广告、访谈等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与运动相关的对话，增强对中国传统体育项目的认同，使用新语言描述日常体育运动，恰当使用不定式作定语和结果状语描述运动手表的性能，能够叙写自己关于体育运动的故事，深化对单元主题意义的理解与挖掘；同时能够通过了解中外流行的体育运动，加深对不同文化的认识与理解，能够辨析不同的体育运动对身心的影响，反思和改进自己的运动习惯；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting out板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与社会——运动
内容分析 活动1呈现一段与运动主题相关的视频，介绍了英国流行的运动：足球，板球，英式橄榄球、网球和马拉松，介绍了赛季和一些比赛规则等。接下来的活动2要求学生看攀岩、网球、瑜伽、骑行和冲浪的图片，并根据自己对这些运动的了解，选择自己喜欢的一项运动进行简单介绍。该板块旨在激活学生已有的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。
教学目标 1.通过带领学生观看英国流行的运动的视频，激发对话题的兴趣； 2.激活学生已有语言和知识，介绍不同的运动方式； 3.引导学生对运动的益处这一话题作出初步思考
教学重点 1.引导学生通过图片和视频了解不同的运动方式； 2.引导学生选择自己喜欢的运动，并简单的介绍。
教学难点 1.引导学生了解不同的运动方式； 2.引导学生对运动的益处这一话题作出初步思考。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks a student who is interested in sports to prepare an introduction on tennis/football/... Ss make a presentation on his/her favourite sport To encourage student to talk about sports they like.
Activity 2 1. T shows students pictures of cycling, surfing, tennis, rock climbing and yoga… 2. T asks students to brainstorm more ways of exercise. 3. T introduces the background of one sport and asks students to discuss the features of the other sports. 1. Ss look at pictures and tell the names of these sports. 2. Ss talk about more ways of exercise. 3. Ss discuss the features of these sports. To activate students' existing language and knowledge and introduce different ways of exercise.
Activity 3 1. T plays a video about popular sports in the UK. 2. T asks students two questions: ①What sports are mentioned in the video ② Which one do you like best and what benefits can you get from doing it 1. Ss watch the video. 2. Ss answer the two questions. Suggested answers: 1. Football, cricket, rugby, tennis, marathon 2. open To encourage students to think about the benefits of exercise.
Understanding ideas板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与社会——足球
内容分析 该板块呈现一篇反映单元主题的课文，语篇类型为论说文，分析了足球在世界流行的原因。读前的导入活动介绍了足球比赛相关术语，帮助学生提前熟悉课文话题，为课文学习做铺垫。读中活动考查学生对文章题目的理解。读后活动则是通过主旨大意、细节理解和开放性问答等活动，启发学生深入思考，探究主题意义。
教学目标 1.带领学生略读课文内容，在文中快速找到相关信息； 2.引导学生找出并理解足球这项运动风靡世界的三个原因； 3.引导学生基于课文内容，思考哪些体育运动与足球一样在中国盛行，并分析其背后的原因； 4.通过了解其他国家的流行运动，提高学生对不同文化的认识。
教学重点 引导学生通过自主阅读和小组合作等形式了解足球风靡世界的原因，并思考中国流行的体育运动有哪些。
教学难点 引导学生阅读文本，准确获取足球风靡世界的信息，提高对不同文化的认识。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T plays a video about football and guides students to make notes of related terms. 2. T asks students to guess what the signals represent in a football game. 1. Ss watch the video while making notes of related terms. 2. Ss guess what the signals represent in a football game. Add students' background knowledge of football and stimulate their interest.
Activity 2 1. T asks the Ss to read the passage quickly and choose the author’s purpose in writing the passage. 2. T asks the Ss to check the answer and invites a few students to explain why. 1. Ss read the passage quickly and choose the author’s purpose in writing the passage. 2. Ss check the answer and explain the reason. Help students get a brief understanding of the general idea and the writer’s purpose.
Activity 3 T asks students to read the passage carefully and answer these questions: ① Where did modern football start ② How did British and German soldiers react when World War I met with a football game ③ What is your understanding of the last sentence of the passage Ss read the passage carefully and share their answers. Suggested answers: ① Great Britain ② They put down their guns and played football together. ③ Open Lead students to have some details in the text.
Activity 4 T asks Ss to read the passage again and complete the chart in. Activity 4 with expressions from the passage. Ss read the passage again and complete the chart in Activity 4. Suggested answers: ① Ancient China ② a simple and cheap game to play ③ a ball made of plastic bags ④creativity and excitement ⑤ pass score and defend ⑥ brings people together ⑦ played football together Lead students to figure out the structure of the text.
Activity 5 1. T plays a video introducing table tennis, and ask students to have a discussion about what makes table tennis so popular. 2. T asks students to write a letter to a foreign friend John, introducing why table tennis enjoys popularity in China. 1. Ss watch a video introducing table tennis, and have a discussion about what makes table tennis so popular. 2. Ss write a letter to a foreign friend John, introducing why table tennis enjoys popularity in China. Stimulate students’ passion for sports, especially Chinese national sports and apply what they learn into writing.
Activity 6 1. T shows students a framework and invites some students to conclude what they learn in terms of knowledge, strategy and inspiration. 2. T lets students assess themselves according to the rules. 1. Ss look at the framework and what they learn in terms of knowledge, strategy and inspiration. 2. Ss assess themselves according to the rules. Help students to review some key points and assess themselves.
Activity 7 T asks students to finish the following assignments after class. 必做：Write a summary of the passage. 选做：Search more information about another sport, and introduce to us next class. Ss finish the given assignments after class. Lead students to consolidate what they learn in class.
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与社会——运动
内容分析 语法部分的小语段介绍了一款运动手表；词汇部分介绍了日常生活中的运动方式；听说部分介绍了一个外国人对中国太极从认识到喜欢的内容，引导学生分析他喜欢太极的原因。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高语言应用能力。
教学目标 1.引导学生了解不定式作定语和结果状语的用法，并在真实语境中加以运用； 2.带领学生学习关于不同运动方式及其益处的词汇和表达； 3.带领学生了解中国传统体育运动项目，使学生加深对中国文化的理解，增强传播中国文化的意识。
教学重点 1.引导学生熟悉并运用不定式作定语和结果状语； 2.引导学生学习关于不同运动方式及其益处的词汇和表达。
教学难点 引导学生了解中国传统体育运动项目，增强传播中国文化的意识。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks students what are the three reasons that lead to the popularity of football. Ss answer questions Suggested answers: ① That football is a simple game to play is perhaps the basis of its popularity. ② It is fun enough to attract millions of people. ③ It breaks down walls and brings people together. Make preparations for the grammar by reminding students of several important sentences in the text.
Activity 2 1. T asks Ss to observe sentence (a)&(b) and find the common point. 2.T asks Ss to observe sentence (a)&(b) and find the difference between two “ to-infinitive ”. 3. T asks Ss to rewrite sentence (a)&(b) using “so/such... that...” structure. 1. Ss observe sentence (a)&(b) and find the common point. 2. Ss observe sentence (a)&(b) and find the difference between two “ to-infinitive ”. 3. Ss rewrite sentence (a)&(b) using “so/such... that...” structure. Suggested answers: 1. to-infinitive 2. In sentence (a), “ to play ” is used to give description while in sentence (b), “ to attract ” is used to show result. 3. (a) That football is such a simple game that people play is perhaps the basis of its popularity. (b) It is so fun that it attracts millions of people. Guide students to discover and summarize the form and function of to-infinitive.
Activity 3 1. T asks Ss to join the sentences using the to-infinitive form. 2. T asks Ss to look for more sentences with these structures in the reading passage and choose two of them to recite. 1. Ss join the sentences using the to-infinitive form. 2. Ss look for more sentences with these structures in the reading passage and choose two of them to recite. Deepen students’ understanding of to-infinitive.
Activity 4 1. T asks students to read the passage carefully and answer questions: ① What is the author’s purpose in writing the passage ②What are the advantages of DX sports watch 2. T encourages Ss to retell the passage using the to-infinitive form more and more, especially the underlined parts. 1. Ss read the passage carefully and answer questions. 2. Ss retell the passage using the to-infinitive form, especially the underlined parts. To get students to learn about the function of DX sports watch.
Activity 5 1. T asks Ss to look at the pictures and read the new words. 2. T asks Ss to work in groups of six to give a detailed description of these words. 3. T asks Ss to share with group members which exercise they have tried and their feelings. 1. Look at the pictures and read the new words. 2. Work in groups of six to give a detailed description of these words. 3. Share with group members which exercises they have tried and their feelings. To get students to review some topic words and learn more about how to describe them.
Activity 6 1. T asks Ss to read and match the descriptions to the exercises in Activity 4. 2. T asks Ss to underline the words and expressions describing their benefits. 3. T asks Ss to share with classmates the benefits of gymnastics. 1. Ss read and match the descriptions to the exercises in Activity 4. 2. Ss underline the words and expressions describing their benefits. 3. Ss share with classmates the benefits of gymnastics between classes. To get students to recognize the benefits and importance of sports.
Activity 7 T asks Ss to work out a weekly plan as an assignment after class. Meanwhile, use the words and expressions students have learned to write down the reasons behind the plan. Ss work out a weekly plan after class. Meanwhile, use the words and expressions students have learned to write down the reasons behind the plan. To get students to consolidate what they learn in class.
Did you know 1. T asks Ss to review modern sports learned last class. 2. T asks Ss to brainstorm traditional sports in China. 3. T asks Ss to read the short passage in “Did You Know ”. 1. Ss review modern sports learned last class. 2. Ss brainstorm traditional sports in China. 3. Ss read the short passage in “Did You Know”. Add students' background knowledge of Tai Chi and arouse their interest in Chinese traditional sports.
Activity 8 1. T asks Ss to listen to the interview and choose the points mentioned. 2. T asks Ss to listen again and complete the journalist’s notes. 3. T asks Ss tolisten for the third time and talks about the explanations Leah gives for doing Tai Chi. 1. Ss listen to the interview and choose the points mentioned. 2. Ss listen again and complete the journalist’s notes. 3. Ss listen for the third time and talk about the explanations Leah gave for doing Tai Chi. To get the main information in the listening part.
Activity 9 T asks Ss to act out the interview between a sports journalist and a member of a dragon boat team. Ss act out the interview between a sports journalist and a member of a dragon boat team. To put what students’ learn into practice and experience a real interview by themselves.
Activity 10 T asks Ss to work in pairs. Think about another interview with a fan of a traditional sport in China and have a similar conversation. Ss work in pairs. Think about another interview with a fan of a traditional sport in China and have a similar conversation. Raise students awareness of engaging in traditional sports in China.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——运动
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为论坛专题讨论，是新媒体语篇，用图文并茂的方式介绍了几位跑步者的故事，介绍了跑步给他们的生活带来的积极变化。读写部分呈现了作者从不会滑冰到加入冰球队并志在夺取全国比赛冠军的故事。通过这一板块的学习，学生能够体会体育运动给生活带来的乐趣和给健康带来的益处，并且初步掌握个人故事的文体特征和写作方法。
教学目标 1. 学生能够初步了解柱状图的特点和功能，学会利用图表收集和整合信息； 2. 学生能够理解课文内容，通过复述几位跑步者的故事，从每个故事中体会积极的人生态度； 3. 学生能够联系自身实际，加深对单元主题意义的理解，讲述自己参与体育运动的故事。
教学重点 1. 引导学生读懂文章，从每个故事中体会积极的人生态度； 2. 引导学生掌握重要的过渡性词汇及句型表达，运用到自己的写作中。
教学难点 1. 引导学生利用图表收集和整合信息； 2. 引导学生分享自己参与体育运动的故事。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T shares his/her personal experience in Yantai Marathon and ask students whether they have taken part in amateur marathon or what they know about marathon. 2. T asks Ss to look at the chart and answer the questions in Activity 1. 1. Ss listen to teacher’s personal experience in Yantai Marathon and share opinions on open questions like “whether they have taken part in amateur marathon or what they know about marathon”. 2. Ss look at the chart and answer the questions in Activity 1. To add students' background knowledge of marathon and stimulate their interest.
Activity 2 1. T asks Ss to read the passage and tell the text type of the passage. 2. T asks Ss to share with the classmates the understanding of the title. 1. Ss read the passage and tell the text type of the passage. 2. Ss share with the classmates the understanding of the title. To have students understand the title and the text type.
Activity 3 T asks Ss to read the passage and complete the table with expressions from the passage. Ss read the passage and complete the table with expressions from the passage. To get students to have some details in the text and figure out the structure of the text.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. 1. Ss discuss the four questions in “Think and Share”. 2. Ss share their opinions with the class. To guide students to recognize the significance of running
Activity 4 1. T creates a scene: Imagine a marathon is going on in Yantai NO.4 High School, and many students take part in it. Work in group of six to create an interview. Student A is a journalist. Student BCDEF are participants. The journalist could ask questions like: What is your name How old are you Why do you choose to take part in marathon When did you start to like running What do you think of this marathon What challenges did you face What makes you keep going 2. T asks Ss to write a passage introducing another runner within 100 words after class, and share with other studentsnext class. 1. Ss work in groups, organise their ideas and present their interview. 2. Ss write a passage introducing another runner within 100 words, and share with other students next class. To create a situation for students to experience a real interview by themselves.
Activity 5 1. T asks Ss to read the sample and answer the first two questions in Activity 5. 2. T guides Ss to read and complete the table. 3. T guides Ss to find out useful expressions which can be used in their writing. 1. Ss read the sample and answer the first two questions in Activity 5. 2. Ss read and complete the table. 3. Ss find out useful expressions which can be used in their writing. To have students understand the theme, the content and figure out the structure of the sample.
Activity 6 1. T asks Ss to think of their own stories and make notes. 2. T asks Ss to write their own sports stories and reminds them to use the useful expressions. 1. Ss complete the notes with their own sports experiences. 2. Ss write their own sports stories according to the notes. To have students write their own sports stories with the help of the given structure.
Activity 7 1. T shows the criteria of a good composition and asks Ss to exchange with their partner to correct mistakes 2. T asks some Ss to show their stories to the class, and invites other Ss to judge. Ss show their stories to the class, and do peer evaluation. To get students correct mistakes and improve writing through peer evaluation.
Presenting ideas & Reflection板块教学设计 （Presenting ideas和Reflection部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与社会——运动
内容分析 Presenting ideas版块要求学生通过小组讨论，推荐一项适合在体育课上开展的体育运动，并查找相应的体育运动规则，写出推荐理由。通过这 一板块的学习，学生能够深入理解体育运动给身心带来的益处，进一步 掌握与巩固所学内容，并在真实的情境下加以运用和实践。 Reflection板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，并与教师沟通改进方法。
教学目标 1. 学生能够回顾本单元的学习内容，深入理解体育运动这一主题，并推荐一项自己喜欢的体育运动，说明推荐理由； 2. 学生能够用准确、得体的语言表达自己的观点，与小组成员讨论达成最终意见，在全班汇报讨论结果； 3. 学生能够进行自我反思，评估学习效果，调整学习策略，提高学习效率，优化学习策略。
教学重点 1. 引导学生推荐一项自己喜欢的体育运动，并说明推荐理由； 2. 引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果作出合理的评价。
教学难点 1. 引导学生在小组内合理分工，充分发表自己的观点并记录他人观点。 2. 引导学生进行自我反思，调整学习策略，提高学习效率。
教学策略 元认知策略、认知策略、交际策略和情感策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T shows Ss a word “sport” and asks Ss to review different types of sports. 2. T asks Ss to work in groups and choose one to recommend for their PE class and complete the table. 1. Ss brainstorm different types of sports and review them. 2. Ss work in groups and recommend a sport for their PE class and complete the table. To review different sports and stimulate students’ interest.
Activity 2 T asks Ss to have a group discussion according to the questions in Activity 2. Make notes if necessary. Ss have a group discussion according to the questions in Activity 2. To have students review the benefits of sports.
Activity 3 1. T asks Ss to use the useful expressions in the box to create a dialogue between students and the PE teacher. The dialogue should include the topics mentioned just now. 2. T invites some groups to do presentations in class. Ss do presentations in class. To get students organise their dialogue and present it to the class.
Reflection 1. T guides Ss to recall what they’ve learnt in this unit. 2. T gives each student a paper and allow students to finish the quiz in 10 minutes. 3. T asks Ss to write down feedback on this unit and questions they haven’t solved. Ss rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. To get students rate performance, review the unit, and think about ways to improve.
Project板块教学设计 （此部分教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与社会——运动
内容分析 本板块要求学生亲自组织一场团队运动比赛，帮助学生体会团队合作精神，培养项目组织与协调能力。学生在教师的指导下，综合运用本单元所学内容，自主合作，探究团队精神的意义，改进自己的运动习惯，增强健康生活的意识。
教学目标 1. 学生能够开展小组合作，亲自组织一场团体运动比赛，提高团队协作能力和组织能力； 2．学生能够走出课堂，实际参与到自己策划的团队运动比赛中去，亲身体会体育运动给身心带来的积极影响； 3. 学生能够初步了解团队精神的意义，反思并改进自己的运动习惯，增强健康生活的意识。
教学重点 1. 引导学生利用单元所学，组织一场团体运动比赛，提高团队协作能力和组织能力； 2. 引导学生亲身体会体育运动给身心带来的积极影响。
教学难点 引导学生明确小组分工合作，相互协作策划团体运动比赛。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. T asks Ss to brainstorm different types of team sports. 2. T asks Ss to search online to find out more about team sports. 1. Ss brainstorm different types of team sports. 2. Ss search online to find out more about team sports. To have students brainstorm and prepare for the presentation.
Plan T asks Ss to work in groups and choose one of the sports and plan a team sport event. Ss work in groups and choose one of the sports and plan a team sport event. To have students make a plan.
Create 1. T organizes Ss to take part in the team sport event, making sure that: ① Everyone is fit enough to take part in. ② You have examined the equipment for safety before you start. ③ You have enough drinking water and some healthy, high-energy snacks. 2. T records the activity by taking photos or shooting a video. Ss take part in the team sport event. To get students take part in the activity and record it.
Present 1. T asks Ss to talk about how taking part in the team sport event made them feel and what benefits it brought them. 2. T asks Ss to share their experiences of the team sport event with the class. 1. Ss talk about how taking part in the team sport event made them feel and what benefits it brought them. 2. Ss share their experiences of the team sport event with the class. To encourage students to take part in team sport event.
（北京）股份有限公司
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是体育运动和健康的生活方式。阅读课文介绍了目前世界上流行的运动——足球，以及跑步者的运动故事。语言运用部分介绍了不同的运动方式，尤其是中国传统运动。通过本单元的学习，学生能够了解不同的运动方式，思考运动对身心的影响，并学会如何介绍自己的运动故事。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的论说文、论坛专题讨论、运动产品广告、访谈等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与运动相关的对话，增强对中国传统体育项目的认同，使用新语言描述日常体育运动，恰当使用不定式作定语和结果状语描述运动手表的性能，能够叙写自己关于体育运动的故事，深化对单元主题意义的理解与挖掘；同时能够通过了解中外流行的体育运动，加深对不同文化的认识与理解，能够辨析不同的体育运动对身心的影响，反思和改进自己的运动习惯；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting out板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与社会——运动
内容分析 活动1呈现一段与运动主题相关的视频，介绍了英国流行的运动：足球，板球，英式橄榄球、网球和马拉松，介绍了赛季和一些比赛规则等。接下来的活动2要求学生看攀岩、网球、瑜伽、骑行和冲浪的图片，并根据自己对这些运动的了解，选择自己喜欢的一项运动进行简单介绍。该板块旨在激活学生已有的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。
教学目标 1.通过带领学生观看英国流行的运动的视频，激发对话题的兴趣； 2.激活学生已有语言和知识，介绍不同的运动方式； 3.引导学生对运动的益处这一话题作出初步思考
教学重点 1.引导学生通过图片和视频了解不同的运动方式； 2.引导学生选择自己喜欢的运动，并简单的介绍。
教学难点 1.引导学生了解不同的运动方式； 2.引导学生对运动的益处这一话题作出初步思考。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks a student who is interested in sports to prepare an introduction on tennis/football/... Ss make a presentation on his/her favourite sport To encourage student to talk about sports they like.
Activity 2 1. T shows students pictures of cycling, surfing, tennis, rock climbing and yoga… 2. T asks students to brainstorm more ways of exercise. 3. T introduces the background of one sport and asks students to discuss the features of the other sports. 1. Ss look at pictures and tell the names of these sports. 2. Ss talk about more ways of exercise. 3. Ss discuss the features of these sports. To activate students' existing language and knowledge and introduce different ways of exercise.
Activity 3 1. T plays a video about popular sports in the UK. 2. T asks students two questions: ①What sports are mentioned in the video ② Which one do you like best and what benefits can you get from doing it 1. Ss watch the video. 2. Ss answer the two questions. Suggested answers: 1. Football, cricket, rugby, tennis, marathon 2. open To encourage students to think about the benefits of exercise.
Understanding ideas板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与社会——足球
内容分析 该板块呈现一篇反映单元主题的课文，语篇类型为论说文，分析了足球在世界流行的原因。读前的导入活动介绍了足球比赛相关术语，帮助学生提前熟悉课文话题，为课文学习做铺垫。读中活动考查学生对文章题目的理解。读后活动则是通过主旨大意、细节理解和开放性问答等活动，启发学生深入思考，探究主题意义。
教学目标 1.带领学生略读课文内容，在文中快速找到相关信息； 2.引导学生找出并理解足球这项运动风靡世界的三个原因； 3.引导学生基于课文内容，思考哪些体育运动与足球一样在中国盛行，并分析其背后的原因； 4.通过了解其他国家的流行运动，提高学生对不同文化的认识。
教学重点 引导学生通过自主阅读和小组合作等形式了解足球风靡世界的原因，并思考中国流行的体育运动有哪些。
教学难点 引导学生阅读文本，准确获取足球风靡世界的信息，提高对不同文化的认识。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T plays a video about football and guides students to make notes of related terms. 2. T asks students to guess what the signals represent in a football game. 1. Ss watch the video while making notes of related terms. 2. Ss guess what the signals represent in a football game. Add students' background knowledge of football and stimulate their interest.
Activity 2 1. T asks the Ss to read the passage quickly and choose the author’s purpose in writing the passage. 2. T asks the Ss to check the answer and invites a few students to explain why. 1. Ss read the passage quickly and choose the author’s purpose in writing the passage. 2. Ss check the answer and explain the reason. Help students get a brief understanding of the general idea and the writer’s purpose.
Activity 3 T asks students to read the passage carefully and answer these questions: ① Where did modern football start ② How did British and German soldiers react when World War I met with a football game ③ What is your understanding of the last sentence of the passage Ss read the passage carefully and share their answers. Suggested answers: ① Great Britain ② They put down their guns and played football together. ③ Open Lead students to have some details in the text.
Activity 4 T asks Ss to read the passage again and complete the chart in. Activity 4 with expressions from the passage. Ss read the passage again and complete the chart in Activity 4. Suggested answers: ① Ancient China ② a simple and cheap game to play ③ a ball made of plastic bags ④creativity and excitement ⑤ pass score and defend ⑥ brings people together ⑦ played football together Lead students to figure out the structure of the text.
Activity 5 1. T plays a video introducing table tennis, and ask students to have a discussion about what makes table tennis so popular. 2. T asks students to write a letter to a foreign friend John, introducing why table tennis enjoys popularity in China. 1. Ss watch a video introducing table tennis, and have a discussion about what makes table tennis so popular. 2. Ss write a letter to a foreign friend John, introducing why table tennis enjoys popularity in China. Stimulate students’ passion for sports, especially Chinese national sports and apply what they learn into writing.
Activity 6 1. T shows students a framework and invites some students to conclude what they learn in terms of knowledge, strategy and inspiration. 2. T lets students assess themselves according to the rules. 1. Ss look at the framework and what they learn in terms of knowledge, strategy and inspiration. 2. Ss assess themselves according to the rules. Help students to review some key points and assess themselves.
Activity 7 T asks students to finish the following assignments after class. 必做：Write a summary of the passage. 选做：Search more information about another sport, and introduce to us next class. Ss finish the given assignments after class. Lead students to consolidate what they learn in class.
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与社会——运动
内容分析 语法部分的小语段介绍了一款运动手表；词汇部分介绍了日常生活中的运动方式；听说部分介绍了一个外国人对中国太极从认识到喜欢的内容，引导学生分析他喜欢太极的原因。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高语言应用能力。
教学目标 1.引导学生了解不定式作定语和结果状语的用法，并在真实语境中加以运用； 2.带领学生学习关于不同运动方式及其益处的词汇和表达； 3.带领学生了解中国传统体育运动项目，使学生加深对中国文化的理解，增强传播中国文化的意识。
教学重点 1.引导学生熟悉并运用不定式作定语和结果状语； 2.引导学生学习关于不同运动方式及其益处的词汇和表达。
教学难点 引导学生了解中国传统体育运动项目，增强传播中国文化的意识。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks students what are the three reasons that lead to the popularity of football. Ss answer questions Suggested answers: ① That football is a simple game to play is perhaps the basis of its popularity. ② It is fun enough to attract millions of people. ③ It breaks down walls and brings people together. Make preparations for the grammar by reminding students of several important sentences in the text.
Activity 2 1. T asks Ss to observe sentence (a)&(b) and find the common point. 2.T asks Ss to observe sentence (a)&(b) and find the difference between two “ to-infinitive ”. 3. T asks Ss to rewrite sentence (a)&(b) using “so/such... that...” structure. 1. Ss observe sentence (a)&(b) and find the common point. 2. Ss observe sentence (a)&(b) and find the difference between two “ to-infinitive ”. 3. Ss rewrite sentence (a)&(b) using “so/such... that...” structure. Suggested answers: 1. to-infinitive 2. In sentence (a), “ to play ” is used to give description while in sentence (b), “ to attract ” is used to show result. 3. (a) That football is such a simple game that people play is perhaps the basis of its popularity. (b) It is so fun that it attracts millions of people. Guide students to discover and summarize the form and function of to-infinitive.
Activity 3 1. T asks Ss to join the sentences using the to-infinitive form. 2. T asks Ss to look for more sentences with these structures in the reading passage and choose two of them to recite. 1. Ss join the sentences using the to-infinitive form. 2. Ss look for more sentences with these structures in the reading passage and choose two of them to recite. Deepen students’ understanding of to-infinitive.
Activity 4 1. T asks students to read the passage carefully and answer questions: ① What is the author’s purpose in writing the passage ②What are the advantages of DX sports watch 2. T encourages Ss to retell the passage using the to-infinitive form more and more, especially the underlined parts. 1. Ss read the passage carefully and answer questions. 2. Ss retell the passage using the to-infinitive form, especially the underlined parts. To get students to learn about the function of DX sports watch.
Activity 5 1. T asks Ss to look at the pictures and read the new words. 2. T asks Ss to work in groups of six to give a detailed description of these words. 3. T asks Ss to share with group members which exercise they have tried and their feelings. 1. Look at the pictures and read the new words. 2. Work in groups of six to give a detailed description of these words. 3. Share with group members which exercises they have tried and their feelings. To get students to review some topic words and learn more about how to describe them.
Activity 6 1. T asks Ss to read and match the descriptions to the exercises in Activity 4. 2. T asks Ss to underline the words and expressions describing their benefits. 3. T asks Ss to share with classmates the benefits of gymnastics. 1. Ss read and match the descriptions to the exercises in Activity 4. 2. Ss underline the words and expressions describing their benefits. 3. Ss share with classmates the benefits of gymnastics between classes. To get students to recognize the benefits and importance of sports.
Activity 7 T asks Ss to work out a weekly plan as an assignment after class. Meanwhile, use the words and expressions students have learned to write down the reasons behind the plan. Ss work out a weekly plan after class. Meanwhile, use the words and expressions students have learned to write down the reasons behind the plan. To get students to consolidate what they learn in class.
Did you know 1. T asks Ss to review modern sports learned last class. 2. T asks Ss to brainstorm traditional sports in China. 3. T asks Ss to read the short passage in “Did You Know ”. 1. Ss review modern sports learned last class. 2. Ss brainstorm traditional sports in China. 3. Ss read the short passage in “Did You Know”. Add students' background knowledge of Tai Chi and arouse their interest in Chinese traditional sports.
Activity 8 1. T asks Ss to listen to the interview and choose the points mentioned. 2. T asks Ss to listen again and complete the journalist’s notes. 3. T asks Ss tolisten for the third time and talks about the explanations Leah gives for doing Tai Chi. 1. Ss listen to the interview and choose the points mentioned. 2. Ss listen again and complete the journalist’s notes. 3. Ss listen for the third time and talk about the explanations Leah gave for doing Tai Chi. To get the main information in the listening part.
Activity 9 T asks Ss to act out the interview between a sports journalist and a member of a dragon boat team. Ss act out the interview between a sports journalist and a member of a dragon boat team. To put what students’ learn into practice and experience a real interview by themselves.
Activity 10 T asks Ss to work in pairs. Think about another interview with a fan of a traditional sport in China and have a similar conversation. Ss work in pairs. Think about another interview with a fan of a traditional sport in China and have a similar conversation. Raise students awareness of engaging in traditional sports in China.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——运动
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为论坛专题讨论，是新媒体语篇，用图文并茂的方式介绍了几位跑步者的故事，介绍了跑步给他们的生活带来的积极变化。读写部分呈现了作者从不会滑冰到加入冰球队并志在夺取全国比赛冠军的故事。通过这一板块的学习，学生能够体会体育运动给生活带来的乐趣和给健康带来的益处，并且初步掌握个人故事的文体特征和写作方法。
教学目标 1. 学生能够初步了解柱状图的特点和功能，学会利用图表收集和整合信息； 2. 学生能够理解课文内容，通过复述几位跑步者的故事，从每个故事中体会积极的人生态度； 3. 学生能够联系自身实际，加深对单元主题意义的理解，讲述自己参与体育运动的故事。
教学重点 1. 引导学生读懂文章，从每个故事中体会积极的人生态度； 2. 引导学生掌握重要的过渡性词汇及句型表达，运用到自己的写作中。
教学难点 1. 引导学生利用图表收集和整合信息； 2. 引导学生分享自己参与体育运动的故事。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T shares his/her personal experience in Yantai Marathon and ask students whether they have taken part in amateur marathon or what they know about marathon. 2. T asks Ss to look at the chart and answer the questions in Activity 1. 1. Ss listen to teacher’s personal experience in Yantai Marathon and share opinions on open questions like “whether they have taken part in amateur marathon or what they know about marathon”. 2. Ss look at the chart and answer the questions in Activity 1. To add students' background knowledge of marathon and stimulate their interest.
Activity 2 1. T asks Ss to read the passage and tell the text type of the passage. 2. T asks Ss to share with the classmates the understanding of the title. 1. Ss read the passage and tell the text type of the passage. 2. Ss share with the classmates the understanding of the title. To have students understand the title and the text type.
Activity 3 T asks Ss to read the passage and complete the table with expressions from the passage. Ss read the passage and complete the table with expressions from the passage. To get students to have some details in the text and figure out the structure of the text.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. 1. Ss discuss the four questions in “Think and Share”. 2. Ss share their opinions with the class. To guide students to recognize the significance of running
Activity 4 1. T creates a scene: Imagine a marathon is going on in Yantai NO.4 High School, and many students take part in it. Work in group of six to create an interview. Student A is a journalist. Student BCDEF are participants. The journalist could ask questions like: What is your name How old are you Why do you choose to take part in marathon When did you start to like running What do you think of this marathon What challenges did you face What makes you keep going 2. T asks Ss to write a passage introducing another runner within 100 words after class, and share with other studentsnext class. 1. Ss work in groups, organise their ideas and present their interview. 2. Ss write a passage introducing another runner within 100 words, and share with other students next class. To create a situation for students to experience a real interview by themselves.
Activity 5 1. T asks Ss to read the sample and answer the first two questions in Activity 5. 2. T guides Ss to read and complete the table. 3. T guides Ss to find out useful expressions which can be used in their writing. 1. Ss read the sample and answer the first two questions in Activity 5. 2. Ss read and complete the table. 3. Ss find out useful expressions which can be used in their writing. To have students understand the theme, the content and figure out the structure of the sample.
Activity 6 1. T asks Ss to think of their own stories and make notes. 2. T asks Ss to write their own sports stories and reminds them to use the useful expressions. 1. Ss complete the notes with their own sports experiences. 2. Ss write their own sports stories according to the notes. To have students write their own sports stories with the help of the given structure.
Activity 7 1. T shows the criteria of a good composition and asks Ss to exchange with their partner to correct mistakes 2. T asks some Ss to show their stories to the class, and invites other Ss to judge. Ss show their stories to the class, and do peer evaluation. To get students correct mistakes and improve writing through peer evaluation.
Presenting ideas & Reflection板块教学设计 （Presenting ideas和Reflection部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与社会——运动
内容分析 Presenting ideas版块要求学生通过小组讨论，推荐一项适合在体育课上开展的体育运动，并查找相应的体育运动规则，写出推荐理由。通过这 一板块的学习，学生能够深入理解体育运动给身心带来的益处，进一步 掌握与巩固所学内容，并在真实的情境下加以运用和实践。 Reflection板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，并与教师沟通改进方法。
教学目标 1. 学生能够回顾本单元的学习内容，深入理解体育运动这一主题，并推荐一项自己喜欢的体育运动，说明推荐理由； 2. 学生能够用准确、得体的语言表达自己的观点，与小组成员讨论达成最终意见，在全班汇报讨论结果； 3. 学生能够进行自我反思，评估学习效果，调整学习策略，提高学习效率，优化学习策略。
教学重点 1. 引导学生推荐一项自己喜欢的体育运动，并说明推荐理由； 2. 引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果作出合理的评价。
教学难点 1. 引导学生在小组内合理分工，充分发表自己的观点并记录他人观点。 2. 引导学生进行自我反思，调整学习策略，提高学习效率。
教学策略 元认知策略、认知策略、交际策略和情感策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T shows Ss a word “sport” and asks Ss to review different types of sports. 2. T asks Ss to work in groups and choose one to recommend for their PE class and complete the table. 1. Ss brainstorm different types of sports and review them. 2. Ss work in groups and recommend a sport for their PE class and complete the table. To review different sports and stimulate students’ interest.
Activity 2 T asks Ss to have a group discussion according to the questions in Activity 2. Make notes if necessary. Ss have a group discussion according to the questions in Activity 2. To have students review the benefits of sports.
Activity 3 1. T asks Ss to use the useful expressions in the box to create a dialogue between students and the PE teacher. The dialogue should include the topics mentioned just now. 2. T invites some groups to do presentations in class. Ss do presentations in class. To get students organise their dialogue and present it to the class.
Reflection 1. T guides Ss to recall what they’ve learnt in this unit. 2. T gives each student a paper and allow students to finish the quiz in 10 minutes. 3. T asks Ss to write down feedback on this unit and questions they haven’t solved. Ss rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. To get students rate performance, review the unit, and think about ways to improve.
Project板块教学设计 （此部分教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与社会——运动
内容分析 本板块要求学生亲自组织一场团队运动比赛，帮助学生体会团队合作精神，培养项目组织与协调能力。学生在教师的指导下，综合运用本单元所学内容，自主合作，探究团队精神的意义，改进自己的运动习惯，增强健康生活的意识。
教学目标 1. 学生能够开展小组合作，亲自组织一场团体运动比赛，提高团队协作能力和组织能力； 2．学生能够走出课堂，实际参与到自己策划的团队运动比赛中去，亲身体会体育运动给身心带来的积极影响； 3. 学生能够初步了解团队精神的意义，反思并改进自己的运动习惯，增强健康生活的意识。
教学重点 1. 引导学生利用单元所学，组织一场团体运动比赛，提高团队协作能力和组织能力； 2. 引导学生亲身体会体育运动给身心带来的积极影响。
教学难点 引导学生明确小组分工合作，相互协作策划团体运动比赛。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. T asks Ss to brainstorm different types of team sports. 2. T asks Ss to search online to find out more about team sports. 1. Ss brainstorm different types of team sports. 2. Ss search online to find out more about team sports. To have students brainstorm and prepare for the presentation.
Plan T asks Ss to work in groups and choose one of the sports and plan a team sport event. Ss work in groups and choose one of the sports and plan a team sport event. To have students make a plan.
Create 1. T organizes Ss to take part in the team sport event, making sure that: ① Everyone is fit enough to take part in. ② You have examined the equipment for safety before you start. ③ You have enough drinking water and some healthy, high-energy snacks. 2. T records the activity by taking photos or shooting a video. Ss take part in the team sport event. To get students take part in the activity and record it.
Present 1. T asks Ss to talk about how taking part in the team sport event made them feel and what benefits it brought them. 2. T asks Ss to share their experiences of the team sport event with the class. 1. Ss talk about how taking part in the team sport event made them feel and what benefits it brought them. 2. Ss share their experiences of the team sport event with the class. To encourage students to take part in team sport event.
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