外研版（2019）英语选择性第一册 Unit 3 Faster, higher, stronger 教学设计（表格式,，6课时）
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| 名称 | 外研版（2019）英语选择性第一册 Unit 3 Faster, higher, stronger 教学设计（表格式,，6课时） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2022-09-01 16:40:05 | ||
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Book 4 Unit 3 Faster, higher, stronger教学设计
单元主题 本单元主题语境是“人与社会”，涉及的主题语境内容是在运动竞技领域，每个人都可以通过自己的努力和强大的团队精神, 实现“更快、更高、更强”的体育精神。本单元从不同的角度，介绍不同国家的杰出运动员或运动团队，包括许海峰、Wayne Gretzky、Yelena Isinbayeva、Stephen curry、中国女排等，讲述了他们是如何凭借永不放弃的性格，坚持不懈的努力，钢铁般的意志力和团结一致的团队力量赢得比赛，超越自我，走向成功的。通过本单元的学习，学生能够对自我提出更高的要求，并通过自己的努力实现目标。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的人物介绍、新闻报道、语音信息等多模态语篇，综合运用各种语言技能，读懂与体育精神相关的语篇内容，听懂并谈论与体育运动相关的话题，恰当使用所学词汇与表达介绍运动员及其精神品质，描述体育赛事场景，了解中外优秀运动员的经历和事迹，感知他们的精神品质，深化对单元主题意义的理解；同时，要能够运用单元所学内容，通过比较、分析，准确获取语篇中与体育精神相关的信息并在此基础上联系自身实际，思考这些体育精神对自己的启发；此外，还能够组织一场趣味运动会，实现知识与思维能力的拓展和迁移，树立不畏艰难、团结协作、不断超越的体育精神；能够通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，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，激发英语学习的兴趣，提高自己的理解能力和表达能力，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 人与自我--运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 本板块有两个活动，活动1呈现一段视频，介绍了世界上三大体育赛事，分别是奥林匹克运动会，国际足联世界杯和“超级碗”（美国职业橄榄球大联盟NFL的年度冠军赛），简述了三大赛事的起源、发展和社会影响，考查学生已有的知识及听力理解能力。活动2用三张卡片, 概括了中国射击运动员许海峰、加拿大冰球运动员Wayne Gretzky、俄罗斯撑杆跳运动员Yelena Isinbayeva 的基本信息——国籍, 身份及所取得的体育成就，引导学生思考他们给自己带来的启示和影响。
教学目标 在本板块学习结束时，学生能够： 初步了解世界上三大体育赛事； 了解三位运动员的生平事迹，从他们身上学习体育精神； 谈论体育明星带给自己的启示和影响，了解与体育运动相关的知识，感知运动员身上体现出来的体育精神。
教学重点 引导学生了解体育赛事和运动员的相关话题，激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。
教学难点 学生能够基于所提供的信息和自己已有知识，复述活动中三位运动员的生平简介。
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher searches for and summarises information about the Olympic Games, FIFA World Cup, the Super Bowl. Teacher presents the information and asks students to tell True or False. Teacher plays the video and asks students to answer Question 1. Teacher plays the video again and asks students to answer Question 2 Students collect relevant information about the Olympic Games, FIFA World Cup, the Super Bowl. Students tell True or False about the information. Students watch the video and answer the two questions. To activate students’ existing background knowledge and arouse their interest in sports events.
Activity 2 Teacher introduces the background knowledge and adds more information. Teacher asks students to summarise the three sportspeople’s hard work and astonishing perseverance. Teacher asks students to discuss the qualities that the three sportspeople possess and share the results. Teacher asks students to give some other examples of sportspeople who possess the qualities. Students look at the pictures and read the basic information about the three sportspeople, then answer Question 1. Students summarise the three sportspeople’s hard work and astonishing perseverance. Students discuss the qualities that the three sportspeople possess, share the results and answer Question 2. Students give some other examples of sportspeople who possess the qualities. To make students know about the basic information of the three sportspeople and learn the spirit of sport from them.
Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自我——运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为新闻报道，介绍了体育明星Stephen Curry的成功之路。通过对课文的学习，学生可以了解到成功是与自信、努力和毅力等优秀个人品质紧密相联的。读前的导入活动用图片展示了一些篮球术语的英文表达，帮助学生提前熟悉语篇话题，为课文学习做铺垫。读中活动考查学生对文章关键信息的理解。读后活动则是通过考查作者写作意图、细节信息、核心信息和相关话题的表达，启发学生深入思考，利用所学内容创造性地探究主题意义。
教学目标 在本板块学习结束时，学生能够： 通过课文标题猜测课文内容和作者的写作意图； 通过细读课文, 找出相关的细节信息并梳理课文的写作脉络； 对课文进行解构，掌握新闻报道的写作特征和语言特征，并运用与话题相关的语言知识，介绍一位运动员。
教学重点 引导学生读懂语篇，理解作者的写作意图，并了解体育明星Stephen Curry的成功之路； 引导学生了解成功是与自信、努力和毅力等优秀个人品质紧密相联的。
教学难点 引导学生总结 Stephen Curry的成功经验，在今后的生活和工作中坚持自己的梦想，并为之不断努力，成为更好的自己。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the information on the picture and research online to find out the meanings and functions of the five basketball positions. Teacher asks students to read the information below the picture and finish the matching activity. Teacher invites some students to share their answers with the class. Students read the information on the picture and research online to find out the meanings and functions of the five basketball positions. Students read the information below the picture and finish the matching activity. Some students share their answers with the class To get students to know some basketball terms. To prepare students for reading.
Activity 2 Teacher presents some questions and asks students to read the passage quickly to find out the answers. Teacher divides students into groups to discuss the answers to the questions. Teacher asks students to answer the questions and give an explanation if necessary. Students read the passage quickly to find out the answers. Students discuss the answers to the questions. Students answer the questions and give an explanation if necessary. To direct students to read and understand the passage with specific tasks.
Activity 3 Teacher asks students to read the choices carefully and choose the author’s purpose in writing the passage. Teacher invites some students to give the reasons for the choice. Students read the choices carefully and choose the author’s purpose in writing the passage. Some students give the reasons for the choice To test students’ understanding of the title and the author’s writing purpose.
Activity 4 Teacher asks students to read the activity instruction as well as the summary and understand the purpose of the activity. Teacher asks students to scan the passage to get the key information and fill in the blanks. Teacher asks some students to read the whole sentences and the class check the answers together. Students read the activity instruction as well as the summary and understand the purpose of the activity. Students scan the passage to get the key information and fill in the blanks. Students read the whole sentences and the class check the answers together. To have students further sort out the passage structure and pay attention to Stephen Curry’s road to success.
Activity 5 1. Teacher asks students to read the passage carefully and find out the supporting details for the three qualities. 2. Teacher introduces the types of mind maps. 3. Teacher directs students to complete the information of the mind map provided by the textbook. 1. Students read the passage carefully and find out the supporting details for the three qualities. 2. Students complete the information of the mind map provided by the textbook. To direct students to make mind maps and summarise the reasons for Stephen Curry’s success.
Think & Share 1. Teacher divides students into groups to discuss the answers to the questions. 2. Teacher invites some students to present their answers. 1. Students discuss the answers to the questions in groups. 2. Some students present their answers. To direct students to better understand the passage and think deeply over the qualities needed for realising one’s dream.
Using language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 Grammar + Vocabulary + Listening + Speaking
主题语境 人与自我——运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 本板块语法部分主要内容是-ing形式作主语。第一个语篇讲述了Etenesh Diro在一场比赛中如何应对意外情况的故事；第二个语篇阐述了现代科技对体育的影响。词汇部分通过两段语音对话，呈现从事各种运动的表达，特别是不同动词的细微差别；听说部分请学生阅读一段关于劳伦斯世界体育奖（the Laureus World Sports Awards）的介绍，并完成与这个奖项相关的听力活动。本板块帮助学生深度聚焦语言的意义和功能，在真实语境下进行思考和交际运用，全方位提高综合语言运用能力。
教学目标 在本板块学习结束时，学生能够： 1.了解-ing形式作主语的结构和表意功能，掌握其用法，并能够在真实语境中运用； 2. 掌握并正确使用动词搭配恰当的运动，并尽量想出更多不同的运动类型； 3. 认识到运动精神的重要性，培养积极向上的生活观。
教学重点 引导学生掌握-ing形式作主语的用法，并能够运用；
教学难点 引导学生了解运动精神，听懂与运动精神相关的话题内容，并能够恰当地运用相关表达阐述自己的意见并进行解释。
教学策略 任务型教学法、发现教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read sentences (a) and (b) and pay attention to the words in bold. Then asks students to answer Question 1. Teacher asks students to read sentences (c) and (d) and answer Question 2. Then asks students to compare two groups of sentences to find out similarities and differences. Teacher asks students to look for more sentences with the -ing form as subject in the reading passage, and helps students to summarize the functions and usages of the -ing form as subject. Students read sentences (a) and (b) and pay attention to the words in bold. Then answer Question 1. Students read sentences (c) and (d) and answer Question 2. Then compare two groups of sentences to find out similarities and differences. Students look for more sentences with the -ing form as subject in the reading passage. To encourage students to discover the grammar usage by themselves. To further enhance students’ understanding of the functions and usages of the -ing form as subject.
Activity 2 Teacher asks students to read the passage and rewrite the underlined sentences with the -ing form as subject. Teacher invites some students to read out the rewritten sentences and checks the answers with the class. Students read the passage and rewrite the underlined sentences with the -ing form as subject. Some students read out the rewritten sentences and the whole class check the answers with the teacher. To get students to practice using the -ing form as subject.
Activity 3 Teacher asks students to read the passage and get its main idea. Teacher asks students to complete the passage with the correct form of the words in the box. Teacher asks some students to read out the whole passage and checks the answers with the class. Students read the passage and get its main idea. Students complete the passage with the correct form of the words in the box. Some students read out the whole passage and the whole class check the answers with the teacher. To get students to master the usages of different forms of verbs.
Activity 4 Teacher asks students to find out the point of view in Activity 3 and the supporting ideas. Teacher asks students to think about whether they agree with the point of view in Activity 3 and share their opinion with the whole class using the -ing form as subject where appropriate. Students find out the point of view in Activity 3 and the supporting ideas. Students think about whether they agree with the point of view in Activity 3 and share their opinion with the whole class using the -ing form as subject where appropriate. To help students develop thoughts and use the grammar structure in real language situations.
Activity 5 Teacher asks students to read the voicemail messages individually and complete it with the correct form of do, play and go. Teacher invites some students to share their answers. Teacher plays the voicemail and asks the students to listen to it and check their answers. Students read the voicemail messages individually and complete it with the correct form of do, play and go. Some students share their answers. Students listen to the voicemail and check their answers. To train students to complete the blank filling by combining their skills of reading and listening.
Activity 6 Teacher asks students to underline the sports with do, play and go in Activity 5 and put them into the boxes. Teacher asks students to add more sports with do, play and go they can think of. Students underline the sports with do, play and go into Activity 5 and put them in the boxes. Students add more sports with do, play and go they can think of. To help students master different verb collocations about sports.
Activity 7 Teacher asks students to read the passage and the questions and understand the main idea of the passage. Teacher asks students to work in groups and discuss the answers to the two questions. Teacher invites some students to present their answers. Students read the passage and the questions and understand the main idea of the passage. Students work in groups and discuss the answers to the two questions. Some students present their answers. To help students to know about the basic information of Laureus World Sports Awards and get prepared for the listening task in Activity 8.
Activities 8-9 Teacher asks students to read the four topics and predict what the audio talks about. Teacher plays the audio and asks students to listen to the conversation and choose a topic for it. Teacher checks the answer with the students. Teacher plays the audio again and asks students to complete the table. Teacher plays the audio again and asks some students to read the whole passage and checks the answers with the class. Teacher asks students to work in pairs and act out a similar conversation. Students read the four topics and predict what the audio talks about. Students listen to the conversation and choose a topic for it. Students check the answer with the teacher. Students listen to the audio again and complete the table. Students listen to the audio again and some students read the whole passage and the whole class check the answer. Students work in pairs and act out a similar conversation. To help students predict the topic of the listening material and catch the key information. To strengthen students’ ability to use theme-related language after listening.
Activities 10-11 Teacher asks students to complete the boxes with the expressions from the conversation in Activity 9. Teacher asks students to check the answers together. Teacher asks students to work in pairs and nominate three Chinese sportspeople for the next Laureus World Sports Awards and give their reasons. Teacher invites several pairs to act out their conversations using the expressions in this section. Students complete the boxes with the expressions from the conversation in Activity 9. Students check the answers together. Students work in pairs and nominate three Chinese sportspeople for the next Laureus World Sports Awards and give their reasons. Several pairs act out their conversations using the expressions in this section. To have students express opinion and give an explanation.
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 人与自我——运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为新闻报道。课文介绍了中国女排如何凭借坚韧不拔的毅力和奋斗精神以及团队合作精神战胜困难，赢得各类国际赛事，成为名副其实的世界冠军。读写部分介绍了一项4*100米接力赛的比赛场景。通过这一板块的学习，学生能够更深入理解团队精神的重要性，学会介绍中国女排的成功事迹，增强民族自信心和自豪感，同时初步掌握场景描写的特征和方法，能够用场景描写介绍一个体育赛事。
教学目标 在本板块学习结束时，学生能够： 理解课文内容，总结出中国女排成功的经验； 联系自身的学习与生活，深入思考女排精神对自己学习态度、生活态度和价值观的影响； 掌握场景描写的特征和方法，运用本单元所学语言知识，通过观察，学会细腻地描述场景并根据课后要求描述一段体育场景。
教学重点 介绍中国女排的成功事迹； 引导学生深入理解团队精神的重要性。
教学难点 引导学生初步掌握场景描写的特征和方法，能够用场景描写介绍一个体育赛事，增强民族自信心和自豪感。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the pictures and describe the scenes presented by the pictures. Teacher divides the class into groups and asks them to discuss the differences between team sports and individual sports. Then asks students to think of some famous sports teams and give the reasons why they are famous. Teacher asks some students to share their answers with the class, and asks other students to make supplements. Students look at the pictures and describe the scenes presented by the pictures. Students discuss the differences between team sports and individual sports. Then think of some famous sports teams and give the reasons why they are famous. Some students share their answers with the class, and other students make supplements. To activate students’ theme-related background knowledge.
Activity 2 Teacher asks students to read the passage and find out all the events mentioned. Teacher checks the answer with the class. Students read the passage and find out all the events mentioned. Students check the answer with the teacher. To train students to read a passage with tasks and find out the key information.
Learning to learn 1. Teacher asks students to read Learning to learn individually and understand the content and use of setting a scene. 2. Teacher asks students to read the passage again and find out the words, phrases and sentences for setting a scene. 1. Students read Learning to learn individually and understand the content and function of setting a scene. 2. Students read the passage again and find out the words, phrases and sentences for setting a scene. To help students to understand the content and function of setting a scene.
Activity 3 Teacher asks students to review the features of facts and opinions and the differences between them. Teacher asks students to read the sentences and decide if they are facts (F) or opinions (O). Teacher checks the answers with the class. Students review the features of facts and opinions and the differences between them. Students read the sentences and decide if they are facts (F) or opinions (O). Students check the answers with the teacher. To test students’ understanding of the passage.
Think & Share Teacher divides students into groups to discuss the answers to the four questions. Teacher invites some students to answer the questions and other students to make supplements or free discussion. Students work in groups to discuss the answers to the four questions. Some students answer the questions and other students make supplements or free discussion. To help students further understand the topic of the passage. To help students transfer and develop their knowledge and thinking ability.
Activity 4 Teacher asks students to work in groups to discuss the spirit of the Chinese women’s volleyball team. Teacher asks students to complete the mind map with their ideas and the examples that support them. Teacher asks some students to give a talk to the class. Students work in groups to discuss the spirit of the Chinese women’s volleyball team. Students complete the mind map with their ideas and the examples that support them. Some students give a talk to the class. To inspire students to think and express opinion, thus fostering their language using ability and creative thinking ability.
Activity 5 Teacher asks students to first read the questions below the passage and then predict the answers according to the picture. Teacher asks students to read the passage with questions and think about what they should pay attention to when describing scenes. Teacher asks some students to give their answers and asks other students to make supplements. Students read the questions below the passage and then predict the answers according to the picture. Students read the passage with questions and think about what they should pay attention to when describing scenes. Some students give their answers and other students make supplements. To get students familiar with the writing content and master some useful expressions for describing a sporting moment.
Activities 6-7 Teacher asks students to think about an unforgettable sporting moment they have experienced. Teacher asks students to complete the table in Activity 6 with the key information from the unforgettable sporting moment. Teacher directs students to write a passage describing the sporting moment according to the key information in the table and use the skill of setting a scene in “Learning to learn” in page 32 of the text book. Teacher asks students to work in pairs and make improvements to each other’s passages. Teacher invites some students to share their passages with the class. Students think about an unforgettable sporting moment they have experienced. Students complete the table in Activity 6 with the key information from the unforgettable sporting moment. Students write a passage describing the sporting moment according to the key information in the table and use the skill of setting a scene in “Learning to learn” in page 32 of the text book. Students work in pairs and make improvements to each other’s passages. Some students share their passages with the class. To have students write a passage according to the provided structure and make full use of the language knowledge, skills and strategies in this unit.
Presenting ideas & Reflection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 Speaking
主题语境 人与自我——运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 Presenting ideas板块要求学生首先阅读两条观点，思考在体育比赛过程中，是参与比赛更为重要还是赢得比赛更为重要。然后寻找充足的论据支撑自己的观点，并组成正反方进行辩论。本板块通过观点的思考与表达，促进学生在真实的情境下综合运用语言，相互合作，展示个性，进一步加深对单元主题意义的理解，发展学生的思维品质，完成对所学内容的迁移和创新。Reflection引导学生从文本、语言、文化、学习策略和方法、分析和解决问题的能力等多方面进行自我评价和总结，并写出自我反思日志。
教学目标 在本板块学习结束时，学生能够： 通过本单元的学习，对“体育精神”这一话题有更深入的理解，形成自己的体育观； 辩证地看待问题，客观地对不同的观点进行评价； 了解英语辩论的基本方法，使学生能够运用恰当的表达方式进行辩论。
教学重点 引导学生运用恰当的表达方式进行辩论，同时结合所学的表达阐述自己对体育精神的理解并举例证明，提高综合语言运用能力，锻炼逻辑思维能力。
教学难点 发展学生的思维品质，完成对所学内容的迁移和创新； 引导学生对自己的学习行为和效果做出评估和分析，对自己的优缺点和得失做出反思。
教学策略 任务型教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher asks students to read the two points of view about winning and understand the meanings. Teacher divides students into groups to discuss the two points of view and take sides. Students read the two points of view about winning and understand the meanings. Students work in groups to discuss the two points of view and take sides. To encourage students to think actively and express themselves bravely.
Activities 2-4 Teacher regroups the class according to students’ points of view. Teacher asks students to discuss in groups, think of arguments to support their points of view and make notes. Teacher directs students to prepare for a debate. Teacher asks students to team up with a group with the opposite point of view and hold the debate. Students present their points of view. Students discuss in groups, think of arguments to support their points of view and make notes. Students prepare for a debate. Students team up with a group with the opposite point of view and hold the debate. To have students use the language, cooperate with others and show personality in real situations.
Reflection
Reflection Teacher asks students to recall what they’ve learnt in this unit. Teacher asks students to write a reflection based on the six tips. Students summarise what they’ve learnt and write a reflection based on the six tips. To help students evaluate their 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处理。)
课型 Speaking
主题语境 人与自我--运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 本单元的项目实践活动要求学生展开调研，搜集或自行设计趣味运动会的运动项目。学生在教师的指导下，综合运用本单元所学内容，开展自主学习、合作学习和探究式学习，有效完成开放型任务，利用幻灯片或手绘等多种形式展示调研成果，进一步挖掘体育精神的主题意义，提高综合语言运用能力。
教学目标 在本板块学习结束时，学生能够： 了解和掌握广告或者海报等宣传文本的结构和内容特点； 综合运用本单元所学内容，详细、生动、全面地介绍趣味运动会的情况和特色； 开展合作探究，进一步了解不同的体育项目，培养对体育活动的热爱。
教学重点 引导学生自主选择合适的宣传文本结构、内容和呈现方式介绍趣味运动会； 培养学生对体育活动的热爱。
教学难点 引导学生综合运用本单元所学内容，开展自主学习、合作学习和探究式学习，有效完成开放型任务。 引导学生进一步挖掘体育精神的主题意义。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class) Teacher asks students to go online to research fun races or activities they could include in their fun sports meet and make a list. Teacher asks students to find out the specific details for each race or activity on their list. (In the previous class) Students go online to research fun races or activities they could include in their fun sports meet and make a list. Students find out the specific details for each race or activity on their list. To get students prepared for the project, and develop their individual learning and exploring abilities.
Plan Teacher asks students to work in small groups to discuss and decide which races and activities to include in their fun sports meet. Teacher asks students to choose a date, time and location. Teacher asks each group to decide how to advertise their fun sports meet, for example, on a poster or via email. Each group discusses and decides which races and activities to include in their fun sports meet. Students choose a date, time and location. Each group decides how to advertise their fun sports meet, for example, on a poster or via email. To help students prepare for the fun sports meet.
Create Teacher asks students to consider what details to include in the advertisement. Teacher asks students to make an advertisement for their fun sports meet. Students consider what details to include in the advertisement. Students make an advertisement for their fun sports meet. To help students to carry out practical tasks.
Present Teacher asks each group to present the advertisement of their fun sports meet to the class and the whole class vote for the best races and activities. Teacher asks students to choose the most suitable date, time and location, and hold their fun sports meet. Each group presents the advertisement of their fun sports meet to the class and the whole class vote for the best races and activities. Students choose the most suitable date, time and location, and hold their fun sports meet. To develop students’ creative thinking ability.
单元主题 本单元主题语境是“人与社会”，涉及的主题语境内容是在运动竞技领域，每个人都可以通过自己的努力和强大的团队精神, 实现“更快、更高、更强”的体育精神。本单元从不同的角度，介绍不同国家的杰出运动员或运动团队，包括许海峰、Wayne Gretzky、Yelena Isinbayeva、Stephen curry、中国女排等，讲述了他们是如何凭借永不放弃的性格，坚持不懈的努力，钢铁般的意志力和团结一致的团队力量赢得比赛，超越自我，走向成功的。通过本单元的学习，学生能够对自我提出更高的要求，并通过自己的努力实现目标。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的人物介绍、新闻报道、语音信息等多模态语篇，综合运用各种语言技能，读懂与体育精神相关的语篇内容，听懂并谈论与体育运动相关的话题，恰当使用所学词汇与表达介绍运动员及其精神品质，描述体育赛事场景，了解中外优秀运动员的经历和事迹，感知他们的精神品质，深化对单元主题意义的理解；同时，要能够运用单元所学内容，通过比较、分析，准确获取语篇中与体育精神相关的信息并在此基础上联系自身实际，思考这些体育精神对自己的启发；此外，还能够组织一场趣味运动会，实现知识与思维能力的拓展和迁移，树立不畏艰难、团结协作、不断超越的体育精神；能够通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，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，激发英语学习的兴趣，提高自己的理解能力和表达能力，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 人与自我--运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 本板块有两个活动，活动1呈现一段视频，介绍了世界上三大体育赛事，分别是奥林匹克运动会，国际足联世界杯和“超级碗”（美国职业橄榄球大联盟NFL的年度冠军赛），简述了三大赛事的起源、发展和社会影响，考查学生已有的知识及听力理解能力。活动2用三张卡片, 概括了中国射击运动员许海峰、加拿大冰球运动员Wayne Gretzky、俄罗斯撑杆跳运动员Yelena Isinbayeva 的基本信息——国籍, 身份及所取得的体育成就，引导学生思考他们给自己带来的启示和影响。
教学目标 在本板块学习结束时，学生能够： 初步了解世界上三大体育赛事； 了解三位运动员的生平事迹，从他们身上学习体育精神； 谈论体育明星带给自己的启示和影响，了解与体育运动相关的知识，感知运动员身上体现出来的体育精神。
教学重点 引导学生了解体育赛事和运动员的相关话题，激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。
教学难点 学生能够基于所提供的信息和自己已有知识，复述活动中三位运动员的生平简介。
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher searches for and summarises information about the Olympic Games, FIFA World Cup, the Super Bowl. Teacher presents the information and asks students to tell True or False. Teacher plays the video and asks students to answer Question 1. Teacher plays the video again and asks students to answer Question 2 Students collect relevant information about the Olympic Games, FIFA World Cup, the Super Bowl. Students tell True or False about the information. Students watch the video and answer the two questions. To activate students’ existing background knowledge and arouse their interest in sports events.
Activity 2 Teacher introduces the background knowledge and adds more information. Teacher asks students to summarise the three sportspeople’s hard work and astonishing perseverance. Teacher asks students to discuss the qualities that the three sportspeople possess and share the results. Teacher asks students to give some other examples of sportspeople who possess the qualities. Students look at the pictures and read the basic information about the three sportspeople, then answer Question 1. Students summarise the three sportspeople’s hard work and astonishing perseverance. Students discuss the qualities that the three sportspeople possess, share the results and answer Question 2. Students give some other examples of sportspeople who possess the qualities. To make students know about the basic information of the three sportspeople and learn the spirit of sport from them.
Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自我——运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为新闻报道，介绍了体育明星Stephen Curry的成功之路。通过对课文的学习，学生可以了解到成功是与自信、努力和毅力等优秀个人品质紧密相联的。读前的导入活动用图片展示了一些篮球术语的英文表达，帮助学生提前熟悉语篇话题，为课文学习做铺垫。读中活动考查学生对文章关键信息的理解。读后活动则是通过考查作者写作意图、细节信息、核心信息和相关话题的表达，启发学生深入思考，利用所学内容创造性地探究主题意义。
教学目标 在本板块学习结束时，学生能够： 通过课文标题猜测课文内容和作者的写作意图； 通过细读课文, 找出相关的细节信息并梳理课文的写作脉络； 对课文进行解构，掌握新闻报道的写作特征和语言特征，并运用与话题相关的语言知识，介绍一位运动员。
教学重点 引导学生读懂语篇，理解作者的写作意图，并了解体育明星Stephen Curry的成功之路； 引导学生了解成功是与自信、努力和毅力等优秀个人品质紧密相联的。
教学难点 引导学生总结 Stephen Curry的成功经验，在今后的生活和工作中坚持自己的梦想，并为之不断努力，成为更好的自己。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the information on the picture and research online to find out the meanings and functions of the five basketball positions. Teacher asks students to read the information below the picture and finish the matching activity. Teacher invites some students to share their answers with the class. Students read the information on the picture and research online to find out the meanings and functions of the five basketball positions. Students read the information below the picture and finish the matching activity. Some students share their answers with the class To get students to know some basketball terms. To prepare students for reading.
Activity 2 Teacher presents some questions and asks students to read the passage quickly to find out the answers. Teacher divides students into groups to discuss the answers to the questions. Teacher asks students to answer the questions and give an explanation if necessary. Students read the passage quickly to find out the answers. Students discuss the answers to the questions. Students answer the questions and give an explanation if necessary. To direct students to read and understand the passage with specific tasks.
Activity 3 Teacher asks students to read the choices carefully and choose the author’s purpose in writing the passage. Teacher invites some students to give the reasons for the choice. Students read the choices carefully and choose the author’s purpose in writing the passage. Some students give the reasons for the choice To test students’ understanding of the title and the author’s writing purpose.
Activity 4 Teacher asks students to read the activity instruction as well as the summary and understand the purpose of the activity. Teacher asks students to scan the passage to get the key information and fill in the blanks. Teacher asks some students to read the whole sentences and the class check the answers together. Students read the activity instruction as well as the summary and understand the purpose of the activity. Students scan the passage to get the key information and fill in the blanks. Students read the whole sentences and the class check the answers together. To have students further sort out the passage structure and pay attention to Stephen Curry’s road to success.
Activity 5 1. Teacher asks students to read the passage carefully and find out the supporting details for the three qualities. 2. Teacher introduces the types of mind maps. 3. Teacher directs students to complete the information of the mind map provided by the textbook. 1. Students read the passage carefully and find out the supporting details for the three qualities. 2. Students complete the information of the mind map provided by the textbook. To direct students to make mind maps and summarise the reasons for Stephen Curry’s success.
Think & Share 1. Teacher divides students into groups to discuss the answers to the questions. 2. Teacher invites some students to present their answers. 1. Students discuss the answers to the questions in groups. 2. Some students present their answers. To direct students to better understand the passage and think deeply over the qualities needed for realising one’s dream.
Using language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 Grammar + Vocabulary + Listening + Speaking
主题语境 人与自我——运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 本板块语法部分主要内容是-ing形式作主语。第一个语篇讲述了Etenesh Diro在一场比赛中如何应对意外情况的故事；第二个语篇阐述了现代科技对体育的影响。词汇部分通过两段语音对话，呈现从事各种运动的表达，特别是不同动词的细微差别；听说部分请学生阅读一段关于劳伦斯世界体育奖（the Laureus World Sports Awards）的介绍，并完成与这个奖项相关的听力活动。本板块帮助学生深度聚焦语言的意义和功能，在真实语境下进行思考和交际运用，全方位提高综合语言运用能力。
教学目标 在本板块学习结束时，学生能够： 1.了解-ing形式作主语的结构和表意功能，掌握其用法，并能够在真实语境中运用； 2. 掌握并正确使用动词搭配恰当的运动，并尽量想出更多不同的运动类型； 3. 认识到运动精神的重要性，培养积极向上的生活观。
教学重点 引导学生掌握-ing形式作主语的用法，并能够运用；
教学难点 引导学生了解运动精神，听懂与运动精神相关的话题内容，并能够恰当地运用相关表达阐述自己的意见并进行解释。
教学策略 任务型教学法、发现教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read sentences (a) and (b) and pay attention to the words in bold. Then asks students to answer Question 1. Teacher asks students to read sentences (c) and (d) and answer Question 2. Then asks students to compare two groups of sentences to find out similarities and differences. Teacher asks students to look for more sentences with the -ing form as subject in the reading passage, and helps students to summarize the functions and usages of the -ing form as subject. Students read sentences (a) and (b) and pay attention to the words in bold. Then answer Question 1. Students read sentences (c) and (d) and answer Question 2. Then compare two groups of sentences to find out similarities and differences. Students look for more sentences with the -ing form as subject in the reading passage. To encourage students to discover the grammar usage by themselves. To further enhance students’ understanding of the functions and usages of the -ing form as subject.
Activity 2 Teacher asks students to read the passage and rewrite the underlined sentences with the -ing form as subject. Teacher invites some students to read out the rewritten sentences and checks the answers with the class. Students read the passage and rewrite the underlined sentences with the -ing form as subject. Some students read out the rewritten sentences and the whole class check the answers with the teacher. To get students to practice using the -ing form as subject.
Activity 3 Teacher asks students to read the passage and get its main idea. Teacher asks students to complete the passage with the correct form of the words in the box. Teacher asks some students to read out the whole passage and checks the answers with the class. Students read the passage and get its main idea. Students complete the passage with the correct form of the words in the box. Some students read out the whole passage and the whole class check the answers with the teacher. To get students to master the usages of different forms of verbs.
Activity 4 Teacher asks students to find out the point of view in Activity 3 and the supporting ideas. Teacher asks students to think about whether they agree with the point of view in Activity 3 and share their opinion with the whole class using the -ing form as subject where appropriate. Students find out the point of view in Activity 3 and the supporting ideas. Students think about whether they agree with the point of view in Activity 3 and share their opinion with the whole class using the -ing form as subject where appropriate. To help students develop thoughts and use the grammar structure in real language situations.
Activity 5 Teacher asks students to read the voicemail messages individually and complete it with the correct form of do, play and go. Teacher invites some students to share their answers. Teacher plays the voicemail and asks the students to listen to it and check their answers. Students read the voicemail messages individually and complete it with the correct form of do, play and go. Some students share their answers. Students listen to the voicemail and check their answers. To train students to complete the blank filling by combining their skills of reading and listening.
Activity 6 Teacher asks students to underline the sports with do, play and go in Activity 5 and put them into the boxes. Teacher asks students to add more sports with do, play and go they can think of. Students underline the sports with do, play and go into Activity 5 and put them in the boxes. Students add more sports with do, play and go they can think of. To help students master different verb collocations about sports.
Activity 7 Teacher asks students to read the passage and the questions and understand the main idea of the passage. Teacher asks students to work in groups and discuss the answers to the two questions. Teacher invites some students to present their answers. Students read the passage and the questions and understand the main idea of the passage. Students work in groups and discuss the answers to the two questions. Some students present their answers. To help students to know about the basic information of Laureus World Sports Awards and get prepared for the listening task in Activity 8.
Activities 8-9 Teacher asks students to read the four topics and predict what the audio talks about. Teacher plays the audio and asks students to listen to the conversation and choose a topic for it. Teacher checks the answer with the students. Teacher plays the audio again and asks students to complete the table. Teacher plays the audio again and asks some students to read the whole passage and checks the answers with the class. Teacher asks students to work in pairs and act out a similar conversation. Students read the four topics and predict what the audio talks about. Students listen to the conversation and choose a topic for it. Students check the answer with the teacher. Students listen to the audio again and complete the table. Students listen to the audio again and some students read the whole passage and the whole class check the answer. Students work in pairs and act out a similar conversation. To help students predict the topic of the listening material and catch the key information. To strengthen students’ ability to use theme-related language after listening.
Activities 10-11 Teacher asks students to complete the boxes with the expressions from the conversation in Activity 9. Teacher asks students to check the answers together. Teacher asks students to work in pairs and nominate three Chinese sportspeople for the next Laureus World Sports Awards and give their reasons. Teacher invites several pairs to act out their conversations using the expressions in this section. Students complete the boxes with the expressions from the conversation in Activity 9. Students check the answers together. Students work in pairs and nominate three Chinese sportspeople for the next Laureus World Sports Awards and give their reasons. Several pairs act out their conversations using the expressions in this section. To have students express opinion and give an explanation.
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 人与自我——运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为新闻报道。课文介绍了中国女排如何凭借坚韧不拔的毅力和奋斗精神以及团队合作精神战胜困难，赢得各类国际赛事，成为名副其实的世界冠军。读写部分介绍了一项4*100米接力赛的比赛场景。通过这一板块的学习，学生能够更深入理解团队精神的重要性，学会介绍中国女排的成功事迹，增强民族自信心和自豪感，同时初步掌握场景描写的特征和方法，能够用场景描写介绍一个体育赛事。
教学目标 在本板块学习结束时，学生能够： 理解课文内容，总结出中国女排成功的经验； 联系自身的学习与生活，深入思考女排精神对自己学习态度、生活态度和价值观的影响； 掌握场景描写的特征和方法，运用本单元所学语言知识，通过观察，学会细腻地描述场景并根据课后要求描述一段体育场景。
教学重点 介绍中国女排的成功事迹； 引导学生深入理解团队精神的重要性。
教学难点 引导学生初步掌握场景描写的特征和方法，能够用场景描写介绍一个体育赛事，增强民族自信心和自豪感。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the pictures and describe the scenes presented by the pictures. Teacher divides the class into groups and asks them to discuss the differences between team sports and individual sports. Then asks students to think of some famous sports teams and give the reasons why they are famous. Teacher asks some students to share their answers with the class, and asks other students to make supplements. Students look at the pictures and describe the scenes presented by the pictures. Students discuss the differences between team sports and individual sports. Then think of some famous sports teams and give the reasons why they are famous. Some students share their answers with the class, and other students make supplements. To activate students’ theme-related background knowledge.
Activity 2 Teacher asks students to read the passage and find out all the events mentioned. Teacher checks the answer with the class. Students read the passage and find out all the events mentioned. Students check the answer with the teacher. To train students to read a passage with tasks and find out the key information.
Learning to learn 1. Teacher asks students to read Learning to learn individually and understand the content and use of setting a scene. 2. Teacher asks students to read the passage again and find out the words, phrases and sentences for setting a scene. 1. Students read Learning to learn individually and understand the content and function of setting a scene. 2. Students read the passage again and find out the words, phrases and sentences for setting a scene. To help students to understand the content and function of setting a scene.
Activity 3 Teacher asks students to review the features of facts and opinions and the differences between them. Teacher asks students to read the sentences and decide if they are facts (F) or opinions (O). Teacher checks the answers with the class. Students review the features of facts and opinions and the differences between them. Students read the sentences and decide if they are facts (F) or opinions (O). Students check the answers with the teacher. To test students’ understanding of the passage.
Think & Share Teacher divides students into groups to discuss the answers to the four questions. Teacher invites some students to answer the questions and other students to make supplements or free discussion. Students work in groups to discuss the answers to the four questions. Some students answer the questions and other students make supplements or free discussion. To help students further understand the topic of the passage. To help students transfer and develop their knowledge and thinking ability.
Activity 4 Teacher asks students to work in groups to discuss the spirit of the Chinese women’s volleyball team. Teacher asks students to complete the mind map with their ideas and the examples that support them. Teacher asks some students to give a talk to the class. Students work in groups to discuss the spirit of the Chinese women’s volleyball team. Students complete the mind map with their ideas and the examples that support them. Some students give a talk to the class. To inspire students to think and express opinion, thus fostering their language using ability and creative thinking ability.
Activity 5 Teacher asks students to first read the questions below the passage and then predict the answers according to the picture. Teacher asks students to read the passage with questions and think about what they should pay attention to when describing scenes. Teacher asks some students to give their answers and asks other students to make supplements. Students read the questions below the passage and then predict the answers according to the picture. Students read the passage with questions and think about what they should pay attention to when describing scenes. Some students give their answers and other students make supplements. To get students familiar with the writing content and master some useful expressions for describing a sporting moment.
Activities 6-7 Teacher asks students to think about an unforgettable sporting moment they have experienced. Teacher asks students to complete the table in Activity 6 with the key information from the unforgettable sporting moment. Teacher directs students to write a passage describing the sporting moment according to the key information in the table and use the skill of setting a scene in “Learning to learn” in page 32 of the text book. Teacher asks students to work in pairs and make improvements to each other’s passages. Teacher invites some students to share their passages with the class. Students think about an unforgettable sporting moment they have experienced. Students complete the table in Activity 6 with the key information from the unforgettable sporting moment. Students write a passage describing the sporting moment according to the key information in the table and use the skill of setting a scene in “Learning to learn” in page 32 of the text book. Students work in pairs and make improvements to each other’s passages. Some students share their passages with the class. To have students write a passage according to the provided structure and make full use of the language knowledge, skills and strategies in this unit.
Presenting ideas & Reflection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 Speaking
主题语境 人与自我——运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 Presenting ideas板块要求学生首先阅读两条观点，思考在体育比赛过程中，是参与比赛更为重要还是赢得比赛更为重要。然后寻找充足的论据支撑自己的观点，并组成正反方进行辩论。本板块通过观点的思考与表达，促进学生在真实的情境下综合运用语言，相互合作，展示个性，进一步加深对单元主题意义的理解，发展学生的思维品质，完成对所学内容的迁移和创新。Reflection引导学生从文本、语言、文化、学习策略和方法、分析和解决问题的能力等多方面进行自我评价和总结，并写出自我反思日志。
教学目标 在本板块学习结束时，学生能够： 通过本单元的学习，对“体育精神”这一话题有更深入的理解，形成自己的体育观； 辩证地看待问题，客观地对不同的观点进行评价； 了解英语辩论的基本方法，使学生能够运用恰当的表达方式进行辩论。
教学重点 引导学生运用恰当的表达方式进行辩论，同时结合所学的表达阐述自己对体育精神的理解并举例证明，提高综合语言运用能力，锻炼逻辑思维能力。
教学难点 发展学生的思维品质，完成对所学内容的迁移和创新； 引导学生对自己的学习行为和效果做出评估和分析，对自己的优缺点和得失做出反思。
教学策略 任务型教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher asks students to read the two points of view about winning and understand the meanings. Teacher divides students into groups to discuss the two points of view and take sides. Students read the two points of view about winning and understand the meanings. Students work in groups to discuss the two points of view and take sides. To encourage students to think actively and express themselves bravely.
Activities 2-4 Teacher regroups the class according to students’ points of view. Teacher asks students to discuss in groups, think of arguments to support their points of view and make notes. Teacher directs students to prepare for a debate. Teacher asks students to team up with a group with the opposite point of view and hold the debate. Students present their points of view. Students discuss in groups, think of arguments to support their points of view and make notes. Students prepare for a debate. Students team up with a group with the opposite point of view and hold the debate. To have students use the language, cooperate with others and show personality in real situations.
Reflection
Reflection Teacher asks students to recall what they’ve learnt in this unit. Teacher asks students to write a reflection based on the six tips. Students summarise what they’ve learnt and write a reflection based on the six tips. To help students evaluate their 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处理。)
课型 Speaking
主题语境 人与自我--运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 本单元的项目实践活动要求学生展开调研，搜集或自行设计趣味运动会的运动项目。学生在教师的指导下，综合运用本单元所学内容，开展自主学习、合作学习和探究式学习，有效完成开放型任务，利用幻灯片或手绘等多种形式展示调研成果，进一步挖掘体育精神的主题意义，提高综合语言运用能力。
教学目标 在本板块学习结束时，学生能够： 了解和掌握广告或者海报等宣传文本的结构和内容特点； 综合运用本单元所学内容，详细、生动、全面地介绍趣味运动会的情况和特色； 开展合作探究，进一步了解不同的体育项目，培养对体育活动的热爱。
教学重点 引导学生自主选择合适的宣传文本结构、内容和呈现方式介绍趣味运动会； 培养学生对体育活动的热爱。
教学难点 引导学生综合运用本单元所学内容，开展自主学习、合作学习和探究式学习，有效完成开放型任务。 引导学生进一步挖掘体育精神的主题意义。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class) Teacher asks students to go online to research fun races or activities they could include in their fun sports meet and make a list. Teacher asks students to find out the specific details for each race or activity on their list. (In the previous class) Students go online to research fun races or activities they could include in their fun sports meet and make a list. Students find out the specific details for each race or activity on their list. To get students prepared for the project, and develop their individual learning and exploring abilities.
Plan Teacher asks students to work in small groups to discuss and decide which races and activities to include in their fun sports meet. Teacher asks students to choose a date, time and location. Teacher asks each group to decide how to advertise their fun sports meet, for example, on a poster or via email. Each group discusses and decides which races and activities to include in their fun sports meet. Students choose a date, time and location. Each group decides how to advertise their fun sports meet, for example, on a poster or via email. To help students prepare for the fun sports meet.
Create Teacher asks students to consider what details to include in the advertisement. Teacher asks students to make an advertisement for their fun sports meet. Students consider what details to include in the advertisement. Students make an advertisement for their fun sports meet. To help students to carry out practical tasks.
Present Teacher asks each group to present the advertisement of their fun sports meet to the class and the whole class vote for the best races and activities. Teacher asks students to choose the most suitable date, time and location, and hold their fun sports meet. Each group presents the advertisement of their fun sports meet to the class and the whole class vote for the best races and activities. Students choose the most suitable date, time and location, and hold their fun sports meet. To develop students’ creative thinking ability.