牛津译林版（2019）必修第二册Unit 2 Be sporty,be healthy Welcome to the unit同步教案
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| 名称 | 牛津译林版（2019）必修第二册Unit 2 Be sporty,be healthy Welcome to the unit同步教案 |  | |
| 格式 | doc | ||
| 文件大小 | 43.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-12-28 14:39:35 | ||
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《英语》（必修·第二册）
Unit 2 Be sporty, be healthy
Welcome to the unit & Reading (I)
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand some jokes about different sports and talk about their favourite sports freely;
2. predict the main idea, know about the structure and the purposes of the guide;
3. read the guide critically, express their own opinions and know how to support them;
4. know how to write a guide to a specific sport according to what they have learned in class.
II. Key competence focus
1. Predict the main idea of a text.
2. Read this guide critically.
3. Write a guide to a specific sport.
III. Predicted area of difficulty
1. Back up opinions with strong evidence.
2. Design a beginner’s guide to a specific sport.
IV. Teaching procedures
Step 1 Reading jokes
T asks Ss to read the jokes on page 15 and discuss in pairs what makes these jokes funny.
【设计意图：以一些关于体育运动的笑话引出本节课的话题，不但带动了课堂气氛，也让学生接触到了双关这一修辞手法。】
Step 2 Free talk
1. T asks Ss to talk about what their favourite sport is and why. T chooses some of them to share their ideas.
【设计意图：让学生自由表达各自喜欢的运动项目及原因，引起情感上的共鸣，为下一个环节的预测活动做铺垫。】
2. T cites the quote of Cai Yuanpei and asks Ss to say something about the importance of good health.
【设计意图：从同学们的自由发言来看，他们都对体育锻炼非常感兴趣。然后由蔡元培先生的名言来说明身体健康的重要性，引出Reading环节。】
Step 3 Prediction
1. T asks Ss about the things that might prevent people from starting exercise.
2. T asks Ss to predict what kind of information the guide will give.
【设计意图：人们对于强身健体很感兴趣，但是不清楚如何开始。引导学生思考究竟是什么让他们不敢走出锻炼的第一步。然后让学生预测文章信息内容，培养学生预测性思维能力。】
Step 4 Understanding the idea of the guide
1. T asks Ss to focus on the four subheadings.
2. T asks Ss to complete A1.
【设计意图：指导学生通过副标题快速获取段落主旨，了解语篇宏观结构，验证之前的预测，锻炼学生总结归纳的能力。】
3. Understanding the details
T asks Ss to read the guide again carefully and answer the questions.
Why is regular exercise good for the heart and lungs
Do you think exercise is good for your mental health Why
What type of exercise should you take if you want to increase muscle strength
How does flexibility training help you
Why do you need to eat foods rich in protein
How long should you wait after exercise to have your meal
【设计意图：结合课本上A2的内容并加以补充和修改，进一步培养学生根据关键词索引信息的能力，通过细节信息的补充，为完成下一步的思维导图做铺垫，并让学生明白每一个观点之后都应该有事实细节或例子来支撑，这样读者才会信服，才会想去尝试文中所提到的内容。】
4. T asks Ss to design a more detailed mind map for the guide based on A1 and A2.
(1) T gives a sample mind map of the first subheading.
Increase the efficiency of the heart and lungs
Physical benefits Have better immune systems
Be at lower risk of diseases
Understanding the
benefits of exercise
Mental benefits Reduce stress and get over negative feelings
Improve certain brain functions
(2) Ss work in groups of four to draw mind maps on their own.
(3) T asks some groups to share their mind maps.
【设计意图：进一步培养学生总结归纳能力以及小组合作能力，学生自己制作思维导图，阅读思路更清晰，印象更深刻，彼此交流学习长处，完善思维漏洞，对文章整体结构和细节也能快速把握。】
Step 5 In-depth analysis of the guide
1. T asks Ss to think about the purposes of this guide.
Encourage readers to exercise.
Inform readers of the proper way of exercising.
2. T asks Ss what different techniques the guide uses for these purposes.
The guide asks questions at the beginning to draw readers’ attention and at the end to give encouragement to readers.
The guide gives examples to explain how different types of activities improve health in lines 16–21.
The guide compares the human body to a car that needs to be fuelled to help readers understand the role of carbohydrates in lines 25–26.
【设计意图：了解文章结构，熟悉文本内容以后，启发学生思考作者写下这个指南的目的，然后运用了什么样的技巧来支撑自己的观点，为后面的任务输出做铺垫。】
3. T asks Ss to think about what other information could be included in the guide.
【设计意图：学生可自由表达意见，能够锻炼学生的创造性思维。】
Step 6 Preparation for another guide
1. T asks Ss to design a beginner’s guide to their favourite sport. Ss work in groups of four, discuss what topics could be included in their guide and draw a simple mind map in class.
2. T asks every group to present their mind maps.
【设计意图：结合学生的兴趣点所在，培养学生的创造性思维及动手能力，不拘泥于课本提供的知识，给予学生足够的自由发挥空间，这一部分属于迁移创新类活动。】
V. Homework
PAGE
1
第页
Unit 2 Be sporty, be healthy
Welcome to the unit & Reading (I)
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand some jokes about different sports and talk about their favourite sports freely;
2. predict the main idea, know about the structure and the purposes of the guide;
3. read the guide critically, express their own opinions and know how to support them;
4. know how to write a guide to a specific sport according to what they have learned in class.
II. Key competence focus
1. Predict the main idea of a text.
2. Read this guide critically.
3. Write a guide to a specific sport.
III. Predicted area of difficulty
1. Back up opinions with strong evidence.
2. Design a beginner’s guide to a specific sport.
IV. Teaching procedures
Step 1 Reading jokes
T asks Ss to read the jokes on page 15 and discuss in pairs what makes these jokes funny.
【设计意图：以一些关于体育运动的笑话引出本节课的话题，不但带动了课堂气氛，也让学生接触到了双关这一修辞手法。】
Step 2 Free talk
1. T asks Ss to talk about what their favourite sport is and why. T chooses some of them to share their ideas.
【设计意图：让学生自由表达各自喜欢的运动项目及原因，引起情感上的共鸣，为下一个环节的预测活动做铺垫。】
2. T cites the quote of Cai Yuanpei and asks Ss to say something about the importance of good health.
【设计意图：从同学们的自由发言来看，他们都对体育锻炼非常感兴趣。然后由蔡元培先生的名言来说明身体健康的重要性，引出Reading环节。】
Step 3 Prediction
1. T asks Ss about the things that might prevent people from starting exercise.
2. T asks Ss to predict what kind of information the guide will give.
【设计意图：人们对于强身健体很感兴趣，但是不清楚如何开始。引导学生思考究竟是什么让他们不敢走出锻炼的第一步。然后让学生预测文章信息内容，培养学生预测性思维能力。】
Step 4 Understanding the idea of the guide
1. T asks Ss to focus on the four subheadings.
2. T asks Ss to complete A1.
【设计意图：指导学生通过副标题快速获取段落主旨，了解语篇宏观结构，验证之前的预测，锻炼学生总结归纳的能力。】
3. Understanding the details
T asks Ss to read the guide again carefully and answer the questions.
Why is regular exercise good for the heart and lungs
Do you think exercise is good for your mental health Why
What type of exercise should you take if you want to increase muscle strength
How does flexibility training help you
Why do you need to eat foods rich in protein
How long should you wait after exercise to have your meal
【设计意图：结合课本上A2的内容并加以补充和修改，进一步培养学生根据关键词索引信息的能力，通过细节信息的补充，为完成下一步的思维导图做铺垫，并让学生明白每一个观点之后都应该有事实细节或例子来支撑，这样读者才会信服，才会想去尝试文中所提到的内容。】
4. T asks Ss to design a more detailed mind map for the guide based on A1 and A2.
(1) T gives a sample mind map of the first subheading.
Increase the efficiency of the heart and lungs
Physical benefits Have better immune systems
Be at lower risk of diseases
Understanding the
benefits of exercise
Mental benefits Reduce stress and get over negative feelings
Improve certain brain functions
(2) Ss work in groups of four to draw mind maps on their own.
(3) T asks some groups to share their mind maps.
【设计意图：进一步培养学生总结归纳能力以及小组合作能力，学生自己制作思维导图，阅读思路更清晰，印象更深刻，彼此交流学习长处，完善思维漏洞，对文章整体结构和细节也能快速把握。】
Step 5 In-depth analysis of the guide
1. T asks Ss to think about the purposes of this guide.
Encourage readers to exercise.
Inform readers of the proper way of exercising.
2. T asks Ss what different techniques the guide uses for these purposes.
The guide asks questions at the beginning to draw readers’ attention and at the end to give encouragement to readers.
The guide gives examples to explain how different types of activities improve health in lines 16–21.
The guide compares the human body to a car that needs to be fuelled to help readers understand the role of carbohydrates in lines 25–26.
【设计意图：了解文章结构，熟悉文本内容以后，启发学生思考作者写下这个指南的目的，然后运用了什么样的技巧来支撑自己的观点，为后面的任务输出做铺垫。】
3. T asks Ss to think about what other information could be included in the guide.
【设计意图：学生可自由表达意见，能够锻炼学生的创造性思维。】
Step 6 Preparation for another guide
1. T asks Ss to design a beginner’s guide to their favourite sport. Ss work in groups of four, discuss what topics could be included in their guide and draw a simple mind map in class.
2. T asks every group to present their mind maps.
【设计意图：结合学生的兴趣点所在，培养学生的创造性思维及动手能力，不拘泥于课本提供的知识，给予学生足够的自由发挥空间，这一部分属于迁移创新类活动。】
V. Homework
PAGE
1
第页