牛津译林版（2019）必修 第二册Unit 2 Be sporty, be healthy Reading教学设计
文档属性
| 名称 | 牛津译林版（2019）必修 第二册Unit 2 Be sporty, be healthy Reading教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 55.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-14 20:37:00 | ||
图片预览
文档简介
必修二U2 Be sporty, be health阅读课教学设计
一、基本信息：
课题名称 Model 2 Unit 2 Be sporty, be healthy
课型 阅读课
授课文本 A beginner’s guide to exercise
授课年级 高一年级上
授课时长 45分钟
二、文本分析：
1. 基于课标
主题语境 人与自我——健康的生活方式
语篇类型 运动指南
语言知识 通过阅读文本，学生了解主旨内容、运动指南的文章结构以及语言风格，并且学习与“运动”话题有关的词汇。
文化知识 认识到“正确运动”、“健康生活”的重要性，并树立正确的运动观。
语言技能 本单元通过听说读写看等活动发展学说的理解性技能和表达性技能。了解语篇大意、基本结构和语言风格，从语篇中提取重要信息，并发展结合与主题相关的重点词汇表达自己看法的能力。
学习策略 元认知策略、认知策略、情感策略、交际策略
2. 基于语料
What “A beginner’s guide to exercise”是一篇提供给给初次开始运动者的运动指南，全文提到了四个具体建议：了解运动的好处、计划好日常锻炼、正确的饮食习惯以及避免受伤。
Why 通过本文的学习，作者希望传达给青少年：运动有助于身心健康，好的运动习惯更是使人受益无穷，但要采取正确的运动方式，才能从中获取最大益处。
How 本文是一篇运动指南，语言风格正式且客观，指南中的每条建议下都提供了具体的例子。全文主要可以分为三部分。第一部分为导入，即第1段；第二部分为第2-5段，分别介绍了四条来自初次健身者的建议；第三部分即最后一段，为总结，并呼吁读者即刻运动起来。
三、学情分析：
本次授课的对象是芜湖一中的高一年级学生，学生具备一定的阅读基础和阅读能力。但对于“运动指南”这一语篇形式，学生对其的接触不多。学生对该话题比较熟悉，本节课的学习帮助了解运动的好处以及正确运动的重要性，并能运用与本话题相关的词汇与表达阐述自己的观点与看法。
四、教学目标：
通过预测文章内容，激活学生已有的与本话题有关的知识；
通过略读文本，结合语篇，了解文章大意（四条具体建议）；
通过寻读文本，获取文章细节信息，理解每条建议下的原因、好处等；
通过相关话题的讨论，引导学生深层次了解本主题，并运用相关词汇和表达阐述自己的观点；
通过探究主题，引导学生树立正确的运动观。
五、教学重点：
引导学生迅速本篇运动指南的大意、语言风格和基本结构。
引导学生深入探究文章中的细节内容。
六、教学难点：
帮助学生举例支撑自己的论点。
引导学生流畅地表达自己的看法和观点。
Teaching Procedures:
Warming-up (3 mins)
Step 1. Discussion (whole class work)
The teacher presents the unit “Be sporty, be healthy” on the PPT, and asks students the following questions.
Do you like sports
If yes, what are they If no, why
[Justification: The topic is close to students’ lives, which can arouse students’ interest and inspire their thinking.]
Pre-reading (23mins)
Step 1.Predicting (whole class work)
The teacher presents the title of the passage “A beginner’s guide to exercise” for students and asks them to predict what kind of information will be included in it.
[Justification: By predicting, their interest can be aroused and then they can read with a task.]
While-reading (23mins)
Step 1. Skimming (individual work)
Students read the passage quickly and try to complete the hart below.
[Justification: To help students understand the gist of the passage in a short time so that their skimming skills can be improved..]
Step 2. Scanning (individual work)
Students read the guide again and try to complete the following task.
Guide 1: What kind of benefits can exercise bring to physical and mental heath respectively (1)
Guide 2: What do you expect to improve How do you achieve it (2)
Guide 3: Why do you need eat noodles, rice,fruit and vegetables (3)
Guide 4: How to prevent soft tissue injury (4)
Then, they think about the question:
What different techniques the guide uses
[Justification: To help students master some details in the passage so that they can understand the content better.]
Post-reading (7 mins)
Step 1. Role-play (peer work)
S1: A student want to get into shape but he/she didn’t know how to start.
S2: Give S1 some suggestions with reasons.
[Justification: To develop students’ ability to express their ideas using what they have learned today.]
Step 2. old-sayings sharing (whole class work)
The teacher shares some sayings about sports.
[Justification: To broaden students’ horizon and help them form correct view of sports.]
Summary (1 min) (whole class work)
Students summarize the article they have learned together. If necessary, the teacher can provide help.
Homework (1 min)
Students write a passage to recommend their favourite sport to their friends and provide their reasons in 120 words.
Black Board Design:
Reflection: ( to be written immediately after the class.)
一、基本信息：
课题名称 Model 2 Unit 2 Be sporty, be healthy
课型 阅读课
授课文本 A beginner’s guide to exercise
授课年级 高一年级上
授课时长 45分钟
二、文本分析：
1. 基于课标
主题语境 人与自我——健康的生活方式
语篇类型 运动指南
语言知识 通过阅读文本，学生了解主旨内容、运动指南的文章结构以及语言风格，并且学习与“运动”话题有关的词汇。
文化知识 认识到“正确运动”、“健康生活”的重要性，并树立正确的运动观。
语言技能 本单元通过听说读写看等活动发展学说的理解性技能和表达性技能。了解语篇大意、基本结构和语言风格，从语篇中提取重要信息，并发展结合与主题相关的重点词汇表达自己看法的能力。
学习策略 元认知策略、认知策略、情感策略、交际策略
2. 基于语料
What “A beginner’s guide to exercise”是一篇提供给给初次开始运动者的运动指南，全文提到了四个具体建议：了解运动的好处、计划好日常锻炼、正确的饮食习惯以及避免受伤。
Why 通过本文的学习，作者希望传达给青少年：运动有助于身心健康，好的运动习惯更是使人受益无穷，但要采取正确的运动方式，才能从中获取最大益处。
How 本文是一篇运动指南，语言风格正式且客观，指南中的每条建议下都提供了具体的例子。全文主要可以分为三部分。第一部分为导入，即第1段；第二部分为第2-5段，分别介绍了四条来自初次健身者的建议；第三部分即最后一段，为总结，并呼吁读者即刻运动起来。
三、学情分析：
本次授课的对象是芜湖一中的高一年级学生，学生具备一定的阅读基础和阅读能力。但对于“运动指南”这一语篇形式，学生对其的接触不多。学生对该话题比较熟悉，本节课的学习帮助了解运动的好处以及正确运动的重要性，并能运用与本话题相关的词汇与表达阐述自己的观点与看法。
四、教学目标：
通过预测文章内容，激活学生已有的与本话题有关的知识；
通过略读文本，结合语篇，了解文章大意（四条具体建议）；
通过寻读文本，获取文章细节信息，理解每条建议下的原因、好处等；
通过相关话题的讨论，引导学生深层次了解本主题，并运用相关词汇和表达阐述自己的观点；
通过探究主题，引导学生树立正确的运动观。
五、教学重点：
引导学生迅速本篇运动指南的大意、语言风格和基本结构。
引导学生深入探究文章中的细节内容。
六、教学难点：
帮助学生举例支撑自己的论点。
引导学生流畅地表达自己的看法和观点。
Teaching Procedures:
Warming-up (3 mins)
Step 1. Discussion (whole class work)
The teacher presents the unit “Be sporty, be healthy” on the PPT, and asks students the following questions.
Do you like sports
If yes, what are they If no, why
[Justification: The topic is close to students’ lives, which can arouse students’ interest and inspire their thinking.]
Pre-reading (23mins)
Step 1.Predicting (whole class work)
The teacher presents the title of the passage “A beginner’s guide to exercise” for students and asks them to predict what kind of information will be included in it.
[Justification: By predicting, their interest can be aroused and then they can read with a task.]
While-reading (23mins)
Step 1. Skimming (individual work)
Students read the passage quickly and try to complete the hart below.
[Justification: To help students understand the gist of the passage in a short time so that their skimming skills can be improved..]
Step 2. Scanning (individual work)
Students read the guide again and try to complete the following task.
Guide 1: What kind of benefits can exercise bring to physical and mental heath respectively (1)
Guide 2: What do you expect to improve How do you achieve it (2)
Guide 3: Why do you need eat noodles, rice,fruit and vegetables (3)
Guide 4: How to prevent soft tissue injury (4)
Then, they think about the question:
What different techniques the guide uses
[Justification: To help students master some details in the passage so that they can understand the content better.]
Post-reading (7 mins)
Step 1. Role-play (peer work)
S1: A student want to get into shape but he/she didn’t know how to start.
S2: Give S1 some suggestions with reasons.
[Justification: To develop students’ ability to express their ideas using what they have learned today.]
Step 2. old-sayings sharing (whole class work)
The teacher shares some sayings about sports.
[Justification: To broaden students’ horizon and help them form correct view of sports.]
Summary (1 min) (whole class work)
Students summarize the article they have learned together. If necessary, the teacher can provide help.
Homework (1 min)
Students write a passage to recommend their favourite sport to their friends and provide their reasons in 120 words.
Black Board Design:
Reflection: ( to be written immediately after the class.)