Book 1 Unit 3 going positive教学设计.doc

1、课题：Going Positive（Book 1 Unit 3: Sports And Fitness）主题语境体育与健康语篇类型说明文课型写作指导教师一、教学文本分析单元以体育与健康为主题语境。本课以健康为话题，以制定高中班级健康簿为任务，用说明文体裁介绍主人翁Kayla在生活上的积极改变。文章第一部分介绍Kayla过去存在的问题担忧；第二部分通过an article切入她在观念、行动上的变化；最后一部分通过对比过去，介绍了Kayla改变后的现在的健康与快乐的生活。文章通过比较与对比的写作手法，引导学生关注Kayla的改变，并引导学生开展自我改变的写作，通过说明文文本，将话题与交际功能以及表

2、达对比的语言结构有机结合。该文本话题与学生学习生活贴近。因此教学目标的设定及活动的设计需要紧密结合学生的学习心理，通过past and now产生强烈对比，引导学生思考关注自我的改变。此课为读写课，因此不需要花太多篇幅放在阅读上，教学设计时需要重点关注写作可能遇到的障碍。二、学情分析学生在初中阶段已经学过关于健康话题的文章，引起学生对健康话题的内容并不陌生。但是，比较与对比的写作方法是本课的难点之一，学生在写作过程中不常用。本课在教学活动过程中，需要关注学生如何在阅读过程中解决写作可能遇到的问题，同时健康的话题不仅限于课堂与校园。可以引导学生关注身边的校园与社会，进行写作，为健康簿的制定丰富材

3、料。三、教学目标 . Learning ability:1. students will be able to handle target phrases and expressions to show similarities and differences: make such a difference, instead of, instead, rather than etc.2. students will be able to understand the “comparison and contrast” method of writing and form an article

4、of their own. Communicating ability: 1. students will be able to use what they learned to express their positive changes. 2. students will be able to speak out what they should do to become a wellness person. Thinking quality: 1. students will be able to think critically. 2.students will be able to

5、find that a wellness person should be both mentally and physically healthy.四、教学策略选择1. 强化读前的对比与比较的引导。通过教师个人改变分享，引导学生关注文本话题。这阶段重点关注学生的听力的培养。2. 在阅读过程中引导学生从基本的信息获取能力出发，引导学生进行批评性思维的培养，并通过文本的对比阅读，训练对比比较的写作思维。5、 教学重点及难点1. to understand the “comparison and contrast” method of writing and form an article of

6、their own.2. to find that a wellness person should be both mentally and physically healthy.六、教学资源多模态教学资源，包括动态的室内场热身活动展示；阅读过程中的阅读文本图片材料展示；写作过程中写作成果的分析展示等。七、教学过程步骤教师活动学生活动设计意图核心素养提升点Step1Lead inShare my story about changes with students to introduce Kaylas change.Listen to teachers change carefully an

7、d get to know the description about change.To lead in the topic.通过“听”和“看”拉进学生距离，激发学生对文本的阅读兴趣，形成阅读期待，了解改变的概述。Step2 Pre-writingActivity 1Tell students to read the passage and fill in the mind map with verbs.While checking answers, ask students to read some sentences in the article.List expressions abo

8、ut similarity and differenceon the blackboard.Read the article carefully and fill in the blanks.Read the sentence in the passage aloud according to teachersrequirement.To have an understandingabout the articleand some usefulexpressions.通过“找”阅读文章，获取信息，借助篇章上下文语境了解文章内容及关于异同的表达方式。Step2 Pre-writingActivi

9、ty 2Guide students to find the position of sentences in task 1 and find the writing style of the passage.Find the position of sentences in task 1 and the writing style of this passage.To understand the writing style of this passage.通过“找”了解对比文的写作风格。Step2 Pre-writingActivity 3Tell students to summariz

10、e the passage with proper expressions.Summarize the passage with proper expressions.To put the expressions just learned intopractice.通过“填”总结文章，呈现文本基本框架结构，帮助学生对文本信息进行结构化和条理化处理，形成篇章结构化知识，加深文本标题理解，并且为后续篇章写作提供框架及语言结构内容铺垫。 Step2 Pre-writingActivity 4Guide students to summarize the “changes” of the passag

11、e and writethem down on the board.Guide students to find what a wellness person should be.Follow the teacher to summarize the“changes”of the passage and get toknow what a wellness person should be.To understandthe article betterand know thedefinition ofwellness people.通过“总结”进一步明确文本结构内容以及写作手法，为后续写作进行

12、语言铺垫。Step 3 While-writingActivity 1Show students the survey result and ask them to form a group to discuss one of their health problems.Watch the video to know the result of the survey and discuss with group members.After that, write down the discussion resultand present it to other students.To coll

13、ectmaterials forwriting.通过“讨论”培养团体协作的能力和表达自身积极改变的交流能力。Step 3 While-writingActivity 2Ask students to form an article according to their discussion results and display itwith the help of the computer.Form an articleaccording to therequirements anddiscussion results andthen display it.To put what Sslea

14、rned intopractice.通过“写”输出本文所学知识点，同时加深拓展对文本信息的理解，提高学生思维品质和文化品格。Step 4 Post-writing Activity 1Ask students to think what makes a wellness person.Think what makes a wellness person.To show thedefinition of awellness person.通过“想”培养学生总结及批判性思考的能力。Step 4 Post-writing Activity 2Ask students to think what sh

15、ould we do to become a wellness person (mentally&physically).Think the methodsto become a wellness person (mentally&physically).To show the methods to be a wellness person.通过“想”培养学生解决问题的能力。Step 5 Homework Compulsory task: Have your article polished and form our own class wellness book.Optional task: Write down your plan to become a wellness person.8、 板书设计 Unit 3: Going positiveSimilarities: look like too still past presentDifferences: expository even though/rather than/instead writing negative positive mentally aInstead of but wellness keep slim keep fit physically person