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UNIT 3 On the move Developing ideas
Running into a better life
阅读语篇教学设计
Teacher: Class: Grade:one
一 . 话题介绍：
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；读写部分的语篇介绍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。
二．教学目标：
1. 掌握本课的重要词汇与句式；
2. 学生了解跑步对我们的影响和好处；
3. 引导学生理解课文内容，掌握文章大意，在此基础上训练学生总体把握文章大意的能力，通过学习四位跑步者的故事，从每个故事中体会积极的人生态度；
三．教学重难点：
1. 掌握本篇文章的了生词以及找出文章各个段落的大意。
2. 训练短文填空的技能技巧。
3. 深入思考跑步的好处。
四．学情分析：
在本单元前几节课的学习中，同学们熟悉了和运动相关的词汇，比如说yoga，football，rugby, volleyball，cycling,surfing，tai chi，pull-up，skipping，push-up ，sit-up ，plank 等。学生课前通过音标拼读，已能基本正确读出本课的生词，例如asthma, physical, network, tension, gorilla, die out等，并预习了优化方案P67-68页。
本班学生在入学时英语基础较为薄弱，且缺乏对英语学习的热情及正确的方法，英语基础参差不齐。然而学生对跑步这项运动较为熟悉，对于跑步对个体有哪些益处也有个大概了解，因此不会出现因主题较为陌生而产生阅读障碍。但是同学们生活中很少有机会深入思考跑步的好处，因此在理解跑步对社区对社会产生影响方面还需要一定的引导。这也是本课时的难点，所以需要学生们在阅读的过程中深挖文本，突破跑步给个人带来益处，由文本拓展对跑步的认识，思索跑步对社会，对世界的影响。
五．教学方法：
根据班级情况和教学目标，本课时采用的是任务型教学模式，激发学生的学习积极性，让学生把所学与实际相结合。对文本的处理，在语言输入的阶段，更多的是采用填空的形式，让学生在搜索答案的基础上进行操练。课程结合小组讨论的方式，在教师的协助下，完成本节课的学习任务，从而掌握本节课的阅读任务。
六．任务设计：
【设计意图】本课时的教学内容是通过阅读，让学生了解几位跑步者的故事，从而明白跑步可以给生活带来的变化。基于此学习目的，我设计了连线、填空的任务，在完成任务的同时去阅读内容。
七 . 教学过程：
目标 活动 评价 活动内容 设计意图 学习观和学科素养培养目标 深度学习特征
Analyze the best ways to lose weight. Step 1 Lead-in (2 mins) Students can free talk it. T shows a video about the marathon, and asks students the following questions; What running event is mentioned in the video What do you know about marathon 利用“减肥”和马拉松视频的形式引出话题，激发学生学习兴趣。 学习理解 语言能力 联想与结构
1.Interpret the information in the bar chart. Step 2 Pre-reading Whether students can get the key information and answer the questions. Look at the chart and answer the questions. What key information is shown What reasons lie behind the phenomenon Running into a Better life. After showing the pictures, do a summary analysis. 利用柱状图帮助学生理解文章主题并梳理文章写作脉络。 通过解读标题，引导学生打开思维，思考跑步对个体的益处，减轻后续阅读负担。 学习理解 语言能力和思维品质 活动与体验
1.Analyze why the four people started running and the benefits of running to individuals, communities and the world. Step 3 While reading—— Skimming & Scanning & careful reading Whether students can grasp the text features of forum and fill in the blanks.. Read for choose Matching questions allows students to quickly read the content. Careful reading Read the stories of these four people one by one. And fill in the blanks. 1. Read para 1. 1) Running could improve ______________________and help him treat his asthma. 2) _____________ running and led him to achieve things he never thought he could do. 2. Read para 2. 1) She discovered an app that ______________________and she wanted to see her name in the top five. 2) She came across ______________ and fell in love with running. 3. Read para 3. 1) His job sometimes _______________and makes him feel anxious. To help deal with this, he started running. 2) After running, ____________ and he is ready to face the next day at work. 4. Read para 4. 1) She participated in a programme run by The Gorilla Organization to ___________________. 2) She had a great day in London, as well as____________________. 此部分运用快速阅读引导学生在短时间。快速把握文章大意的能力。 细读是通过对文章进行逐个部分的细读来完成不同的任务，在潜移默化中加强对细节的理解，培养解题技能，为阅读专项奠定坚实的基础。教师在检测的同时掌控学生做笔记以及为后续的任务完成做好铺垫。同时学生也在课本的题干处列出自己完成任务所需的关键词，目的是加深记忆，为完成后续任务做好准备。 学习理解和应用实践 学习能力 活动与体验 本质与变式
Step 4（10mins） Post reading Whether students can summarize how running benefits the runners. Read for analysis T leads students to read the text again and teacher guides students to further summarize the benefits of running. 帮助学生将阅读内容结构化，深入分析文本内容。加深学生对主题的理解。 应用实践和迁移创新 语言能力和思维品质 活动与体验 本质与变式
Step 5 Group work Think and share T leads students to list the benefits of running 1 build up the strength 2 be good for our eyes 3 relieve stress 4 lose weight 5 keep young 6 improve the quality of sleeping 7 improve the function of heart and lung 8 hone(磨练）one`s will and perseverance 9 bring us confidence 10 help us make new friends …… 指向教学目标2，学生了解跑步对我们的影响和好处。要求学生根据对课文内容的理解, 延伸出跑步的好处，并和小组讨论，列出其他的好处。 迁移创新 语言能力和思维品质 迁移与运用 价值与评判
Language points Step 6 Interview Whether students can put what is learnt in this lesson into their writing. Imagine a marathon is going on your school, and many students take part in it. Work in group of six to create an interview. Student A is a journalist. Others are participants. The journalist could ask questions like：What’s your name How old are you Why do you choose to take part in running When did you start to like running What do you think of running What challenges did you face What makes you keep going Presentation 根据对课文内容的理解，再延伸到采访环节的输出，通过小组合作，激发学生的积极性和互动性，学生可以灵活练习，将阅读指导与深入实践相结合，帮助学生进一步实践。 迁移创新 语言能力和思维品质 迁移与运用 价值与评判
Step 7 Homework Write a passage about how to live a better life.
八：板书设计:
Name Benefits from running
Li Yue improved fitness
Sarah make new friends
David relieve stress
Grace help save endangered animals
在推进课堂教学的过程中，根据教学目标的要求和学生的具体情况，在黑板上形成下列板书框架：
Unit 3 Running into a better life.
Learning objectives:
1、To get to know something about Marathon.
2、To learn how to get information through charts or graphs.
3、To understand the benefits and power of running.

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