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Book 4 Unit 3 Faster, higher, stronger教学设计
单元主题 The theme context of this unit is "people and society", and the content of the theme context involved is in the field of sports competition. Everyone can realize the sports spirit of "faster, higher and stronger" through their own efforts and strong team spirit. This unit from different angles, introduce the outstanding athletes or sports team, including hai-feng xu, Wayne Gretzky, Yelena Isinbayeva, Stephen curry, Chinese women's volleyball team, etc., tells the story of how they with never give up character, unremitting efforts, iron willpower and united team strength to win the game, beyond self, to success. Through the study of this unit, students can put forward higher requirements for themselves, and achieve their goals through their own efforts.
单元目标 Students were able to follow around the thematic context content of this unit, Based on the multimodal discourse such as character introduction, news reports and voice information provided by the unit, Using a variety of language skills, Read the discourse content related to sportsmanship, Understand and talk about topics related to sports, Appropriate use of the learned vocabulary and expressions to introduce the athletes and their spiritual qualities, Describe the sporting event scene, Learn about the experience and deeds of the Chinese and foreign elite athletes, To sense their spiritual qualities, Deepen the understanding of the meaning of the unit theme; at the same time, To be able to use what the unit has learned, By comparison, by analysis, Accurately obtain the information related to sportsmanship in the discourse and on this basis with their own reality, Think about the inspiration of these sportsmanship; besides, You can also organize a fun sports meeting, Realize the expansion and migration of knowledge and thinking ability, Establish the sports spirit of overcoming difficulties, unity and cooperation, and constantly surpassing; Being able to apply various learning strategies, In the process of independent learning, cooperative learning and inquiry learning, Monitor, evaluate, reflect and adjust their learning content and process by with the reflective and evaluative problems provided by the unit, To stimulate the interest in learning English, Improve your understanding and expression skills, Finally, to promote the comprehensive improvement of their own language ability, cultural consciousness, thinking quality and learning ability.
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 Man and self- -to achieve "faster, higher and stronger sportsmanship" in the field of sports competition
内容分析 This plate has two activities, activity 1 present a video, introduces the top three major sports events in the world, respectively is the Olympic games, FIFA World Cup and the "super bowl" (professional football league NFL annual championship), summarizes the origin of the three major events, development and social influence, examine students' existing knowledge and hearing understanding ability. Activity 2 uses three cards to summarize the basic information of —— nationality, identity and sports achievements of Chinese shooter Xu Haifeng, Canadian ice hockey player Wayne Gretzky, Russian pole vaulter Yelena Isinbayeva and Yelena Isinbayeva, and guide students to think about the enlightenment and influence they have brought to them.
教学目标 At the end of this section, students can: Preliminary understanding of the world's three major sports events; Understand the life story of the three athletes, learn the sportsmanship from them; Talk about the enlightenment and influence that sports stars bring to them, understand the knowledge related to sports, and perceive the sportsmanship reflected in the athletes.
教学重点 Guide students to understand the topics related to sports events and athletes, activate students' existing language and background knowledge, and pave the way and preheating for the next learning activities of the whole unit.
教学难点 Students were able to retell the lives of the three athletes in the activity based on the information provided and their own knowledge.
教学策略 Audio-visual teaching method, communicative teaching method
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 Human and self —— sports competition field to achieve "faster, higher, stronger sports spirit"
内容分析 This section presents a text reflecting the theme of the unit, and the discourse type is a news report, introducing the road to success of sports star Stephen Curry. Through the study of the text, students can understand that success is closely linked to excellent personal qualities such as confidence, hard work and perseverance. The import activity before reading shows the English expression of some basketball terms with pictures to help students get familiar with the text topic in advance and pave the way for the text study. The reading activity examines students' understanding of the key information in the article. After reading, the activity is to examine the author's writing intention, detailed information, core information and related topics, inspire students to think deeply, and use the content to creatively explore the meaning of the theme.
教学目标 At the end of this section, students can: Guess the text of the content and the author's writing intention through the text title; By reading the text carefully, find out the relevant details and comb out the writing context of the text; Deconstruct the text, master the writing characteristics and language characteristics of news reports, and introduce an athlete with the language knowledge related to the topic.
教学重点 Guide students to read the text, understand the author's writing intention, and understand the success of sports star Stephen Curry; Guide students to understand that success is closely linked to excellent personal qualities such as confidence, hard work and perseverance.
教学难点 Guide students to sum up the successful experience of Stephen Curry, adhere to their dreams in the future life and work, and continue to work hard for it, to become a better self.
教学策略 P-W-P pattern
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 Human and self —— sports competition field to achieve "faster, higher, stronger sports spirit"
内容分析 The main content of the grammar part of this section is-ing form as the subject. The first tells the story of how Etenesh Diro responds to unexpected situations during a game; the second illustrates the impact of modern technology on sports. The vocabulary part shows the presentation of various movements, especially the nuance of the Lawrence World Sports Awards (the Laureus World Sports Awards) and completes the listening activities related to the award. This section helps students to deeply focus on the meaning and function of language, think and communicate in a real context, and comprehensively improve their comprehensive language use ability.
教学目标 At the end of this section, students can: 1. Understand the structure and ideographic function of the-ing form as the subject, master its usage, and can use it in the real context; 2. Master and correctly use the verbs with appropriate movements, and try to come up with more different types of sports; 3. Recognize the importance of sports spirit and cultivate a positive view of life.
教学重点 Guide the students to master the use of the-ing form as the subject, and can use it;
教学难点 Guide the students to understand the sports spirit, understand the topics related to the sports spirit, and can properly use the relevant expressions to explain their own opinions and explain them.
教学策略 Task-based teaching method, discovery teaching method, communicative teaching method, listening and speaking teaching method
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 Human and self —— sports competition field to achieve "faster, higher, stronger sports spirit"
内容分析 This section presents the text reflecting the unit theme from another Angle, and the discourse type is the news report. The text introduces how the Chinese women's volleyball team overcame difficulties by virtue of its perseverance and teamwork spirit, won all kinds of international competitions and became a real world champion. The read and write section introduces the scene of a 4 * 100-meter relay race. Through the study of this section, students can have a deeper understanding of the importance of team spirit, learn to introduce the successful deeds of the Chinese women's volleyball team, and enhance their national confidence and pride. At the same time, they can initially master the characteristics and methods of scene description, and introduce a sports event with scene description.
教学目标 At the end of this section, students can: Understand the content of the text and summarize the successful experience of the Chinese women's volleyball team; In connection with their own study and life, deeply think about the influence of the spirit of women's volleyball team on their learning attitude, life attitude and values; Master the characteristics and methods of scene description, use the language knowledge learned in this unit, learn to describe the scene delicately through observation, and describe a sports scene according to the requirements after class.
教学重点 Introduce the successful deeds of the Chinese women's Volleyball team; Guide students to deeply understand the importance of team spirit.
教学难点 Guide students to master the characteristics and methods of scene description, to introduce a sports event with scene description, to enhance national confidence and pride.
教学策略 P-W-P pattern
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 Human and self —— sports competition field to achieve "faster, higher, stronger sports spirit"
内容分析 Presenting ideas The section requires students to read two points of view first, thinking about whether it is more important to participate in competitions or to win competitions in the process of sports competitions. Then look for sufficient evidence to support their views, and form the positive and negative side to debate. Through the thinking and expression of views, this section promotes students to comprehensively use language in real situations, cooperate with each other, show their personality, further deepen the understanding of the meaning of the unit theme, develop students' thinking quality, and complete the transfer and innovation of the content they have learned. Reflection Guide students to self-evaluate and summarize from the text, language, culture, learning strategies and methods, and the ability to analyze and solve problems, and write a self-reflection log.
教学目标 At the end of this section, students can: Through the study of this unit, I have a deeper understanding of the topic of "sportsmanship" and form my own view of sports; Dialectically treat the problem and evaluate different views objectively; Understand the basic methods of English debate, so that students can use the appropriate expression to debate.
教学重点 Guide the students to use the appropriate way of expression to debate, and at the same time, explain their own understanding of the sports spirit and prove with examples, to improve the comprehensive language use ability and exercise the logical thinking ability.
教学难点 Develop students' thinking quality, complete the transfer and innovation of the learned content; Guide students to evaluate and analyze their own learning behavior and effects, and reflect on their own advantages and disadvantages and gains and losses.
教学策略 Task-based teaching method, communicative teaching method
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 Man and self- -to achieve "faster, higher and stronger sportsmanship" in the field of sports competition
内容分析 The project practice activities of this unit require students to carry out research, collect or design fun sports events by themselves. Under the guidance of teachers, students make comprehensive use of what they have learned in this unit, carry out independent learning, cooperative learning and inquiry learning, effectively complete open tasks, display research results in various forms such as slides or hand drawing, further explore the theme significance of sportsmanship, and improve their comprehensive language use ability.
教学目标 At the end of this section, students can: Understand and master the structure and content characteristics of advertising texts such as advertisements or posters; Comprehensive use of the content of this unit, detailed, vivid and comprehensive introduction of the situation and characteristics of the fun sports meeting; Carry out cooperative exploration, further understand the different sports projects, and cultivate the love of sports activities.
教学重点 Guide the students to choose the appropriate publicity text structure, content and presentation way to introduce the fun games; Cultivate students' love for sports activities.
教学难点 Guide students to comprehensively use the content they have learned in this unit, carry out independent learning, cooperative learning and inquiry learning, and effectively complete the open tasks. Guide students to further explore the theme significance of sportsmanship.
教学策略 Task-based teaching method
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.

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