资源简介

U3 Sports and Fitness
Reading for Writing 教案
教材分析：
本课时通过阅读Kayla有关健康减肥的经历，引导学生整理文章逻辑与表达，模仿阅读材料关于异同的短语，引导学生关于自己生活改变进行写作，集成一本班级健康指南。重点表达主要涉及生活价值观追求、健康减肥等话题，如slim, jog。重点句式主要涉及展示异同、体现改变等话题。本文的价值取向在于学生通过学习，梳理文章逻辑与表达，掌握描述自身改变的写作内容的基本要素，树立对于生活与健康的正确合理价值观。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及生活价值观追求、健康减肥等话题的重要表达，如slim, jog，习得涉及展示异同、体现改变等话题的重要句式，如similarly, instead of。引导学生读懂阅读材料，并模仿材料发展逻辑与表达，对自己生活的改变进行写作。
思维品质上，归纳阅读材料的主要内容，梳理发展逻辑，列举生活发展与变化，进行过去与现在的对比和现在与未来的对比，并模仿逻辑思路，记录或回顾自己的改变。
文化意识上，树立正确的有关生活与学习、运动与健康的价值观，学会正确看待处理自己的生活；同时，了解健康指南的基本要素，学会制作健康指南。
学习能力上，了解同伴互评的基本步骤，应用同伴互评策略进行写作，提高合作意识与能力。
教学重点：
学生通过模仿阅读材料发展逻辑与表达，对自己生活的改变进行写作。
教学难点：
学生通过阅读与讨论，树立正确的有关生活与学习、运动与健康的价值观，学会正确看待处理自己的生活。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss are asked to think about the books they like to read. T could give some examples if necessary and introduce what a wellness book is to the Ss. 导入情境，引导学生认识不同体裁的书目。 4’ CW
Step 2 Kayla’ s life: Ss are asked to read Kayla’s story and answer the questions. Before reading, T could lead Ss to read the questions first. Then T guides Ss to check the answers one by one. Key words: slim: skinny diet: fast rather: rather than; kind of/ sort of/ a little bit 先阅读问题，引导学生阅读，提高学生问题意识。 10’ CW
Step 3 Background information 1: Ss are asked if they tried the 5:2 diet before and learn what the 5:2 diet is and its history. 创设语境，深入主题，介绍背景知识。
Step 4 Background information 2: Ss are asked to guess the meaning of the phrases about the foods and match the meaning.
Step 5 Organization and language features: Ss are asked to complete the outline according to the text. Then T lead Ss to check the answers. 引导学生进行细节阅读，梳理文章逻辑。 5’ CW
Step 6 Organization and language features: Ss are asked to underline the words and phrases in the text to show similarities and differences. Then T lead Ss to check the answers. After checking the answers, T could lead Ss to learn the usage of the words and phrases according to the context in the paragraphs. 引导学生发现掌握表达异同的重点词汇与短语，提高学生语言能力。 5’ CW/IW
Step 7 Discuss in pairs: Ss are asked to answer the following questions. Have you had your troubles in life How did you overcome the difficulties Suggested answers: Yes, I had experienced a tough time when I was in my third year of junior high. I was gaining weight because much of the attention had to been paid to the high school entrance exam and I don’t know what to do. Then my sister told me to … 引导学生读后思考自己相关经历，为之后写作奠定基础。 5’ GW
Step 8 Write for a class wellness book： Ss discuss the topics on the PPT together. Before the discussion, T could lead Ss to learn some key words and give some hints for thinking and discussing. 引导学生回顾原文逻辑与表达，总结信件书写的基本格式与表达，提升学生文化意识。 4’ CW
Step 9 Write for a class wellness book： Ss are provided with the logic line they could have and T could give some examples accordingly. Then T introduces some other expressions for similarities and differences. 引导学生发展逻辑思路，扩充学生重点表达，提升学生核心素养。 5’ CW
Step 10 Write for a class wellness book: Ss are asked to think about what they would like to read if they are the reader. Then T could share some key points in their writing for an instruction. 提高学生同理心，激发学生读者意识。 10’ GW
Step 11 Write for a class wellness book: Ss are asked to do a peer evaluation with the checklist that T offers. T could introduce some key words. Key words: error: mistake 引导学生了解同伴互评，熟悉同伴互评策略与步骤，加强学生合作意识与能力，提高学生学习能力。 5’ GW
Step 12 Discuss in groups: Ss are asked to think about other elements in a wellness book. Then T could introduce several elements in a good wellness book. 结合现实，引导学生了解书籍的编排，为下一步任务打基础。 5’ CW/IW
Step 13 Write your plan: Ss are asked to put up their emails in class or read them to the class. 引导学生进行小组任务，结合实际情况，多元展示写作成果。
Step 14 Homework： Watch a TED speech by Wendy Suzuki talking about how sports could benefit our life and think about the following questions. What are the three things that exercise brings to us What kinds of schedule for working out does the scientist suggest What is your plan for your working-out
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否熟练掌握阅读文本中重点表达与句型，熟练掌握有关异同的表达。
学生通过本课时学习，能否归纳整理阅读文本发展逻辑，并根据逻辑顺序独立清晰的完成自己有关改变经历的写作任务。
学生通过本课时学习，能否对自己的生活与观点进行反思，树立正确的价值观。

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