资源简介

Unit 2 Be sporty, be healthy
Welcome to the unit & Reading 教案
教材分析：
本课时通过一篇运动指南，介绍了运动新手在运动时需要注意的问题。重点表达主要涉及建议提出与讲解等话题。重点句式主要为谨慎用语的使用。本文的价值取向在于学生通过学习，学习运动与健康的意义与内涵，学会正确看待运动与健康，学会正确科学进行运动与健康管理。
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，习得涉及建议提出与解释等话题的重点词组，如assume；习得涉及谨慎用语的重点句式，如generally speaking；根据语篇，提高阅读能力及改写能力。
思维品质上，梳理指南内容发展逻辑与脉络，辩证思考体育运动的好处，结合自身生活规律，反思运动频率和作息。
文化品格上，体会运动与健康意义与内涵，理解坚持运动与维持健康的重要性，学会正确科学的进行体育锻炼，维护身体健康。
学习能力上，归纳与学习任务基本解题方法与步骤；形成读前预测意识，提升读前预测能力。
教学重点：
学生读懂阅读文本大意，能就运动与健康等关系话题进行相关输入与输出。
教学难点：
学生能形成读前预测意识，并掌握预测技巧与方法。
学生能归纳学习并使用谨慎用语相关短语与句式。
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 Warm-up for the unit: Ss are asked to identify the person in the picture and learn more information about Cai Yuanpei. 利用学生已知信息，引出主题。 3’ CW
Step 2 Warm-up for the unit: Ss are asked to appreciate the sentence by Cai Yuanpei together and share their understanding of the sentence. Suggested answers: A healthy and sound body is the foundation of our mind development. 加深上一步活动，引导学生学前思考健康与运动的意义。 5’ IW/CW
Step 3 Welcome to the unit: Ss are asked to read the jokes and finish the tasks. Ss are invited to discuss the following questions: What do you think is funny about these jokes What is your favourite sport Why do you like it T could lead Ss to check the meaning of the jokes first then organize the discussion. Suggested answers: My favourite sport is badminton because the game is very exciting and it always leads me to focus on my movements which is ... 创设语境，进一步导入主题，并回顾总结指南语篇特征，提高学生语篇意识与识别语篇能力。 5’ CW/GW
Step 4 Warm-up for the reading: Ss are asked to think about the following questions before reading. What might prevent people from starting exercise 2. What kind of information do you think this guide will give For giving some hints about the second question, T could introduce some skills for making a prediction before the formal reading procedures. Suggested answers: I think modern people might be obsessed with some smart digital devices, which makes them spend less time on exercising … I think the text might be talking about how a beginner could start his or her exercise from zero. Before answering the questions, T could lead Ss to recall the genre of the passage and summarize some main features of guide. T could offer some help in answering the questions. In checking the answers, T could lead Ss to know some key words and complex sentences together. 引导学生进行读前思考，介绍梳理读前预测策略的意义与使用技巧，提升学生预测策略认识与运用能力，提升学生学习能力。 10’ GW/IW
Step 5 Complete the chart: Ss are asked to read the guide and complete the chart. Before reading, T could give some hints in finishing the tasks. T and Ss check the answers together and explore some long and complicated sentences together. 引导学生阅读并完成任务，利用表格整理文章内容发展逻辑，提升学生思维品质. 12’ CW/IW
Step 6 Answer questions: Ss are asked to read the guide again and answer the following questions. Before the reading, T could lead Ss to think about key information for locating and prediction for answer. The step can improve Ss’ efficiency. 引导读文章完成任务，引导学生注意归纳回答问题技巧，随后进行长难句讲解，提升学生学习能力与语言能力。 12’ CW/IW
Step 7 Discuss: Ss are asked to discuss the following questions and T could lead Ss to think about the key information that they need to grasp. 引导学生根据所读内容进行相关话题讨论。 12’ CW/GW
Step 8 Building your language: Ss are asked to complete the conversation with the correct forms of the words and phrases in the box. Before that, T could introduce several key words and the strategy for filling in the blanks. Then, T leads Ss to check the answers together. Key words: average prevent lack maintain 介绍文中重点单词，引导学生总结归纳填词技巧与做题方法，提升学生语言能力与学习能力。 8’ CW/IW
Step 9 Building your language: Ss are asked to read he example of the words and add more collocations. T could offer several words to encourage Ss to match the words in a right order or collocation under a competitive environment. Then, Ss and T check the answers together. 引导学生学习有关词组搭配，进行搭配比赛，降低任务难度，活跃课堂气氛。 7’ CW/W
Step 10 Build your language: Ss are asked to learn some cautious language. T could introduce the purpose of the language and give several examples of it. Then Ss are asked to find the sentences with cautious language in the passage and revise the sentences in the box with cautious language after the introduction of how to revise the sentences. T leads Ss to check the answer together. 帮助学生认识了解谨慎用语的功能与基本用法，引导学生发现与归纳改写句子技巧，从而完成句子改写任务。 8’ CW/IW
Step 11 Homework: Watch a video about the benefits of sports. Think about the following questions. What are the advantages of sports Make a practical plan about how you are going to do sports to improve yourself.
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，能否理解阅读文本主要内容，并能了解指南语篇的主要特征，熟悉谨慎用语的主要意义与使用方法。
学生通过本课时学习，能否加深对运动与健康的理解，并能根据所读内容，逻辑清晰地梳理出运动新手所需了解的主要问题。

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