资源简介

(共22张PPT)
Module 3 Sports
New Standard English Student Book 3
Theoretical Basis
1. The Standards of
English Curriculum
3. The Structure of
Students’Core
Literacies
2. The Six Elements
of the Contents
of English
Curriculum
4. The New GRR
Model
语篇 语篇类型 语篇主题 语篇内容 主题意义
Unit 1 Activity 1 对话 日常体育活动，重大体育赛事，体育精神 询问他人的运动习好；表述自己的习好及对不同运动的评价 初探体育运动种类及评价，思考自己的体育习好
Unit 1 Activity 3 对话 日常体育活动，重大体育赛事，体育精神 观看体育节目和从事体育项目的对比 学习体育运动种类及评价，表达自己的体育习好
Unit 2 Training hard 记叙文 日常体育活动，重大体育赛事，体育精神； 身心健康，抗挫能力，珍爱生命的意识 以大明为代表的足球队员们的训练日常，动机，期盼 学习体育精神，塑造抗挫能力
Unit 3 An email from Sandy 独白 日常体育活动，重大体育赛事，体育精神； 身心健康，抗挫能力，珍爱生命的意识 Sandy如何通过运动缓解压力 运动可以带来友谊，释放压力
Unit 3 Activity 4 记叙文 日常体育活动，重大体育赛事，体育精神； 身心健康，抗挫能力，珍爱生命的意识 “我”的运动选择及对不同体育运动的评价 辩证看待运动，热爱运动
Unit 3 Activity 6 简单的说理类文章 日常体育活动，重大体育赛事，体育精神； 身心健康，抗挫能力，珍爱生命的意识 通过列举慢跑这项运动的优点和介绍我和朋友的慢跑经历，号召读者尝试慢跑 体会轻松运动，思考运动选择
Unit 3 Activity 5 简讯 日常体育活动，重大体育赛事，体育精神； 身心健康，抗挫能力，珍爱生命的意识 学校运动会上的 ”800米“赛事报道 体会竞技运动，思考体育精神
The study of discourses
The structure of themes
The structure of Language
The holistic concept of the module
Teaching Objectives&Teaching Arrangement
单元教学目标 课时安排 课时教学目标 单元大、小观念
谈论喜爱的体育运动 第一课时：Unit 1: Activity1&Activity3 1.获取听力中人物对体育运动的评价信息，梳理不同体育运动的评价方式 2.分析和评价观看运动和参加运动的优劣。 3.谈论并评价喜爱的体育运动 认识运动类型
写一篇作文“Our school basketball team" 第二课时：Unit2: Training hard 1. 通过阅读，梳理大明足球队的信息 2. 通过事例，分析大明足球队的胜负因素 3. 评价并感悟足球队的体育精神 4. 写一篇作文“Our school basketball team" 学习运动精神
参加年级的英文演讲“What sports can do" 第三课时：Unit 3: An email from Sandy&Activity4& Activity6&Activity5 1.通过听读，了解、分析四种不同背景人物的运动经历，积累语言知识 2. 结合事实依据，就慢跑的优点建构对话 3.小组合作，制作思维导图归纳四人的运动信息，结合信息，推断运动的好处 4. 选择其中一个语篇人物，给她/她写邮件讲述自己的运动经历和观点，评价他/她的运动观点 了解运动本质
第四课时：Writing 1.评价上节课及课后完成的邮件，结合评价量表指出优点，给出修改意见 2.写作英文演讲稿：What sports can do 表达热爱运动，通过运动提升自我的意愿
Teaching Assessment
知识测验
词汇、语法
单一技能
测试
思维导图
评价量表
可视化图形
感知与积累
习得与建构
内化与迁移
元认知
核心素养
综合表现
核心素养发展评价层级
同伴评价
自我评价
教师评价
评价形式
评价
主体
What: What jogging can do.
Why: Why we love sports.
How: The structure of describing and giving opinions
about sports.
Analysis of ”What-Why-How”
To know
and love sports
What: Cycling changes Rachael.
Why: Sports make us feel good.
How: Distinguishing adjectives and adverbs.
What: Andy’s choices of sports.
Why: Sports have advantages and disadvantages.
How: Usage of (comparative) adjectives and adverbs.
What: Sandy lost a race.
Why: Failure is not the end of sports.
How: Describing sports and feelings through adjectives
and adverbs.
Listening
Reading
Reading
Listening
Analysis of the Target Students
Describing the advantages and spirit
of sports with comparative adjectives
and adverbs in an organized structure
in writing
Teaching Objectives
Lesson Objectives（students are expected to...） Cognitive Abilities Core Literacies
Acquire and analyze the sports experiences of four people through listening and reading Learning comprehension Language abilities
Make up a dialogue surrounded by the advantages of sports based on facts Application practice Language abilities+Thinking quality
Design a mind map to summarize the information to conclude the benefits of sports through group work Transfer Innovation Language abilities+Thinking quality+Learning abilities
Choose one of the four people to write an email to him/her to describe sports experiences, share opinions and give suggestions Transfer Innovation Language abilities+Thinking quality+Cultural awareness
Teaching Focus&Difficulty
Teaching Focus Teaching Difficulty
1.To know about the benefits of sports 2. To distinguish and apply comparative adjectives and adverbs To construct the structure of the email and sort out the language materials for it
Teaching Approach&Aids
Teaching Approach Teaching Aids
Communicative Approach Computer assisted Instruction
Activity-based Approach Question-led Approach The Three-P approach
Teaching Procedure-Preparation
Activities Purposes Evaluation
Teacher talks about her love for sports Set the scene; Get activated Oral or Physical feedback
Talk about their experiences and opinions about sports in pairs Review; Get prepared Teacher- feedback；Peer-evaluation based on the sentences he/she said
Teaching Procedure-Practice
Activities Purposes Evaluation
Learn about Rachael; Predict Get activated and prepared Oral or Physical feedback
Pair work. Brainstorm adjectives and adverbs Recall and sort out Peer- evaluation based on the words they can recall
Listen and tick the words they hear Learn words in context Teacher- feedback and specify；Self-evaluation based on the words he/she ticked
Fill in the blanks and answer questions in pairs Summarize the differences; Understand the benefits of sports for Rachael Teacher feedback and peer evaluation based on his/her opinions
Teaching Procedure-Practice
Activities Purposes Evaluation
Learn about Andy; Predict Get activated and prepared Oral or Physical feedback
Complete the passage Distinguish (comparative)adjectives and adverbs in context Teacher- feedback and specify；Self-evaluation based on the words he/she filled in
Answer questions in pairs after thinking dialectically; Circle the conjunctions Realize both sides of sports; Acquire the usage of conjuctions in context Teacher feedback and peer-evaluation based on his/her opinions
Teaching Procedure-Practice&Procuction
Activities Purposes Evaluation
Learn about Monica; Brainstorm proper sports for her Thinking about how to choose sports Oral or Physical feedback
Fill in the blanks Apply previously-learned knowledge and skills in reading context Teacher- feedback and specify；Self-evaluation based on the words he/she filled in
Complete the mindmap; Make up a dialogue accordingly in pairs Realize the benefits of sports; Enhance abilities to express and communicate; Cultivate logical thinking and creative thinking Teacher feedback and peer evaluation based on his/her opinions by evaluation form 1
Teaching Procedure-Practice&Production
Activities Purposes Evaluation
Learn about Sandy; Imagine what happened and talk in pairs Cultivate the ability to associate and express Oral or Physical feedback;
Peer-evaluation
Listen and choose Practise the skill to listen by key words; Apply previously learned knowledge and skills in listening context Teacher- feedback and specify；Self-evaluation based on the answer he/she choosed
Watch the video; Give opinions in pairs Realize the spirit of sports; Enhance abilities to express; Cultivate logical thinking and creative thinking Teacher feedback and peer evaluation based on his/her opinions
Teaching Procedure-Summary&Production
Activities Purposes Evaluation
Work in groups to analyze learned information to work out a mind map; Summarize the benefits of sports Get knowledge organized in mind; Enhance the ability to communicate and cooperate; Cultivate logical thinking and creative thinking Teacher feedback and peer evaluation based on evaluation form2
Choose one of the four people to write an email to; Write an email(at class and for homework) Apply and transfer literacy Teacher feedback and peer evaluation based on evaluation form3
Teaching Procedure-Summary&Production
Purposes For homework To help them in organizing infomation
For blackboard To get them prepared for next class’s activities of evaluation
After-class reflection To give hints for open-ended questions according to students’ cognitive development To train students to ask questions by themselves to get them more activated and self-motivated; Irreplacable roles of the evaluation forms in peer-evaluation; To get them familiar with class instructions. Thanks！

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