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Book 1 Unit 2 Sports and Fitness教学设计
单元主题 本单元主题语境是“体育与健康”，通过多种文本形式与听说读写看等活动介绍了日常常见体育运动与锻炼方式及其规则，引导高中生树立坚持不懈，积极拼搏的竞技精神和养成坚持锻炼的健康生活方式，在学习的同时也要劳逸结合，积极合理参加体育活动，保持9身心健康，以良好的心态和健康的体魄为高中生活打下基础。
单元目标 语言能力目标 能够了解常见体育活动及其规则并了解科学锻炼的基本知识；能够理解与体育活动相关的文章内容，听懂并谈论与体育健康相关的话题，恰当使用所学词汇、句型谈论运动情况；通过分析故事记叙文要素，学习如何撰写个人故事。 文化意识目标 能够理解体育运动与规则的重要性；能够树立坚持不懈，积极拼搏与公平竞争的竞技精神和养成坚持锻炼的健康生活方式。 思维品质目标 能够通过比较、分析，准确获取语篇中有关体育运动的相关信息，建立对体育运动和健康生活的正确认识，通过阅读个人故事等引导学生进一步深入理解拼搏进取，公平竞争等体育精神，进行自我反思，形成积极乐观，健康向上的生活态度。 学习能力目标 能够通过了解不同的体育运动及其规则，激发英语学习的兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
Topic Talk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 Listening + Speaking
主题语境 人与社会——体育与健康
内容分析 本部分包含两段听力材料。第一段听力材料通过对话形式介绍了一位男生的运动习惯，并通过相应的text builder作辅助，帮助学生们讨论自己 运动习惯。第二段听力材料介绍了排球的基本规则。该部分作为本单元的起始课，起到了激活与体育健康主题相关的背景知识的作用，并为本单元后面的教学内容做了话题、词汇及思维层面的铺垫。
教学目标 1. 通过听力材料，能够对健康生活方式有一定的了解，初步理解体育运动的重要性。 2. 能够谈论自己喜爱的体育运动与自己的运动习惯。
教学重点 引导学生通过听力材料与相应辅助文本，获取关于不同体育运动和生活方式的相关信息； 使用所学词汇及短语谈论自己喜爱的体育活动与自己的生活方式。
教学难点 引导学生了解并表达不同的体育运动和生活方式； 引导学生初步理解体育运动的重要性。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents related words and expressions using pictures as prompts for students. 2. T asks the Ss the following questions: (1). What sports do you like (2). How often do you work out (3). Why do you like playing sports 1. Ss look at the pictures and learn the related words and expressions about sports and fitness. 2. Ss communicate with T and answer the questions. Students learn the new vocabulary through pictures and contexts. Recall and activate students’ past knowledge about sports and fitness to prepare them for the following activities.
Activity 2 T asks Ss to work in pairs to talk about sports and fitness, using some cues to help. (Cues: ①Name the sports and athletes you know; ②Talk about ways to keep fit; ③Choose a sport and talk about its rules…) 2. T asks Ss to choose one or several cues to share with the class. Ss work in pairs to talk about sports and fitness using the cues presented. T has an understanding about the Ss’ knowledge on the target topic and guides them to classify the previous knowledge.
Activity 3 1. T guides the Ss to listen to an interview about playing sports and fill in the blanks. 2. T asks Ss to use the Text Builder to talk about what they should do to keep fit. 1. Listen to an interview about playing sports and fill in the blanks. 2. Use the Text Builder to talk about what you should do to keep fit. Train and integrate Ss’ listening and speaking abilities and in the meantime deepen their understanding about the importance of sports and fitness.
Activity 4 1. T asks Ss to listen to a dialogue about two people talking about the rules of volleyball and take some notes to help them while listening. 2. T asks Ss to check their answers afterwards. 1. Listen to a dialogue about two people talking about the rules of volleyball and take some notes to help themselves while listening. 2. Check the answers afterwards. Develop Ss’ listening strategies like listening for specific information on the topic of sports and fitness and expand their knowledge on sports and fitness.
Activity 5 1. T asks the Ss to work in groups to take turns to talk about the rules of volleyball. 2. T asks Ss to try to talk about Chinese women’s volleyball team. 1. Work in groups to take turns to talk about the rules of volleyball. 2.Talk about Chinese women’s volleyball team. Facilitate Ss to understand and talk about the rules of volleyball. Provide opportunities for Ss to internalize the target language items and to learn more cooperatively and independently.
Summary & Homework T briefly summarizes what have been learned today and assigns the homework. Homework: 1. Write a short paragraph to introduce your favorite sport with the help of the language you have learnt. Try to focus on one aspect such rules, frequency and reasons. 2. Look up the quotes on Page 29 and try to figure out their meanings and pare your notes with others in the next class.
Notes: T: Teacher Ss: Students
Lesson 1 The Underdog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 Reading + Speaking
主题语境 人与社会——体育与健康，体育精神
内容分析 本部分是记叙文语篇的阅读，分为两部分。第一部分主要讲述了一个身高仅有1.6米的高中生Paul，他凭借着自己对篮球的热爱，仍然坚持不懈的训练，但可惜由于身高这一缺点，得不到教练的信任，很少有机会上场参赛。第二部分讲述了在一次重要比赛中，由于队员的受伤，Paul得到了一次上场的机会，最终他凭借自己的非凡实力赢得了比赛并且得到了教练的认可。本文是一篇人物介绍，通过Paul的朋友及队友“我”这一第三人称视角描述了Paul的逆袭之路和教练在比赛前后情感态度的变化，向学生们传达了不惧困难，乐观向上，勇敢拼搏的体育精神。本文主要的语法结构是定语从句。
教学目标 1. 通过预测、略读、细读读懂文章，概括文章主旨大意，获取并梳理文中Paul个人及篮球比赛等事实性信息。 2. 能够运用话题相关词汇、句型，例如 champion, inspiration, bench, replacement, tough, perfect, crash, let sb down, pay off等对Paul的逆袭之路进行复述。 3. 能够比较比赛前中后教练对Paul态度的变化并找出相应依据。 4. 能够正确识别出定语从句中的关系代词并准确使用定语从句。 5. 通过阅读，小组合作，同伴讨论等，思考与分享自己对不惧困难，乐观向上，勇敢拼搏的体育精神的理解。
教学重点 1. 能够使用所学词汇复述Paul的故事。 2. 能够正确识别出定语从句中的关系代词并准确使用定语从句。
教学难点 评价Paul的逆袭之路与他身上体现的体育精神。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents related words and expressions using pictures as prompts for students. 2. T asks the Ss the following questions: (1). Do you know any basketball players (2). What makes a great basketball player Ss learn the related vocabulary through contexts and pictures. Ss think about and answer the questions. Introduce the topic of basketball players and activate and expand Ss’ knowledge on basketball.
Activity 2 T guides the Ss to predict what does the title “underdog” mean. Ss guess what does “underdog” mean through their own reading and under teacher’s instructions. Train Ss’ ability to predict and make inference using pictures as clues.
Activity 3 1. T asks Ss to read part 1 about an underdog and answer the questions below: (1) Who was his favorite player (2) How was he treated by the coach (3) How tall was he How tall was his favorite player (4) What team was he on (5) What kind of player was he on the team 2. T asks some Ss to share their answers. Ss read part 1 and answer the questions and share their answers with the class. Facilitate Ss to gain some factual information and detailed information about Paul, the main character of the story.
Activity 4 T asks Ss what Paul’s advantages and disadvantages were as a basketball player. Ss answer the question based on the factual information gained before. Train Ss’ ability to gain and process specific information.
Activity 5 T asks Ss to read the last paragraph, especially the last sentence of the paragraph and then predict what would happen next. Ss read the last paragraph and then predict what would happen next. Enable Ss to interpret the turn in the story and understand the function of foreshadowing.
Activity 6 T asks Ss to put the following events in the right order and note down the coach’s attitude with evidence. Ss to put the following events in the right order and find out the change of coach’s attitude with evidence. Develop Ss’ ability to analyze the text structure by identifying and justifying the change of coach’s attitude.
Activity 7 T asks Ss to work in pairs and retell the story according to the flow chart in activity 6. Ss retell the story to their partners using the information in the last activity. Enhance Ss’ understanding about the text structure.
Activity 8 T presents relative clauses, the key structure in this lessen using some example sentences. Ss learn the basic structure of relative clauses through example sentences. Ss learn the language structure through context.
Activity 9 1. T asks Ss to work in groups to discuss the following questions: (1) What kind of player was Paul Find evidence from the story to support your view. (2) Why did the coach call Paul “big guy” What do you think the coach might have learnt from his experience with Paul 2. T asks Ss to work in groups of 5 to act out the scene in part 2. Each of you plays the role as Paul, Eric, their coach and their teammate respectively. 1. Ss work in groups and discuss the questions. 2. Ss work in groups of 5 and act out the scene in part 2. Develop Ss’ ability to evaluate Paul’s and coach’s actions and facilitate them to have their own understanding about sportsmanship. Acting out the scene in part 2 would help Ss to consolidate the language items in the text and internalize them through meaningful output.
Activity 10 T concludes this lesson by asking Ss to reflect on the following questions: (1) How did Paul change from the underdog into a big guy (2) What is the sportsmanship (3) If you were short as Paul, would you make the basketball team Would you earn your place on the team Why or why not Ss reflect on the questions and answer them. Enhance Ss’ ability to think critically and form their own understanding about the sportsmanship.
Summary & Homework 1. T briefly summarizes the class by reviewing the key phrases and sentence structures and finishing the summary and quiz of this lesson. 2. T assigns the homework: write a short summary about Paul.
Lesson 2 Rules of the Game 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 Listening + Speaking
主题语境 人与社会——体育与健康
内容分析 本课包含4段听力材料，第一段材料是一则公告，介绍了网球比赛中观众应遵循的规则。第二段材料是一段对话，介绍了拳击比赛中运动员应遵守的规则。第三段对话介绍了一些跑步比赛中的注意事项和小技巧。最后一段对话是两名球迷对一场球赛的讨论。本课的主题仍是体育精神和体育与健康，本课的听力材料聚焦一些常见赛事的规则，引导学生们意识到规则的重要性，树立遵守规则，公平竞争的体育精神。
教学目标 1. 通过听力材料，能够了解一些常见赛事的规则，理解规则的重要性。 2. 能够谈论自己喜爱的体育活动的规则。 3. 能够树立遵守规则，公平竞争的体育精神。
教学重点 1. 引导学生通过听力材料与相应辅助文本，获取关于一些常见赛事的规则的相关信息。 2. 使用所学词汇及短语谈论体育活动的规则。
教学难点 1. 引导学生树立遵守规则，公平竞争的体育精神。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents related words and expressions like defense, prohibit, bite, quit, etc. in this lesson using pictures as prompts for students. 2. T introduces the topic by asking the Ss do you have to obey the rules when playing games And why 1. Ss look at the pictures and learn the related words and expressions about sports and fitness. 2. Ss communicate with T and answer the questions. Activate and recall Ss’ previous knowledge on the rules of the game. Introduce the topic and prepare them for the following activities.
Activity 2 1. T asks Ss to listen to the dialogue from topic talk again and complete the rules about volleyball. 2. T guides the Ss to match the rules of the games to the games. 1. Ss listen to the dialogue from topic talk again and complete the rules about volleyball. 2. Ss match some common rules of the games to the games. Recall and consolidate the related language items from topic talk. Expand Ss’ knowledge on rules of the game.
Activity 3 T introduces the listening strategy of recognizing context and then asks Ss to listen to an announcement and two conversations and tell what they are about. Ss learn the listening strategy of recognizing context and then listen to an announcement and two conversations and tell what they are about. Facilitate Ss to learn some listening strategies like recognizing context and listening for the main idea.
Activity 4 T asks Ss to listen to the announcement and the two conversations again and complete the rules for each sport. Ss listen to the announcement and the two conversations again and find specific information to complete the rules for each sport and check their answers afterwards. Develop Ss’ listening strategies like listening for specific information and listening for understanding.
Activity 5 1. T asks the Ss to listen again and work in pairs, choose a sport and introduce its rules/ tips to your partner. 2. T asks Ss to work in groups and discuss the following questions: (1) Why do we need to obey the rules of the game (2) Do the rules of the game only refer to the movements on the court (3) Is it correct that only players have to obey the rules 1. Work in pairs and talk about the rules of a sport. 2.Have a group discussion on the questions. Consolidate and internalize the language items Ss have learned and guide Ss to evaluate the importance of rules and form their own understanding about the importance of obeying the rules.
Summary & Homework 1. T ends the class by asking Ss to choose a sports game and introduce the rules of the game to the class and review the rules with the whole class and then finishing the quiz. 2. T assigns the homework.: write a short paragraph about the rules of the game that you are interested in.
Lesson 3 Running and Fitness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 Reading + Speaking
主题语境 人与社会——体育与健康
内容分析 本课主要由三部分组成。第一部分主要讲述了一名叫Jeremy的高中生在网上咨询健康建议；第二部分是本课的主体部分，是Dr. Martin对Jeremy所咨询问题的答复，并给新手跑者提供了几点建议。最后一部分补充说明了跑步时应遵循的三个原则。三个部分存在内在联系，向学生们传递了适度规律的体育锻炼的重要性以及与体育锻炼与健康相关的事实性信息。
教学目标 1. 能够运用话题相关词汇、句型，例如:be fed up with, awkward, in particular, benefit, membership, equipment, be capable of, prevent, strength, allow, flow, immune, reduce, risk, cheer up, relief, tension, suffer等复述Jeremy在健康方面的困扰以及Dr. Martin针对Jeremy的问题的答复。 2. 通过预测、略读、细读读懂文章，概括文章主旨大意，获取并梳理文中Dr. Martin给Jeremy的答复中描述Jeremy及跑步的事实性信息如跑步的益处和注意事项等。 3. 能够掌握不定代词的使用。 4. 能够了解运动与健康的关系和如何适当运动，保持健康。 5. 通过阅读，小组合作，同伴讨论等，思考与分享自己对运动与健康的理解。
教学重点 1. 能够使用所学词汇介绍与跑步有关的事实性信息。 2. 能够掌握不定代词的使用。
教学难点 能够了解运动与健康的关系和如何适当运动，保持健康；能够思考与分享自己对运动与健康的理解。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents related words and expressions using pictures as prompts for students. 2. T asks the Ss the following questions: (1). Do you exercise regularly in your daily life (2). What are the advantages of exercising regularly Ss learn the related vocabulary through contexts and pictures. Ss think about and answer the questions. Introduce the topic of regular exercise and activate and recall Ss’ prior knowledge on regular exercise.
Activity 2 T guides the Ss to read the message that Jeremy wrote to the website “ASK DR. MARTIN” about his health problems and find out what he needs. Ss read the message that Jeremy wrote to the website “ASK DR. MARTIN” about his health problems. Stimulate Ss’ interest in the reading text and provide necessary information that Ss need before reading the response E-mail.
Activity 3 T guides Ss to look at the photos, focus on the first and last paragraphs and key words in each paragraph and make predictions: will long-distance running help Jeremy get healthy and fit What will Dr. Martin say in his reply Ss to look at the photos, focus on the first and last paragraphs and key words in each paragraph and make predictions. Ss use their common sense and develop their ability to make predictions.
Activity 4 T asks Ss to work in pairs and read Dr. Martin’s response to Jeremy. Find out the details to complete the table and answer the questions based on the information. Ss work in pairs and read Dr. Martin’s response. Find out information from the text to complete the table. Train Ss’ ability to read tables and find specific information.
Activity 5 T asks Ss to work in groups and discuss the following questions: (1) Do you think long-distance running will help Jeremy Why (2) How will running help us get fit and prevent diseases (3) What advice would you give for someone who is new to running Ss work in groups and discuss the questions. Tarin Ss’ ability to read for deep understanding.
Activity 6 1. T introduces the reading skill of scanning for specific information. 2. T asks Ss to read “Three Principles of Running” quickly and fill in the first column of the table. 3. T asks Ss to read “Three Principles of Running” again carefully and fill in the second column of detailed information of the table. 1. Ss familiarize them with the reading skill of scanning for specific information. 2. Ss read “Three Principles of Running” quickly and fill in the first column of the table. 3. Ss read “Three Principles of Running” again carefully and fill in the second column of detailed information of the table. Train Ss’ ability to read for the gist and the ability to scan to gain and process specific information.
Activity 7 T asks Ss to explain the following statements based on their own understanding: (1) “There is also no better way to know yourself and see what you are capable of.” (2) Running is the best way to get to know yourself and limits. (3) Running makes both your mind and body stronger. Ss express their own understanding on the following statements about the relationship between health and running. Enable Ss to interpret the writer’s meaning and develop their views on healthy living and regular exercise.
Activity 8 T asks Ss to work in pairs and retell the passage according to the diagram. Ss retell the story to their partner using the diagram as a prompt. Help Ss to have a better understanding on the text and internalize the language items in the text. Develop Ss’ ability to read and analyze the diagram.
Activity 9 T presents indefinite pronouns, the key grammatical structure int this lessen using some example sentences. Ss learn the basic usage and functions of indefinite pronouns through example sentences. Familiarize Ss with the basic usage and functions of indefinite pronouns through context.
Activity 10 1. T asks Ss to work in groups to discuss the following questions: (1) Why did Jeremy’s friend suggest him trying long-distance running instead of sprint (2) What other benefits of long-distance running do you know 2. T asks Ss to work in groups of 4 to give a 3-minute presentation, introducing the benefits of running and advice for doing it properly. 1. Ss work in groups and discuss the questions. 2. Ss work in groups of 4 and give a presentation according to the text. Develop Ss’ ability to evaluate the benefits of regular exercise and facilitate them to form their own understanding about the relationship between healthy living and working out regularly. The presentation would help Ss to consolidate the language items in the text and internalize them through meaningful output.
Activity 11 T ends this lesson by asking Ss to reflect on the following questions: (1) How will long-distance running help Jeremy (2) If you met the same difficulty like Jeremy, would you adopt Dr. Martin’s advice Why or why not Ss reflect on the questions and answer them. Enhance Ss’ ability to think critically and independently and guide them to reflect on their own lifestyles.
Summary & Homework 1. T briefly summarizes the class by reviewing the key phrases and sentence structure and then finishes the summary and quiz of this lesson. 2. T assigns the homework: search online to find out how much exercise teenagers should have a in week. What exercises are good for senior secondary students.
Grammar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 Reading
主题语境 人与社会——体育与健康
内容分析 本板块为本单元的重点语法结构关系代词relative pronouns和不定代词indefinite pronouns。本部分旨在引导学生感知发现、总结规律、在真实语境中学会并运用本单元的重点语法结构。
教学目标 1. 能够在教师的引导下，发现关系代词和不定代词的一些表现。 2. 能够归纳总结关系代词和不定代词的功能及用法。 3. 能够在真实语境中学会并正确运用关系代词和不定代词。
教学重点 1. 能够在教师的引导下，发现关系代词和不定代词的一些表现。 2. 能够归纳总结关系代词和不定代词的功能及用法。
教学难点 能够在真实语境中学会并正确运用关系代词和不定代词。
教学策略 PPP模式；归纳演绎法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T presents and explain the basic usage of relative pronouns to Ss using example sentences. Ss learn the basic usage of relative pronouns using example sentences. Familiarize Ss with the usages and functions of relative pronouns.
Activity 2 T asks Ss to look at some sentences which contain relative pronouns and asks them to identify and summarize common relative pronouns. Ss look at the example sentences which contain relative pronouns and identify and summarize common relative pronouns. Use inductive method to facilitate Ss to find and conclude the common relative pronouns.
Activity 3 T further explains some more complex usages of relative pronouns: the situations where relative pronouns “that” and “which” could be applied. Ss learn the situations where relative pronouns “that” and “which” could be applied respectively through the example sentences and the T’s illustration. Guide Ss to learn some more complex usages of relative pronouns based on what they have learned about relative pronouns from previous activities.
Activity 4 T presents and explains the basic structure of restrictive attributive clause and non- restrictive attributive clause. Ss learn the basic structure of restrictive attributive clause and non- restrictive attributive clause. Familiarize Ss with the basic structure of restrictive attributive clause and non- restrictive attributive clause.
Activity 5 T asks Ss to finish some exercises taken from the college entrance examination and the textbook. Ss finish some exercises taken from the college entrance examination and the textbook. Use different types of questions to enhance Ss’ understanding about the relative pronouns.
Activity 6 T has a quick review with the Ss and then finishes the quiz. Ss review what has been learned in this lesson and finish a quiz about it. Consolidate the grammar structure learned and facilitate Ss to use the relative pronouns correctly.
Activity 7 T presents and explain the basic usage of indefinite pronouns to Ss using example sentences. Ss learn the basic usage of indefinite pronouns using example sentences. Familiarize Ss with the usage and functions of indefinite pronouns.
Activity 8 T asks Ss to look at some sentences which contain indefinite pronouns and asks them to identify and summarize common indefinite pronouns. Ss look at the example sentences which contain indefinite pronouns and identify and summarize common indefinite pronouns. Use inductive method to facilitate Ss to find and conclude the common indefinite pronouns.
Activity 9 T further explains some more complex usage of indefinite pronouns: different functions of indefinite pronouns, such as indefinite pronoun as subject, indefinite pronoun as object and so on and some specific usages of certain indefinite pronouns. Ss learn some more complex usages of indefinite pronouns through the example sentences and the T’s illustration. Guide Ss to learn some more complex usages of indefinite pronouns based on what they have learned about indefinite pronouns from previous activities.
Activity 10 T asks Ss to finish some exercise taken from the college entrance examination and the textbook. Ss finish some exercise taken from the college entrance examination and the textbook. Use different types of questions to enhance Ss’ understanding about the indefinite pronouns.
Activity 11 T has a quick review with the Ss and then finishes the quiz. Ss review what has been learned in this lesson and finish a quiz about it. Consolidate the grammar structure learned and facilitate Ss to use the indefinite pronouns correctly.
Homework T assigns the homework: finish exercise 4 and 7 on page 83.
Writing Workshop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 人与社会——体育精神，运动与健康
内容分析 本文的主题为体育精神，讲述了一个真实感人的比赛故事。在西班牙举办的第十五届圣巴巴拉骑行大赛中，参赛选手Esteban位列第三，就在他离终点线300米，胜利在望时，他的自行车轮胎被刺破了。但他没有放弃而是朝终点跑了过去。几秒钟后，排在第四名的Navarro赶上了他，而Navarro故意放慢速度，始终跟在埃斯特班后面到达终点线。观众们被他们的体育精神所感动并欢呼。最后，Esteban想把自己获得的铜奖送给Navarro，但Navarro拒绝了。两位参赛选手的身上都体现了崇高的体育精神。本文是一篇以第三人称视角写的记叙文，故事按照时间顺序由四部分构成，第一部分是故事发生的背景；第二部分是故事的发展，第三部分是故事的高潮，最后一部分为故事的结局以及作者对两位骑行选手所展示的体育精神的评价。本文使用了恰当的连接词来记录事件发展的经过，文中所使用的语言具有典型的叙事性。
教学目标 1. 读懂语篇大意，获取文章的主要信息，概括这个真实故事的主要内容。 2. 了解记叙文的文体特征。 3. 进一步加深对体育精神的理解。 4. 总结并掌握记叙文中的语言特点及常见的连接词。 5. 能够模仿所学课文中的语言，将相应词汇及句型等恰当地应用到自己的写作中。
教学重点 1. 引导学生读懂文章，获取并梳理文中的关键信息和结构； 2. 引导学生总结并掌握记叙文中的语言特点及常见的连接词。
教学难点 能够模仿所学课文中的语言，将相应词汇及句型等恰当地应用到自己的写作中。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents related words and expressions using pictures as prompts for students. 2. T asks the Ss to work in pairs and imagine that they are to write a true story and share it with the class. What might they write about 1. Ss learn the related words and expressions. 2. Ss talk about what they want to write. Provide opportunity for Ss and activate the Ss’ background knowledge and previous experience.
Activity 2 T asks Ss to look at the title and picture and answer these questions: (1) What kind of event do you think is this (2) What does “The Final Sprint” mean (3) Have you ever been in this situation Ss make some predictions according to the title and the picture. Predict the topic of this true story through title and pictures. Stimulate Ss’ interest in the story.
Activity 3 T asks Ss to read the story “The Final Sprint” and find out the key elements in this story: who, when, where, how and what. Ss read the story “The Final Sprint” and find out the key elements in this story and get the main content of this story. Guide Ss to understand the content of this story and pay attention to the topic-related expressions in the story and prepare for the following writing activities.
Activity 4 T asks Ss to read the story again, figure out the structure of the story and complete the first column of the table. Ss read the story again and complete the first column of the table. Guide Ss to figure out the structure and the characteristics of the language and prepare for the following writing activities.
Activity 5 T asks Ss to work in pairs and describe each element in a complete sentence and then ask their partner where to find it. Ss work in pairs and describe each element in a complete sentence. Consolidate and enhance Ss’ understanding on the structure of the story.
Activity 6 T asks Ss to read the text again and find other example sentences similar to the sentences in the Sentence Builder. Then write 2-3 sentences for your story. Ss to read the text again and find other example sentences similar to the sentences in the Sentence Builder. Then write 2-3 sentences for your story. Focus on the language characteristics of a narrative story and train Ss’ ability to imitate.
Activity 7 T asks Ss to discuss their sentences with a partner and then finish “My story” column in Activity 4 as outline of their own writing. Ss discuss their sentences with a partner and then finish “My story” column in Activity 4 as outline. Train Ss’ ability to make an outline and provide a preliminary structure for their writing.
Activity 8 T asks Ss to write a first draft of a true story according to the outline from the last activity. Ss write a first draft of a true story and pay attention to the language characteristics and structure. Provide opportunity for Ss to experience the real process of writing using relevant structure specific language of a narrative story.
Activity 9 T asks Ss to edit their story in pairs. Then share what they have written in class. Ss edit their story in pairs and then share what they have written in class. Guide Ss to objectively evaluate the works of their peers and at the same time reflect on and improve their own works.
Summary & Homework 1. T has a quick review with Ss on the structure of a true story. 2. T assigns the homework: polish your writing based on editing.

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