资源简介

中小学教育资源及组卷应用平台
Unit 3 Keep Fit
Section 4 Section B 1a-2c
Content analysis
This section includes three students’ accounts of how they keep fit. In the first account, Xia Tian says he likes skateboarding and practices it with his friends twice a week. While practicing, they encourage each other and are not afraid of difficulties, so he believes skateboarding is his best way to stay fit. In the second account, Jenny explains that her goal this year is to get fit. She enjoys many sports, but her favorite method is using an app to plan her exercise and track her progress. Jenny and her friends enjoy keeping fit together with the help of this app. In the third account, Steve, a member of the school baseball club, often plays baseball. Through many games, he has gained confidence in his team and learned the importance of teamwork.
Through the three students’ accounts, readers can see that all of them have good exercise habits. By reading about their experiences, readers can further understand that exercise not only helps them stay physically healthy, but also plays a positive role in their psychological well-being, interpersonal relationships, and teamwork. These texts encourage students to develop their own good exercise habits. Since the accounts are closely related to students’ daily lives, they are both practical and educational.
The discourse comprises three parallel accounts, which are relatively consistent in content and form. Each account unfolds around three aspects: the sport they like, how often they do it, and the benefits and gains they get from sports. It not only depicts what good exercise habits look like, but also elaborates on the benefits of sports for physical and mental development. With a clear logical context, the discourse facilitates readers in inferring, summarizing and generalizing information to grasp the core idea — that good exercise habits are beneficial to both physical and mental health. It covers a variety of sports, such as skateboarding, jogging and baseball, describes students’ exercise frequency with expressions like “twice a week” and “three times a week”, and introduces trendy fitness methods like using apps, keeping pace with the times. In addition, certain expressions in the text, such as “we work as a team and we win or lose as a team”, can stimulate in-depth thinking among students, prompting them to reflect more on the gains brought by sports.
Learning Objectives
At the end of this section, students will be able to:
1. find out basic information about the three authors, list the sports they do and how often they do them, and make a table to show this information;
2. think about why the three authors stay healthy in body and mind through sports, and guess why sports are good for both body and mind;
3. look at the exercise habits and ideas of the three authors, and think about how sports may help a person grow and develop;
4. use a mind map to organize your ideas, then write your own short account of your exercise habits.
Focal and Difficult Points
Focal Points
1. Learn to describe personal exercise habits based on the three passages.
2. Explain why sports are beneficial to both physical and mental health.
3. Use a mind map to organize information and write a personal account.
Difficult Points
1. Read the three parallel passages efficiently and identify their logical structure.
2. Make reasonable inferences about the deeper reasons why sports benefit physical and mental health.
Procedures
Teaching Activities Learning Activities Purposes
STEP 1 Lead-in T: Hello, boys and girls. I have something interesting to share with you. Our school English journal wants to know more about how teenagers keep fit, so they would like all of you to post your ideas on our school’s official website. To help you get some inspiration, I’ll show you some students’ accounts from the website. STEP 2 Reading 1. Group-reading T: Let’s look at the accounts on the website. They are from three students: Xia Tian, Jenny and Steve. Now we’ll work in groups of three. Each student will read a different account. Student A reads Xia Tian’s account, Student B reads Jenny’s, and Student C reads Steve’s. After reading, each of you should answer these questions: Q1: What is xxx’s favorite sport Q2: How often does he or she do it Q3: Why does he or she think exercise helps them keep fit 2. Checking T: Now, all the students who read Xia Tian’s account will work together to check your answers. The same goes for the students who read Jenny’s and Steve’s accounts. 3. Sharing T: Next, everyone goes back to your original groups. Please retell the account you read to the other two members in your group. 4. Reporting T: Finally, each group will give a short report. Please tell the class what sports the three students like, how often they do them, and how sports help them keep fit. STEP 3 Pre-Writing T: After reading the three accounts by Xia Tian, Jenny and Steve, I believe you have your own ideas about how to write your own post. I’ve also invited another student, Kate, to show you an example. Let’s take a look. STEP 4 While-Writing T: First, create your own mind map based on your favorite way to keep fit, then use it to write your own post for the school English journal. STEP 5 Homework Finish your post, then share it on our class website along with a recent photo of yourself. If you’d like, you can also add a personal fitness resolution to your post. Listen carefully to the teacher’s introduction about the school English journal’s request. Work in groups of three, each reading one account. Then answer the three questions and get ready to share. Students who read the same account gather together, compare and check their answers to the three questions, and confirm the key information. Return to their original groups and retell the account they read to the other two group members clearly. Each group gives a report about the three students’ favorite sports, exercise frequency, and how sports help them keep fit. Read Kate’s example post and complete the mind map based on the key information. Create their own mind maps based on their favorite way to keep fit, then use the mind maps to write their own posts for the school English journal. To create a real situation that helps students get ready for the following reading activities. To get ready for the jigsaw reading method. To apply the jigsaw reading method in reading the three parallel accounts in order to encourage students to sort out and summarize information by themselves. To develop students’ retelling and listening skills through group sharing. To develop students’ ability to sort out and summarize information through group reporting. To help students organize information and prepare for writing their own posts. To help students organize their ideas with a mind map and write their own fitness posts. To encourage students to express their personal ideas about fitness and reflect on their own exercise habits.
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