资源简介

(共31张PPT)
Unit 3 Sports and Fitness
Reading for Writing
Write a page in a
wellness book
1
Analyze the Teaching Material
2
Identify Key and Difficult Points
3
Analyze the Students
7
Explain the Blackboard Design
CONTENTS
8
Reflect
on the Teaching
4
State the Teaching Objectives
6
Describe the Teaching Procedures
5
Introduce Teaching Methods and Aids
Analyze the Teaching Material
1
The writing task is based on Unit 3 of the compulsory textbook. The model text, “Going Positive” by Kayla, provides an excellent example of a reflective wellness page. It effectively uses contrast (past vs. present) and specific language for showing differences (instead of, rather than). The textbook guides students from reading comprehension to organizational analysis, language focus, idea planning, and finally, writing and peer evaluation.
English Curriculum Standards, released in 2017, revised in 2020
English Curriculum Content with Six Components Integrated
Based on new standard curriculum
The Theory of Developing Students’ Core Competences
Read the lines
Read beyond
the lines
Read between
the lines
scaffolds
Bloom’s Taxonomy
may struggle with structuring a reflective paragraph and using sophisticated linking words
Students at this age are increasingly aware of health, self-image, and stress
have basic English writing skills
Senior One student
Analyze the Students
2
reflect on personal habits, give constructive peer feedback using a checklist, and contribute to a collaborative class product.
identify and use words/phrases to show similarities and differences (e.g., used to, instead of, rather than, however) in context.
write a coherent and well-structured paragraph describing a personal positive change regarding wellness, following a clear outline (general statement, change process, comparison of results, improvement).
Analysis of the
Teaching Material
Analysis of the
Target students
Learning
Objectives
01
02
By the end of the class, students will be able to:
03
State the Teaching Objectives
2
3
Key
point
Difficult
point
1. Understanding and using the structure of contrasting the past with the present/future.
2. Effectively employing specific language to show differences and explain changes.
1. Guiding students to articulate the reasons for their change and its results/ impact clearly.
2. Encouraging authentic self-expression while accurately applying the target language.
Identify Key and Difficult Points
4
Introduce Teaching Methods and Aids
5
Teaching Methods
Aids
Task-Based Language Teaching
Process Writing
Collaborative Learning
Teacher Demonstration
Use of Scaffolding (graphic organizers, language support wall)
Multimedia PPT
Textbook pages
Blackboard / Whiteboard
Worksheets for discussion and writing
A binder for the final Class Wellness Book
Step I: Lead in
Step II:
Reading & Analysis
Step III: Pre-writing
Step IV: 4 While-Writing
Step V:
Sharing & Evaluation
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Step I: Lead in
Step II:
Reading & Analysis
Step III: Pre-writing
Step IV: 4 While-Writing
Step V:
Sharing & Evaluation
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Purpose:
To quickly engage students, create personal connection, and introduce the lesson’s central theme of finding positive solutions.
Step I: Lead in
Step II:
Reading & Analysis
Step III: Pre-writing
Step IV: 4 While-Writing
Step V:
Sharing & Evaluation
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Read what Kayla wrote and answer the questions.
Reading & Analysis
2. What does the sentence “I almost went bananas” mean
She worried about her weight.
It means “she was almost crazy because of the ways she tried to lose weight”.
3. What made her change her thinking
It was an article that made her change her thinking.
1. What problem did Kayla have in the past
Complete the outline with the words and phrases from the text.
The past
worried about _________ and tried ______________
my weight
every new diet
compared myself with _______________________
fitness rather than weight
The present
think about ____________________
actresses and models
make a list of things I liked about myself
Reading & Analysis
Underline the words and phrases used in the text to show similarities and differences.
Reading & Analysis
Similarities:
look like, too, still, both… and
Differences:
instead of, rather than, instead, make such a difference, but
Purpose:
To use the model text for content understanding, structural analysis, and target language identification, providing a solid foundation for writing.
Step I: Lead in
Step II:
Reading & Analysis
Step III: Pre-writing
Step IV: 4 While-Writing
Step V:
Sharing & Evaluation
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Plan your own wellness page.
Write a page for our class wellness book.
Discuss the questions below.
Group Discussion
Topic The Change
The Past The Result
Fill in our “Ideas Map”.
Topic stress The Change
Now: plan 30 mins after school. Instead of working, go for a walk.
The Past Used to: do lesson planning all night → felt tired, anxious, couldn’t sleep well The Result
Result: feel relaxed, more energy, happier
Fill in our “Ideas Map”.
Teacher Demonstration
Purpose:
To scaffold the writing process, helping students organize their ideas before drafting. The demonstration makes the task clear and less daunting.
Step I: Lead in
Step II:
Reading & Analysis
Step III: Pre-writing
Step IV: 4 While-Writing
Step V:
Sharing & Evaluation
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Part 1: Introduction (General Statement)
Part 2: Body (The Change)
Part 3: Conclusion (The Result)
Writing Framework
Start by introducing your topic and your past situation.
Explain what made you change and describe exactly what you do now.
Use your comparison words on the blckboard.
Finish by explaining how this change improved your life.
Part 1: Introduction (General Statement)
Part 2: Body (The Change)
Part 3: Conclusion (The Result)
Writing Framework
Start by introducing your topic and your past situation.
Explain what made you change and describe exactly what you do now.
Use your comparison words on the blckboard.
Finish by explaining how this change improved your life.
Sentence starter: I used to have a problem with... / When it comes to [topic], I wasn’t always positive.
Sentence starter: I realized that... so I decided to... / My change was to...
Sentence starter: As a result, I now feel... / This positive change has helped me to...
The Past (Problem & Action)
What did you **use to do** How did you feel
The Change (New Action)
What do you do **now** / plan to do Be specific!
The Result (Benefit)
How has this change **improved** your life
Topic：
Fill in these boxes.
Teacher Demonstration
The Past (Problem & Action)
I used to do all my homework in one long session until midnight. I felt tired and stressed.
The Change (New Action)
Now, I use a timer. I work for 45 minutes and then rest for 15 minutes. Instead of working late, I stop at 10 p.m. to read.
The Result (Benefit)
As a result, I feel more focused and relaxed. I sleep better and enjoy my free time.
Topic：
Stress
Writing Time
Write a page for our class wellness book.
Purpose:
To guide students in producing a structured, coherent text with appropriate language scaffolding.
Step I: Lead in
Step II:
Reading & Analysis
Step III: Pre-writing
Step IV: 4 While-Writing
Step V:
Sharing & Evaluation
Step VI:
Homework
Learning and understanding
Applying and practicing
Describe the Teaching Procedures
6
Purpose:
To develop critical thinking, peer collaboration, and self-editing skills. Provides formative assessment.
Transferring and creating
Step I: Lead in
Step II:
Reading & Analysis
Step III: Pre-writing
Step IV: 4 While-Writing
Step V:
Sharing & Evaluation
Step VI:
Homework
Learning and understanding
Applying and practicing
Transferring and creating
Describe the Teaching Procedures
6
Purpose:
To transfer the draft into a polished final product ready for publication in the class book.
Decoration encourages ownership and creativity.
7
Explain the Blackboard Design
reading & analysis
pre-writing
while-writing
sharing & evaluation
learning
checking
transferring
Understanding
Conclusion
input
output
Reflect on the Teaching
8
Thank you !

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