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Unit3SPORTS ANDFITNESS Section C Readingfor Writing教学设计科目英语课题SectionCReading fbrWriting课时:1课时教学目标与核心素养知识目标阅读高中学生的健身随笔,学习比较异同的写作方法能力目标通过阅读文本,了解青少年对健身的正确态度和所采取的方式,对自己的心理健康(如压力、自信)和身体健康(如锻炼、饮食)进行反思情感目标对比过去与现在或者将来的打算,培养关注健康的意识,形成正确的健康观教学重难点教学重点引导学生正确描述健康方面的问题和解决办法,让他们学会使用比较和对比的方法,描述事物前后的变化教学难点为健康簿编写一页内容(Write apage ina wellness book)课前准备多媒体,黑板,粉笔教学过程
一、Pre-class
1.Greeting
2.Lcading-in教师活动
(1)学生浏览活动1中的问题,然后带着问题阅读文本,读完后师生核对答案
(2)学生再次阅读文本,填写下面的表格,梳理Kayla前后的变化,以及这些变化带来的结果The pastThe presentResultwant torunwant tolosebe ableto dopush-upscut out...I becameboth…add...compare myself...made alist of...⑶学生完成活动2,熟悉比较、对比类文本的结构,然后用下表整理出文本中表达对比的语言,并作适当补充Paragraph Wordand phraseto showsimilarities anddilTcrencei1even though2instead of.make sucha difference,rather than,but3instead Additionalexpression though,although,yet.however,in contrast,on theother hand
二、While-class教师活动:Draw athought bubbleon the board andask studentswhat theyare thinkingabout,drawing orwriting someresponses in the bubble.Write“think+abouton theboard,and havestudents findexamples of“verbs+about”in thetext.After elicitingand addingmore examples,have themwrite downquestion formsusing thephrasal/prcpositional verbs.You canfocus onu verbs+about°,or includeother adverbs/prepositions.For example,What are you worriedabout What areyouhappy about Whatareyou positiveaboutWhat do youcare aboutThen havestudents conducta uwellnessassessment“in pairs.One studentacts asa wellnesscoach,asking questionsto theother,giving encouragementand positiveadvice ifnecessary,and viceversa.教师活动Provide frameworkfor writingan entryfbr awellnessbookjoint project,and chanceto practisewhat hasbeen learnt.Write thefollowing timeframes ontheboard:A yearago...Ten years ago...One hundredyears ago...2Model theactivity bygiving studentsone positiveexample used to andone negativeexample useto fbreach timeframe,of thingsyou orpeople ingeneral didor didntdo thenas comparedto now.For example,A yearago,I used to cometo schoolby bike,now...A hundredyearsago,most peopledidnt useto travelby car...3Have students write onepositive andone negativeexample fbreach timeframe,then readthem tothe class.4Then havestudentswriteexamples ofthings theyarc accustomedand notaccustomed to doing regularly,using theadjective formof“usedto”.For example,Im usedto gettingup atsix oclock...Im notusedtoeating spicyfood...1学生收集写作素材2在讨论的基础上,教师让学生利用以下写作提纲列出写作要点,以及表示对比的语言Topic:jogging,stress,selj^conjidence,food,etc.Content:What didyou usetodoin thepast/Whatdo you do now Whatdoyou donow/What willyoudointhefuture Results:Language showingsimilarities anddifferences:学生活动学生对照提纲,根据所列的要点和语言,写出初稿
三、Aftcr-class学生活动学生交换初稿,根据步骤4提供的评价清单,进行互评互改学生依据同伴的修改意见,完善自己的文本并定稿教师活动教师收集学生的作品,装订成班级健康簿,在班内进行交流和分享作业布置完成同步课时作业。