Unit 3 Sports and fitness Reading for writing 說課 課件-2024-2025學(xué)年高中英語人教版（2019）必修第一冊

人教版高中英語教材必修一Unit3SportsandFitnessReadingforWriting

ThereflectionontheplanTeachingReflectionTeachingMaterialThereflectionontheplanTeachingDesignTeachingReflectionAnalysisDescriptionReflection1DiscourseAnalysisLearningObjectivesTargetLearnersFocalandDifficultPoints1.1AnalysisoftheDiscourseWhatTheme:Manandself

Topic:Toexploretherelationshipbetweenhealthandfitness.TextMeaning:Understandthemeaningofthetext—GoingPositive.SocialMeaning:Influencepeoplearoundtodevelophealthylifestylestogether.SelfMeaning:Studentscanadjusttheirdietsandlifestyles,therebydevelopingpositivephysicalandmentalhealth.AnalysisoftheDiscourseWhyToencouragedeepthinkingToraiseandformacorrectconceptofhealthandfitness

HowType:

anarrationwritteninchronologicalorderDiscourseContent:

Para1:Kayla’sproblemsinthepastPara2:HerchangesatpresentPara3:TheresultofthechangesWritingtechnique:Comparison1.1AnalysisoftheTargetLearnersWhattheyknow:1.Vocabularyonthetopicofhealthandfitness2.Basicexpressionstoshowthepastsituations3.ThesignificanceofhealthWhattheywonder:1.Interpretationofthetext2.ImprovementonthedeeplearningandcreativethinkingWhattheywilllearn:1.Theorganizationandcontentofthetext2.Thewritingtechniqueofcomparison3.Thedraftwritingofawellnessbookpage4.Theevaluationofadraftbasedonthechecklist1.2AnalysisoftheLearningObjectivesNewCurriculumStandard

KUDModeBytheendoftheclass,studentswillbebetterableto1.Reflectandsharetheirthoughtsandactionsonhealth,leadingahealthierandmorepositivelife;（育人價值）2.Readandacquiretheorganization,contentandlanguagefeaturesinthetext;（學(xué)習(xí)理解）3.Analyzeandusetheexpressionsofcomparisonfluently;（應(yīng)用實踐）4.Write

adraftbasedonpersonalexperiencesandevaluateitwiththehelpofthechecklist.（應(yīng)用實踐+遷移創(chuàng)新）Know-Understand-Do1.3AnalysisoftheFocalandDifficultPointsFocalPointsDifficultPoint1.Thelayoutofthetext2.DevelopmentofpositivehealthawarenessandfitnesshabitsInternalizeandusetheexpressionsofcomparisontoshowphysicalandmentalchanges.1.41.Explorethetextindepth.2.Shareandexchangeideaswitheachother.PossiblesolutionsOfferenoughtheme-relatedscaffoldsandpractice.Possiblesolutions2DescriptionTeachingProceduresBlackboardLayoutTeachingandlearningmethodsDescriptionoftheTeachingandLearningMethods14TeachingMethodsSituationalLanguageTeachingActivity-basedApproachCommunicativeApproachLearningMethodsAutonomousStudyCooperativeStudyInquiryStudy2.1DescriptionoftheTeachingProcedures42.2Step1Lead-in3mins

Step2ScaffoldforOrganization3minsStep3ScaffoldforLanguageInput13minsStep4Firstdraftingwithin13minsStep5EvaluatingandRevisingwithin6minsStep6SummaryandAssignment2minsDescriptionoftheTeachingProcedures12.2Readthelearningobjectives.Reviewandlearntherelevantphrases.Step1:Lead-in

Findoutwhattolearn.Activatebackgroundinformation.Preparevocabularyfordraftwriting.Removethereadingbarrierinthetext.Purpose

DescriptionoftheTeachingProcedures12.2Createawritingsituation.Skimthetexttogetthemainideaofeachparagraphandchoosethewritingorder.Leadstudentstoarealsituation.Figureouttheorganizationandtensestobeused.Step2:ScaffoldforOrganization

Purpose

DescriptionoftheTeachingProcedures2.2Fillintheblanksinthethreetablesbyscanningeachparagraph.Sortoutthekeyplots.Stimulatedeeplearning.Preparecontentforthedraftwriting.Step3:ScaffoldforLanguageInputPurpose

DescriptionoftheTeachingProcedures2.2Thinkaboutmorephysicalandmentalbenefitsafterthechanges.Stimulatedeepthinkingandcreativethinking.Enrichcontentintheendingpartofthedraft.Step3:ScaffoldforLanguageInputPurpose

DescriptionoftheTeachingProcedures2.2Lookthroughandunderlinetheexpressionsofcomparison.Practiceseveralexpressionsinthecontext.Diversifyandeasetheusageoftheexpressionsofcomparison.Step3:ScaffoldforLanguageInputPurpose

DescriptionoftheTeachingProcedures12.2Writethefirstdraftinaccordancewiththegistlearnt.Practicethefull-textwritingwithinthetimeframe.Step4:FirstDraftingPurpose

DescriptionoftheTeachingProcedures12.2Readtheevaluationchecklist.Conductself-evaluationandpeerevaluation.Teacherprovidesfeedbackandsuggestions.Inspireandcultivateautonomouslearningandcommunicativelearning.Offerguidanceforrevising.Step5:EvaluatingandRevisingPurpose

DescriptionoftheTeachingProcedures12.2SeveraldraftsDescriptionoftheTeachingProcedures12.2Summarizetheoutlineofthetextwithaflowchart.Step6:SummaryandAssignment

Correspondtothegeneralideaofthetext.Furtherconsolidatewhatstudentshavelearnt.Purpose

DescriptionoftheTeachingProcedures2.21.Referringtothechecklist,revisethefirstdraft.2.Groupwork(5-6students):DesignanonlinesurveyonSojump(問卷星)duringtheweekendwithcellphonesforsettingupanewsportsclub.BackgroundOurschoolwillstartanewsportsclubtoteachtraditionalChinesesportslikeMartialArts,WuqinxiandBaduanjing.RelavantQuestions1.Howmuchdostudentsknowabouttheseexercises?2.Whichexercisedotheyprefertolearn?3.Whatmightbethereasontopracticeit?4.Howlongcanyoulearnitaweek?…1.Integratedevelopmentoflanguagelearningandthinkingcapacity.2.BetterunderstandandspreadtraditionalChinesecultureonline.PurposeAssignmentDescriptionoftheBlackboardLayout12.3Arousestudents’interestoflearning.Showthegistofwritinglogicallyandclearly.Showthevalueofthechanges.Purpose3ReflectionReflection14Thetextmeaning,socialmeaningandself-meaningaregraduallyachieved