Unit 3 Sports and Fitness 单元整体设计-高中英语人教版(2019)必修第一册.docx

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1、Unit 3 Sports and Fitness 单元整体设计本单元的主题为“运动与健康”。运动不仅包括运动竞技场上的激烈角逐，也包含了日常的健身及保健。运动增强人类体质和提高生活质量，学生通过学习和观看体育项目更深刻地了解体育的本质；通过阅读体育杂志，了解体育人物， 激发学生的运动热情并深刻理解体育精神；通过聚焦运动的积极作用，增强身心健康。 基于单元整体内容的分析，将教学资源进行整合，形成四个课题(session)。 一、单元整体教学目标 Through learning this unit, students are able to：1.explore and categorize t

2、he sports events around the world;2.read discourses of famous athletes and analyse their achievements;3.listen to conversations and view to discuss sportsmanship;pare and connect sports with fitness and create a story of their own. 二、四个课题及各课题涵盖课时 Period 1 Listening and Speaking 教学设计Activity 1 Pre-li

3、stening1.Students look through the posters and review vocabulary related to sports events.Besides the sports events mentioned in the posters, what other sports or events would you like to watch or try? Do you know something about e-sports or a Blue-Paint run? Activity 2 While-listening Task 1 Extens

4、ive listeningBased on pre-listening, learn the language of giving invitations and replies. At the same time, predict the content of the listening material and get ready for the listening tasks.Finish Ex. 2 on P36 after the first listen. Task 2 Intensive listening1.Finish Ex. 3 on P36 after the secon

5、d listen, and circle the stresses. 2.Listen to conversation 2 and finish Ex. 4 on P37. Activity 3 Post-listening1.T: Show the discourse of conversation 2 to student, and ask the following questions:What is the purpose of the “Blue Paint” run?Do you want to join the “Blue Paint” run? Why?2.T: Let stu

6、dents compare their own experience with that of the conversation.S: Think and organize materials to invite and reply to people.What kind of language do you use to invite others?How do we accept or refuse the invitation?3.Students create new conversations using what they have learned in class. (Refer

7、 to Ex. 5 on P37)4.Understand the function of rising tone and falling tone through Pronunciation and focus on “Tag questions”.Activity 4 Homework Make a conversation on inviting your friend to an event.Period 2 Discovering Useful Structures 教学设计Activity 1 Situational studyRead conversations in Ex. 1

8、 on P40, and underline the tag questions.Activity 2 Rules to followThrough finishing Ex. 1, conclude some rules of “Tag questions”.Activity 3 Practice makes perfectFinish Ex. 2 on P40.Activity 4 Homework1.Finish more exercises (Exx. 2&3 on P85) to consolidate the rules.2.Organize notes on the notebo

9、ok.Period 3 Expanding Your World 教学设计Activity 1 Lead inT: Ask students a question:What does “hot tickets” mean?S: Have a discussion and check by fast reading.Activity 2 Standards of a hot sport1.a sport with exciting action2.athletes competing to win honor and glory3.history and tradition4.delicious

10、 snacksActivity 3 Read and checkT: Are the 3 sports in the article hot sports? S: Voice their opinions and state the reasons. Activity 4 Expanding the worldPlay some videos to broaden the horizons of students. Period 4 Reading and Thinking 教学设计Activity 1 BrainstormStudents discuss their favorite spo

11、rts and sports stars.Activity 2 Read to predictPredict the text type and content of the text by viewing the pictures, titles, subtitles and format.Activity 3 Read to find Task 1：Extensive readingRead fast, check the prediction and sort out information. Task 2：Intensive readingActivity 4 Read to thin

12、k Task 1：Discussion Finish Ex. 2 on P39 identify the meaning of “S、I、E” and make judgement. Check their judgement through the discourse.Group discussion:Conclude the common characters of the two living legends and reflect on students themselves.Task 2：Language appreciation Underline sentences with r

13、hetoric devices and reflect the function of them in the language use, for example, parallelism.Activity 5 Homework1.Introduce one sports living legend in your eyes, following the example of the passage within 80 words.2.Conclude features of magazine articles. Period 5 Listening and Talking 教学设计Activ

14、ity 1 Pre-listening1.Discuss the meaning of sportsmanship. (Sportsmanship is behavior and attitudes that show respect for the rules of a game and for the other players).2.Predict the content in Ex. 1 of listening.Activity 2 Understanding the conversation(1)Listen and finish Ex.1，and state their own

15、opinions.(2)Listen for the second time and finish conversation 2, expressing agreement and disagreement.(3)Work in groups and talk around one of the topics in Ex. 3 and share opinions. Time permitting, create the following form.Activity 3 Make conversationsStudents make their own conversations based

16、 on their discussion and one of the members make notes.Activity 4 HomeworkWrite the conversation of each group on the notebook.Period 6Reading and Writing 教学设计 Activity 1 MatchMatch the cool cold sports with their descriptions.Activity 2 Fast readingRead to find answers to the following 2 questions:

17、 1. What is the “summer sibling” of the Winter Olympics?2. How does the writer describe figure skaters?Activity 3 Introduce some ice gamesMaterials include: reading passages, videos and “Video Time” can also be included.Activity 4 Broaden horizonsIntroduce some X-sports.Period 7 Reading for Writing

18、教学设计主题语境：人与自我，人与社会（主题是“为健康簿编写一页内容”） 语篇类型：记叙文 授课时长：一课时（45 分钟） 一、文本分析 该文本是一篇描述主人公健身前后变化的文章，收录在国外高中班级里的健康簿(wellness book)中。在健康簿中，学生可以发表自己对健康的看法、叙述自己健身的经历等。因此本文语言随意、轻松, 文本结构简单、清晰，三个段落分别描述过去的担忧和饮食问题，观念和饮食上的改变以及现在的行动。写作手法主要运用比较和对比，体现主人公健身前后身体和心理的积极变化。二、学情分析 本节读写课面向高一学生进行设计。学生在学习这一部分之前已经完成了主题语境下体育赛事(Listen

19、ing and Speaking: Invite a friend to a sports event; Discovering Useful Structures: Make small conversations) 体育人物(Reading and Thinking: Living Legends)和体育精神(Listening and Talking: Voice your opinion on sportsmanship; Reading and Writing: Cool Cold Sports)的学习。基于“人与社会” 这个大的主题语境之下，学生已经通过听、说、读等多个方式，对主题

20、语境有了一定的理解和认识。本节课的主题为“健身”，是学生较为熟悉和感兴趣的话题， 在健康簿中交流写下自己的经历和看法，有助于学生通过交流更好地认识自己和改变自己。因此老师搭好支架，学生便能够高效地完成阅读文本的认知和理解， 分析内化知识，进而将知识迁移应用到写作中去，实现知识的迁移创新。 三、教学流程图示 学生阅读任务清单，了解本节课的学习活动。阅读Kayla的健身故事，获取文章结构及段落大意、明晰语言特点及写作风格。写出学生本人的运动故事，运用对比与对照的手法，体现积极变化。自评互评，修改写作成果(老师提供标准，同学自评互评润色写作)。借助支架，延伸课堂学习：收集作品，制作班级健康手册。 四

21、、教学过程： Activity 1 To-do List 1.Study a case in point: Kaylas story in a wellness book.2.Figure out the organization and language features of Kaylas story.3.Write your stories of “going positive”.4.Polish your stories and put them in the wellness book.【设计意图】利用“逆向设计”，展示任务清单的同时，使学生清晰本节课要完成的任务。 Activity

22、 2 Explore the story of Kayla Task 1 Read for main idea and organisation Paragraph 1: Kaylas Paragraph 2: Kaylas Paragraph 3: Kaylas 【设计意图】通过快速阅读，学生掌握段落与主旨大意，实现整体理解。 Task 2 Read for understanding details List three questions for students to answer to make them know the changes of Kayla, as is shown

23、in the following chart.【设计意图】通过细节阅读，学生更加深入地了解主人公 Kayla，进而实现文本的深层理解。 Task 3 Read for language 1.Students locate expressions to show “similarities” and “differences”. 2.Conclude the language features of the text. find fault with myself.DietI tried every new die and the food I enjoyed.I addedfoods to m

24、y meals.【设计意图】通过本环节，学生通过分析总结，实现语言知识及语言能力的内化， 为下一步的输出环节奠定基础。 Activity 3 Write your storyList the outline through pair discussion and set out to write.【设计意图】为学生的写作搭好写作形式的支架。Activity 4 Self and peer assessment1.Students exchange their stories with their partner, use the checklist below to give feedback

25、 on their partners draft, and share their stories.2.Based on the feedback from the partner, students revise their drafts and write the final version. 【设计意图】新教材的编写体现教学评一体化，评价量表(checklist)的应用促进学生成为评价活动的主体和课堂的主人。本节课通过学生自评，同伴互评提升学生学习的积极性，促进其思维品质的发展。 Activity 5 Homework1.Polish your story and put it into the Class Wellness Book. 2.Read and refer to the attached materials.【设计意图】将有限的课堂学习有效地延伸至课外，教师整合资源，拓展课堂， 将同学们的小故事集结成册，在班级中传阅。教师为学生提供更多的学习资源， 有效地培养学生的学科核心素养。5学科网（北京）股份有限公司