Unit 3 Sports and Fitness Section C Reading for Writing 教案-高中英语人教版（2019）必修第一册.docx

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1、Unit 3 SPORTS AND FITNESSSection C Reading for Writing 教学设计科目：英语 课题：Section C Reading fbr Writing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，学习比拟异同的写作方法。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：比照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方法，让他们学会使用比拟和比照的 方法，描述事物

2、前后的变化。教学难点：为健康簿编写一页内容（Write a page in a wellness book）。课前准备：多媒体，黑板，粉笔教学过程：一、Pre-classGreeting1. 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 presentResult want to lose cut out. compare myself. want to run be able to do push-ups add . ma

3、de a list of .I became both 学生完成活动2,熟悉比拟、比照类文本的结构，然后用下表整理出文本中表达比照的语 言，并作适当补充。ParagraphWord and phrase to show similarities and dilTcrencei1even though2instead of. make such a difference, rather than, but3insteadAdditional expressionthough, although, yet. however, in contrast, on the other hand二、Whil

4、e-class教师活动:Draw a thought bubble on the board and ask students what they are thinking about, drawing or writing some responses in the bubble. Write “ think + about on the board, and have students find examples of “ verbs + about ” in the text. After eliciting and adding more examples, have them wri

5、te down question forms using the phrasal/prcpositional verbs. You can focus on u verbs + about , or include other adverbs/prepositions. For example,What are you worried about?What are you happy about?What are you positive about?What do you care about?Then have students conduct a uwellness assessment

6、“ in pairs. One student acts as a wellness coach, asking questions to the other, giving encouragement and positive advice if necessary, and vice versa.教师活动：Provide framework for writing an entry fbr a wellness book joint project, and chance to practise what has been learnt. Write the following time

7、frames on the board:A year ago.Ten years ago .One hundred years ago .2 Model the activity by giving students one positive example (used to) and one negative example (use to) fbr each time frame, of things you or people in general did or didnt do then as compared to now. For example,A year ago, I use

8、d to come to school by bike, (now .)A hundred years ago, most people didnt use to travel by car.3 Have students write one positive and one negative example fbr each time frame, then read them to the class.4 Then have students write examples of things they arc accustomed and not accustomed to doing r

9、egularly, using the adjective form of “used to”. For example,Im used to getting up at six oclock .Im not used to eating spicy food .(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，以及表示比照的语言。Topic: jogging, stress, seljconjidence, food, etc.Content:What did you use to do (in the past)? / What do you do now?What do you do now? / What will you do in the future?Results:Language showing similarities and differences: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，在班内进行交流和提供。作业布置：完成同步课时作业。