Book-1-Unit-3-going-positive教學(xué)設(shè)計(jì)文檔

課題：GoingPositive(Book1Unit3:SportsAndFitness)主題語(yǔ)境體育與健康語(yǔ)篇類(lèi)型說(shuō)明文課型寫(xiě)作指導(dǎo)教師一、教學(xué)文本分析單元以體育與健康為主題語(yǔ)境。本課以健康為話題，以制定高中班級(jí)健康簿為任務(wù)，用說(shuō)明文體裁介紹主人翁Kayla在生活上的積極改變。文章第一局部介紹Kayla過(guò)去存在的問(wèn)題擔(dān)憂；第二局部通過(guò)anarticle切入她在觀念、行動(dòng)上的變化；最后一局部通過(guò)比照過(guò)去，介紹了Kayla改變后的現(xiàn)在的健康與快樂(lè)的生活。文章通過(guò)比擬與比照的寫(xiě)作手法，引導(dǎo)學(xué)生關(guān)注Kayla的改變，并引導(dǎo)學(xué)生開(kāi)展自我改變的寫(xiě)作，通過(guò)說(shuō)明文文本，將話題與交際功能以及表達(dá)比照的語(yǔ)言結(jié)構(gòu)有機(jī)結(jié)合。該文本話題與學(xué)生學(xué)習(xí)生活貼近。因此教學(xué)目標(biāo)的設(shè)定及活動(dòng)的設(shè)計(jì)需要緊密紫合學(xué)生的學(xué)習(xí)心理，通過(guò)pastandnow產(chǎn)生強(qiáng)烈比照，引導(dǎo)學(xué)生思考關(guān)注自我的改變。此課為讀寫(xiě)課，因此不需要花太多篇幅放在閱讀上，教學(xué)設(shè)計(jì)時(shí)需要重點(diǎn)關(guān)注寫(xiě)作可能遇到的障礙。二、學(xué)情分析學(xué)生在初中階段已經(jīng)學(xué)過(guò)關(guān)于健康話題的文章，引起學(xué)生對(duì)健康話題的內(nèi)容并不陌生。但是，比擬與比照的寫(xiě)作方法是本課的難點(diǎn)之一，學(xué)生在寫(xiě)作過(guò)程中不常用。本課在教學(xué)活動(dòng)過(guò)程中，需要關(guān)注學(xué)生如何在閱讀過(guò)程中解決寫(xiě)作可能遇到的問(wèn)題，同時(shí)健康的話題不僅限于課堂與校園?？梢砸龑?dǎo)學(xué)生關(guān)注身邊的校園與社會(huì)，進(jìn)行寫(xiě)作，為健康簿的制定豐富材料。三、教學(xué)目標(biāo)I.Learningability:studentswillbeabletohandletargetphrasesandexpressionstoshowsimilaritiesanddifferences:makesuchadifference,insteadof,instead,ratherthanetc.studentswillbeabletounderstandthe"comparisonandcontrast"methodofwritingandformanarticleoftheirown.II.Conimunicatingability:studentswillbeabletousewhattheylearnedtoexpresstheirpositivechanges.studentswillbeabletospeakoutwhattheyshoulddotobecomeawellnessperson.HI.Thinkingquality:studentswillbeabletothinkcritically.studcntswillbeabletofindthatawellnesspersonshouldbebothmentallyandphysicallyhealthy.四、教學(xué)策略選擇I強(qiáng)化讀前的比照與比擬的引導(dǎo)。通過(guò)教師個(gè)人改變分享，引導(dǎo)學(xué)生關(guān)注文本話題。這階段重點(diǎn)關(guān)注學(xué)生的聽(tīng)力的培養(yǎng)。在閱讀過(guò)程中引導(dǎo)學(xué)生從基本的信息獲取能力出發(fā)，引導(dǎo)學(xué)生進(jìn)行批評(píng)性思維的培養(yǎng)，并通過(guò)文本的比照閱讀，訓(xùn)練比照比擬的寫(xiě)作思維。五、教學(xué)重點(diǎn)及難點(diǎn)tounderstandthe"comparisonandcontrast"methodofwritingandformanarticleoftheirown.(ofindthatawellnesspersonshouldbebothmentallyandphysicallyheallhy.六、教學(xué)資源多模態(tài)教學(xué)資源，包括動(dòng)態(tài)的室內(nèi)場(chǎng)熱身活動(dòng)展示；閱讀過(guò)程中的閱讀文本圖片材料展示；寫(xiě)作過(guò)程中寫(xiě)作成果的分析展示等。七、教學(xué)過(guò)程

步驟教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖核心素養(yǎng)提升點(diǎn)SteplLeadinSharemystoryaboutchangeswithstudentstointroduceKayla'schange.Listentoteacher'schangecarefullyandgettoknowthedescriptionaboutchange.Toleadinthetopic.通過(guò)"聽(tīng)"和“看"拉進(jìn)學(xué)生距離，激發(fā)學(xué)生對(duì)文本的閱讀興趣，形成閱讀期待，了解改變的概述。Step2Pre-writingActivity1Tellstudentstoreadthepassageandfillinthemindmapwithverbs.Whilecheckinganswers,askstudentstoreadsomesentencesinthearticle.ListexpressionsaboutsimilarityanddifferenceReadthearticlecarefullyandfillintheblanks.Readthesentenceinthepassagealoudaccordingtoteacher'srequirement.Tohaveanunderstandingaboutthearticleandsomeusefulexpressions.通過(guò)“找"閱讀文章，獲取信息，借助篇章上下文語(yǔ)境了解文章內(nèi)容及關(guān)于異同的表達(dá)方式。ontheblackboard.Step2Pre-writingActivity2Guidestudentstofind(hepositionofsentencesintask1andfindthewritingstyleofthepassage.Findthepositionofsentencesintask1andthewritingstyleofthispassage.Tounderstandthewritingstyleofthispassage.通過(guò)“找"了解比照文的寫(xiě)作風(fēng)格。Step2Pre-writingActivity3Tellstudentstosummarizethepassagewithproperexpressions.Summarize(hepassagewithproperexpressions.Toputtheexpressionsjustlearnedintopractice.通過(guò)''填”總結(jié)文章，呈現(xiàn)文本基本框架結(jié)構(gòu)，幫助學(xué)生對(duì)文本信息進(jìn)行結(jié)構(gòu)化和條理化處理，形成篇章結(jié)構(gòu)化知識(shí)，加深文本標(biāo)題理解，并且為后續(xù)篇章寫(xiě)作提供框架及語(yǔ)言結(jié)構(gòu)內(nèi)容鋪墊。Step2Pre-writingActivity4Guidestudentstosummarizethe"changes"ofthepassageandwritethemdownontheboard.Guidestudentstofindwhatawellnesspersonshouldbe.Followtheteachertosummarize(he"changes"ofthepassageandgettoknowwhatawellnesspersonshouldbe.Tounderstandthearticlebetterandknowthedefinitionofwellnesspeople.通過(guò)"總結(jié)"進(jìn)一步明確文本結(jié)構(gòu)內(nèi)容以及寫(xiě)作手法，為后續(xù)寫(xiě)作進(jìn)行語(yǔ)言鋪墊。Step3While-writingActivity1Showstudentsthesurveyresultandaskthemtoformagrouptodiscussoneoftheirhealthproblems.Watchthevideotoknowtheresultofthesurveyanddiscusswithgroupmembers.Afterthat,writedownthediscussionresultandpresentittootherstudents.Tocollectmaterialsforwriting.通過(guò)“討論"培養(yǎng)團(tuán)體協(xié)作的能力和表達(dá)自身積極改變的交流能力。

Step5HomeworkStep3While-writingActivity2Askstudentstoformanarticleaccordingtotheirdiscussionresultsanddisplayitwiththehelpofthecomputer.Formanarticleaccordingtotherequirementsanddiscussionresultsandthendisplayit.ToputwhatSslearnedintopractice.Step4Post-writingActivity1Askstudentstothinkwhatmakesawellnessperson.Thinkwhatmakesawellnessperson.Toshowthedefinitionofawellnessperson.Step4Post-writingActivity2Askstudentstothinkwhatshouldwcdotobecomeawellnessperson(menially&physically).Thinkthemethodstobecomeawellnessperson(men(ally&physically).Toshowthemethodstobeawellnessperson.通過(guò)“寫(xiě)"輸出本文所學(xué)知識(shí)點(diǎn)，同時(shí)加深拓展對(duì)文本信息的理解，提高學(xué)生思維品質(zhì)和文化品格。通過(guò)“想"培養(yǎng)學(xué)生總結(jié)及批判性思考的能力。通過(guò)"想"培養(yǎng)學(xué)生解決問(wèn)題的能力。Compulsorj--task:Haveyourarticlepolishedandformourownclasswellnessb