【教案】Unit+3+Sports+and+Fitness寫作課教案-人教版（2019）必修第一冊+

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學科網(wǎng)（北京）股份有限公司

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LessonPlanfor“Writeapageinawellnessbook”

Designer

StudentstoBeTaught

Seniorone

Module/Unittobetaught

Unit3SportsandFitness

TypeoftheLesson

Writing

Materials

Analysis

Theteachingcontent“Writeapageinawellnessbook”isfromtheunit3SPORTANDFITNESS,ReadingforWritingofthebookPEPseniorhighschoolEnglishcompulsory1.

ThethemeoftheListeningandSpeakinglessonis“Inviteafriendtoasportevent”,whichisaboutdescribingasporteventandmakeaninvitation.Studentswillknowlotsofbasicinformationofsomesportevent.

ThethemeofReadingandThinkinglessonis“LIVINGLEGENDS”.It’sabouttheexperiencesandachievementsofLangPingandMichaelJordan.Studentswilllearntheexcellentqualitiesofthesetwosuccessfulperson.

ThegrammaritemoftheDiscoveringUsefulStructurelessonisthequestionandanswerofGeneralQuestion.bylearningthissection,studentswillhavetheabilitytoapplythisgrammaritem.

TheListeningandThinkinglessonis“Voiceyouropiniononsportsmanship”,whichisaboutunderstandingother’sopiniononsportsmanshipandexpressingtheirownopinions.

ThethemeoftheReadingforWritinglessonis“Writeapageinawellnessbook”.Studentswilllearnthebenefitofsportsandcultivatetheawarenesstosports.

ThecontainoftheAssessingYourProgresslessonissomeexercisesofthenewwordsandgrammariteminthisunit.Itcanhelpstudentstostrengthentheknowledgeofthisunit.

Thethemeofthisunitisaboutsportofthethematiccontext“ManandSociety”.

Thisthematiccontextincludessportsactivities,large-scale,sportsevent,sportandhealth,sportsmanship.

Thisclassmainlyinvolvessportandhealthwhichiscloselyrelatedtostudents’life.

Theme

Personalexperiencesoradviceonsports.

Texttype

Narration.

Languageknowledge

SincethereadingmaterialisabouttwoKayla’sideasabouthealthandfitness,sothelinguistitemswillbeasfollows:

Newwords

Slim,diet,rather

Expressionsabouthealth

Culturalknowledge

TheawarenessofkeepinghealthyandthedifferentwaystokeephealthybetweenChinaandothercountries.

Languageskills

Conveyinformation,expoundandprovearguments,andexpressemotionsinwrittenform.

Relatethecontentofthetexttoone’sownlifeexperience.

Learningstrategies

Listthemaininformationandorganizethebasicinformationstructureaccordingtotheneedsofthethematicexpression.

Useappropriatesentences,paragraphsandtextstructuretoenhancethelogicofthetext.

Learner

Analysis

Studentsareseniorstudentsingradeone:

Areinterestedinsportsandhaveageneralawarenessofkeephealthy.

Donotknowtheproperwaytokeepfit.

Shouldbeabletoawarethatdoingsportsisnotonlytoloseweightbuttokeepyourbodyhealthy.

TeachingObjectives

Bytheendofthisclass,studentswillbeableto:

Languageabilityobjective

Classifyandtheorganizationandlanguagefeaturesofthepageonawellnessbook.

Writesomethingstartwithageneralstatementaboutthetopic.

Thinkingcapacityobjective

Relatingpersonalexperiencetowritingworkstomakethemmoreconvincing.

Learningabilityobjective

Illustratetheissuedirectlyinawrittenform.

Culturalawarenessobjective

Buildtheawarenessoflosingweightinaproperandhealthyway.

Teaching

Focus

TeachingFocus

WaysOut

Keypoint:Helpstudentstoformageneralunderstandingoftheskillsofwritingapageonawellnessbook.

Readthewritingexampleinthetextbookanddiscussthelanguagefeaturesofit.

Difficultpoint:Helpstudenttoformtheawarenessofkeepinghealthyandhealthylifehabits.

Writingarticlesonthecalltoexercisecanhelpstudentsexplorewhatexercisereallymeans.

TeachingMethodology

Myteachingphilosophy:

Learnersasthecenter.Teachnewwordsandarticlecontentinawaythatisinterestingandaccessibletostudents,anddesignaseriesofstudent-centeredteachingactivities.

Scaffoldingprinciple.Fromaskingthemtoreadthewritingexampletofindoutthefeaturesofawellnessbooktoaskingthemtowriteapagethemselves,theteacherwillbuildascaffoldingforstudentstomakethemgraduallyunderstandtheimportanceandproperwaytokeephealthy.

Teachingmethodology:

TaskBasedLanguageTeachingmethod.Teachthetextcontentbysettingaseriesoftaskstosetanlearninggoalforstudents.

TeachingAids

PPTslides,blackboard,pictures

Teachingflowchart

TeachingProcedures

Stage

Teacher’sactivities

Stage1Pre-writing(10mins)

Step1:Lead-in(2mins)

Theteacherasksthestudentsthequestion:“Doyouhaveweightconcerns?”、“Haveyouevertriedtoloseweight?”、“Whatmethodshaveyoutakentoloseweight?”

Theteacherconcludestudents’answersandopinionsaboutthequestionsthattheteacherhasaskedandthenmovetothenextpart:“Theheroineinthetextwearegoingtolearntodayalsousedtohavesomeweightconcerns,let’sreadaboutherexperiences.”

Step2:Reading(5mins)

Theteacherasksthestudentstoreadthroughthetext“GoingPositive”intheirtextbook,andfinishthefollowingquestions:

WhatproblemdidKaylahaveinthepast?

Whatdosethesentence“Ialmostwentbananas”means?

Whatmadeherchangeherthinking?

Step3:Languagelearning(3mins)

Studentsreadthetextagainandfinishtheoutlinebythemselves.

Afterfinishtheoutline,studentscontinuetofinishthefollowingexercise:

Underlinethewordsandphrasesusedinthetexttoshowsimilaritiesanddifferences.

ReasonsforStage1

Arousestudents'interestinthetopicoftoday’swriting,thatis,therealmeaningofexerciseandtheproperwaystoloseweight.

Readingtheexamplewritingcanmakestudentsgettoknowthelanguagefeatureofwritingonawellnessbookandtheycanknowtheproperattitudeandwaysoflosingweightfromthewriter’sownexperience.

Stage2While-writing(17mins)

Step1:Groupwork(7mins)

Studentsworkingroupstodiscussthefollowingquestionsandalsothemainfocusoftheirwriting.

Whilediscussion,studentsneedtoorganizetheirideasandopinions,andsuchatablewouldhelp.

Step2:Drafting(10mins)

Theteacherasksstudentstowritetheirownarticlesandtheteacherwillwalkaroundtoofferhelpandremindstudentstopayattentiontothespelling,grammar,punctuationandsoon.

Students’writingshouldfollowthefollowingrequirements:

Startwithageneralstatementaboutthetopicandyoursituation.

Tellthereaderabouthowandwhyyouchangedorwanttochange.

Describethechangesandcomparethe(possible)results.

Tellthereaderhowthechangeshaveimprovedorwillimproveyourlife.

ReasonsforStage2

Whilediscussion,studentscanorganizetheirownopinionsandunderstandtheopinionsofothers.

Whenstudentsaredoingtheirwritingtask,studentswillsortouttheknowledgeacquiredinthisclass,andexercisetheirorganizationalthinkingabilityandwritingability.

Stage3

post-writing(12mins)

Step1:Self-editing(2mins)

Studentsquicklyglancethroughtheirwritingtocorrectsomemistakesthatfoundbythemselves.

Step2:Peer-editing(5mins)

Afterself-editing,studentspasstheirwritingtotheirdeskmatetocheckandevaluatetheirworks.Theevaluationshouldfollowthefollowingstandards:

Step3:Sharing(5mins)

Eachstudentsrecommendsthewritingintheirhandsaccordingtothecriteriaandshareitintheclass.

ReasonsforStage3

Throughtheseactivities,studentswillregula