Unit3SportsandFitnessReadingforWriting教学设计-2023-2024学年高中英语人教版

LessonDesignUnit:Unit3SportsandFitnessLesson:ReadingforWritingTime：90minRationaleandprinciples1. 六要素整合的英语课程内容：根据新课标的理念，英语教学应以主题为引领，以语篇为依托在语境中发生。故本课教学过程中以“人与自我”中的“健康的生活方式，积极的生活态度”的主题为引领，以叙述Kayla前后变化的语篇为依托，在介绍自己的前后变化写入班级的健康薄（wellnessbook）的具体语境中发生，整合文本中的语言知识、文化知识、语言技能和学习策略等学习内容，突出语言、文化、思维之间的关联，实现语言中承载的跨文化价值。运用听、说、读、看、写等方式，促使学生理解和表达意义、意图和情感态度，发展逻辑思维，学会学习。2. 英语学习活动观：《普通高中英语课程标准（2017版）》提出了指向核心素养发展的英语学习活动观，明确活动是英语学习的基本形式，是学习者学习和尝试运用语言理解与表达意义、培养文化意识、发展多元思维、形成学习能力的主要途径。本次教学中层层递进地设计了有情境、有层次、有实效的英语学习活动。首先基于语篇，进行学习理解类活动，鼓励学生从语篇中获得新知，通过梳理、概括、整合信息，建立信息间的关联，构建新的知识结构。而后深入语篇，进行应用实践类活动，引导学生围绕主题和所形成的新的知识开展描述、阐释等交流活动，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，助力学生将知识转化为能力。最后超越语篇，进行迁移创新类活动，加深对主题意义的理解，促进能力向知识的转化。3. 教学评一体化：本课教学设计力求处理好评价与教和学之间的关系，推动教、学、评一体化实施。在开展评价活动时，教师不仅说明活动的内容和形式，还给出活动要求和评价标准。课堂评价活动贯穿教学的全过程，如教师通过学生讨论、回答问题等评价学生是否达成学习目标，发现学生学习中存在的问题，并及时提供帮助和反馈，促进学生更有效地开展学习。Materialanalysis【What】语篇为ReadingforWriting的篇章，属于“人与自我”主题语境下的“健康的生活方式，积极的生活态度”的主题内容。语篇描述了主人公健身前后变化。收录在国外高中班级里的健康簿中。文本第一段描述过去的担忧和饮食问题，第二段描述观念和饮食方面的改变，第三段描述自己现在的行动，与第一段关于以前做法和观念的描述相呼应，体现了认识自我，丰富自我，完善自我；形成健康的生活方式、积极的生活态度；【Why】通过主人公前后变化的对比以及带来的积极影响，学生对健康生活有更加深刻的理解，引导学生认识自我和完善自我，形成积极向上、健康生活的人生态度。【How】因为文本收录在班级的健康簿中，是学生内部交流的读物，所以语言表达口语化，比较随意、轻松，比如：“Itirednofat,lowfat,5:2,onlybananas,nobananas——Ialmostwentbananas,too”，并且文本中有大量主人公的心理活动和语言活动，比如：“AmIfat?/AmIfit?/Iwanttoruntwokilometersineightminutes”等。文本结构简单、清晰，第一段描述过去的观念和饮食行为，第二段观念和饮食的变化，第三段产生的影响，与第一段对比呼应。文本使用大量关于similarities&differences的表达，比如：“eventhough,insteadof,makesuchadifference,ratherthan,but,instead”，并且使用分别针对每个所比较事物，集中罗列需要比较的内容这一比较和对比的写法，突出主人公在观念和饮食方面的前后变化，以及带来的积极影响。Studentanalysis本节课的教学对象为某普通高中高一的学生，全班共有40人。【基于已知】学习能力：学生整体较为活跃，学习兴趣浓郁，课堂参与度较高。对“健康生活”这一话题较为熟悉，表达欲望较高。语言能力：学生能够理解文本内容，学生对“健康生活”主题下的相关话题比较熟悉，能够针对指定话题进行语言输出；文化意识：学生具有良好的价值观，对于认识自我、改进自我、健康生活持有积极支持态度。思维品质：学生的逻辑性思维水平较高，能够正确把握文本的内容框架，正确理解认识自我和完善自我带来的积极影响。学生能够认真负责地参与同伴互评，批改同伴的作文，提供正确合理的建议。学生可能遇到的困难解决措施少数学生比较腼腆，课堂参与度较低，不能很好地把握课堂机会进行巩固应用语言知识教师需要多注意不主动举手回答的学生，鼓励他们积极参与课堂活动，进行语言输出学生难以关注到文本中表Differences&similarities相关表达教师需要引导学生圈画出相应的表达，培养学生关注文本中表逻辑语言的意识部分学生不知道如何针对教师提供的话题进行语言输出教师需要提供回答范例或框架给学生，为学生适当地提供脚手架Lessonobjectives通过本课的学习，学生能够：梳理Kayla健身前后的变化，概括与整合文章的主旨大意。获取与梳理表达相同点和不同点的表达方式，内化与运用表达方式进行健康话题相关的口语输出。根据学习的语言表达和篇章结构，为班级健康簿撰写一页内容，正确描述及解释自己健康方面的问题、解决方法及结果，展现事物的前后变化。根据提供的评价表有针对性地提供反馈，批判与评价同伴文章所存在的闪光点和不足之处。Teachingkeypointsanddifficulties教学重点：梳理Kayla健身的前后变化，回答问题与完成表格。获取每段的主旨句，依据主旨句与段落内容概括与整合每段的主旨大意。根据评价表有针对性地向同伴提供反馈，指出同伴文章存在的闪光点和不足之处。教学难点：梳理表达相同点与不同点的表达方式，内化与运用该语言方式进行口语表达和书面表达。根据学习的语言表达和篇章结构，进行语言输出，在情境中逻辑性地描述及解释自己的前后变化。TeachingproceduresObjectivesTeachingactivities(Time/Interactionpatterns)IntentionEvaluationTostimulateSs’interests.Leadin5minTpresentssomepictureswithdifferentshapes,pitifullythin,wellproportionedandobeserespectively.AndthenasksSswhichshapeishealthyandwhy.Tintroduceswhatawellnessbookisandshowsthewritingtask:writeapageinawellnessbook.TostimulateSs’interestsinthereadingthetext.TomakeSsbeclearaboutthewritingtask.ToguideSstoreadwithpurpose(findoutKayla’sfitnessandhealth).Sscanexpresstheiropinionsactivelywithsupportingevidence.Sscanbeclearaboutthespecificassignment.Tohelpsshaveageneralunderstandingofthepassage.1streading4minSsreadthepassagefasttofindoutthetopicsentenceandsummarizethemaincontentofeachparagraph.Sssharetheiranswerswithpartners.paragraphTopicsentenceMaincontent123TomakeSshaveageneralunderstandingofthetext.Sscanfindouttopicsentenceofeachparagraph.Ssactivelychecktheiranswerswithpartners.Tohelpssgetmoreinformationaboutthepassage.2ndreading5minReadthepassageforthesecondtime.Afterreading,ssaresupposedtoanswerthesethreequestionsbelow:1.WhatproblemdidKaylahaveinthepast?2.Whatdoesthesentence“Ialmostwentbananas”mean?3.Whatmadeherchangeherthinking?Tohelpssbetterunderstandingthepassage.Tohelpssgetmoredetailedinformationthroughreading.Afterreadingthepassage,sscananswerthequestionscorrectly.TohelpSsretrieveandsummarizethechangeofKayla.3rdreading14minTaskssstoreadthepassageforthethirdtime.Afterthat,ssaresupposedtopletetheoutlinewiththewordsandphrasesfromthetext.Afterpletingtheform,sscanhaveadiscussionandsharetheiranswers.Tohelpssbemorefamiliarwiththepassage.Byfindingthebigchangesbetweenthepastandthepresent,sscanrecognizetheimportanceofkeepingfitinsteadofworryingaboutweight.Tohelpssrecognizetheimportanceofhealthylifestyle.1.Afterthethirdreading,Sscanpletetheformanddiscusswithpartners.2.Byparingthepastandthepresentofthepassage,sscanrecognizetheimportanceofkeepingfitandkeepingpositive.TomakeSsdescribeandinterpretthechangesofKayla3rdreading24minSsretellKayla’schangesaccordingtotheoutlineandthepassage.Theyshowinclassaftergroupdiscussion.Thepast:Thepresent:TheResult:Tohelpssreviewthecontentofthetextandlearnaboutthestructureofwritingawellnessbook.Toguidessperformaninitialoraloutputbasedonthecontentofthetext.1.SsareabletoretellKayla'schangesaccordingtotheoutlineandmakeappropriateadditionsdependingonthetext.2.Ssareabletopayattentiontothelinkbetweensentences.TomakeSsretrieveandsummarizetheexpressionofshowingsimilaritiesanddifferences.4threading6minSsreadthepassageagain,underliningthewordsandphrasesusedinthetexttoshowsimilaritiesanddifferences.Thenssfillthetableandtrysupplementingsomeadditionalexpression.ParagraphShowingsimilaritiesShowingdifferences123AdditionalexpressionGuidestudentstofocusonusefulexpressionsforshowingsimilaritiesanddifferences1.Ssareabletoaccuratelyidentifyrelevantexpressionsanddistinguishhowtheyfunctionintermsofsimilaritiesanddifferencesinexpression.2.Ssareabletomakeappropriateadditionsbasedontheirknowledgebase.TohelpSsinternalizeandutilizetheexpressionsfororaloutput.Prewriting115minSsworkingroupstodiscussthe4questions,andsharetheminclass.ExerciseWhatcanyoudotomakeexerciselikejoggingmoreenjoyable?StressHowcanyouplanyourworkandmakesureyoualsohavetimetorestandrelax?SelfconfidenceWhatcanyoudotobeemoreconfidentandfeelbetteraboutyourself?FoodHowcanyoumakeyourmealshealthier?Usingquestionstoinitiatediscussionsontopicscanactivatestudents'thinkingHelpthemtogathermaterialfortheirfollowingwriting.1.Ssareabletoparticipateactivelyingroupdiscussionsandproviderichideasonrelevanttopics.2.Ssareabletoexpresstheirideascorrectlyinrichlanguage.TohelpSsretrievethestructureofthepassage.Prewriting210minSsusetheideasfromtheirdiscussiontolistsomepositivechangesaccordingtotheoutline.Writethemdownonthebookandsharetheminclass.Topic:exercise,stress,selfconfidence,food,etc.Content:Whatyouusedtodo/donowandresults:Whatyoudonow/willdointhefutureandpossibleresults:Usefulexpressions:ExampleTopicFoodChangesPASTNOWIusedtohaveaweaknessforjunkfood,whicharehighinsalt,sugarorfat…Ihaveawellbalanceddiet,andeatmorefruitsandvegetable…ResultIgottiredeasilywhendoingphysicalactivity,andbecamealittlefat,makingmefarfromprettyclothes.Ifeelmoreenergeticwhendoingsportsandmaintainahealthierbodies.Ihavemorefreedominchoosingclothes.Writingoutlineshelpstudentsthinkaboutthestructureandcontentoftheirwriting.Languagepromptshelpthemfocusonlanguagethatexpressessimilaritiesanddifferencesandreachinitialuse.1.Ssareabletoproducesmallwrittenoutputsontopicsandoutlinepromptswithacleartheme,pletecontentandwellorganizedstructure.2.Ssareabletouseeffectiveexpressionstodemonstratesimilaritiesanddifferences.3.Ssareabletopayattentiontothelinkbetweensentences.TohelpSsretrievethestructureofthepassage.TomakeSsapplythelanguageandstructureinthesituation.Whilewriting20minTshowsthewritingstructureoftheshortparagraphtodescribeandexplainthechanges.Startwithageneralstatementaboutthetopicandyoursituation.Tellthereaderabouthowandwhyyouchangedorwanttochange!Describethechangesandparethe(possible)results.Tellthereaderhowthechangeshaveimprovedorwillimproveyourlife.BasedonthestructureandthequestionsthatSshaveansweredbefore,Sswillwriteashortpassagetodescribeandexplaintheirchangesforclasswellnessbook.Onestudentwillbeinvitedtowritehis/herparagraphontheblackboard.TohelpSswritetheparagraphclearlyandlogically.Sscanwriteaparagraphtodescribethechangeswiththestructure.TomakeSscriticizeandevaluatethepassageofpeeraccordingtothechecklist.Postwriting15minAfterSsfinishingtheirposition,Twillshowthechecklistforgivingfeedback.Doesthewriterexplainwhyhe/shechanged/wantstochange?Doesthewritertellhowthechangeshaveimprovedorwillimprovehis/herlife?Isthetextwellorganised?Doesthewriterusewordsandexpressionstoshowsimilaritiesanddifferences?Arethereanygrammarorspellingerrors?Doesthewriterusecorrectpunctuation?Whatdoyouappreciatemostinthepassage?Doyouhaveanyotherfeedback?TogiveSsareference,Twillevaluatethepositionontheblackboardaccordingtotheevaluationchecklist.Basedonteacher’sexample,Sswillevaluatethepartner’sparagraphinaccordwiththefeedbackchecklist.Afterpeerediting,TsummarizedthekeypointsthatSsshouldattentiontowhentheywriteapassagetodescribethechanges.TleadsSstoreviewtheparagraphstructureandexpressionstosharesimilaritiesanddifferences.ToimproveSswritingability