Unit2SportsandfitnessLesson3Runningandfitness教學(xué)設(shè)計主題語境：人與社會——體育與健康語篇類型：新媒體語篇：網(wǎng)站專欄語篇研讀：本課有3部分組成。Part1Jeremy給網(wǎng)站寫信咨詢：跑步是否有助于保持健康，減少疾病。Part2Dr.Martin對Jeremy進行了答復(fù):堅持跑步對健康很有好處，并給跑步新手提出了幾點建議。Part3補充列舉了跑步應(yīng)遵循的三個原則，并深層次闡述了具體的做法及這樣做的原因。文章重點詞匯主要涉及學(xué)校生活。如：getfitandpreventdiseases,increasetheflowofbloodandoxygen,strengthentheimmunesystem,reducetheriskofserioushealthproblems,cheersbup,providerelieffromtension。3個語篇雖獨立成篇，但卻互相聯(lián)系，互為補充，把語篇的事實性信息，語言表達方式及對跑步對健康益處的探討有機整合在一起，由此梳理出本文的信息結(jié)構(gòu)圖和結(jié)構(gòu)化知識圖。作者希望通過本文引發(fā)人們對體育鍛煉與健康的思考：規(guī)律適當(dāng)?shù)捏w育鍛煉對健康有極大的好處，對處于生長發(fā)育期的青少年來說更為重要，可以幫助青少年克服生理和心理上的障礙，促進身心健康。本課結(jié)束時，學(xué)生能夠：語言能力：1.查讀課文在文章中快速掃描出特定的細節(jié)信息。2.獲取梳理文中描述Jeremy及跑步的事實性信息。（適宜的人群，益處，建議，原則）3.歸納總結(jié)跑步對生理和心理健康的益處。分析3個語篇之間的聯(lián)系，梳理出本文的結(jié)構(gòu)化知識圖。4.制作兩張關(guān)于舉辦長跑比賽的海報。思維品質(zhì)：5.討論長跑是否對Jeremy有所幫助。6.通過小組合作，同伴討論，個人思考，分享自己對體育與健康，尤其是青少年健康的看法。如何查讀課文在文章中快速掃描出特定的細節(jié)信息。分析3個語篇之間的聯(lián)系，梳理出本文的結(jié)構(gòu)化知識圖。學(xué)生自學(xué)單詞和預(yù)習(xí)課文。主要學(xué)生學(xué)習(xí)活動：1創(chuàng)設(shè)情境，熟悉主題，鋪墊語言。教師展示朋友鍛煉身體的照片。用課文中的新詞匯描述照片，幫助學(xué)生在情境中認知和理解新詞匯。并提出問題：Doyouexerciseregularlyinyourdailylife?Howdoyoukeepfitandrelievetension?Whatsportsdoyouusuallydo?Whataretheadvantagesofexercisingregularly?來激活與體育鍛煉與健康的詞匯；2教師闡述何為查讀，如何查讀。學(xué)生查讀文章快速掃描出特定的細節(jié)信息。3概括梳理整合信息，內(nèi)化語言，獲得結(jié)構(gòu)化知識。學(xué)生閱讀part1，查讀快速掃描出Jeremy存在的健康問題。學(xué)生第一遍閱讀part2，概括主旨并梳理跑步的事實性信息（適宜的人群，益處，建議，原則）。教師提問檢查學(xué)生提取課文中事實信息的情況。學(xué)生第二遍閱讀part2，兩兩合作歸納總結(jié)跑步對生理和心理健康的益處。標(biāo)記出體現(xiàn)益處的詞匯及表達方式。并討論長跑其他的好處及建議。學(xué)生第一遍閱讀part3，略讀文章迅速掌握跑步應(yīng)遵循的三原則。學(xué)生第二遍閱讀part3，查讀文章快速掃描出特定的細節(jié)信息。學(xué)生閱讀全文，分析3個語篇之間的聯(lián)系，梳理出本文的結(jié)構(gòu)化知識圖。并通過對細節(jié)信息的梳理歸納，熟悉并學(xué)習(xí)一些固定搭配及本課特有的語言表達方式。之后，教師和學(xué)生在黑板上共同完成信息結(jié)構(gòu)圖和結(jié)構(gòu)化知識圖。4學(xué)生依據(jù)所梳理和提煉的結(jié)構(gòu)化知識，重組課文中的固定搭配或語言表達方式。采用兩人問答或?qū)υ挼男问?，闡釋跑步對生理和心理健康的益處及應(yīng)遵循的原則，內(nèi)化所學(xué)語言知識與相關(guān)信息。5根據(jù)已知，推理判斷。學(xué)生討論并交流長跑是否有助于Jeremy，并初步討論體育鍛煉對健康的意義；6表達感受，分享自己觀點，培養(yǎng)批判性思維。學(xué)生分組討論保持健康和變得健康的方式及各種體育鍛煉應(yīng)注意的問題。學(xué)生嘗試分析不同年齡段的人要采取不同的體育鍛煉方式，并再次聯(lián)系自我進行思考，理性表達自己的觀點。通過全班交流，提升對這一問題的批判性思考。7互動交流，遷移創(chuàng)新。1)學(xué)生分組創(chuàng)編人物訪談類節(jié)目，向Dr.Martin咨詢不同年齡段人群運動方式的選擇。2)為學(xué)校下周舉辦的長跑項目制作兩張廣告海報。教學(xué)過程：Step1Leadingin1Tshowssomepicturesoffriendstakingexercisinganddescribethepictures.AndthenasksSs:Doyouexerciseregularlyinyourdailylife?Howdoyoukeepfitandrelievetension?Whatsportsdoyouusuallydo?Whataretheadvantagesofexercisingregularly?2Ssworkingroupsandtalkabouttheadvantagesofexercisingregularly?3Sssharetheirideas.Twritethemdownontheblackboard.Step2Skillbuilder:ScanningforSpecificInformation1Texplainswhatskimmingis.Scanningatextmeansreadingitasquicklyaspossibletofindspecificinformation.?Beforehand,determinethespecificinformationthatyouneedtofind.?Whenyouscan,moveyoureyesthroughthetexttofindwhatyouarelookingfor.?Don’treadeverywordwhenlookingforspecificinformation.Searchquickly.2TasksSswhattypeoftextitis.Step3Readingpart11TinvitesSstoscanpart1tofindJeremy’shealthproblems.TinvitesSstothinkoftheroleofpart1..2SsworkinpairstotalkaboutJeremy’shealthproblemsandtheroleofpart1.Physical:getsickallthetimePhysical:getsickallthetimeteacherRunningwillhelphim?Runningwillhelphim?teacherHealthproblemsteacherMMental:FeelawkwardteacherStep41stReadingpart2forinformation1Taskssstoscanthetextstocompletethedetailsaboutlong-distancerunningbasedonthetext.Long—distancerunningTopicsdetailsWhoisitfor?EquipmentneededbenefitsTipstoavoidinjuries2TasksSstoshareandchecktheanswerstothequestion.Step52ndreadingpart2fordeepunderstanding1TasksSstoreadthetextscarefullyandsummarizethephysicalandmentalbenefitsoflong-distancerunning.TasksSstopayattentiontosomepositivewordstoexplainthebenefitswhilereading.forexample:agreatsport,nobetterway,helpyou,good,increase,strengthen,reducetheriskof,cheerup,providerelief.2PairWork:TasksSstotalkaboutthephysicalandmentalbenefitsoflong-distancerunning.physicalGetfitandpreventdiseasephysicalIncreasetheflowofbloodandoxygenbenefitssStrengthentheimmunesystembenefitssReducetheriskofserioushealthproblems--------------------mentalCheerupmentalProviderelieffromanyachesortension--------------------3TasksSstoexplainhowtheycangettheanswerandwhatthepositivewordsareinthetexts.Somebodywhoworriesaboutgettingsick,…Anybodywhoisfeelingdown,…Wecanfindthephysicalandmentalbenefitsaccordingtothesentencesabove.4TasksSstothinkoftheotherbenefitsandtipsoflong-distancerunning.5TasksSstofindsomeadviceforbeginners.Andaskhowtheycanfindtheanswerquickily.Itisimportanttowarmupandcooldown.Afterabigrun,youshouldlogslowly---Wecangiveadviceusingthesentencesabove.Step61streadingpart3forspecificinformation.1TasksSstoskimthetexttofindoutwhatprinciplesaresuggestedforrunning.2TasksSstoscanthetextandFillinthecolumnsofthetablebelowPrinciplesofrunningDetailsStep7readingthewholetext(part1,2,3)1TasksSstoreadthewholetexttoidentifythestructure.JeremyJeremy’shealthproblemsbenefitsWillrunninghelp?benefitsprinciplesadviceprinciplesadvicephysicalmentalphysicalmental3TinvitesSstoworkinpairsandbasedontheInformationStructureDiagramandStructuredKnowledgeGraphmakeandialoguewhichcancontainthefollowingquestions.What’sthematterwithyou,Jeremy?Willrunninghelpmegetfitandpreventdisease?WillrunningcheermeupwhenIamdown?WhatprinciplesshouldIfollowwhenIrun?WhatIshoulddotoavoidinjuries?4Sspresenttheirdialogueswithinthewholeclass.Step8CriticalthinkingVoiceyouropinion:Doyouthinklong-distancerunningwillhelpJeremy?Why?TasksSstotalkabout:Whatarethebenefitsofexercisingregularlyandhowtogetfitandstayhealthy.Whatarethepossiblebenefitsandchallenges?Canpeopleofallagesgoforaruntokeepfit?Howshouldwechoosetherightwayofexercisetokeepfit?Step9InterviewSswork