Unit3Keepfit.SectionB(2a2c)寫作課英文教學設計

I.AnalysisoftheThemeintheNewCurriculumStandard

Thiscontentisrelatedtothe"HealthyLiving"subthemeinthe"PersonandSelf"themegroupofthenewcurriculumstandard.Itfocusesonhowteenagerskeepfit,guidingstudentstounderstandthepositivesignificanceofphysicalexerciseforphysicalandmentalhealth.Itmeetsthecurriculumstandardrequirementsofcultivatingstudents'positiveattitudetowardshealthylivingandforminggoodlivinghabits,helpingstudentsestablishcorrecthealthconceptsandimproveselfmanagementability.

II.CoreLiteracyGoals

LanguageAbility:Studentscanunderstandtextsaboutwaysofkeepingfit,extractkeyinformation(suchassportspreferences,frequency,benefits);candescribetheirfavoritesportsinEnglish,andclearlyexpresssportsrelatedcontentandreasons.

CulturalAwareness:Understandthefitnesshabitsofdifferentteenagers,feelthemonvalueofphysicalexerciseinthelivesofteenagersaroundtheworld,andenhancetheculturalidentityofhealthyliving.

ThinkingQuality:Improvelogicalthinking,inductivegeneralizationandinnovativethinkingabilitiesbysortingouttextinformation,drawingmindmaps,andcreativeexpression.

LearningAbility:Learntousemindmapstosortoutknowledge,masterthe"readingthinkingwriting"learningstrategy,activelyexplorethetopicofhealthyliving,andimproveindependentandcooperativelearningabilities.

III.TeachingKeyandDifficultPoints

(I)TeachingKeyPoints

Studentscanaccuratelyextractkeyinformation(sportsitems,favoritepoints,frequency,benefits)fromKate'stextaboutwaysofkeepingfit,andpletethemindmap.

Studentscanimitatetheexample,drawapersonalsportsmindmap,andwriteanEnglishfitnesspost,usingtargetlanguagecorrectly.

(II)TeachingDifficultPoints

Deeplyexplorethepersonalizedexpressionsbehindsportspreferences,makingthecontentofthepostrichandappealing.

Flexiblyuselanguageknowledge,showinglogicalconnectionsandthinkinglevelsinmindmapsandwriting.

IV.TeachingMethodsandLearningMethods

(I)TeachingMethods

TaskbasedTeachingMethod:Assigntaskssuchasextractinginformation,drawingmindmaps,andwritingtodrivestudents'languagepractice.

ScaffoldingTeachingMethod:Takethetextasascaffold,graduallyguidestudentsfrominput(reading)tooutput(writing),buildingaladderforthinkingandexpression.

MultimediaTeachingMethod:Usepictures,audios,etc.tocreaterealcontextsandarouselearninginterest.

(II)LearningMethods

IndependentLearningMethod:Studentsreadindependently,extractinformation,thinkandcreate,cultivatingindependentlearningability.

CooperativeLearningMethod:Discussmindmapsingroups,evaluatewritingmutually,promotingthinkingcollisionandlanguagemunication.

MindMapLearningMethod:Usemindmapstosortoutknowledge,optimizethinkingstructure,andhelplanguageoutput.

V.TeachingProcess

TeachingLinks

Teacher'sActivities

Students'Activities

DesignPurposes

Introduction(ActivatePriorKnowledge)

Showpicturesrelatedtosports(running,swimming,basketball,etc.),andaskinEnglish:“Whatsportsdoyouknow?Doyoudosportstokeepfit?”

2.Guidestudentstosharedailyfitnessorfavoritesports,andbrieflyexplainthereasons.

1.ObservepicturesandanswerquestionsinEnglish,listsportsitems.

2.Activelysharepersonalsportsexperiencesandideas,activatingthereserveofhealthylivingtopics.

Activatestudents'priorknowledge,createanEnglishmunicationatmosphere,leadtothetopicof“howteenagerskeepfit”,andarouselearninginterest.

PrereadingPreparation(LanguagePreparation)

Presentkeywordsandphrasesinthetext(suchas“keepfit;favouritesport;feelgreat;begoodfor”,etc.),helpstudentsunderstandmeaningsandusagesthroughexamplesentencesandactiondemonstrations(suchastheactionof“swim”).

2.Organizequickreadingandsentencemakingpracticetoconsolidatevocabulary.

1.Learnnewvocabulary,understandsemanticmeaningsandusagesbinedwithexamplesentencesandactions.

2.Participateinreadingandsentencemaking,mastervocabularyusage,andpreparefortextreading.

Solvepossiblevocabularyobstaclesinreading,consolidatelanguagefoundation,andreducereadingdifficulty.

TextReading(InformationExtraction)

1.Distributetexts,assigntasks:ReadKate'spost,findoutinformationrelatedto“favouritesport;whatshelikesaboutit;howoften;whyit’sgood”,andmarkinthetext.2.Patrolandguide,answerreadingquestions,andpayattentiontostudents'informationextraction.

1.Readtextswithtasks,carefullyfindandmarkkeyinformation,andtrytosortoutlogic.

2.Thinkactivelyoraskteachersandclassmatesforhelpwhenencounteringdifficulties,andpleteinformationextraction.

Trainstudents'abilitytograspkeyinformationinreading,getfamiliarwithtextcontent,andlayafoundationforpletingmindmaps.

MindMapConstruction(SortoutLogic)

Showblankmindmaptemplates,guidestudentstofillincontent(Kate'spart)ingroupsaccordingtoextractedinformation.Forexample,fill“swimming”in“favouritesportorexercise”,fill“It’sfuntoswimandplaywithfriends;coolwaterfeelsgreat”in“whatdoesshelikeaboutit”,etc.

2.Selectgroupworksfordisplay,mentandguide,andimprovethelogicofmindmaps(suchasrelating“favoritepoints”to“frequency/benefits”).

1.Cooperateingroups,fillinmindmapsaccordingtoextractedinformation,anddiscussthelogicalconnectionsofinformation.

2.Listentoments,reviseandimprovemindmaps,andclarifythelogicalstructureoftexts.

Cultivatestudents'inductivegeneralizationandlogicalthinkingabilitieswiththehelpofmindmaps,sortouttextknowledge,andsetathinkingexampleforimitativecreation.

ImitativeCreation(ThinkingTransfer)

1.Assigntasks:RefertoKate'smindmap,takeyourfavoritesportascontent,drawapersonalsportsmindmap(coveringsportsitems,favoritepoints,frequency,benefits).2.Provideexamples(suchasasimplemindmapwith“running”asanexample),patrolandguide,andencourageinnovativeexpressions(suchasuniquefavoritereasons).

1.Thinkindependently,choosefavoritesports,imitateexamplestodrawmindmaps,andsortoutpersonalsportsinformation.

2.Beboldininnovation,trytoexpresssportsrelatedcontentwithrichlanguage,andpletethinkingtransfer.

Fromimitatingtextstoindependentcreation,deepentheunderstandingofthetopicofhealthyliving,exercisethinkinginnovationandlanguageuseabilities,andimplementcoreliteracy.

WritingOutput(LanguageUse)

Assigntasks:Accordingtopersonalmindmaps,writeEnglishfitnessposts(suchasKate'sformat),requiringcoherentlanguage,clearlogic,andreflectingthepositivesignificanceofsportstohealth.

2.Givewritingtips(suchasusingconjunctions“also;because”,enrichsentencepatterns),patrolandgiveguidanceonlanguageerrorsandlogicalproblems.

1.Organizelanguagetowritepostsaccordingtomindmaps,andusewritingskillstooptimizeexpressions.

2.Writecarefully,checklanguageerrorsactively,andimprovecontenttoenhancewritingquality.

Realizethetransformationfromthinkingsortingtolanguageoutput,strengthenlanguageuseability,conveytheconceptofhealthylivingthroughwriting,andimplementtheeducationalvalueofthe“healthyliving”theme.

DisplayandEvaluation(municationandImprovement)

Selectsomestudents'posts,projectanddisplaythem,organizestudentstoevaluatefromthreeaspects:content(informationintegrity,creativity),language(accuracy,richness),logic(relevance,clarity).Teacherssupplementments,affirmhighlights,pointoutdeficiencies,andgiveimprovementsuggestions.

2.Guidestudentstorevisepostsindependentlyaccordingtoevaluation.

1.Listentoclassmates'sharingcarefully,evaluateobjectivelyaccordingtoevaluationstandards,andlearnfromothers'advantages.

2.Receivefeedback,revisepostsindependently,andimprovelanguageexpressionandcontentquality.

Throughmultipleevaluations,promotestudentstolearnfromeachother,improvelanguageaestheticandcriticalthinkingabilities,andimprovelearningeffectsbymodifyingandperfectingworks.

SummaryandExpansion(DeepentheTheme)

Leadstudentstoreviewtheclass:Sortoutthelearningprocessfromtextreadingtomindmapdrawingandwriting,emphasizetheconnectionbetweenhealthylivingandlanguagelearning,andsummarizetargetlanguage(suchassportsdescription,frequencyexpression).

2.Expansiontask:Makea“ClassHealthySportsTips”poster,presentclassmates'favoritesportsandfitnesssuggestionsinEnglish,andpostandpromoteafterclasstoadvocatehealthyliving.

1.Reviewwiththeteacher,consolidateknowledgepoints,andstrengthenlearningachievements.

2.Receiveexpansiontasks,clarifyafterclasspracticedirections,andcontinueclassroomlearningenthusiasm.

Summarizelearningcontent,deepenknowledgeunderstanding;extendtheclassthroughexpansiontasks,cultivatestudents'senseofsocialresponsibilityandpracticalability,andpracticethe“healthyliving”conceptofthecurriculumstandard.

VI.TeachingReflection

(I)Successes

EffectiveTaskChainDesign:Fromtextreadingandinformationextraction,tomindmapconstruction,andthentowritingoutput,tasksareprogressive,conformingtostudents'cognitivelaws,helpingtoimplementcore