Unit3SportsandFitnessReadingforWriting教案

TeachingObjectives:

e.g.nowledge:Studentswillbeabletolearnandusekeyvocabularyrelatedtowellness(e.g.,"fitness","diet","stress","positive"e.g.dexpressionsforparisonandcontrast(e.g.,"insteadof","ratherthan","but","instead").

2.Skills:Studentswillbeabletoanalyzethe"Pastvs.Present"structureofamodeltextandapplythisstructuretowritetheirownshortparagraphaboutapersonalhealthchange.

3.Affective:Tofosterstudents'awarenessoftheirownphysicalandmentalhealth,anddevelopapositiveattitudetowardsmakinghealthychangesintheirlives.

ImportantPointandDifficultPoint:

1.ImportantPoint:Guidestudentstounderstandandanalyzethemodeltext'sstructure(paringpastandpresent).

2.DifficultPoint:Guidestudentstocorrectlyandappropriatelyusetheparison/contrastlanguageintheirownwritingtodescribepersonalchanges.

TeachingAids:

Textbook,whiteboard,multimediaprojector(andthepreparedPPTslides).

TeachingProcedures:

Step1:Leadin(5minutes)

e.g.teachershowscontrastingimagesusingthePPT(e.g.,"someoneonacouchvs.someonejogging,""junkfoodvs.ahealthysalad").

Theteacherasksquestionslike"Whatis'wellness'?"and"Whatpositivechangescanwemakeforahealthierlife?"toactivatebackgroundknowledgeandintroducethetopicoftheclass"wellnessbook".

Step2:GuidedReading&Discovery(15minutes)Activity1&2

Studentsreadthemodeltext"GOINGPOSITIVE".

Theyareaskedtofindanswerstothethreeprehensionquestions(WhatwasKayla'sproblem?Whatdoes"gobananas"mean?Whatmadeherchangeherthinking?).

Theteachercheckstheanswersandguidesstudentstorereadandanalyzethetext'sstructure.

Students(inpairsorindividually)fillinatable(basedon"Pastvs.Present"structure).

Step3:LanguageFocus(10minutes)Activity2

e.g.about...with...etetheoutlinechartinActivity2.1(e.g.,worriedabout.../paredmyselfwith...)toreviewthecontent.

Studentsareaskedtofindandunderlinetheparison/contrastwordsinthetext(e.g.,"eventhough","insteadof","ratherthan","but","instead").

Theteachersummarizesthese"Usefulexpressions"onthePPT/board.

Step4:Application(Writing)(15minutes)Activity3

Studentsworkinsmallgroupstobrainstormideasononeofthefourgiventopics(Exercise,Stress,Selfconfidence,Food).

Theteacherpresentsthewritingoutline(fromtheteachingsuggestions)andguidesstudentstocreatetheirownsimpleplan(Pastvs.Present/Future).

Studentsbegindraftingtheirownshortparagraphforthewellnessbook,tryingtousethestructureandthenewlanguage.

Theteachermonitorsthepairs,offeringassistance.

Step5:Summaryand(5minutes)

Theteacherbrieflyreviewsthemainpoints:the"Pastvs.Present"structureforparisonandthekeycontrastwords(like"insteadof"vs."instead").TheteachershowsthePeerReviewchecklist(Activity3.4)andexplainsthattheywilluseitinthenextstep(orforhomework).

Step6:Homework

pleteorreviseyourparagraph.Bereadytoshareorpeerreviewinthenextclass.

TeachingReflection

Thislessonfollowsa"ReadingAnalyzingWriting"model,whicheffectivelyscaffoldsthewritingtaskforstudents.Thevisualleadinsuccessfullyactivatedstudents'backgroundknowledgeonwellness.Thestructuralanalysisprovidedstudentswithaveryclearframework,makingthewritingtasklessdaunting.

However,areasforimprovementwerenoted.The15minutesfordrafting(Step4)wastight,andsomestudentsstruggledtomovefromidentifyingcontrastwords(Step3)tousingthemcorrectlyintheirownsentences.Thetransitionfromanalysistoapplicationwasabittoofast.

Infuturelessons,Iwilladdabrief,controlledpractice(e.g.,sentencemakingwith"insteadof"/"ratherthan")attheendofStep3beforemovingtothefreewritinginStep4.Furthermore,the