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大单元教学整体设计
单元主题 Book 1 Unit 3 Sports and fitness 单元总课时 11
课 型 New lesson 年 级 Grade one
单 元 课 标 要 求 《普通高中英语课程标准（2020年修订）》指出：单元是承载主题意义的基本单位，单元教学目标是总体目标的有机组成部分。教师应充分了解必修课、选择性必修课和选修课的课程内容、内容要求及其之间的关联，根据高中学段的课程结构和总体目标，以及各单元的主题和教学内容，制订各单元的具体教学目标。单元教学目标要以发展英语学科核心素养为宗旨，围绕主题语境整体设计学习活动。
单 元 考情、学情 分析 本单元以运动和健康为主题，从不同方面说明运动除了竞赛的目的，更多的还是为了身心的健康。年轻人参加运动不仅能够强身健体，还可以锻炼意志和耐力，学会与人合作，学会承受压力和失败，学会挑战自己的极限。本单元选择了年轻人晨跑作为主题图，体现了一种积极向上以及“生命在于运动”的积极意义。 参照普通高中英语课程主题语境内容分类，本单元可划分为： 人与自我：1. 个人、家庭、社区及学校生活； 2. 健康的生活方式、积极的生活态度； 3. 认识自我，丰富自我，完善自我。 人与社会：1. 体育活动、大型体育赛事、体育与健康、体育精神； 对社会有突出贡献的人物。 人与自然：人类生存、社会发展与环境的关系。
单 元 教 学 目 标 （核心素养） 学习理解：通过填空、填写表格、思维导图、回答问题等途径，获取多模态语篇中关于体育赛事的类型及其规则，体育传奇人物的事迹和品格； 应用实践：结合所获取的信息和语言表达，介绍一项体育运动和自己心目中的体育传奇人物，描述运动的好处及带来的变化； 迁移创新：综合运用事实性信息，所学语言结构和词汇，通过调查问卷，迁移创造设计海报展示推广一项运动。
单 元 教学重难点 重点：本单元教学资源以运动与健康为主题，包括对话、视频、记叙文、说明文、议论文等多模态语篇，形式丰富多样，能够强烈激发学生的学习兴趣。 难点：在育人过程中培养青少年良好的健身意识，注重健康锻炼，形成良好的生活方式是非常重要的。
教具准备 音频、希沃一体机、录音机
教学策略 设 计 教师设通过综合性、关联性和实践性特点的英语学习活动，使学生通过学习理解、应用实践、迁移创新等一系列融语言、文化、思维为一体的活动，获取、阐释和评判语篇意义，表达个人观点、意图和情感态度，分析中外文化异同，发展多元思维和批判性思维，提高英语学习能力和运用能力。
单元层次任务设计 层次一：基础知识 1.词汇：能正确使用下列单词和词块。 soccer,stadium,boxing,badminton,marathon,event,ski,host,track,gym,gymnastics, sweat,athlete,master,honour,medal,champion,apart,injury,captain,strength,failure, compete,pretend,million,cheat,audience,positive,slim,diet,rather,jog,stress,error comealong, trackandfield, workout,makeit,setanexample,fallapart,loseheart,give up,makesense,pretendtodosth,evenif/though,makeadifference,ratherthan,cut... out,nowandthen,compare...with/to... 2.语法：能够理解并正确运用附加疑问句。 层次二：核心重点 1.阅读杂志文章，提取主要信息和观点，并形成个人见解。 2.阅读高中学生的健身随笔，学习比较异同的写作方法。 层次三：难点突破 1.能够就运动员的表现和体育精神表达同意或不同意的观点。 2.能够写一篇描述自己在健身方面今昔对比的小语篇。 3.能够在听时抓住主旨大意。 4.能够利用图片和标题预测杂志文章的内容。
教学任务 具体教学任务细化 课时分配
Lead in Speaking Project Part 2: Listening and Talking: Talking project Warming-up Pre-reading While-reading Post-reading While-reading Writing Period 1 Listening、Speaking and talking The teacher is advised to talk with their students about sports events. Play conversation 1 which is about Shen Qi’s main purpose for talking to Amy and after finishing listening for the first time, the students need to solve the following tasks. 1.Purpose 2. Listen to conversation 1 again and write down the words that the speaker stresses: Listening tip: Listen for main ideas. Try to catch the main ideas instead of trying to remember.
After finishing the task above, the teacher is expected to play conversation 2 which is about Adam’s inviting Julie to a sports event and after finishing listening, the students need to solve the following task. Listen to Conversation 2. Then answer the following questions: 1. When will the event happen 2. What's a "Blue Paint" run 3. Why is it called a "Blue Paint" run 4. If 200 people take part in the run and 400 balloons are sold, how much money will they collect Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project: What event or activity would you like to invite your friend to Make a conversation with a partner. Ski Race: Zhangjiakou, a beautiful city in northern China, will host the Youth Ski Race in December. Track Meet: a great event for track –and –field lovers on 26 October. Gym Class: come and work out at a gym! You can make it. The teacher is advised to talk with their new students about the related topic: Boys and girls , what do you think of sportsmanship Let’s listen and find out: Play the listening and match each opinion with the right speaker. Who do you agree with Why A. An athlete should do his/her best to win. B. The girl should stop and help the other girl. Good sportsmanship is more important than wining! C. An athlete should think about honor and his/her fans if he/she is competing for his/her country. Listen again and circle the expressions that you hear in the conversation. agreeingdisagreeingI agree. So do I. Exactly! All right Good idea. Yes, I think so.I'm sorry, but I disagree/don't agree. I don't think so. That's not right. That doesn't make any sense! That's not how I see it. I see what you mean, but …
Work in groups. Choose one of the situations below and make a conversation: ●A soccer player should not pretend to fall down even if it helps his/her team. ●In school teams, everyone should get a chance to play, not only the best players. ●It is wrong to pay people millions of yuan to play sports. ●Athletes should play only for their own country. Period 2 Reading and Thinking Look at the pictures and titles below. What do you think the text is about Fill in the form about what you already know and what you want to know about Lang Ping and Michael Jordan. 1. Read the text and fill in the form about what you have learnt about Lang Ping and Michael Jordan. 2. Read the text and decide what is stated in the text (S), what can be inferred (I), and what you know to be true from the experience (E). (Page39, Activity2) 3. Read the text again and answer the questions. (Page39, Activity3) How was Lang Ping's determination tested in the 2015 World Cup What examples does the writer use to describe Lang Ping What does the first sentence in the paragraph introducing Michael Jordan mean Why does the writer mention “the final seconds of a game” 4. Read after the tape and fill in the form about the main idea and language feature of each part. 1. Think and answer the questions. What reasons does the writer give for choosing Lang Ping and Michael Jordan as “living legends” Why are Lang Ping and Michael Jordan masters in their fields What good examples did they set for us What can we learn from successful athletes 2. Read after the tape and pay attention to the new words. 3. Use the words and phrases to talk about Lang Ping and Michael Jordan. ( Page39, Activity5) Period 3 Reading for Writing 1st Reading Write down the main idea of each paragraph. 2nd Reading Read what Kayla wrote and answer the questions. 1. What problem did Kayla have in the past 2. What does the sentence “I almost went bananas” mean 3. What made her change her thinking 3rd Reading Complete the outline with the words and phrases from the text. 4th Reading Underline the words and phrases used in the text to show similarities and differences. Think about the questions below. Use the ideas from the answers to list some positive changes. Write a short paragraph to describe and explain your changes. Use the checklist to find out how to revise your draft. 1) Do you explain why you want to change 2) Do you tell how the changes have improved your life 3) Is the text well-organised 4) Do you use words and expressions to show similarities and differences 5) Are there any grammar or spelling mistakes 6) Do you use correct punctuation Period 4 Video time 1.了解喀斯特地貌和攀岩运动 2.归纳总结攀岩运动员对喀斯特地貌的感受【学习任务三】表达个人对3.攀岩等极限运动的观点 推荐的学习资源 单元课时分配： 4课时：听说课 3课时：读思课 3课时：读写结合课 1课时：视频课
重难点 突破设计 如何写健康书 1.健康书的审题步骤： 第一步：明确要求 该写作属于经验分享，故要用第一人称来写;时态以一股现在时为主。 第二步：确定段落 该类文章可以从以下三个方面人手: Para.1首 先表明写作的目的 Para.2自己的做法及心得体会 Para.3表示期望 及感谢 第三步：提炼要点 健康书常见句式：
单元评价 设 计
作业设计 预习作业： 对阅读语篇中各信息之间的逻辑关系进行分析与推断，归纳作者的观点及其论据； 课堂练习： 对有关体育精神的说法和事例进行理性分析和判断，能表述理由，并形成个人见解。 课外作业： 背诵经典句型句式 1.我非常高兴与大家分享我喜欢的体育项目。 (一般表达)I'm happy to share my favorite sport. (高级表达)It is an honor for me to share my favorite sport with you, 2.和朋友一起打篮球让我放松。 (一般表达)It reduces stress playing with my friends. (高级表达1)It makes me feel relaxed playing with my friends. (高级表达2)It makes me rid myself of stress while playing with my friends. 3.另外，我有机会和其他人交流。 (一般表达) Moreover, I have the chance to communicate with others. (高级表达Moreover, it provides me a valuable chance to communicate with others. 4.如果我们吃的太少或太多或选了不好的食物，我们可能会生病。 I we eat too little or too much, or if we choose the wrong food, we may become sick. 5.我们可以做些事情来改变这种糟糕的局面。 We can do something to change the poor situation. 6.为什么不和朋友交流下来摆脱孤独和压力呢 Why not have a talk with your friends to get rid of your loneliness and stress 7.每个人都有可能遇到这样的麻烦。 Everyone may come across such trouble. 8.我们所能做的就是带着勇气和微笑去面对它。 The only thing we can do is to face it with courage and smile.
拓展性任务设 计 假如你的老师让你在班级Wellness Bok上分享自己的亲身经历及心得，请根据以下要点写一篇80字左右的文章 1. 你喜欢的运动是什么？ 2. 你最喜欢的原因是什么？ 3. 你参加锻炼的体会。
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