外研版高中英语选择性必修第一册Unit 3 Faster, higher, stronge教学设计

Book4Unit3Faster,higher,stronger教学设计单元主题本单元主题语境是“人与社会”，涉及的主题语境内容是在运动竞技领域，每个人都可以通过自己的努力和强大的团队精神,实现“更快、更高、更强”的体育精神。本单元从不同的角度，介绍不同国家的杰出运动员或运动团队，包括许海峰、WayneGretzky、YelenaIsinbayeva、Stephencurry、中国女排等，讲述了他们是如何凭借永不放弃的性格，坚持不懈的努力，钢铁般的意志力和团结一致的团队力量赢得比赛，超越自我，走向成功的。通过本单元的学习，学生能够对自我提出更高的要求，并通过自己的努力实现目标。单元目标学生能够围绕本单元的主题语境内容，基于单元提供的人物介绍、新闻报道、语音信息等多模态语篇，综合运用各种语言技能，读懂与体育精神相关的语篇内容，听懂并谈论与体育运动相关的话题，恰当使用所学词汇与表达介绍运动员及其精神品质，描述体育赛事场景，了解中外优秀运动员的经历和事迹，感知他们的精神品质，深化对单元主题意义的理解；同时，要能够运用单元所学内容，通过比较、分析，准确获取语篇中与体育精神相关的信息并在此基础上联系自身实际，思考这些体育精神对自己的启发；此外，还能够组织一场趣味运动会，实现知识与思维能力的拓展和迁移，树立不畏艰难、团结协作、不断超越的体育精神；能够通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣，提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。Startingout板块教学设计（建议时长10–15分钟，教师可根据教学实际酌情调整。）课型Viewing+Speaking主题语境人与自我--运动竞技领域实现“更快、更高、更强的体育精神”内容分析本板块有两个活动，活动1呈现一段视频，介绍了世界上三大体育赛事，分别是奥林匹克运动会，国际足联世界杯和“超级碗”（美国职业橄榄球大联盟NFL的年度冠军赛），简述了三大赛事的起源、发展和社会影响，考查学生已有的知识及听力理解能力。活动2用三张卡片,概括了中国射击运动员许海峰、加拿大冰球运动员WayneGretzky、俄罗斯撑杆跳运动员YelenaIsinbayeva的基本信息——国籍,身份及所取得的体育成就，引导学生思考他们给自己带来的启示和影响。 教学目标在本板块学习结束时，学生能够：1.初步了解世界上三大体育赛事；2.了解三位运动员的生平事迹，从他们身上学习体育精神；3.谈论体育明星带给自己的启示和影响，了解与体育运动相关的知识，感知运动员身上体现出来的体育精神。教学重点引导学生了解体育赛事和运动员的相关话题，激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。教学难点学生能够基于所提供的信息和自己已有知识，复述活动中三位运动员的生平简介。教学策略视听教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TeachersearchesforandsummarisesinformationabouttheOlympicGames,FIFAWorldCup,theSuperBowl.2.TeacherpresentstheinformationandasksstudentstotellTrueorFalse.3.TeacherplaysthevideoandasksstudentstoanswerQuestion1.4.TeacherplaysthevideoagainandasksstudentstoanswerQuestion21.StudentscollectrelevantinformationabouttheOlympicGames,FIFAWorldCup,theSuperBowl.2.StudentstellTrueorFalseabouttheinformation.3.Studentswatchthevideoandanswerthetwoquestions.Toactivatestudents’existingbackgroundknowledgeandarousetheirinterestinsportsevents.Activity21.Teacherintroducesthebackgroundknowledgeand1.StudentslookatthepicturesandreadthebasicTomakestudentsknowaboutthebasicinformationofthe addsmoreinformation.1.Teacherasksstudentstosummarisethethreesportspeople’shardworkandastonishingperseverance.2.Teacherasksstudentstodiscussthequalitiesthatthethreesportspeoplepossessandsharetheresults.3.Teacherasksstudentstogivesomeotherexamplesofsportspeoplewhopossessthequalities.informationaboutthethreesportspeople,thenanswerQuestion1.1.Studentssummarisethethreesportspeople’shardworkandastonishingperseverance.2.Studentsdiscussthequalitiesthatthethreesportspeoplepossess,sharetheresultsandanswerQuestion2.3.Studentsgivesomeotherexamplesofsportspeoplewhopossessthequalities.threesportspeopleandlearnthespiritofsportfromthem.Understandingideas板块教学设计（建议时长30–35分钟，教师可根据教学实际酌情调整。）课型Reading主题语境人与自我——运动竞技领域实现“更快、更高、更强的体育精神”内容分析本板块呈现了一篇反映单元主题的课文，语篇类型为新闻报道，介绍了体育明星StephenCurry的成功之路。通过对课文的学习，学生可以了解到成功是与自信、努力和毅力等优秀个人品质紧密相联的。读前的导入活动用图片展示了一些篮球术语的英文表达，帮助学生提前熟悉语篇话题，为课文学习做铺垫。读中活动考查学生对文章关键信息的理解。读后活动则是通过考查作者写作意图、细节信息、核心信息和相关话题的表达，启发学生深入思考，利用所学内容创造性地探究主题意义。 教学目标在本板块学习结束时，学生能够：1.通过课文标题猜测课文内容和作者的写作意图；2.通过细读课文,找出相关的细节信息并梳理课文的写作脉络；3.对课文进行解构，掌握新闻报道的写作特征和语言特征，并运用与话题相关的语言知识，介绍一位运动员。教学重点1.引导学生读懂语篇，理解作者的写作意图，并了解体育明星StephenCurry的成功之路；2.引导学生了解成功是与自信、努力和毅力等优秀个人品质紧密相联的。教学难点引导学生总结StephenCurry的成功经验，在今后的生活和工作中坚持自己的梦想，并为之不断努力，成为更好的自己。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreadtheinformationonthepictureandresearchonlinetofindoutthemeaningsandfunctionsofthefivebasketballpositions.2.Teacherasksstudentstoreadtheinformationbelowthepictureandfinishthematchingactivity.3.Teacherinvitessomestudentstosharetheiranswerswiththeclass.1.Studentsreadtheinformationonthepictureandresearchonlinetofindoutthemeaningsandfunctionsofthefivebasketballpositions.2.Studentsreadtheinformationbelowthepictureandfinishthematchingactivity.3.Somestudentssharetheiranswerswiththeclass1.Togetstudentstoknowsomebasketballterms.2.Topreparestudentsforreading. Activity21.Teacherpresentssomequestionsandasksstudentstoreadthepassagequicklytofindouttheanswers.2.Teacherdividesstudentsintogroupstodiscusstheanswerstothequestions.3.Teacherasksstudentstoanswerthequestionsandgiveanexplanationifnecessary.1.Studentsreadthepassagequicklytofindouttheanswers.2.Studentsdiscusstheanswerstothequestions.3.Studentsanswerthequestionsandgiveanexplanationifnecessary.Todirectstudentstoreadandunderstandthepassagewithspecifictasks.Activity31.Teacherasksstudentstoreadthechoicescarefullyandchoosetheauthor’spurposeinwritingthepassage.2.Teacherinvitessomestudentstogivethereasonsforthechoice.1.Studentsreadthechoicescarefullyandchoosetheauthor’spurposeinwritingthepassage.2.SomestudentsgivethereasonsforthechoiceToteststudents’understandingofthetitleandtheauthor’swritingpurpose.Activity41.Teacherasksstudentstoreadtheactivityinstructionaswellasthesummaryandunderstandthepurposeoftheactivity.2.Teacherasksstudentstoscanthepassagetogetthekeyinformation1.Studentsreadtheactivityinstructionaswellasthesummaryandunderstandthepurposeoftheactivity.2.Studentsscanthepassagetogetthekeyinformationandfillintheblanks.3.StudentsreadtheTohavestudentsfurthersortoutthepassagestructureandpayattentiontoStephenCurry’sroadtosuccess. andfillintheblanks.1.Teacheraskssomestudentstoreadthewholesentencesandtheclasschecktheanswerstogether.wholesentencesandtheclasschecktheanswerstogether.Activity51.Teacherasksstudentstoreadthepassagecarefullyandfindoutthesupportingdetailsforthethreequalities.2.Teacherintroducesthetypesofmindmaps.3.Teacherdirectsstudentstocompletetheinformationofthemindmapprovidedbythetextbook.1.Studentsreadthepassagecarefullyandfindoutthesupportingdetailsforthethreequalities.2.Studentscompletetheinformationofthemindmapprovidedbythetextbook.TodirectstudentstomakemindmapsandsummarisethereasonsforStephenCurry’ssuccess.Think&Share1.Teacherdividesstudentsintogroupstodiscusstheanswerstothequestions.2.Teacherinvitessomestudentstopresenttheiranswers.1.Studentsdiscusstheanswerstothequestionsingroups.2.Somestudentspresenttheiranswers.Todirectstudentstobetterunderstandthepassageandthinkdeeplyoverthequalitiesneededforrealisingone’sdream.Usinglanguage板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）课型Grammar+Vocabulary+Listening+Speaking主题语境人与自我——运动竞技领域实现“更快、更高、更强的体育精神”内容分析本板块语法部分主要内容是-ing形式作主语。第一个语篇讲述了EteneshDiro在一场比赛中如何应对意外情况的故事；第二个语篇阐述了现代科技对体育的影响。词汇部分通过两段语音对话，呈现从事各种运动的表达，特别是不同动词的细微差别；听说部分请学生阅读一段关于劳伦斯世界体育奖（theLaureusWorldSportsAwards）的介绍，并完成与这个奖项相关的听力活动。本板块帮助学生深度聚焦语言的意义和功能，在真实语境下进行思考和交际运用，全方位提高综合语言运用能力。教学目标在本板块学习结束时，学生能够：1.了解-ing形式作主语的结构和表意功能，掌握其用法，并能够在真实语境中运用；2.掌握并正确使用动词搭配恰当的运动，并尽量想出更多不同的运动类型；3.认识到运动精神的重要性，培养积极向上的生活观。教学重点引导学生掌握-ing形式作主语的用法，并能够运用；教学难点引导学生了解运动精神，听懂与运动精神相关的话题内容，并能够恰当地运用相关表达阐述自己的意见并进行解释。教学策略任务型教学法、发现教学法、交际教学法、听说教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstoreadsentences(a)and(b)andpayattentiontothewordsinbold.ThenasksstudentstoanswerQuestion1.2.Teacherasksstudentstoreadsentences(c)and1.Studentsreadsentences(a)and(b)andpayattentiontothewordsinbold.ThenanswerQuestion1.2.Studentsreadsentences(c)and(d)andanswerQuestion2.Thencomparetwo1.Toencouragestudentstodiscoverthegrammarusagebythemselves.2.Tofurtherenhancestudents’understandingofthefunctionsandusagesofthe-ing (d)andanswerQuestion2.Thenasksstudentstocomparetwogroupsofsentencestofindoutsimilaritiesanddifferences.1.Teacherasksstudentstolookformoresentenceswiththe-ingformassubjectinthereadingpassage,andhelpsstudentstosummarizethefunctionsandusagesofthe-ingformassubject.groupsofsentencestofindoutsimilaritiesanddifferences.1.Studentslookformoresentenceswiththe-ingformassubjectinthereadingpassage.formassubject.Activity21.Teacherasksstudentstoreadthepassageandrewritetheunderlinedsentenceswiththe-ingformassubject.2.Teacherinvitessomestudentstoreadouttherewrittensentencesandcheckstheanswerswiththeclass.1.Studentsreadthepassageandrewritetheunderlinedsentenceswiththe-ingformassubject.2.Somestudentsreadouttherewrittensentencesandthewholeclasschecktheanswerswiththeteacher.Togetstudentstopracticeusingthe-ingformassubject.Activity31.Teacherasksstudentstoreadthepassageandgetitsmainidea.2.Teacherasks1.Studentsreadthepassageandgetitsmainidea.2.StudentscompletethepassagewiththeTogetstudentstomastertheusagesofdifferentformsofverbs. studentstocompletethepassagewiththecorrectformofthewordsinthebox.1.Teacheraskssomestudentstoreadoutthewholepassageandcheckstheanswerswiththeclass.correctformofthewordsinthebox.1.Somestudentsreadoutthewholepassageandthewholeclasschecktheanswerswiththeteacher.Activity41.TeacherasksstudentstofindoutthepointofviewinActivity3andthesupportingideas.2.TeacherasksstudentstothinkaboutwhethertheyagreewiththepointofviewinActivity3andsharetheiropinionwiththewholeclassusingthe-ingformassubjectwhereappropriate.1.StudentsfindoutthepointofviewinActivity3andthesupportingideas.2.StudentsthinkaboutwhethertheyagreewiththepointofviewinActivity3andsharetheiropinionwiththewholeclassusingthe-ingformassubjectwhereappropriate.Tohelpstudentsdevelopthoughtsandusethegrammarstructureinreallanguagesituations.Activity51.Teacherasksstudentstoreadthevoicemailmessagesindividuallyandcompleteitwiththecorrectformofdo,playandgo.2.Teacherinvitessomestudentstosharetheiranswers.3.Teacherplaysthe1.Studentsreadthevoicemailmessagesindividuallyandcompleteitwiththecorrectformofdo,playandgo.2.Somestudentssharetheiranswers.3.StudentslistentoTotrainstudentstocompletetheblankfillingbycombiningtheirskillsofreadingandlistening. voicemailandasksthestudentstolistentoitandchecktheiranswers.thevoicemailandchecktheiranswers.Activity61.Teacherasksstudentstounderlinethesportswithdo,playandgoinActivity5andputthemintotheboxes.2.Teacherasksstudentstoaddmoresportswithdo,playandgotheycanthinkof.1.Studentsunderlinethesportswithdo,playandgointoActivity5andputthemintheboxes.2.Studentsaddmoresportswithdo,playandgotheycanthinkof.Tohelpstudentsmasterdifferentverbcollocationsaboutsports.Activity71.Teacherasksstudentstoreadthepassageandthequestionsandunderstandthemainideaofthepassage.2.Teacherasksstudentstoworkingroupsanddiscusstheanswerstothetwoquestions.3.Teacherinvitessomestudentstopresenttheiranswers.1.Studentsreadthepassageandthequestionsandunderstandthemainideaofthepassage.2.Studentsworkingroupsanddiscusstheanswerstothetwoquestions.3.Somestudentspresenttheiranswers.TohelpstudentstoknowaboutthebasicinformationofLaureusWorldSportsAwardsandgetpreparedforthelisteningtaskinActivity8.Activities8-91.Teacherasksstudentstoreadthefourtopicsandpredictwhatthe1.Studentsreadthefourtopicsandpredictwhattheaudiotalksabout.1.Tohelpstudentspredictthetopicofthelisteningmaterialandcatchthekey audiotalksabout.1.Teacherplaystheaudioandasksstudentstolistentotheconversationandchooseatopicforit.2.Teachercheckstheanswerwiththestudents.3.Teacherplaystheaudioagainandasksstudentstocompletethetable.4.Teacherplaystheaudioagainandaskssomestudentstoreadthewholepassageandcheckstheanswerswiththeclass.5.Teacherasksstudentstoworkinpairsandactoutasimilarconversation.1.Studentslistentotheconversationandchooseatopicforit.2.Studentschecktheanswerwiththeteacher.3.Studentslistentotheaudioagainandcompletethetable.4.Studentslistentotheaudioagainandsomestudentsreadthewholepassageandthewholeclasschecktheanswer.5.Studentsworkinpairsandactoutasimilarconversation.information.1.Tostrengthenstudents’abilitytousetheme-relatedlanguageafterlistening.Activities10-111.TeacherasksstudentstocompletetheboxeswiththeexpressionsfromtheconversationinActivity9.2.Teacherasksstudentstochecktheanswerstogether.1.StudentscompletetheboxeswiththeexpressionsfromtheconversationinActivity9.2.Studentschecktheanswerstogether.3.StudentsworkinpairsandnominatethreeChinesesportspeopleforTohavestudentsexpressopinionandgiveanexplanation. 1.TeacherasksstudentstoworkinpairsandnominatethreeChinesesportspeopleforthenextLaureusWorldSportsAwardsandgivetheirreasons.2.Teacherinvitesseveralpairstoactouttheirconversationsusingtheexpressionsinthissection.thenextLaureusWorldSportsAwardsandgivetheirreasons.1.Severalpairsactouttheirconversationsusingtheexpressionsinthissection.Developingideas板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）课型Reading+Writing主题语境人与自我——运动竞技领域实现“更快、更高、更强的体育精神”内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为新闻报道。课文介绍了中国女排如何凭借坚韧不拔的毅力和奋斗精神以及团队合作精神战胜困难，赢得各类国际赛事，成为名副其实的世界冠军。读写部分介绍了一项4*100米接力赛的比赛场景。通过这一板块的学习，学生能够更深入理解团队精神的重要性，学会介绍中国女排的成功事迹，增强民族自信心和自豪感，同时初步掌握场景描写的特征和方法，能够用场景描写介绍一个体育赛事。教学目标在本板块学习结束时，学生能够：1.理解课文内容，总结出中国女排成功的经验；2.联系自身的学习与生活，深入思考女排精神对自己学习态度、生活态度和价值观的影响；3.掌握场景描写的特征和方法，运用本单元所学语言知识，通过观察，学会细腻地描述场景并根据课后要求描述一段体育场景。教学重点1.介绍中国女排的成功事迹；2.引导学生深入理解团队精神的重要性。 教学难点引导学生初步掌握场景描写的特征和方法，能够用场景描写介绍一个体育赛事，增强民族自信心和自豪感。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.Teacherasksstudentstolookatthepicturesanddescribethescenespresentedbythepictures.2.Teacherdividestheclassintogroupsandasksthemtodiscussthedifferencesbetweenteamsportsandindividualsports.Thenasksstudentstothinkofsomefamoussportsteamsandgivethereasonswhytheyarefamous.3.Teacheraskssomestudentstosharetheiranswerswiththeclass,andasksotherstudentstomakesupplements.1.Studentslookatthepicturesanddescribethescenespresentedbythepictures.2.Studentsdiscussthedifferencesbetweenteamsportsandindividualsports.Thenthinkofsomefamoussportsteamsandgivethereasonswhytheyarefamous.3.Somestudentssharetheiranswerswiththeclass,andotherstudentsmakesupplements.Toactivatestudents’theme-relatedbackgroundknowledge. Activity21.Teacherasksstudentstoreadthepassageandfindoutalltheeventsmentioned.2.Teachercheckstheanswerwiththeclass.1.Studentsreadthepassageandfindoutalltheeventsmentioned.2.Studentschecktheanswerwiththeteacher.Totrainstudentstoreadapassagewithtasksandfindoutthekeyinformation.Learningtolearn1.TeacherasksstudentstoreadLearningtolearnindividuallyandunderstandthecontentanduseofsettingascene.2.Teacherasksstudentstoreadthepassageagainandfindoutthewords,phrasesandsentencesforsettingascene.1.StudentsreadLearningtolearnindividuallyandunderstandthecontentandfunctionofsettingascene.2.Studentsreadthepassageagainandfindoutthewords,phrasesandsentencesforsettingascene.Tohelpstudentstounderstandthecontentandfunctionofsettingascene.Activity31.Teacherasksstudentstoreviewthefeaturesoffactsandopinionsandthedifferencesbetweenthem.2.Teacherasksstudentstoreadthesentencesanddecideiftheyarefacts(F)oropinions(O).3.Teachercheckstheanswerswiththeclass.1.Studentsreviewthefeaturesoffactsandopinionsandthedifferencesbetweenthem.2.Studentsreadthesentencesanddecideiftheyarefacts(F)oropinions(O).3.Studentschecktheanswerswiththeteacher.Toteststudents’understandingofthepassage. Think&Share1.Teacherdividesstudentsintogroupstodiscusstheanswerstothefourquestions.2.Teacherinvitessomestudentstoanswerthequestionsandotherstudentstomakesupplementsorfreediscussion.1.Studentsworkingroupstodiscusstheanswerstothefourquestions.2.Somestudentsanswerthequestionsandotherstudentsmakesupplementsorfreediscussion.1.Tohelpstudentsfurtherunderstandthetopicofthepassage.2.Tohelpstudentstransferanddeveloptheirknowledgeandthinkingability.Activity41.TeacherasksstudentstoworkingroupstodiscussthespiritoftheChinesewomen’svolleyballteam.2.Teacherasksstudentstocompletethemindmapwiththeirideasandtheexamplesthatsupportthem.3.Teacheraskssomestudentstogiveatalktotheclass.1.StudentsworkingroupstodiscussthespiritoftheChinesewomen’svolleyballteam.2.Studentscompletethemindmapwiththeirideasandtheexamplesthatsupportthem.3.Somestudentsgiveatalktotheclass.Toinspirestudentstothinkandexpressopinion,thusfosteringtheirlanguageusingabilityandcreativethinkingability.Activity51.Teacherasksstudentstofirstreadthequestionsbelowthepassageandthenpredicttheanswersaccordingtothepicture.2.Teacherasksstudentstoreadthepassagewithquestionsandthink1.Studentsreadthequestionsbelowthepassageandthenpredicttheanswersaccordingtothepicture.2.StudentsreadthepassagewithquestionsandthinkaboutwhattheyshouldpayTogetstudentsfamiliarwiththewritingcontentandmastersomeusefulexpressionsfordescribingasportingmoment. aboutwhattheyshouldpayattentiontowhendescribingscenes.1.Teacheraskssomestudentstogivetheiranswersandasksotherstudentstomakesupplements.attentiontowhendescribingscenes.1.Somestudentsgivetheiranswersandotherstudentsmakesupplements.Activities6-71.Teacherasksstudentstothinkaboutanunforgettablesportingmomenttheyhaveexperienced.2.TeacherasksstudentstocompletethetableinActivity6withthekeyinformationfromtheunforgettablesportingmoment.3.Teacherdirectsstudentstowriteapassagedescribingthesportingmomentaccordingtothekeyinformationinthetableandusetheskillofsettingascenein“Learningtolearn”inpage32ofthetextbook.1.Studentsthinkaboutanunforgettablesportingmomenttheyhaveexperienced.2.StudentscompletethetableinActivity6withthekeyinformationfromtheunforgettablesportingmoment.3.Studentswriteapassagedescribingthesportingmomentaccordingtothekeyinformationinthetableandusetheskillofsettingascenein“Learningtolearn”inpage32ofthetextbook.4.Studentsworkinpairsandmakeimprovementstoeachother’sTohavestudentswriteapassageaccordingtotheprovidedstructureandmakefulluseofthelanguageknowledge,skillsandstrategiesinthisunit. 1.Teacherasksstudentstoworkinpairsandmakeimprovementstoeachother’spassages.2.Teacherinvitessomestudentstosharetheirpassageswiththeclass.passages.1.Somestudentssharetheirpassageswiththeclass.Presentingideas&Reflection板块教学设计（建议时长40–45分钟，教师可根据教学实际酌情调整。）课型Speaking主题语境人与自我——运动竞技领域实现“更快、更高、更强的体育精神”内容分析Presentingideas板块要求学生首先阅读两条观点，思考在体育比赛过程中，是参与比赛更为重要还是赢得比赛更为重要。然后寻找充足的论据支撑自己的观点，并组成正反方进行辩论。本板块通过观点的思考与表达，促进学生在真实的情境下综合运用语言，相互合作，展示个性，进一步加深对单元主题意义的理解，发展学生的思维品质，完成对所学内容的迁移和创新。Reflection引导学生从文本、语言、文化、学习策略和方法、分析和解决问题的能力等多方面进行自我评价和总结，并写出自我反思日志。教学目标在本板块学习结束时，学生能够：1.通过本单元的学习，对“体育精神”这一话题有更深入的理解，形成自己的体育观；2.辩证地看待问题，客观地对不同的观点进行评价；3.了解英语辩论的基本方法，使学生能够运用恰当的表达方式进行辩论。教学重点引导学生运用恰当的表达方式进行辩论，同时结合所学的表达阐述自己对体育精神的理解并举例证明，提高综合语言运用能力，锻炼逻辑思维能力。教学难点1.发展学生的思维品质，完成对所学内容的迁移和创新；2.引导学生 对自己的学习行为和效果做出评估和分析，对自己的优缺点和得失做出反思。教学策略任务型教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity11.Teacherasksstudentstoreadthetwopointsofviewaboutwinningandunderstandthemeanings.2.Teacherdividesstudentsintogroupstodiscussthetwopointsofviewandtakesides.1.Studentsreadthetwopointsofviewaboutwinningandunderstandthemeanings.2.Studentsworkingroupstodiscussthetwopointsofviewandtakesides.Toencouragestudentstothinkactivelyandexpressthemselvesbravely.Activities2-41.Teacherregroupstheclassaccordingtostudents’pointsofview.2.Teacherasksstudentstodiscussingroups,thinkofargumentstosupporttheirpointsofviewandmakenotes.3.Teacherdirectsstudentstoprepareforadebate.4.Teacherasksstudentstoteamupwithagroupwiththeoppositepointofviewandhold1.Studentspresenttheirpointsofview.2.Studentsdiscussingroups,thinkofargumentstosupporttheirpointsofviewandmakenotes.3.Studentsprepareforadebate.4.Studentsteamupwithagroupwiththeoppositepointofviewandholdthedebate.Tohavestudentsusethelanguage,cooperatewithothersandshowpersonalityinrealsituations. thedebate.ReflectionReflection1.Teacherasksstudentstorecallwhatthey’velearntinthisunit.2.Teacherasksstudentstowriteareflectionbasedonthesixtips.Studentssummarisewhatthey’velearntandwriteareflectionbasedonthesixtips.Tohelpstudentsevaluatetheirperformance,reviewtheunit,andthinkaboutwaystoimprove.Project板块教学设计(此部分教师可根据教学实际酌情处理。)课型Speaking主题语境人与自我--运动竞技领域实现“更快、更高、更强的体育精神”内容分析本单元的项目实践活动要求学生展开调研，搜集或自行设计趣味运动会的运动项目。学生在教师的指导下，综合运用本单元所学内容，开展自主学习、合作学习和探究式学习，有效完成开放型任务，利用幻灯片或手绘等多种形式展示调研成果，进一步挖掘体育精神的主题意义，提高综合语言运用能力。教学目标在本板块学习结束时，学生能够：1.了解和掌握广告或者海报等宣传文本的结构和内容特点；2.综合运用本单元所学内容，详细、生动、全面地介绍趣味运动会的情况和特色；3.开展合作探究，进一步了解不同的体育项目，培养对体育活动的热爱。教学重点1.引导学生自主选择合适的宣传文本结构、内容和呈现方式介绍趣味运动会；2.培养学生对体育活动的热爱。教学难点1.引导学生综合运用本单元所学内容，开展自主学习、合作学习和探究式学习，有效完成开放型任务。2.引导学生进一步挖掘体育精神的主题意义。 教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityInvestigate(Inthepreviousclass)1.Teacherasksstudentstogoonlinetoresearchfunracesoractivitiestheycouldincludeintheirfunsportsmeetandmakealist.2.Teacherasksstudentstofindoutthespecificdetailsforeachraceoractivityontheirlist.(Inthepreviousclass)1.Studentsgoonlinetoresearchfunracesoractivitiestheycouldincludeintheirfunsportsmeetandmakealist.2.Studentsfindoutthespecificdetailsforeachraceoractivityontheirlist.Togetstudentspreparedfortheproject,anddeveloptheirindividuallearningandexploringabilities.Plan1.Teacherasksstudentstoworkinsmallgroupstodiscussanddecidewhichracesandactivitiestoincludeintheirfunsportsmeet.2.Teacherasksstudentstochooseadate,timeandlocation.3.Teacheraskseachgrouptodecidehowtoadvertisetheirfunsportsmeet,forexample,onaposterorviaemail.1.Eachgroupdiscussesanddecideswhichracesandactivitiestoincludeintheirfunsportsmeet.2.Studentschooseadate,timeandlocation.3.Eachgroupdecideshowtoadvertisetheirfunsportsmeet,forexample,onaposterorviaemail.Tohelpstudentsprepareforthefunsportsmeet. Create1.Teacherasksstudentstoconsiderwhatdetailstoincludeintheadvertisement.2.Teacherasksstudentstomakeanadvertisementfortheirfunsportsmeet.1.Studentsconsiderwhatdetailstoincludeintheadvertisement.2.Studentsmakeanadvertisementfortheirfunsportsmeet.Tohelpstudentstocarryoutpracticaltasks.Present1.Teacheraskseachgrouptopresenttheadvertisementoftheirfunsportsmeettotheclassandthewholeclassvoteforthebestracesandactivities.2.Teacherasksstudentstochoosethemostsuitabledate,timeandlocation,andholdtheirfunsportsmeet.1.Eachgrouppresentstheadvertisementoftheirfunsportsmeettotheclassandthewholeclassvoteforthebestracesandactivities.2.Studentschoosethemostsuitabledate,timeandlocation,andholdtheirfunsportsmeet.Todevelopstudents’creativethinkingability.