2020-2021学年Lesson 3 Running and Fitness教案

教学步骤

教学活动

设计意图

时间

Step 1 Warming Up for Writing

The teacher will lead students to think about the structures of writing a story and students can refer to the Chinese writing components.

English story writing components: when, where, who, why, what, how (result).

任务型活动：对比中文写作六要素总结整理英文写作结构。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。

5分钟

Step 2 Lead-in

This step is to lead the students to learn how to write a story. Give students some clues and let them discuss these clues with their partner.

1. Who was the story about?

2. What was the background?

3. How did the story develop?

4. What was the result?

紧扣上一环节的讨论，教师引导学生模仿电子邮件范文书写格式、语言，激发学生的兴趣，导入写作课意图。

5分钟

Step 3 Pre-writing

This step is to get familiar with the story that happened in The Final Sprint, as well as its structure and language.

1. Read the story again and identify its structure. Complete column in Activity 3 on Page 41.

2. Look at Sentence Builder. Write 2-3 sentences about the details that you are going to include in your story. Pay attention to the sentence structure.

该教学过程主要是帮助学生熟悉要改写的文章大意、结构和语言，让学生了解如何写英文故事。

活动1：分析文章结构、语言和主要内容，为改写铺垫；

活动2：利用简单句结构试着说说故事的大概意思和想表达的内容。

5分钟

Step 4 While-writing

This step is to instruct students to compose their writing.

1. Make an outline. Tell each other what you are going to include in your story. Complete My Story column in Activity 3.

2. Write a draft. Use your outline and read Writing Help to write your first draft.

该教学过程主要帮助学生构思写作大纲，以完成写作目的。

活动1：构建写作大纲，主要参考内容梗概表格，按照提示的结构进行书写；

活动2：利用列好的提纲，结合写作帮助中提示的内容书写第一遍，建立好草稿，为下一步教学活动提供帮助。

15分钟

Step 5 Post-writing

When the students finish the email, edit the story in pairs. Pay attention to the section or elements, sentence structures and some other things.

完成后的草稿，同桌间进行交换批改，主要看故事结构，句式结构以及其他用词方面的问题。

10分钟

教学步骤

教学活动

设计意图

时间

Step 1 Warming Up

Teacher shows some pictures based on the passages in the textbook on the screen and lets students choose which topic they are interested in. Choose the passage that most students are interested in to introduce and the other passage will be left for after-class reading.

任务型活动：课题引入采取图片导入，激发学生积极性和主动思考的能力。并按照大部分学生感兴趣的话题进行教学。如课堂时间有限，余下的文章可作为课后练习。

5分钟

Step 2 Lead-in

(1) If the topic is Martial Arts:

Teacher lets students to talk about something that they know about martial arts in groups and selects one student to share with the whole class.

(2) If the topic is Getting Fit:

Teacher can let students to talk about how to get fit based on the information that we’ve already known.

紧扣上一环节的讨论，教师引导学生从不同方面对文本进行思考，有助于发散思维训练以及更好进行文本阅读。

5分钟

Step 3 Pre-reading

(1) If the topic is Martial Arts:

Try to predict the passage that will be talked about based on the titles and the first sentence or the first paragraph.

(2) If the topic is Getting Fit:

Predict what the passage will talk about based on the chart and the passages on Page 44.

该教学过程主要是帮助学生更好地了解文章内容。通过对文章标题、第一句话或第一自然段的猜测，能够大致了解文章所讲述的内容，有助于学生把握文章大意和部分细节。

5分钟

Step 4 While-reading

(1) If the topic is Martial Arts：

Read the text and answer the following questions:

        What are the two main reasons that people learn martial arts?

        What are the soft martial arts? What are hard martial arts?

(2) If the topic is Getting Fit:

Read the information on the posters (Pages 44-45). Help the following people find proper classes to work out.

该教学过程主要是帮助学生对文章进行深度剖析，通过几个细节问题和思维导图，让学生学会如何提取、整理有效信息，并建立起文章的整体构架。

10分钟

Step 5 Post-writing

(1) If the topic the Martial Arts:

Martial arts are also very popular in Japan and Korea. Where do they come from? Give your reasons.

(2) If the topic is Getting Fit:

        When you choose a fitness activity, what do you consider first and the least? Why?

        Which of the activities appeals to you the most? Why?

该教学过程主要是让学生读完文章后，能够结合实际情况或自身情况对文章进行的更层次的思考，从而帮助学生更好理解文本内容和语言、文化差异。

15分钟

Step 6 Homework

1. Read the other passage left and do the exercise in the textbook.

2. Do exercise on Pages 46-47.

该过程主要帮助学生总结和运用本单元所有，使学生更好地将理论与实践结合。

5分钟