Using Language板塊教學(xué)設(shè)計(jì)
（建議時長60–70分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Reading + Listening + Speaking
主題語境
人與社會——運(yùn)動
內(nèi)容分析
語法部分的小語段介紹了一款運(yùn)動手表；詞匯部分介紹了日常生活中的運(yùn)動方式；聽說部分介紹了一個外國人對中國太極從認(rèn)識到喜歡的內(nèi)容，引導(dǎo)學(xué)生分析他喜歡太極的原因。通過真實(shí)語境下技能的綜合訓(xùn)練，學(xué)生能夠加深對單元主題的理解，提高語言應(yīng)用能力。
教學(xué)目標(biāo)
1.引導(dǎo)學(xué)生了解不定式作定語和結(jié)果狀語的用法，并在真實(shí)語境中加以運(yùn)用；
2.帶領(lǐng)學(xué)生學(xué)習(xí)關(guān)于不同運(yùn)動方式及其益處的詞匯和表達(dá)；
3.帶領(lǐng)學(xué)生了解中國傳統(tǒng)體育運(yùn)動項(xiàng)目，使學(xué)生加深對中國文化的理解，增強(qiáng)傳播中國文化的意識。
教學(xué)重點(diǎn)
1.引導(dǎo)學(xué)生熟悉并運(yùn)用不定式作定語和結(jié)果狀語；
2.引導(dǎo)學(xué)生學(xué)習(xí)關(guān)于不同運(yùn)動方式及其益處的詞匯和表達(dá)。
教學(xué)難點(diǎn)
引導(dǎo)學(xué)生了解中國傳統(tǒng)體育運(yùn)動項(xiàng)目，增強(qiáng)傳播中國文化的意識。
教學(xué)策略
交際教學(xué)法、任務(wù)型教學(xué)法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T asks students what are the three reasns that lead t the ppularity f ftball.
Ss answer questins
Suggested answers:
① That ftball is a simple game t play is perhaps the basis f its ppularity.
② It is fun enugh t attract millins f peple.
③ It breaks dwn walls and brings peple tgether.
Make preparatins fr the grammar by reminding students f several imprtant sentences in the text.
Activity 2
1. T asks Ss t bserve sentence (a)&(b) and find the cmmn pint.
2.T asks Ss t bserve sentence (a)&(b) and find the difference between tw “ t-infinitive ”.
3. T asks Ss t rewrite sentence (a)&(b) using “s/such... that...” structure.
1. Ss bserve sentence (a)&(b) and find the cmmn pint.
2. Ss bserve sentence (a)&(b) and find the difference between tw “ t-infinitive ”.
3. Ss rewrite sentence (a)&(b) using “s/such... that...” structure.
Suggested answers:
1. t-infinitive
2. In sentence (a), “ t play ” is used t give descriptin while in sentence (b), “ t attract ” is used t shw result.
3. (a) That ftball is such a simple game that peple play is perhaps the basis f its ppularity. (b) It is s fun that it attracts millins f peple.
Guide students t discver and summarize the frm and functin f t-infinitive.
Activity 3
1. T asks Ss t jin the sentences using the t-infinitive frm.
2. T asks Ss t lk fr mre sentences with these structures in the reading passage and chse tw f them t recite.
1. Ss jin the sentences using the t-infinitive frm.
2. Ss lk fr mre sentences with these structures in the reading passage and chse tw f them t recite.
Deepen students’ understanding f t-infinitive.
Activity 4
1. T asks students t read the passage carefully and answer questins:
① What is the authr’s purpse in writing the passage?
②What are the advantages f DX sprts watch?
2. T encurages Ss t retell the passage using the t-infinitive frm mre and mre, especially the underlined parts.
1. Ss read the passage carefully and answer questins.
2. Ss retell the passage using the t-infinitive frm, especially the underlined parts.
T get students t learn abut the functin f DX sprts watch.
Activity 5
1. T asks Ss t lk at the pictures and read the new wrds.
2. T asks Ss t wrk in grups f six t give a detailed descriptin f these wrds.
3. T asks Ss t share with grup members which exercise they have tried and their feelings.
1. Lk at the pictures and read the new wrds.
2. Wrk in grups f six t give a detailed descriptin f these wrds.
3. Share with grup members which exercises they have tried and their feelings.
T get students t review sme tpic wrds and learn mre abut hw t describe them.
Activity 6
1. T asks Ss t read and match the descriptins t the exercises in Activity 4.
2. T asks Ss t underline the wrds and expressins describing their benefits.
3. T asks Ss t share with classmates the benefits f gymnastics.
1. Ss read and match the descriptins t the exercises in Activity 4.
2. Ss underline the wrds and expressins describing their benefits.
3. Ss share with classmates the benefits f gymnastics between classes.
T get students t recgnize the benefits and imprtance f sprts.
Activity 7
T asks Ss t wrk ut a weekly plan as an assignment after class. Meanwhile, use the wrds and expressins students have learned t write dwn the reasns behind the plan.
Ss wrk ut a weekly plan after class. Meanwhile, use the wrds and expressins students have learned t write dwn the reasns behind the plan.
T get students t cnslidate what they learn in class.
Did yu knw?
1. T asks Ss t review mdern sprts learned last class.
2. T asks Ss t brainstrm traditinal sprts in China.
3. T asks Ss t read the shrt passage in “Did Yu Knw ”.
1. Ss review mdern sprts learned last class.
2. Ss brainstrm traditinal sprts in China.
3. Ss read the shrt passage in “Did Yu Knw”.
Add students' backgrund knwledge f Tai Chi and aruse their interest in Chinese traditinal sprts.
Activity 8
1. T asks Ss t listen t the interview and chse the pints mentined.
2. T asks Ss t listen again and cmplete the jurnalist’s ntes.
3. T asks Ss tlisten fr the third time and talks abut the explanatins Leah gives fr ding Tai Chi.
1. Ss listen t the interview and chse the pints mentined.
2. Ss listen again and cmplete the jurnalist’s ntes.
3. Ss listen fr the third time and talk abut the explanatins Leah gave fr ding Tai Chi.
T get the main infrmatin in the listening part.
Activity 9
T asks Ss t act ut the interview between a sprts jurnalist and a member f a dragn bat team.
Ss act ut the interview between a sprts jurnalist and a member f a dragn bat team.
T put what students’ learn int practice and experience a real interview by themselves.
Activity 10
T asks Ss t wrk in pairs. Think abut anther interview with a fan f a traditinal sprt in China and have a similar cnversatin.
Ss wrk in pairs. Think abut anther interview with a fan f a traditinal sprt in China and have a similar cnversatin.
Raise students awareness f engaging in traditinal sprts in China.

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高中英語外研版 (2019)必修 第二冊電子課本

Unit 3 On the move

版本： 外研版 (2019)

年級： 必修 第二冊

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