Unit 3 Sports Are Good for You Reading and Writing II 教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 3 Sports Are Good for You Period 3 Reading and WritingⅡ Teaching Analysis 【Textbook Analysis】 This is the third period of Unit 3, focusing on the writing component of "Reading & Writing". The lesson centers on creating a personal fitness plan. It begins with a critical reading/evaluation task where students assess the feasibility of a sample fitness plan for "Zhou Bo," a self-described "couch potato." This activity develops analytical thinking and awareness of realistic goal-setting. The core writing task then guides students to draft their own personalized fitness plan based on a provided template, applying vocabulary and concepts from the entire unit. 【Student Analysis】 Students have built vocabulary for sports and activities (Period 1) and learned about the importance of fitness through reading (Period 2). They are now ready to synthesize this knowledge into a practical, personal output. The concept of a "fitness plan" may be new to some; the sample plan and structured template provide essential scaffolding. Students may need guidance in setting realistic, measurable goals ("Fitness goal") and selecting appropriate exercises. The task connects language learning directly to personal life management. 【Teaching Focus & Difficulties】 Teaching Focus: 1.Analyzing the feasibility of a given fitness plan based on a person's profile. 2.Understanding the key components of a personal fitness plan (goal, specific exercises). 3.Creating a personalized, realistic fitness plan using the target language. Teaching Difficulties: 1.Using critical thinking to evaluate the suitability of an exercise plan (intensity, starting point). 2.Translating personal fitness intentions into clear, simple English sentences for the "Fitness goal." 3.Applying the lesson's theme ("sports are good for you") to create a plan that is both practical and personally motivating. 1. Learning Objectives 【Knowledge & Skills】 1.Students will be able to read and comprehend a personal profile and corresponding fitness plan. 2.Students will be able to evaluate the feasibility of a fitness plan and justify their opinion with simple reasons. 3.Students will be able to complete a template to create a basic personal fitness plan with a clear goal and selected activities. 1. 【Process & Methods】 Through a process of "evaluate → analyze → create," students will move from critical consumption of a model to independent production. Activities include guided analysis of Zhou Bo's plan, class discussion on principles of good planning, and scaffolded writing using a template. Peer discussion and teacher feedback support the writing process. 【Affect, Attitude & Values】 To promote self-awareness regarding personal health and fitness habits. To encourage the development of a growth mindset by planning for self-improvement. To instill the importance of setting realistic and sustainable goals rather than extreme or unsustainable ones. To empower students to take practical, first steps towards a healthier lifestyle through planning. Procedure Design 步 骤 教 学 活动 设 计 意 图 step 1 1. Review & Bridge: Quickly review the "national fitness trend" from last lesson. Ask: "It's a great trend, but how do we start as individuals?" 2. Introduce Zhou Bo: Present the phrase "couch potato." Elicit/Explain meaning. Show Zhou Bo's profile: loves fast food, soft drinks, seldom exercises, worried about weight. Ask: "What advice would you give him?" 3. Introduce Task: Explain that Zhou Bo made a plan, and their first job is to be a "fitness advisor" and judge if his plan is good. To connect the previous lesson's broad theme to individual action. Using a relatable character (Zhou Bo) creates engagement and context for the critical evaluation task. Setting up the role of "advisor" gives students a clear purpose. step 2 1. First Reading - Understand the Plan: Students read Activity 3 silently. Focus: What is Zhou Bo's plan for TODAY? (Sit-ups, plank, brisk walk, jogging). 2. Pair Discussion - Evaluate Feasibility: In pairs, students discuss: "Is this plan feasible (可行) for Zhou Bo? Why or why not?" They must complete the sentence: "I think Zhou Bo’s fitness plan is ______ because..." 3. Class Debate & Principles: Elicit opinions. Likely conclusion: Not feasible. It's too intense for a beginner ("couch potato"). Guide students to identify principles of a good plan: realistic, gradual, sustainable, enjoyable. To develop critical reading and thinking skills. The pair discussion encourages justification of opinions. The teacher-led synthesis extracts general principles that students can apply to their own plans, turning a negative example into a positive learning tool. step 3 1. Introduce the Template: Show the template in Activity 4. Go through each section: Name/Age/Weight/Height (for personal context), Fitness Goal (the most important part), Exercise checklist, "Other exercise." 2. Brainstorming Goals: Discuss what a good "Fitness goal" looks like. E.g., "To get stronger," "To feel more energetic," "To play basketball for 30 minutes without getting too tired," "To go jogging twice a week." Contrast with vague ("get fit") or unrealistic ("lose 10kg in one week") goals. 3. Exercise Selection: Review the exercises in the checklist and brainstorm "Other exercise." Remind students of verb collocations (go jogging, do sit-ups). To deconstruct the writing task and provide concrete scaffolding. Brainstorming goals and exercises prevents writer's block and ensures students think about suitability and realism before writing. step 4 1. Silent Drafting: Students work individually to complete their personal fitness plan on the Learning Plan worksheet. Circulate to provide help with vocabulary and goal phrasing. 2. Peer Feedback (Optional - if time): In pairs, students exchange drafts. They give feedback based on: Is the goal clear and realistic? Are the exercises suitable? Teacher's Note: The textbook template is simple; the main aim is completion with thoughtful content. To provide dedicated time for sustained writing in a supportive environment. Individual attention helps differentiate. Peer feedback, if used, promotes collaborative learning and revision skills. step 5 1. Voluntary Sharing: Invite 2-3 volunteers to share their fitness goals and one exercise from their plan. Praise realistic goals and personal connection. 2. Lesson Summary: Summarize the key takeaways: 1) A good plan is realistic and personal. 2) Start small and be consistent. 3) Writing a plan is the first step to action. 3. Homework Assignment: Explain the Learning Plan's "I. 基础达标" task: to write a short paragraph introducing their plan. Also, encourage them to actually try their plan for a week. To celebrate student work and reinforce the unit's empowering message. Sharing goals can increase commitment. The summary reinforces the principles learned from evaluating Zhou Bo's plan. Connecting homework to real-life action extends learning beyond the classroom. Assessment & Reflection 【Assessment】 Formative Assessment: Quality of participation in evaluating Zhou Bo's plan (reasoning); thoughtfulness and realism evident in the drafted personal fitness plan; engagement during writing time. Summative Assessment: Completion of the personal fitness plan template; the short paragraph written for homework (in Learning Plan).【Reflection】 This lesson successfully turns language learning into a life skill activity. The evaluation of Zhou Bo's plan is a engaging critical thinking exercise. Some students might be sensitive about sharing personal details like weight/height; emphasize these are optional for the context of a personal plan and the focus is on the goal. The writing task is well-scaffolded but allows for personalization. Ensure the atmosphere is supportive and non-judgmental, focusing on effort and positive intention rather than comparison. If time is short, the peer feedback step can be omitted to ensure all students complete their draft. 学科网（北京）股份有限公司 $