Unit 3 Sports and Fitness-Reading for Writing 说课 课件-2025-2026学年高中英语人教版必修第一册

Unit 3 Sports and Fitness Reading for Writing Write a page in a wellness book 1 Analyze the Teaching Material 2 Identify Key and Difficult Points 3 Analyze the Students 7 Explain the Blackboard Design CONTENTS 8 Reflect on the Teaching 4 State the Teaching Objectives 6 Describe the Teaching Procedures 5 Introduce Teaching Methods and Aids Analyze the Teaching Material 1 The writing task is based on Unit 3 of the compulsory textbook. The model text, “Going Positive” by Kayla, provides an excellent example of a reflective wellness page. It effectively uses contrast (past vs. present) and specific language for showing differences (instead of, rather than). The textbook guides students from reading comprehension to organizational analysis, language focus, idea planning, and finally, writing and peer evaluation. English Curriculum Standards, released in 2017, revised in 2020 English Curriculum Content with Six Components Integrated Based on new standard curriculum The Theory of Developing Students’ Core Competences Read the lines Read beyond the lines Read between the lines scaffolds Bloom’s Taxonomy may struggle with structuring a reflective paragraph and using sophisticated linking words Students at this age are increasingly aware of health, self-image, and stress have basic English writing skills Senior One student Analyze the Students 2 6 reflect on personal habits, give constructive peer feedback using a checklist, and contribute to a collaborative class product. identify and use words/phrases to show similarities and differences (e.g., used to, instead of, rather than, however) in context. write a coherent and well-structured paragraph describing a personal positive change regarding wellness, following a clear outline (general statement, change process, comparison of results, improvement). Analysis of the Teaching Material Analysis of the Target students Learning Objectives 01 02 By the end of the class, students will be able to: 03 State the Teaching Objectives 2 3 7 Key point Difficult point 1. Understanding and using the structure of contrasting the past with the present/future. 2. Effectively employing specific language to show differences and explain changes. 1. Guiding students to articulate the reasons for their change and its results/ impact clearly. 2. Encouraging authentic self-expression while accurately applying the target language. Identify Key and Difficult Points 4 Introduce Teaching Methods and Aids 5 Teaching Methods Aids Task-Based Language Teaching Process Writing Collaborative Learning Teacher Demonstration Use of Scaffolding (graphic organizers, language support wall) Multimedia PPT Textbook pages Blackboard / Whiteboard Worksheets for discussion and writing A binder for the final Class Wellness Book Step I: Lead in Step II: Reading & Analysis Step III: Pre-writing Step IV: 4 While-Writing Step V: Sharing & Evaluation Step VI: Homework Learning and understanding Applying and practicing Transferring and creating Describe the Teaching Procedures 6 10 Step I: Lead in Step II: Reading & Analysis Step III: Pre-writing Step IV: 4 While-Writing Step V: Sharing & Evaluation Step VI: Homework Learning and understanding Applying and practicing Transferring and creating Describe the Teaching Procedures 6 Purpose: To quickly engage students, create personal connection, and introduce the lesson’s central theme of finding positive solutions. 11 Step I: Lead in Step II: Reading & Analysis Step III: Pre-writing Step IV: 4 While-Writing Step V: Sharing & Evaluation Step VI: Homework Learning and understanding Applying and practicing Transferring and creating Describe the Teaching Procedures 6 12 Read what Kayla wrote and answer the questions. Reading & Analysis 2. What does the sentence “I almost went bananas” mean? She worried about her weight. It means “she was almost crazy because of the ways she tried to lose weight”. 3. What made her change her thinking? It was an article that made her change her thinking. 1. What problem did Kayla have in the past? Complete the outline with the words and phrases from the text. The past worried about _________ and tried ______________ my weight every new diet compared myself with _______________________ fitness rather than weight The present think about ____________________ actresses and models make a list of things I liked about myself Reading & Analysis Underline the words and phrases used in the text to show similarities and differences. Reading & Analysis Similarities: look like, too, still, both… and Differences: instead of, rather than, instead, make such a difference, but Purpose: To use the model text for content understanding, structural analysis, and target language identification, providing a solid foundation for writing. Step I: Lead in Step II: Reading & Analysis Step III: Pre-writing Step IV: 4 While-Writing Step V: Sharing & Evaluation Step VI: Homework Learning and understanding Applying and practicing Transferring and creating Describe the Teaching Procedures 6 16 Plan your own wellness page. Write a page for our class wellness book. Discuss the questions below. Group Discussion Topic The Change The Past The Result Fill in our “Ideas Map”. Topic stress The Change Now: plan 30 mins after school. Instead of working, go for a walk. The Past Used to: do lesson planning all night → felt tired, anxious, couldn’t sleep well The Result Result: feel relaxed, more energy, happier Fill in our “Ideas Map”. Teacher Demonstration Purpose: To scaffold the writing process, helping students organize their ideas before drafting. The demonstration makes the task clear and less daunting. Step I: Lead in Step II: Reading & Analysis Step III: Pre-writing Step IV: 4 While-Writing Step V: Sharing & Evaluation Step VI: Homework Learning and understanding Applying and practicing Transferring and creating Describe the Teaching Procedures 6 21 Part 1: Introduction (General Statement) Part 2: Body (The Change) Part 3: Conclusion (The Result) Writing Framework Start by introducing your topic and your past situation. Explain what made you change and describe exactly what you do now. Use your comparison words on the blckboard. Finish by explaining how this change improved your life. Part 1: Introduction (General Statement) Part 2: Body (The Change) Part 3: Conclusion (The Result) Writing Framework Start by introducing your topic and your past situation. Explain what made you change and describe exactly what you do now. Use your comparison words on the blckboard. Finish by explaining how this change improved your life. Sentence starter: I used to have a problem with... / When it comes to [topic], I wasn’t always positive. Sentence starter: I realized that... so I decided to... / My change was to... Sentence starter: As a result, I now feel... / This positive change has helped me to... The Past (Problem & Action) What did you **use to do**? How did you feel? The Change (New Action) What do you do **now** / plan to do? Be specific! The Result (Benefit) How has this change **improved** your life? Topic：  Fill in these boxes.  Teacher Demonstration The Past (Problem & Action) I used to do all my homework in one long session until midnight. I felt tired and stressed. The Change (New Action) Now, I use a timer. I work for 45 minutes and then rest for 15 minutes. Instead of working late, I stop at 10 p.m. to read. The Result (Benefit) As a result, I feel more focused and relaxed. I sleep better and enjoy my free time. Topic： Stress Writing Time Write a page for our class wellness book. Purpose: To guide students in producing a structured, coherent text with appropriate language scaffolding. Step I: Lead in Step II: Reading & Analysis Step III: Pre-writing Step IV: 4 While-Writing Step V: Sharing & Evaluation Step VI: Homework Learning and understanding Applying and practicing Describe the Teaching Procedures 6 Purpose: To develop critical thinking, peer collaboration, and self-editing skills. Provides formative assessment. Transferring and creating 27 Step I: Lead in Step II: Reading & Analysis Step III: Pre-writing Step IV: 4 While-Writing Step V: Sharing & Evaluation Step VI: Homework Learning and understanding Applying and practicing Transferring and creating Describe the Teaching Procedures 6 Purpose: To transfer the draft into a polished final product ready for publication in the class book. Decoration encourages ownership and creativity. 28 7 Explain the Blackboard Design reading & analysis pre-writing while-writing sharing & evaluation learning checking transferring Understanding Conclusion input output Reflect on the Teaching 8 30 Thank you ! $