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1、Book 4 Unit 3 Faster, higher, stronger 教学设计单元主题本单兀主题语境是“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、Wayne Gretzky Yelena lsinbayeva Stephen curry、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
2、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；
3、 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。Starting out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、更局、更强的体育精神”内容分析本板块有两个活动，活动工呈现一段视频，介绍了世界上二大体育赛事， 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
4、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Wayne Gretzky、俄罗斯撑杆跳运动 贝Yelena Isinbayeva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。6. Teacher asks
5、 students to work in pairs and act out a similar conversation.Activities10-111. Teacher asks students to complete the boxes with the expressions from the conversation in Activity 9.2. Teacher asks students to check the answers together.3. Teacher asks students to work in pairs and nominate three Chi
6、nese sportspeople for the next Laureus World Sports Awards and give their reasons.4. Teacher invites several pairs to act out their conversations using the expressions in this section.1. Students complete the boxes with the expressions from the conversation in Activity 9.2. Students check the answer
7、s together.3. Students work in pairs and nominate three Chinese sportspeople for the next Laureus World Sports Awards and give their reasons.4. Several pairs act out their conversations using the expressions in this section.To have students express opinion and give an explanation.Developing ideas板块教
8、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主题语境人与自我一一运动竞技领域实现“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兀主题的课文，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 项4*100米接力赛的比赛场景。通过这 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
9、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Teaching contentsProceduresPurposesTeachers activityStudents
10、9 activityActivity 11. Teacher asks students to look at the pictures and describe the scenes presented by the pictures.2. Teacher divides the class into groups and asks them to discuss the differences between team sports and individual sports. Then asks students to think of some famous sports teams
11、and give the reasons why they are famous.3. Teacher asks some students to share their answers with the class, and asks other students to make supplements.1. Students look at the pictures and describe the scenes presented by the pictures.2. Students discuss the differences between team sports and ind
12、ividual sports. Then think of some famous sports teams and give the reasons why they are famous.3. Some students share their answers with the class, and other students make supplements.To activate students5 theme-related background knowledge.Activity 21. Teacher asks students to read the passage and
13、 find out all the events mentioned.2. Teacher checks the answer with the class.1. Students read the passage and find out all the events mentioned.2. Students check the answer with the teacher.To train students to read a passage with tasks and find out the key information.Learning to learn1. Teacher
14、asks students to read Learning to learn individually and understand the content and use of setting a scene.2. Teacher asks students to read the passage again and find out the words, phrases and sentences for setting a scene.1. Students read Learning to learn individually and understand the content a
15、nd function of setting a scene.2. Students read the passage again and find out the words, phrases and sentences for setting a scene.To help students to understand the content and function of setting a scene.Activity 31. Teacher asks students to review the features of facts and opinions and the diffe
16、rences between them.2. Teacher asks students to read the sentences and decide if they are facts (F) or opinions (0).3. Teacher checks the answers with the class.1. Students review the features of facts and opinions and the differences between them.2. Students read the sentences and decide if they ar
17、e facts (F) or opinions (0).3. Students check the answers with the teacher.To test students9 understanding of the passage.Think &Share1. Teacher divides students into groups to discuss the answers to the four questions.2. Teacher invites some students to answer1. Students work in groups to discuss t
18、he answers to the four questions.2. Some students answer the questions and other1. To help students further understand the topic of the passage.2. To help students transfer andthe questions and other students to make supplements or free discussion.students make supplements or free discussion.develop
19、 their knowledge and thinking ability.Activity 41. Teacher asks students to work in groups to discuss the spirit of the Chinese womens volleyball team.2. Teacher asks students to complete the mind map with their ideas and the examples that support them.3. Teacher asks some students to give a talk to
20、 the class.1. Students work in groups to discuss the spirit of the Chinese womens volleyball team.2. Students complete the mind map with their ideas and the examples that support them.3. Some students give a talk to the class.To inspire students to think and express opinion, thus fostering their lan
21、guage using ability and creative thinking ability.Activity 51. Teacher asks students to first read the questions below the passage and then predict the answers according to the picture.2. Teacher asks students to read the passage with questions and think about what they should pay attention to when
22、describing scenes.3. Teacher asks some students to give their answers and asks other students to make supplements.1. Students read the questions below the passage and then predict the answers according to the picture.2. Students read the passage with questions and think about what they should pay at
23、tention to when describing scenes.3. Some students give their answers and other students make supplements.To get students familiar with the writing content and master some useful expressions for describing a sporting moment.Activities6-71. Teacher asks students to think about an1. Students think abo
24、ut an unforgettableTo have students write a passage according to the provided structureunforgettable sporting moment they have experienced.2. Teacher asks students to complete the table in Activity 6 with the key information from the unforgettable sporting moment.3. Teacher directs students to write
25、 a passage describing the sporting moment according to the key information in the table and use the skill of setting a scene in Learning to learn in page 32 of the text book.4. Teacher asks students to work in pairs and make improvements to each others passages.5. Teacher invites some students to sh
26、are their passages with the class.sporting moment they have experienced.2. Students complete the table in Activity 6 with the key information from the unforgettable sporting moment.3. Students write a passage describing the sporting moment according to the key information in the table and use the sk
27、ill of setting a scene in Learning to learn“ in page 32 of the text book.4. Students work in pairs and make improvements to each others passages.5. Some students share their passages with the class.and make full use of the language knowledge, skills and strategies in this unit.Presenting ideas & Ref
28、lection 板块教学设计（建议时长4X5分钟，教师可根据教学实际酌情调整。）课型Speaking主题语境人与自我一一运动竞技领域实现“更快、更身、更强的体育精神”内容分析Presenting ideas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
29、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：L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
30、教学法、交际教学法Teaching contentsProceduresPurposesTeachers activityStudents9 activityPresenting ideasActivity 11. Teacher asks students to read the two points of view about winning and understand the meanings.2. Teacher divides students into groups to discuss the two points of view and take sides.1. Stude
31、nts read the two points of view about winning and understand the meanings.2. Students work in groups to discuss the two points of view and take sides.To encourage students to think actively and express themselves bravely.Activities2-41. Teacher regroups the class according to students, points of vie
32、w.2. Teacher asks students to discuss in groups, think of arguments to support their points1. Students present their points of view.2. Students discuss in groups, think of arguments to support their points of view and make notes.To have students use the language, cooperate with others and show perso
33、nality in real situations.of view and make notes.3. Teacher directs students to prepare for a debate.4. Teacher asks students to team up with a group with the opposite point of view and hold the debate.3. Students prepare for a debate.4. Students team up with a group with the opposite point of view
34、and hold the debate.ReflectionReflection1. Teacher asks students to recall what theyve learnt in this unit.2. Teacher asks students to write a reflection based on the six tips.Students summarise what theyve learnt and write a reflection based on the six tips.To help students evaluate their performan
35、ce, review the unit, and think about ways to improve.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
36、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Teaching contentsProceduresPurposesTeachers activityStudents9 activity
37、Investigate(In the previous class) 1. Teacher asks students to go online to research fun races or activities they could include in their fun sports meet and make a list.2. Teacher asks students to find out the specific details for each race or activity on their list.(In the previous class)1. Student
38、s go online to research fun races or activities they could include in their fun sports meet and make a list.2. Students find out the specific details for each race or activity on their list.To get students prepared for the project, and develop their individual learning and exploring abilities.Plan1.
39、 Teacher asks students to work in small groups to discuss and decide which races and activities to include in their fun sports meet.2. Teacher asks students to choose a date, time and location.3. Teacher asks each group to decide how to advertise their fun sports meet, for example, on a poster or vi
40、a email.1. Each group discusses and decides which races and activities to include in their fun sports meet.2. Students choose a date, time and location.3. Each group decides how to advertise their fun sports meet, for example, on a poster or via email.To help students prepare for the fun sports meet
41、.Create1. Teacher asks students to consider what details to include in the advertisement.2. Teacher asks1. Students consider what details to include in the advertisement.2. Students make an advertisement forTo help students to carry out practical tasks.教学策略任务型教学法students to make an advertisement for
42、 their fun sports meet.their fun sports meet.Present1. Teacher asks each group to present the advertisement of their fun sports meet to the class and the whole class vote for the best races and activities.2. Teacher asks students to choose the most suitable date, time and location, and hold their fu
43、n sports meet.1. Each group presents the advertisement of their fun sports meet to the class and the whole class vote for the best races and activities.2. Students choose the most suitable date, time and location, and hold their fun sports meet.To develop students9 creative thinking ability.教学重点引导学生
44、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Teaching contentsProceduresPurposesTeachers activityStudents9 activityActivity 11. Teacher searches for and summarises information about the Olympic Games, FIFA World Cup, the Super Bowl.2. Te
45、acher presents the information and asks students to tell True or False.3. Teacher plays the video and asks students to answer Question 1.4. Teacher plays the video again and asks students to answer Question 21. Students collect relevant information about the Olympic Games, FIFA World Cup, the Super
46、Bowl.2. Students tell True or False about the information.3. Students watch the video and answer the two questions.To activate students existing background knowledge and arouse their interest in sports events.Activity 21. Teacher introduces the background knowledge and adds more information.2. Teach
47、er asks students to summarise the three sportspeople hard work and astonishing perseverance.3. Teacher asks students to discuss the qualities that the three1. Students look at the pictures and read the basic information about the three sportspeople, then answer Question 1.2. Students summarise the t
48、hree sportspeople hard work and astonishing perseverance.3. Students discuss the qualities thatTo make students know about the basic information of the three sportspeople and learn the spirit of sport from them.sportspeople possess and share the results.4. Teacher asks students to give some other examples of