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学 习 过 程教学环节及设计意图教学活动学科素养提升Step 1. Pre-reading
【看图片，然后让学生交流。图片/开放式问题导入培养学生的联想思维。】T: Play the pictures and lead the students to think about: Are they healthy?
Brain storm--Name as many sports the students like as possible.
T: A: What sports do you like?
S: I….
T: How long have you….?
S: Since…/ I have …for…
T: How do you feel after doing this sport.
S: I feel… (healthy/fit/sleepy/happy/awful…)
S: Do pair work. Make dialogues and talk about their favorite sport.语言能力：
在常见的语境中整合性地运用自己已有的语言知识。Step 2. While-reading:
Skimming for sequence of the passage.
【利用skimming及scanning提高学生信息筛选、主题概括等逻辑思维能力。?】
Activity 1. Read the passage and match the people with the pictures.
S: Skim the passage and understand it well. Read and match number the sentences quickly.
Tips：运用跳读（Skimming）进行适当取舍，获取有效信息，概括大意，提高归纳总结的能力。思维品质：
辨析文化和语言中的具体现象，梳理概括信息。Reading for detailed information
细节阅读
【通过挖掘文本，引领学生深入理解文章，提升学生的阅读素养】
Activity 2. Read the passage again and complete the notes.
S：Complete the notes.
Anna
1.She was not feeling very __________. 2.She needed more _____________.
3.She got a pet ______ from her parents and she takes him for a _________ every day.
Wang Wei
4. She was the _____ member of the football team.
5. She has played football with the team for a ______ and all the members feel very____.
Thomas
6. He went to work on the ___________ for several years.
7. He bought a _____ in January.