Unit3SportsandFitnessPeriod2ReadingandThinking教學設計教學基本信息授課內(nèi)容 Unit3SportsandFitnessReadingandThinking“LivingLegends”學科英語學段高中年級高一第一學期主要教材書名：普通高中教科書·英語必修第一冊出版社：人民教育出版社出版日期：2019年6月課時安排1課時(40min)課型讀思課教材分析【W(wǎng)hat】Thisarticleisanexpositorytextintroducingsportslegends.TakingLangPingandMichaelJordanasexamples,ittellsabouttheirachievementsintheirsportscareers,theirstrategiesforcopingwithchallenges,andthesportsmanshiptheyembodied.Withaclearstructuredividedintothreeparts—introduction,descriptionofcharacters'deeds,andanalysisofqualities—itusesrhetoricaldevicessuchasparallelismandmetaphortoenhanceitsappeal.【W(wǎng)hy】KnowledgeLevel:HelpstudentsmasterEnglishexpressionsforcharacterdescriptionandimprovereadingstrategies(predicting,skimming,scanning).AbilityLevel:Cultivatestudents'abilitiestoanalyzecharacters'qualitiesandpareChineseandforeignsportscultures.Enablethemtounderstandsportsmanship(determination,teamwork,perseverance).LiteracyLevel:Conveyvaluessuchasperseverance,cooperationandpatriotismthroughthestoriesofsportslegends,anddeepentheunderstandingofsportsmanship.Connectwithrealityandguidestudentstothinkabouthowtodrawstrengthfromrolemodels.【How】Structure:Adopta"generalspecificgeneral"framework.First,putforwardthecriteriafor"sportslegends",thenelaboratewithspecificcases,andfinallyelevatetotheconnotationofsportsmanship.Language:Includevocabularyfordescribingcharacters'qualities,sportsterms,andparallelsentences.WritingTechniques:Supportviewpointswithspecificexamplesandquotefamoussayingstostrengthentheexpression.學情分析1.WhatIknowStudentshavegraspedbasicvocabularysuchassport,athlete,andwin,alongwithfundamentalskimmingandscanningskills.TheyarefamiliarwithwellknowndomesticandforeignathleteslikeYaoMingandLionelMessi,buttheirunderstandingoftheevaluationcriteriafor"sportslegends"—suchasmentalresilienceandsocialimpact—isrelativelysuperficial.Additionally,studentscanpredictthemainideaofatextthroughitstitle,yettheyfacedifficultiesinanalyzinglonganddifficultsentencesaswellasrhetoricaldevices.2.WhatIwanttoknowStudentsareeagertolearnadvancedvocabularyfordescribingcharacters'qualities,suchasperseveranceandleadership,toenhancetherichnessoftheirwritingexpressions.Theyalsohopetodeeplyunderstandthefactorscontributingtothesuccessofsportslegends,suchashowtocopewithfailure,andapplytheseinsightstotheirpersonallives.3.WhatIlearnedLanguageKnowledge:e.g.ercorechunks(e.g.setexamples,learnfromfailures)andunderstandtherhetoricalfunctionsofparallelismandmetaphor.ReadingSkills:Quicklylocateinformationthroughtextstructureandanalyzethewritingtechniquesusedforcharacterdescription.CulturalCognition:Clarifytheinternationalevaluationcriteriafor"sportslegends"andbeabletoparethemonalitiesanddifferencesbetweenChineseandforeignathletes.教學目標Bytheendoftheclass,studentswillbeableto1.predictthecontentofthetextthroughtitlesandpictures;2.exploregreatqualitieswecanlearnfromgreatathletesandunderstandthesportsmanshipdeeply;3.usenewwordsandwritingskillstointroduceanother“l(fā)ivinglegend”weadmire.教學重難點KeyPoints:UnderstandthedescriptionsofLangPing’sandMichaelJordan’sdeedsandqualitiesinthetext;mastervocabularyandsentencepatternsfordescribingathletes.DifficultPoints:Deeplyanalyzetheconnotationof"sportslegends",andexpanddiscussionsandexpress“thelivinglegendinmyheart”accuratelybinedwithpersonalcognition.教學資源學案、課件PPT，黑板、白板。教學活動設計教學過程活動形式及步驟活動意圖時間學習理解Activity1Leadin1.Playavideoofthe“wonderfulmomentsfromtheclassvolleyballgame”(focusingonscenesofteamworkandingfrombehind).Afterthevideo,ask:“Whatimpressedyoumostinthevideo?Whatqualitiesdotheseathleteshave?”Guidestudentstoexpressfeelingslike“persistent,teamwork,nevergiveup”usingsimplevocabulary.2.DisplaycharacterpostersofLangPing"IronHammer”andMichaelJordan“AirJordan”,andplayrelatedvideos.Thenask:“Whatdoyouknowaboutthesetwoathletes?Whyaretheycalled‘livinglegends’?”●激活學生已有知識與興趣，搭建詞匯基礎，自然引出“體育傳奇”主題，為文本學習鋪墊情感與認知起點?！裢ㄟ^開放式提問激活學生已有知識儲備，引導學生用英語輸出熟悉的運動員案例，為文本學習做鋪墊。5minsActivity2Prediction1.Guidestudentstoanswerthequestion"Whatisthetextabout?"bybiningthetitle"LivingLegends",supportingpicturesandtheleadparagraph.Presentcontentrelatedtomethodsofpredictingtextcontenttohelpstudentsmastertheskillofpredictingtextcontent.2.Providethedictionarydefinitionof"legend"tohelpstudentsformapreliminaryunderstandingofthemeaningof"legend".Activity3ReadforstructureAskstudentstoreadthearticlequickly.Guidethemtoobserveandunderstandthetextlayout,helpthemgraspthearticlestructurerapidly,andpredictthemainideaofthetextanditssourcebasedoninformationsuchasthetitle,subheadingsandpictures.1.Whereisthetextprobablytakenfrom?A.Atourbrochure. B.Astorybook. C.Asportsmagazine. D.Asciencereport.2.Whocanbelivinglegends?●教授閱讀策略（通過標題、圖片、布局預測文本），培養(yǎng)學生主動獲取信息的能力；初步探討“傳奇”的評判維度（如成就、精神），為文本學習做鋪墊?！衽囵B(yǎng)預測、跳讀等閱讀策略，幫助學生快速把握文本主題、體裁與結構，搭建學習框架?！裼柧毬宰x技巧，快速定位文本寫作意圖（推薦體育傳奇），歸納核心標準（專業(yè)成就+榜樣作用），建立閱讀框架。5minsActivity4Readfordetails1.AskstudentstoreadtheintroductiontoLangPingcarefully,analyzethewritingtechniques,identifytheaspectsfromwhichtheauthordescribesLangPing’ssuccess,andextracthercorequalities.2.AskstudentstoreadthepassageaboutMichaelJordancarefully,identifythetransitionalsentences,anddividethepassageintotwoparts.Theyshouldthenanalyzethewritingtechniques,fillinrelevantinformationaboutJordan,andextracthiscorequalities.Activity5ThinkingWhatarethemonqualitiesofsuccessfulathletes?●引導學生從“運動員—教練—個人”三維度解構文本，理解作者通過分層描述展現(xiàn)人物全面性的寫作手法，歸納其職業(yè)素養(yǎng)與人格魅力?！裢ㄟ^細節(jié)定位與因果分析，培養(yǎng)學生“挑戰(zhàn)解決方案結果”的邏輯思維，具象化“決心、團隊精神”等抽象品質(zhì)?！裼柧毼谋痉治瞿芰?，通過結構劃分理解“技能—精神”的論述邏輯，為歸納人物品質(zhì)做鋪墊?！裢ㄟ^細節(jié)定位，理解喬丹“技術卓越+心理韌性”的雙重特質(zhì)，提煉“從失敗中學習”的核心觀點，關聯(lián)現(xiàn)實意義?！裢ㄟ^對比分析排比、擬人、隱喻等修辭，理解文學手法對人物形象塑造的作用（如排比強化郎平的全面性，隱喻突出喬丹的非凡能力）?！褚龑W生從文本描述中抽象出人物品質(zhì)詞匯（如determined,persistent），培養(yǎng)批判性思維，建立“行為—品質(zhì)”的關聯(lián)認知。20mins應用實踐Activity6DiscussionGuidestudentstoselectthesportslegendintheirheartsandexplainthereasonsbasedonthetwosportslegendsmentionedinthetext.Beforestudentsstartthediscussion,sortoutwiththemtheexpressionmethodsusedtodescribethetwolegendsinthetextaswellastheaspectscoveredinthedescriptions,soastoprovidereferencesforstudentsduringthediscussion.●引導學生將文本遷移到其他人物，強化“輸入輸出”的轉(zhuǎn)化意識，通過小組討論培養(yǎng)批判性思維與論據(jù)支撐能力，拓展文化視野。10mins遷移創(chuàng)新作業(yè)內(nèi)容作業(yè)設計意圖本節(jié)課作業(yè)二選一，為分層作業(yè)，難度有所區(qū)別?；A一般的同學可以選擇作業(yè)一，基礎較好的