附件：教學(xué)設(shè)計課程基本信息課題新人教版必修第一冊Unit3SportsandFitnessReadingandThinking課型新授課學(xué)科英語年級高中學(xué)段高一版本章節(jié)新人教版必修第一冊Unit3教學(xué)目標(biāo)e.g.uagepetence:Understandvocabularyandexpressionsaboutathletes’achievementsandqualities(e.g.,honour,glory,determination,unique)inthetext,andusethesewordstodescribeathletes;graspthetextstructureandsortoutthestorylinesofLangPingandJordan.CulturalAwareness:prehendthesportsspiritandpersonalcharmcarriedby"sportslegends",recognizetheoutstandingcontributionsofChineseandforeignathletesindifferentsportsfields,andenhancethediversifiedunderstandingofsportsculture.ThinkingQuality:Improvelogicalthinkingandcriticalthinkingbypredicting,inferringandanalyzingtextinformation;thinkaboutthedefinitionof"sportslegends"frommultipleperspectivesandexpresspersonalopinionsingroupdiscussions.Learningpetence:Masterthereadingstrategyof"predictingtextcontent→detailedreadingtoextractinformation→transferringandapplyingexpressions",andimprovetheabilityofindependentreadingandcooperativelearning.教學(xué)重難點KeyPoints:UnderstandthedescriptionsofLangPing’sandMichaelJordan’sdeedsandqualitiesinthetext;mastervocabularyandsentencepatternsfordescribingathletes.DifficultPoints:Deeplyanalyzetheconnotationof"sportslegends",andexpanddiscussionsandexpressopinionsaccuratelybinedwithpersonalcognition.學(xué)情分析e.g.targetstudentsare2025senioronefreshmenwhohavejusttransitionedfromjuniorhighschool.Linguistically,theypossessabasicEnglishvocabularyandfundamentalreadingskills,butlackfamiliaritywithsportsspecificterms(e.g.,"determination,""glory,""mentalstrength")andplexsentencepatternsfordescribingathletes’qualitiesanddeeds.Cognitively,theyarecuriousaboutsportsandhavepreliminaryknowledgeofworldfamoussportsstarslikeLangPingandMichaelJordan,whichmakessituationalandtaskdriventeachinghighlyreceptive.Theyshowstrongenthusiasmforinteractiveactivitiessuchasgroupdiscussionsanddebates,aligningwiththeirdevelopmentalneedforpeerinteraction.e.g.ermsoflearningpetence,theyaregraduallyadaptingtoindependentreadingandcooperativelearningbutmaystrugglewithdeeptextanalysis(e.g.,interpretingtheconnotationof"sportslegends")anddistinguishingbetweenstatements,inferences,andpersonalcognition.Emotionally,theytendtoadmirerolemodelsandarewillingtoexplorethespiritualvaluesbehindsports,providingasolidfoundationforcultivatingculturalawarenessandthinkingquality.However,somestudentsmayfacechallengesinaccurateEnglishexpressionwhensharingopinions,requiringscaffoldingthroughvocabularypromptsandsentenceexamplesduringteaching.教學(xué)準(zhǔn)備Multimediacourseware,digitalhumanvoicematerials,learningtasksheets教學(xué)過程教學(xué)任務(wù) 教學(xué)內(nèi)容設(shè)計意圖（含AI應(yīng)用）Step1WarmingupShowavideoaboutsportsandaskstudentsthefollowingquestions:①Whatdoesthevideotalkabout?②Whatsportsdoyouknow?核心素養(yǎng)提升點：通過展示體育活動的比賽視頻，激發(fā)同學(xué)們對體育話題的熱情和參與課堂的積極性，圍繞主題創(chuàng)設(shè)情境，激活學(xué)生已有的知識經(jīng)驗，鋪墊必要的語言和文化知識，并以此引入本單元主題。AI數(shù)字人進(jìn)行自我介紹與問題提問?！綝igitalHumanDubbing】“Hello,everyone!Iamdigitalassistant‘SportsBuddy’andIwanttoshareavideowithyou.Letusenjoyittogether!”Step2SituationalLeadin:Recruitmentof"SportsLegendNominators"SituationalTask:Dearclassmates,todaywewillstartthechallengejourneyof"SportsLegendNominators"!Aninternationalsportsorganizationisrecruiting"SportsLegendNominators"worldwide.Youneedtoreadandanalyzethetexttofinallyselectthe"sportslegend"inyourheart.First,letourdigitalassistant"SportsBuddy"introducethetaskbackgroundtoyou.核心素養(yǎng)提升點：創(chuàng)設(shè)“體育傳奇提名官”的大情境，快速激發(fā)學(xué)生的參與熱情與代入感；通過文本標(biāo)題和圖片預(yù)測活動（對應(yīng)教材Exercise1），培養(yǎng)學(xué)生的文本預(yù)測能力，為后續(xù)深度閱讀搭建認(rèn)知基礎(chǔ)。運(yùn)用AI數(shù)字人進(jìn)行情景創(chuàng)設(shè)?！綝igitalHumanDubbing】"Dearclassmates,weletothe'SportsLegendNominator'challenge!Pleasefirstlookatthetitle'LivingLegends'inthetextbookandthesportssilhouettepictures,andguesswhatthistextwilltalkabout?"Step3TextStudy—"DecodingLegendFiles"Task1Showthepictureandheadingtoletstudentspredictthecontent.①Thepicturesshowfiguresdoingdifferent_________,soitmustbeabout_________.②ThetitleisLivingLegends,soitmustbeabout________________.③ThesubtitlesareLangPigandMichaelJordan,soitmustbeabout_________.Task1核心素養(yǎng)提升點：通過課文所提供的圖片和標(biāo)題，引導(dǎo)學(xué)生學(xué)會預(yù)測文章內(nèi)容，激發(fā)學(xué)生探索課文的激情。Step3TextStudy—"DecodingLegendFiles"Task2Define"livinglegendofsports"(Skimmingthewholetext)Studentsskimtheentiretexttofindcluesandanswerthequestion:Whatisa'livinglegendofsports'?Task2核心素養(yǎng)提升點：根據(jù)問題，快速閱讀，掌握livinglegendofsports的定義，明確體育傳奇人物的評選標(biāo)準(zhǔn)，為后續(xù)解讀介紹郎平和喬丹奠定基礎(chǔ)。運(yùn)用AI數(shù)字人進(jìn)行問題提問，以鍛煉學(xué)生的聽取信息能力?！綝igitalHumanDubbing】"Now,let’sstartwiththecorequestionofthischallenge:Whatisa'livinglegendofsports'?Pleaseskimthetextquicklyandfindthekeycluestodefineit!"Step3TextStudy—"DecodingLegendFiles"Task3Analyzethetextstructure(Scanningthetext)①Studentsscaneachparagraphtoidentifythemainidea,andpletethetextstructureframework:aIntroduction:Theconceptof"livinglegendsofsports"bBodyPart1:ThestoryofLangPing(athlete&coach)cBodyPart2:ThestoryofMichaelJordan(basketballplayer)②Askstudentsthequestion:Wherecanwefindthispassage?Task3核心素養(yǎng)提升點：引導(dǎo)學(xué)生思考和理解標(biāo)題、導(dǎo)語和主體，三個部分環(huán)環(huán)相扣，層層推進(jìn)，有助于厘清標(biāo)題、導(dǎo)語和主體的邏輯關(guān)系，推斷作者寫作意圖。同時，引導(dǎo)學(xué)生熟悉文章出處這一類型考題。運(yùn)用AI數(shù)字人進(jìn)行任務(wù)設(shè)置，以鍛煉學(xué)生的聽取信息能力?！綝igitalHumanDubbing】"Afterclarifyingthedefinitionof'livinglegends',let’ssortoutthetextstructure.Pleasefindthemainideaofeachparagraphandfigureouthowtheauthorintroducesthesetwolegends!"Step3TextStudy—"DecodingLegendFiles"Task4ExploreLangPing’sstory(ClosereadingofLangPing’spart)StudentsreadLangPing’sparagraphcarefullyandpletethefollowingtasks:①SortoutLangPing’sachievementsandqualitiesasaplayer,coachandpersoninatable.②Think:HowwasLangPing’sdeterminationtestedinthe2015WorldCup?(TextbookExercise3,Question1)Howdidshedealwiththedifficulty?Howwastheresult?Task4、5核心素養(yǎng)提升點：任務(wù)4到任務(wù)5，根據(jù)對評選體育傳奇人物的兩個標(biāo)準(zhǔn)，引導(dǎo)學(xué)生分別對郎平和喬丹的段落進(jìn)行整體閱讀，鼓勵學(xué)生從語篇中獲得新知，通過梳理、概括、整合信息，建立信息間的關(guān)聯(lián)，形成新的知識結(jié)構(gòu)，符合學(xué)生“從整體到局部”的閱讀認(rèn)知規(guī)律。同時通過結(jié)構(gòu)梳理幫助學(xué)生建立文本邏輯框架，突破“深入理解體育傳奇內(nèi)涵”的教學(xué)難點。運(yùn)用AI數(shù)字人進(jìn)行文本導(dǎo)入，明確學(xué)習(xí)任務(wù)?！綝igitalHumanDubbing】"Nowlet’sfocusonLangPing’s'legendfile'—let’sseehowshecreatedgloryindifferentstagesofhersportscareer!"Step3TextStudy—"DecodingLegendFiles"Task5DigintoMichaelJordan’scharm(ClosereadingofJordan’spart)StudentsreadMichaelJordan’sparagraphandpletethefollowingtasks:①e.g.keywordsdescribingJordan’sskillsandspiritualqualities(e.g.,graceful,mentalstrength,unique).②Analyze:WhatdoesthefirstsentenceofJordan’sparagraphmean?Whydoestheauthormention"thelastfewsecondsofagame"?(TextbookExercise3,Questions3&4)DoesJordansetagoodexampleforus?Findoutthekeyinformationtosupportyouridea!（failure,success）運(yùn)用AI數(shù)字人進(jìn)行文本導(dǎo)入，明確學(xué)習(xí)任務(wù)?！綝igitalHumanDubbing】"Next,let’sdecodethe'legendcode'of'AirJordan'—seehowheredefinedbasketball!"Step4ReadingforlanguageAskstudentstocooperateingroupstofindoutsomespecialsentencesandjudgewhatkindoffiguresofspeechdotheyuse.核心素養(yǎng)提升點：通過深挖文本句子，感受英文語言的魅力，為本單元的人物描寫的這一寫作話題埋下語言基礎(chǔ)與伏筆。運(yùn)用AI數(shù)字人進(jìn)行任務(wù)安排，明確學(xué)習(xí)任務(wù)。【DigitalHumanDubbing】Nowletusgotothe“readingforlanguage”—pleasecooperateingroupstofindoutsomespecialsentencesandjudgewhatkindoffiguresofspeechdotheyuse.Step5FurtherthinkingAskstudentsthefollowingquestions：①Whatmakesareallivinglegend?②Whatarethemonqualitiesofsuccessfulathletes?核心素養(yǎng)提升點：引導(dǎo)學(xué)生思考偉大運(yùn)動員身上的運(yùn)動精神、高貴品質(zhì)和人格魅力，學(xué)習(xí)運(yùn)動員不畏困難，堅持不懈，決不放棄的優(yōu)秀品質(zhì)。引導(dǎo)學(xué)生養(yǎng)成通過分析與判斷，對人物進(jìn)行客觀公正評價的能力，訓(xùn)練學(xué)生的高階思維能力。運(yùn)用AI數(shù)字人設(shè)置問題的提問，培養(yǎng)學(xué)生的聽取信息能力?！綝igitalHumanDubbing】Let’sthink:Whatmakesareallivinglegend?Whatarethemonqualitiesofsuccessfulathletes?Step6InteractiveInquiry:"LegendNominationDebate"Task1"InformationClassificationChallenge"(TextbookExercise2)Ingroups,studentsjudgewhethertheginformationbelongsto"Statement(S)","Inference(I)"or"Experience&Cognition(E)"。Task1核心素養(yǎng)提升點：判斷信息的來源和性質(zhì)，感知并理解語言所表達(dá)的意義和語篇所承載的文化，進(jìn)一步增強(qiáng)和提升梳理文本淺層和深層信息的能力。運(yùn)用AI數(shù)字人進(jìn)行任務(wù)安排，明確學(xué)習(xí)任務(wù)?！綝igitalHumanDubbing】"Nowweenterthe'InformationClassificationArena'—pleasecooperateingroupstojudgethetypeofinformationaccurately,andcollectreliableevidenceforyournominationargument!Step6InteractiveInquiry:"LegendNominationDebate"Task2:"ShareNominationReasons"(TextbookExercise4,Question1)GroupDiscussion:1.WhydidtheauthorchooseLangPingandJordanas"sportslegends"?2.Whichathletewouldyounominateasa"sportslegend"?Explainthereasonsbasedonhis/herdeedsandqualities(refertotheYaoMingexampleinthetextbookorchooseindependently).Task2核心素養(yǎng)提升點：通過詞匯應(yīng)用任務(wù)，將文本輸入的核心詞匯轉(zhuǎn)化為語言輸出，實現(xiàn)從“理解到運(yùn)用”的遷移，鞏固語言能力目標(biāo)；同時讓學(xué)生在創(chuàng)作中進(jìn)一步深化對“體育傳奇”品質(zhì)的認(rèn)知，實現(xiàn)語言學(xué)習(xí)與思維提升的結(jié)合。同時，小組討論圍繞“提名理由”展開，既呼應(yīng)開篇“提名官”情境，又能讓學(xué)生結(jié)合文本與自身經(jīng)驗表達(dá)觀點，落實“學(xué)為中心”的新課標(biāo)理念，提升語言表達(dá)與合作能力。運(yùn)用AI數(shù)字人進(jìn)行任務(wù)安排，明確學(xué)習(xí)任務(wù)。【DigitalHumanDubbing】"Asanominator,pleaseexplainyournominationreasonsclearlytoconvinceeveryoneofyourchoice!"Step7ClassSummary:"NominatorGrowthLog"vocabulary/expressionIlearned:__________Mynewunderstandingof"sportslegends"___________Mygainsingroupcooperation:__________________核心素養(yǎng)提升點：引導(dǎo)學(xué)生自主梳理知識與收獲，培養(yǎng)元認(rèn)知能力；通過“成長日志”中的“體育傳奇新理解”，升華情感態(tài)度，讓學(xué)生從“學(xué)習(xí)文本”走向“內(nèi)化精神”，實現(xiàn)文化意識與思維品質(zhì)的雙重提升。運(yùn)用AI數(shù)字人進(jìn)行任務(wù)總結(jié)?！綝igitalHumanDubbing】"Congratulationsonpletingthe'SportsLegendNominator'challenge!Pleaserecordyourgrowthandthoughts,andletthesportsspiritacpanyyouforward!"作業(yè)設(shè)計1.ReviewthetextonPage38.2.SurftheInternettocollectmoreinformationaboutLangPingandMichaelJordan.3.Writeashor