Unit+3+Sports+and+Fitness+Reading+and+Thinking 教学设计 高中英语人教版（2019）必修第一册

Unit3Period2ReadingandThinking课时内容Chooseyourfavouriteathlete主题语境：人与社会主题群：运动和健康子主题：传奇运动员人生意义语篇类型：视频、图片、杂志文章文本分析：【What】文本提供了活动的情境，即某杂志社请读者来信选举自己心目中的“体育界的活传奇”（LivingLegendsofSports）。文本列举了郎平和迈克尔·乔丹的事迹，要求学生在理解语篇信息的基础上，总结评选标准，推荐自己心目中的体育明星，并给出推荐的理由。【Why】通过本课的学习，学生可以增进对体育事业中艰辛与付出、辉煌与成就的理解，真切感受两位体育明星的人格魅力。同时，通过参与学习活动，学生能够更深入地了解成功者背后的汗水与智慧，列出自己心目中的传奇体育明星，并能辩证地比较、反思自己的行为，坚定为实现梦想努力拼搏的信念和勇气，进而提升学生的语言运用能力和思维能力。【How】本文属于杂志文章，有明显的标题特征、结构特征和语言特征。这一中一外、一男一女两位运动员，不仅在体育方面取得了令人瞩目的成就，而且还具备很多闪光的个人特质与魅力。郎平作为运动员和教练员都取得过世界冠军，本文着重描述了她的团队合作精神和迎难而上的坚定决心。“飞人”乔丹是美国篮球联赛中的常青树，文本着重描述的是他不畏失败、坚持不懈的精神和投身公益事业的热情。学生不仅崇拜这些体育明星，还应该从这些“模范”身上领会和感悟做人和做事的道理。课时目标学完本课后，学生能够：1．获取郎平和迈克尔·乔丹在成功之路上的选择、个人的坚持等细节性信息。2．绘制思维导图，梳理和总结两位体育明星能够取得成功的原因，并从文中找到细节支撑。3．介绍自己心中其他的传奇体育明星，并利用所学语言进行与主题相关的角色采访。4．描述自己的经历，并阐释自己为获得成功所付出的努力。重点难点重点：引导学生掌握杂志文章的构成特征和文本修辞的结构特征，了解两位传奇体育明星背后的人生意义，形成个人见解。难点：通过了解两位体育明星的传奇人生，能够引导学生客观地介绍自己心中其他传奇体育明星，并结合自身实际，阐释自己的经历和为成功所做出的努力。教学准备教师准备1．了解文学修辞手法，储备更多体育明星的细节性信息。2．剪辑图片、视频。3．绘制思维导图的基本框架。学生准备1．预习本课的相关词汇。2．利用网络搜集至少三位自己喜欢的体育明星的细节性信息。精彩课堂导入StepI学习理解活动一：感知与注意1.Lookandanswer.·Howdoyoufeelwhenseeingthefollowingpictures?2.Watchavideo.AskstudentstowatchthevideoTheystandforatimeandanswerthequestions.·Whodidyouseeinthevideo?·Whatotherinformationcanyoufindfromthevideo?Suggestedanswers:·IsawLangPingandMichaelJordan.·Medals,volleyballteam,champions,posters,blogs,newspapersandmagazines,spiritsofLangPingandMichaeJordan.(Theyaremastersintheirsportsandalsosetgoodexamplesforothers.)3.Makepredictions.(Activity1)(1)Learnthestrategy.Askstudentstogothroughthesentencesandmakesuretheyunderstandtheirmeanings.(2)Askstudentstolookatthetitlesandpictures.Thenhavethemanswerthequestion.·Whatdoyouthinkthetextisabout?Suggestedanswer:【设计意图】通过看图片，激发学生的探知主动性；通过观看视频，引出其中两位明星运动员的细节信息。结合学生的已知，设置问题并引导学生预测文本内容，从而激活学生的背景知识，激发学生对阅读语篇的主题进行探究的兴趣。活动二：获取与梳理1.Recognisethetexttype.Askstudentstolookthroughthetextfortitles,headings,picturesandanyotherinformationthatmighttellthemwhattypeoftextitis.Suggestedanswer:Thetextisamagazinearticlebecauseithassimplelanguage,briefcontentandobjective,powerfulandexpressivedescription.2.Readforthestructure.·Whatisthestructureofthetext?Suggestedanswer:Helpuschoosesome"LivingLegendsofSports".Theymustbeathletesfeetlefttheground.glorytohercountry.Asacoach,sheledthetimeseemedtostandstill.TheplayerwhoChinawomen'svolleyballteamtomedalsbecameknownas"AirJordan"changedatworldchampionshipsandtheOlympics.basketballwithhisgracefulmovesandAsaperson,LangPingislovedbyfansatjumps.Jordan'sskillswereimpressive,buthomeandabroad.WhentheChineseteamthementalstrengththatheshowedmadewaspreparingforthe2015WorldCup,herhimunique.Inthefinalsecondsofagame,(Alliteration:Useofthesameconsonantatthebeginningofeachstressedsyllableinalineofverse.)3.Readforbasicinformation.Askstudentstoskimthetextanddecidewhatisstatedinthetext[S],whatcanbeinferred[I],andwhattheyknowtobetruefromexperience[E].(Activity2)Suggestedanswers:①I②S③I④E⑤I⑥I【设计意图】该活动引导学生基于文本语篇获取信息，关注文本体裁、写作特征及文本所用修辞手法，并通过快速阅读文章进一步梳理文本信息，处理语言细节，扫除生词障碍。活动三：概括与整合1.AskstudentstoreadforspecificinformationofLangPing.①WhatdoesLangPingdo?A.Avolleyballcoach.B.Aswimmingcoach.C.Abasketballcoach.D.Afootballcoach.②WhereweretheOlympicGamesheldin2016?A.InChina.B.InAmerica.C.InBrazil.D.InLondon.③ItcanbeinferredfromthetextthatLangPingisa(n)person.A.lazyB.determinedC.easy-goingD.friendly④Whatidentities（身份）ofLangPingarementionedinthetext？Identity1-.Shetohercountry.Identity2-.SheatworldchampionshipsandtheOlympics.Identity3-.Sheathomeandabroad.⑤HowwasLangPing'sdeterminationtestedinthe2015WorldCup?⑥WhatexamplesdoesthewriterusetodescribeLangPing?Suggestedanswers:①A②C③B④Oasaplayer;broughthonourandgloryasacoach;ledtheChinawomen'svolleyballteamtomedalsasaperson;islovedbyfans⑤Herdeterminationwastestedbecausetheteamlosttwoimportantplayers.⑥ThewriterusesexamplesofLangPing'sdeterminationtodescribeher.WhenherteamhadproblemsattheWorldCup,shestillmanagedtoleadthemtobecomeworldchampions.2.AskstudentstoreadforspecificinformationofMichaelJordan.①WhatdidMichaelJordanlearnfromlosinggames?a.Practisingharderandharder.b.Sharingfailureswithothers.c.Acceptingthatothersarestrongerthanhim.d.Nevergivingup.A.abB.acC.adD.cd②WhatmadeMichaelJordanunique?A.Hisexcellentmoves.B.Hisskilledjumps.C.Settinggoodexampleforothers.D.Hismentalstrength.③WhatdoesthefirstsentenceintheparagraphintroducingMichaelJordanmean?④Whydoesthewritermention"thefinalsecondsofagame”?

Suggestedanswers:①C②D③ItmeanswhenMichaelJordanjumpedintheair,itfeltliketimehadsloweddown,becausehisamazingskillswerealmostlikemagic.④Becauseinbasketballthisisanimportanttimewhereoneteamcouldwinwithafewpointsatthelastmoment.【设计意图】该教学活动通过习题的训练，促使学生系统地理解文本并对两位体育明星的个人信息进行了了解和掌握。通过活动，可以加深学生对两个传奇人物的认知，激发学生探知他们取得成功的原因，为下一层次的深入阐释和应用做了铺垫。StepII应用实践活动四：描述与阐释1.Thinkandshare.(Activity4)Askstudentstodiscussthequestionsbelow.·WhatreasonsdoesthewritergiveforchoosingLangPingandMichaelJordan?Ifyouwerethewriter,whowouldyouchooseasanother"livinglegend"?Andwhy?·Whatcanwelearnfromsuccessfulathletes?Suggestedanswers:·TheauthorchoseLangPingandMichaelJordanbecausetheyaremastersoftheirsportsandIliketohelpothers.MyfavouriteathleteisUsainBolt.BoltisaJamaicansprinter.Regardedasthefastestpersonever,heisthefirstmantoholdboththe100metresand200metresworldrecordssincefullyautomatictimemeasurementsbecamemandatoryin1977.HeisthefirstmantowineightOlympicgoldmedalsinsprinting,andaneleven-timeWorldchampion.·Fromsuccessfulathletes,welearnthatstrongdeterminationtonevergiveupcanhelpachievegoals.Theyalsoteachustopractisealot,andnottobeputoffbyfailuresbutlearnfromthem.2.Askstudentstosummarisethemeaningof“livinglegend".【设计意图】在阅读之后，学生使用文本信息以及所获的语言知识，辩证、批判地分析传奇人物的优秀品质和共性，促进口语运用的熟练化，助力学生将知识转化为语言输出能力。活动五：内化与应用1.Retellthetext.Askstudentstocompletethefollowingpassage.LangPingLangPinghasthreeidentities:aperson,acoachandaplayer.ShehasbroughtandtoChina.In2015,herdeterminationwastested.Losingtwoimportantplayers,herteamwas.Butshedidn'tandfacedthedifficulty.Finally,theywontheworld.Herprovesthatsheisatruelivinglegend.MichaelJordanMichaelJordanisknownas“AirJordan”.Hisandmakepeopleimpressive.Whatmakeshimuniqueishis.Hissecrettosuccessis.Heneverhisdreamandpractiseshard.Healsohelpsyoungpeopletoachievetheirdreamns.Suggestedanswers:LangPing:glory,honour,fallingapart,loseheart,championship,determinationMichaelJordan:moves,jumps,mentalstrength,learningfromhisfailures,givesupSummarisegoodqualities.(Mindmap)Suggestedanswer:mentalstrength,notlosingheart,learningfromfailures,hardworking,painstaking,ambitious,persevering【设计意图】通过完成与课文相关的词汇填空练习，帮助学生加深对词汇的理解，提高学生综合运用语言的能力。学生通过使用文本词汇完成对两位体育明星品质的描述，并以思维导图的形式进行文本输出，加深学生对词汇的运用能力和对两位体育明星优秀品质的认识，从而进一步引导学生基于已知和内化，对自己心中的传奇体育明星进行论证，旨在培养学生思维品质的同时锻炼学生的语言运用能力。StepIII迁移创新活动六：想象与创造Discussandinterview.Askstudentstofinishthefollowingtasks.(1)WhatisyouropiniononLangPing's