Unit2SportsandFitnessLesson1TheUnderdog教學(xué)設(shè)計(jì)-高中英語(yǔ)北師大

《TheUnderdog》試講教案教材必修一單元Unit2主題人與社會(huì)課題Lesson1TheUnderdog課型閱讀課TextbookAnalysis(教材分析)ThearticleisastoryaboutPaul,areplacementplayeronhisschoolbasketballteam.Throughhardworkandperseveranceintraining,heearnedhimselfachancetoplayinanimportantgameandhelpedhisteamturnfailureintosuccessfinally.Thekeywordsinthearticlearemainlyaboutbasketballandthegame,forexample,dojumpshots,makeshotaftershot,etc.Suchspiritualcoreswasconveyedtothestudentsthroughthestory:Inherentdeficienciesdonotmeaninherentfailures.Latereffortswillmakeupfortheinborndeficiencies.TeachingObjectives(教學(xué)目標(biāo)&核心素養(yǎng))Languageabilityobject：Studentscanguessthemeaningofunderdogthroughcontextandteacher’sguidance;StudentscanobtainandsortoutfactualinformationinthetextthatdescribesPaulhimselfandthebasketballgame;Studentscansimplyretellthestorywiththehelpofthemindmap;Thinkingqualitiesobject:StudentscanrealizethereasonsforPaul'ssuccessfultransformationfroman“underdog”toa“bigguy”andlearnfromPaul'sgoodqualitieslikepersistenceandstruggle;Learningabilityobject：StudentscansharetheirviewsonPaulandhissportsmanshipthroughgroupwork,peerdiscussionandindividualreflection.Culturalawarenessobject:StudentscanknowhowtotalkaboutthetopicofbasketballinsocialmunicationofEnglishcountries.Key&DifficultPoints(教學(xué)重難點(diǎn))KeyPoint:ToprehendthereasonsforPaul'svictoryandsuccessfrom“anunderdog”toa“bigguy”;DifficultPoint:Tosummarizeandretellthestoryintheirownwords.TeachingTools(教學(xué)工具)Blackboard,Textbook,Handout/PowerPointTeachingMethods(教學(xué)方法)TBLT，SituationalMethod,municativeApproachProcedures(教學(xué)步驟)StepTeachingActivityPurpose(Step1)WarmupTheteachergreetsthestudents.TasksSs:howareyoutoday?ToenliventheatmosphereandmotivateSstoparticipateintheclassroom.(Step2)LeadinTshowsSthreepicturesaboutfamousbasketballplayers,including:YaoMing(2.26m),Kobe(1.98m),Durant(2.08m).TasksSs:Whoarethey?Whoisyourfavouritebasketballplayer?TguidesSstotalkaboutthecharacteristicsoftheirfavouriteplayers.TwritedownthecharacteristicsontheblackboardTshowsSsherfavouritebasketballplayerTyroneBogues(writedownhisheight)TasksSs:pareBoguestotheotherbasketballplayers,whatdoyouthinkofBogues?Doyouthinkone’sheightplaysanimportantroleinplayingbasketball?Boguesisshort,sodoyouthinkit’seasyordifficultforBoguestopeteandwininabasketballgame?TtellsSswecancallBoguesanunderdog.TasksSstochooseunderdog’srightmeaningfromthreeoptions.TfurtherexplainsthemeaningofthewordunderdogtoSs.Usingpicturestoactivatetheirbackgroundknowledgeandarousetheirinterest;(2)CreatingasituationtohelpSsguessthemeaningofthetitle—underdog.(Step3)PreReadingTshowsSsthepictureofPaulTasksSs:WhywecallPaultheunderdog?Doyouwanttolearnmoreabouthim?ToarouseSs’curiositytoreadthestory.(Step4)WhileReadingPart1TasksSstoreadthefirstthreeparagraphsofpart1andanswerthese5questionsinexercise2intextbook.Whowashisfavouriteplayer?Howtallwashe?Howtallwashisfavouriteplayer?Whatteamwasheon?Whatkindofplayerwasheontheteam?Howwashetreatedbythecoach?Sssharetheirideas.TasksSstohaveadiscussiontofindoutPaul’sadvantagesanddisadvantages.Sssharetheirideas.Tsummarizetheiranswersandwritedownontheblackboard.TaksSstoreadthelastparagraphofpart1andmakeaprediction.TasksSs:NowthatPaulhadgottenachance,doyouwanttoknowwhathappenednext?(1)Throughthefirstreading,Sscangetaninitialideaofthegeneralmeaningofthetextandworkontheirunderstandingofthesurfacemeaningofthetext.(2)SettingsomequestionsduringthisprocesswillallowSstoreadinamorefocusedmanner.SettingeasierquestionsreducesthedifficultyofreadingandgivesSsasenseofachievement.(3)BypeercooperationSscandevelopabilityofteamwork.(4)GuidingSstoaccessandextractfactualinformationfromthetextandtointernaliseit(Step5)WhileReadingPart2TasksSstoreadthetextofPart2andputtheeventsofgameinorder.SssharetheiranswersandTcheckthem.TleadsSstoknowthatthecoachchangedattitudewiththedevelopmentofeventsandasksstudentstoreadPart2againtofocusonthecoach’sattitudetowardsPaul.TsummarizesideasfromSsandwritedownthekeywordsofeventsandattitudeontheblackboard.TasksSstothinkaboutwhythecoachcalledPaula“bigguy”andwhatthecoachmayhavelearnedfromPaul.Sssharetheirideas.TasksSstomentPaulanddiscussthereasonofPaul’ssuccess.TwritedowntheimportantqualityofPaulontheblackboard,suchas,hardworking,persistent,determined...Todeveloptheirreadingskillsandlogicalthinkingskills.UsingmindmaptohelpSsSortoutthestructureofthetext.TohelpSstograspthedetailsofthearticleatadeeperlevelbyasking"bigguy".ToletSsunderstandthemainideaofthestory,graspthereasonsforPaul’ssuccessandlearnfromhisgoodqualities.(Step6)PostReading（1）TasksSstoretellthestorywiththehelpofmindmapontheblackboard.（2）Ssmakepresentations.（3）Tasksvolunteerstudentstosharetheirownstoryiftheyhaveeverbeenthoughtasanunderdog.（4）Ssareaskedtoreflectwhattheyhavelearnedintheclassandsharetheirharvestandquestions.（5）TgivesSsp