资源简介

Book 1 Unit 3 Living Legends
Reading and Thinking
（一）教学分析
教学内容分析
新课标指出，研读语篇就是对语篇的主题、内容、文体结构、语言特点、作者观点等进行深入的解读。这就需要教师思考What，Why和How这三个层面的问题，对语篇进行深入分析。其中What层次涵盖语篇主题和篇章内容；Why层次涵盖语篇的深层含义，即作者写作意图、情感态度和价值取向，并挖掘其中的育人价值；How层次的问题则是针对语篇的文本特征，内容结构和语言特点，教师可以从作者为了恰当表达主题意义选择了什么样的文本形式、语篇结构和修辞手段等方面来考虑。
在解答完What问题的基础上，教师可以创设合理的主题语境，引导学生梳理主要信息，帮助学生建立有关文本的逻辑化知识结构。在解答完Why问题的基础上，教师可以设计围绕主题意义的启发性问题，引导学生基于问题进行思考、分析、论证、讨论、评价、反思，从而培养学生的逻辑性、批判性和创新性思维，加深学生对中外优秀文化的理解。在解答完How问题的基础上，教师引导学生关注语篇的文体特点、标题和插图信息，梳理语篇的行文结构，学习语篇中精彩的语言表达，为学生的输出性语言活动奠定基础。
现就What，Why和How对本课教学内容进行具体分析。
【What】
本课教学内容选自人教版必修一第三单元Reading and Thinking部分。本单元的主题是Sports and fitness，即运动与健康，语篇属于人与社会主题语境下的文学艺术与体育主题群，通过标题Living Legends我们可以初步感知这篇文本主题为当代的体育传奇人物，属于杂志文章中的人物传记，有明显的标题特征、结构特征和语言特征。
从语篇内容来看，该文本选择了两位著名运动员：郎平和迈克尔·乔丹。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，本文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。
该语篇结构鲜明，可形成以下的传奇人物信息梳理知识图。
图1 传奇人物信息梳理知识图
【Why】
本单元以运动和健康为主题，从不同方面说明运动除了竞赛的目的，更多的是为了身心的健康。青年人参加运动不仅能强身健体，还可以锻炼意志和耐力，学会与人合作，学会承受压力和失败，学会挑战自己的极限。
语篇传达了郎平的努力拼搏、为国争光，旨在引导学生学习中国女排团结合作、顽强拼搏、永不言弃的精神。还有乔丹不畏失败、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。这也是这两个文段的育人价值所在。
学生通过学习该语篇，理解体育精神和公平竞争的深刻含义。让学生从体育明星身上领会和感悟做人和做事的道理，立不怕困难为国争光之志，激发爱国之情。
【How】
从语篇类型来看，该语篇属于记叙文，介绍了郎平和乔丹两大体育界的传奇人物。同时该语篇属于杂志文章中的人物传记，有明显的标题特征、结构特征和语言特征。杂志类文章的标题通常采用一些特殊形式吸引读者的注意力或者起到“点睛”的作用，如头韵(alliteration)、重复(repetition)、隐喻(metaphor)等，“Living Legends”这一标题使用了头韵(alliteration)，语篇中还采用了其他的修辞手段，如“As a player... As a coach... As a person...”采用了排比(parallelism)的修辞格，Air Jordan使用了隐喻(metaphor)的修辞格，“time seemed to stand still.” 采用了拟人(personification)的修辞格。
另外，该文本结构清晰，由标题(title)、摘要(summary)或引领段(lead paragraph)和正文(body)组成，正文又由小标题引出两个语篇，描述两位体育明星。插图和最后一段的补充信息也是杂志文章的一般特点。
除学术杂志外，作为一种大众传播媒介，一般杂志通常为了适应尽可能多的读者而采用通俗易懂的语言，同时考虑到版面的限制，其语言也会尽可能地浓缩和精练。第一个语篇采用了举例子、摆事实的写法，在开头用了排比结构“As a player... As a coach... As a person...”全面概括人物的成就和影响，增强感染力。第二个语篇使用了一些形象而生动的语言描述，例如：“time seemed to stand still”。另外还使用了直接引语，以增强读者的亲身体验感。
从思维层面来看，作者在引领段中点出了评选体育传奇人物的标准：masters in their sports、set good examples for others。正文中对两位人物的描述都是围绕这一标准展开，具有很强的逻辑关系。学生需要对文本信息进行分析和判断，厘清作者的思路。
学情分析
本课学生来自Z省某普通高中高一年级，大部分学生已有六年的英语学习经历。他们对体育明星这一话题很感兴趣，尤其是具有运动激情，热爱体育锻炼的同学，他们会有自己喜欢的体育明星，这为本课的学习提供了有利条件。此外，经过初中阶段的英语学习，他们已有了一定的对于人生观和价值观的取向，且具备一定的分析文章结构的思维品质和口头表达的语言能力。但是，该阶段学生刚步入青春期，学生需要学习优秀的品质来树立正确的人生观和价值观。因此，本课的重点将聚焦文本传达的两位体育界传奇人物的优秀品质，着重培养学生的思维品质和文化意识。在具体教学中，教师将关注阅读策略和技能的培养、语言综合技能的训练、主题意义的探究和跨文化交际意识的培养。
学习目标
1. 语言能力
（1）80%的学生能掌握“体育竞技”主题下的词汇如honor、medal、failure等；
（2）60%的学生能根据提示信息归纳总结文章内容并形成口头输出；（难点）
（3）90%的学生能够运用所学单词或短语对传奇人物进行评价。
（4）所有学生能了解杂志类文章的结构特征，如运用标题、副标题和引领段等。
2. 思维品质
（1）所有学生能对文本信息进行分析和判断，梳理逻辑关系，把握要点。（重点）
（2）所有学生能从master和set a good example两个标准评选体育传奇人物。（重点）
3. 文化意识
（1）所有学生学努力拼搏、为国争光、团结合作、永不言弃的精神，还有乔丹不畏失败、坚持不懈的精神和投身公益事业的热情。学生能从这些体育传奇人物身上领会和感悟做人和做事的道理，树立正确的人生观和价值观。（重点）
（2）所有学生能理解中国文化中集体精神的内涵，比较中西文化异同，了解中国的集体主义和西方的个人主义的文化现象，培养跨文化意识。（重难点）
4. 学习能力
所有学生能够运用一定的学习策略进行语言学习，如运用认知策略理解语篇的逻辑，获取篇章的主要信息，运用情感策略对英语学习保持主动和积极的态度等。
（二）教学思路
图2 教学流程图
本单元的主题是Sports and fitness，即运动与健康，依据学生现有的综合语言能力与语言发展需求，改编“三段七步”读思写整合教学模式，形成“三段六步”读思写整合教学模式，从读、思两个角度为学生搭建结构、语言、内容、技巧四种类型的支架，以保证学生在课后顺利完成living legends的仿写。第一阶段为“读”的阶段，主要包括三个教学步骤：首先通过一个猜测体育明星的游戏引入话题，创设情境，激活学生对于体育明星的图示，引导学生思考并讨论体育明星的优秀品格，提出看法。其次，学生根据标题和图片预测文章内容，辨别文章体裁，了解杂志类文章的一般特征，同时根据文章引领段，归纳传奇人物的两大特征，为后续的深入阅读，对文本信息进行分析和判断，梳理逻辑关系做好准备。第三，学生通过略读寻找文章关键信息，解构文本，整体把握文章内容，按表格要求填写信息后基于表格口头输出总结文章信息，锻炼语言能力。第二阶段为“思”的阶段，主要包括两个教学步骤：在完成整体阅读后，学生通过细节探究，寻找郎平和乔丹符合Living Legends的条件，再次深化前面提到的两大标准，在找寻master和good example的过程，归纳其优秀的品格，帮助学生树立正确的人生观和价值观，并为课后作业搭建支架，并在口头汇报的基础上，引导学生运用本课所学对要点进行打磨与润色，并分享改进后的观点内容和语言表述。其次，学生找寻郎平和乔丹身上体现的相同的优秀品格，进一步引导学生学习树立正确的人生观和价值观，教师聚焦郎平的团结合作精神，引导学生了解集体主义和个人主义的文化现象，并要求学生了解概念后举例，深化学生对该文化现象的理解，并培养跨文化的意识，感悟中西文化的异同。第三阶段为课后的“写”的阶段，教师带领学生回顾本课所学，并提出写作要求，完成独立输出，巩固运用所学内容。
（三）教学过程
步骤一：情境创设，激活图示（5分钟）
Take a look at two profiles and play a guessing game.
【教学问题】
Q1: Who are my sports idols according to the given information
Q2: Why do people love them
【课堂实录】
[Teacher present two profiles and students guess who are the sports idols.]
T: According to the given information, can you guess who are my sports idol The first one
S1: I think he is Messi, a football player.
T: You’re right. Thank you. And the second one You please.
S2: emm, maybe Lin Shuhao
T: I think he is not Lin Shuhao. Pay attention to his height. He is 226 cm high.
S2: Oh I see, he is Yao Ming.
T: Good job. That’s the correct answer. And these two are both excellent sports idols in China. They are excellent athletes. Why do people love them What’s your opinion
(S3: Because they are strong and hard working. /S4: Because they can inspire people and give people strength to keep on working. /S5: I think the reason is that they are patriotic. They strive for our country’s glory. /S6: Because they are positive and responsible. /S7:Because they look at one target, work hard for it and never give up.)
T: So do you mean they are determined
S7: Yes.
T: Well, all of you have done a good job. These two athletes are hard working, positive and responsible. They have strong patriotism and determination. That’s why a lot of people love them and set them as their examples.
【设计说明】
通过给出体育运动员的相关信息让学生猜测体育明星，引出本课主题，同时增强课堂的趣味性，吸引学生的注意力，有利于激发学生的学习动机。而后引导学生思考并讨论体育明星的优秀品格，提出看法，让学生们分享已知，了解新知，激活话题背景知识。同时学生能在该环节学习本单元的重点单词和词组，初步搭建写作支架，为后续的语言输出做好铺垫。
步骤二：导读预测，整体把握（5分钟）
Make predictions based on the titles and pictures.
【教学问题】
Q1: What do you think the text is about
Q2: Where is the text probably taken from
Q3: Who can be called a “Living Legend of Sports”
【课堂实录】
T: According to the titles and pictures, What do you think the text is about
S8: I think it is about sports.
T: Only sports Can you make it more specific Do you see the titles Can you read it for us
S8: Living legends.
T: There are two more subtitles, can you find it
S8: Lang Ping and Michael Jordan.
T: Yes, so now what do you think the text is about
S8: I think it is about two living legends of sports: Lang Ping and Michael Jordan.
T: Exactly. Thank you! One more question, where is the text probably taken from You may find the clues at the end of this text. You please.
S9: I think it is taken from a sports magazine because there are two sports legends in the passage and we can send suggestions to them.
T: Perfect. You got it. It is taken from a sports magazine. Then please take a look at the guideline. Who can be called a “Living Legend of Sports”
S10: He must be an athlete who is a master in his sport and also set a good example for others.
T: Yes, thank you. That is to say, a living legend must be a master in his sport and a good example for others.
【设计说明】
学生根据标题和图片预测文章内容，辨别文章体裁，了解杂志类文章的一般特征。同时根据文章引领段，归纳传奇人物的两大特征，为后续的深入阅读，对文本信息进行分析和判断，梳理逻辑关系做好准备。
步骤三：文本解构，目标阅读（10分钟）
Read the passage generally, fill in the sheet and try to make a summary.
【教学问题】
Q1: Fill in the sheet about the information of Lang Ping.
Q2: Make a summary of Michael Jordan based on the sheet.
【课堂实录】
T: Now I’ll give you 5 minutes to find the information about these two living legends and complete the sheet. Here we go. [Students read the passage and fill the information in the sheet]
T: OK, time is up. You please.
S11: Lang Ping is a coach, a player and a person.
T: What about her challenge
S12: In 2015, the team she built fell apart.
T: How did she handle it What was her attitude
S13: She faced difficulties and worked together with her team. She never lose her heart.
T: So the result of her is You please.
S14: She finally leaded her team to win the world champion. [Teacher present the answer]
T: Well done! All of you got the right answer. Here I’d like to make a summary. Please listen carefully. From this passage, we can know that Lang Ping is a coach, a player and a person. In 2015, the World Cup, the team she built fell apart. But she never lose her heart. She faced difficulties and worked together with her team. Finally her team won the world champion. This is a brief summary of the text. Next, I’d like to invite one students to make a summary for us about Michael Jordan, You can use the sheet to help you. Ready OK, you please.
S15: Michael Jordan is known as Air Jordan. He has a impressive skill, moves and jumps in seconds. What makes him unique is his mental health. His secret to success is learning from failure. He never gives up his dreams and practices hard.
T: Superb! Thank you for your hard working! But I’d like to point out one more detail that is not mentioned. Who can complement for us Yes, you please.
S16: He also helps young people to achieve their dreams.
T: Good listener, you observed it. So that is a complete summary.
【设计说明】
学生通过略读技能寻找文章关键信息，整体把握文章内容，培养认知策略。按表格要求填写信息后基于表格和教师所给范例口头输出总结文章信息，锻炼语言能力。目标阅读，解构文本，对文章内容形成初步的印象，为后续的深入阅读，细节提炼做好准备。
步骤四：细节探究，提炼品质（11分钟）
Read the passage in details to find out why they are living legends.
【教学问题】
Q1: Why are Lang Ping and Michael Jordan living legends
Q2: What kind of qualities do they have respectively
【课堂实录】
T: As we mentioned just now, a living legend must be a master in his sport and a good example for others. So in what way are Lang Ping and Michael Jordan living legends Let’s see it one by one. Firstly, about Lang Ping. She is a master in which sport
S17: Volleyball.
T: Yes, thank you. Why is she a master
S18: Because from line 1 to line 6, the text tells us her achievement in volleyball as three identities, as a player, coach and person.
T: Excellent. You hit the point. So she is a master in volleyball. Then does she set a good example for others
S19: Yes, she set a good example for others.
T: How do you know Can you locate the answer in the text
S19: From line 12 to the last. She didn’t give up when facing difficulties. This set a good example for others. Also, she won the champion.
T: Good job! These information can tell us that she really set a good example for people. So after finding these two conditions to be a living legend, what kind of qualities does Lang Ping have Please show me your ideas and your evidences.
(S20: I think she is determined because when facing a big challenge, she never lose heart. /S21: I think she is respectable because she is loved by fans at home and abroad. /S22: I think she is patriotic because she brought honour and glory to our country. /S23: I think she is professional because she can win the Olympic Games. /S24: She has team spirits because she worked with her teammates to win the game.)
T: Thank you for your hard working! So let’s make a summary. She has a sense of national glory or we can say she is patriotic. She is professional, respectable, determined, and has team spirits. All of these qualities help to make her a living legend. Next let’s see Michael Jordan, he is a master in which sport
Ss: Basketball.
T: Yes. Why is he a master
S25: Because he has impressive skills and he is mentally strong.
T: Exactly, thank you. And does he set a good example for others
S26: Yes, as we can see from line 10 to the end. It shows his strong determination and his sense of social responsibility. He is ready to help others.
T: Marvelous! You hit the point. He really sets a good example for us, right So what kind of qualities does he have according to these information
(S27: He is professional and skilled. /S28: He is mentally strong. /S29: He is responsible because he is willing to help others. /S30: He is determined because he never gives up. /S31: He keep on trying when facing failures and he learns from failures.)
T: Perfect. You all have found his good qualities. All of these qualities help him to become a living legend in basketball. After learning about their good qualities, I do hope we can learn from them, and apply it in our daily lives.
【设计说明】
学生通过细节探究，寻找郎平和乔丹符合Living Legends的条件，再次深化前面提到的两大标准，在找寻master和good example的过程，归纳其优秀的品格，帮助学生树立正确的人生观和价值观，并为课后作业搭建支架，即学生通过模仿文章结构，书写自己心中的体育界传奇人物。
步骤五：文化对比，师生共研（11分钟）
Find out their shared qualities and learn about collectivism and individualism.
【教学问题】
Q1: What are their shared qualities
Q2: Can you give me some examples about collectivism and individualism
【课堂实录】
T: So far we have learned about Lang Ping and Michael Jordan. They are living legends in sports. Have you ever noticed that Lang Ping is a Chinese and Michael Jordan is an American
Ss: Yes.
T: Both of them have so many good qualities, right But have you noticed that they have something in common in their qualities
(S32: Yes, both of them are determined. /S33: They never give up when facing difficulties. /S34: They are both professional and skilled.)
T: Yes. From their shared qualities, we can know that they are truly legends. Can you see here [Teacher present the Legend]
T: How about the differences Does anyone have some cultural background information
S35: Maybe they are from different countries
T: Of course they are from different countries. I mean some cultural differences between them.
S36: Maybe Lang Ping has a sense of national glory and Michael Jordan has a sense of responsibility.
T: So do you mean Lang Ping is not responsible and Michael Jordan is not patriotic
S36: No. Sorry, I don’t know.
T: Alright. That’s OK! Let’s think it over together. We should pay attention to the culture. As we can see, Lang Ping won the Olympic Games with her teammates, right Does it strikes you anything
S37: She worked with her teammate. We Chinese emphasize cooperation.
T: Yes, that is a typical Chinese culture. Here I’d like to introduce a cultural phenomenon for you. Collectivism and Individualism. Collectivism refers to a cultural value that emphasizes the importance of the collective and the state and believes that the collective interest is higher than the individual interest. Individualism, on the other hand, emphasizes self and individual achievements, and believes that individual value is above everything else, highlighting the individual. American culture is a typical individualism. Chinese culture is a typical collectivism. So now can you give me some examples about collectivism and individualism
(S38: I think in China, we attach great importance to reunion, like Spring Festival. We enjoy it very much./ S39: In China, team work is very important, like Lang Ping and her team./ S40: In America, they pursue freedom and equality./ S41: Young children are more independent than us in China.)
T: Excellent. You have a good command of this cultural difference. You should keep it in mind. This is a difference between Chinese and Western culture.
【设计说明】
学生找寻郎平和乔丹身上体现的相同的优秀品格，进一步引导学生学习树立正确的人生观和价值观。教师聚焦郎平的团结合作精神，引导学生了解集体主义和个人主义的文化现象，并要求学生了解概念后举例，深化学生对该文化现象的理解，并培养跨文化的意识，感悟中西文化的异同。
步骤六：思路回顾，独立输出（3分钟）
Teacher make a summary and arrange homework.
【教学问题】
Q1: What’s your living legend
【课堂实录】
T: So far we have learned about Lang Ping and Michael Jordan. Their merits inspire us a lot. I hope all of you can learn from them. You can adopt those merits into your life. When facing difficulties, never give up. Be determined to realize your dream and keep on hard working. Now I think it’s your time to introduce your living legends. There are so many famous athletes at home and abroad. Choose one as your living legend and make an introduction about him or her. Please remember, use the structure of this text. Write 60-80 words and you should cover two aspects: master and example. That’s all for our today’s lesson. I hope you can learn something. Thank you!
Ss: Thank you!
【设计说明】
教师带领学生回顾运动员优秀品质，鼓励学生吸收融合优秀品质，同时根据文章结构撰写自己的living legend，对所学知识进行巩固，同时运用所学词汇词组，增强记忆，提升学习效果。
（四）教学反思
本节课运用读思写整合教学模式，重点把握“思”的教学，旨在提升学生的文化意识和思维品质。其中“读”的步骤聚焦杂志类文章的结构特点、文章的内在逻辑，学生通过略读和精读把握文章内容，学习语言知识，为课后“写”的环节搭建支架。“思”的步骤聚焦提炼文章内容传达的两位传奇人物的优秀品格，学生学习理解后应用实践，帮助学生树立正确的人生观和价值观，在提炼完优秀品格后，教师聚焦郎平的团队合作精神，带领学生初步了解集体主义和个人主义的文化现象，培养一定的跨文化意识。“写”的步骤源自于“读”时对文章结构的把握，通过两大标准来书写新的传奇人物，实现阅读和写作两项基本语言技能的有机结合。
任务驱动，读写一致，提升学生思维品质
本节课教师紧紧围绕语篇，设计一系列阅读任务，引导学生进行目标阅读，为课后写作任务搭建结构、语言等支架。读前活动通过一个猜测体育明星的游戏引入话题，创设情境，激活学生对于体育明星的图示，引导学生思考并讨论体育明星的优秀品格，提出看法。然后学生根据标题和图片预测文章内容，辨别文章体裁，了解杂志类文章的一般特征，同时根据文章引领段，归纳传奇人物的两大特征，为后续的深入阅读，对文本信息进行分析和判断，梳理逻辑关系做好准备。读中进行两次目标阅读，学生首先通过略读寻找文章关键信息，解构文本，整体把握文章内容，按表格要求填写信息后基于表格口头输出总结文章信息，锻炼语言能力。其次，学生通过细节探究，寻找郎平和乔丹符合Living Legends的条件，厘清文章的结构和写作思路，为读后（写）搭建结构支架。教师坚持任务驱动，保持读写一致，有意识、有计划地根据写作任务要求，引导学生思考和探究源文本，获取写作所需的必要信息、理解文本的内容意义、分析阅读文本的语篇结构、学习读写策略和积累写作素材等，提升学生的思维品质，并为写作搭建平台，实现了真正的“读写整合”。
目标明确，主线清晰，培养学生文化意识
本节课教学目标定位精准，教学主线清晰可循，以培养学生的文化意识为目标指导阅读输入的过程，从课中阅读到思考到课后写作，每个活动都有明确的目标，环环相扣，循序推进。导入环节激活背景图式，激发学生对于体育精神的热情。读中环节学生通过细节探究，寻找郎平和乔丹符合Living Legends的条件，深化传奇人物的两大标准，在找寻master和good example的过程，归纳其优秀的品格，帮助学生树立正确的人生观和价值观，并为课后作业搭建支架，并在口头汇报的基础上，引导学生运用本课所学对要点进行打磨与润色，并分享改进后的观点内容和语言表述。在思的环节中，学生找寻郎平和乔丹身上体现的相同的优秀品格，进一步引导学生学习树立正确的人生观和价值观，教师聚焦郎平的团结合作精神，引导学生了解集体主义和个人主义的文化现象，并要求学生了解概念后举例，深化学生对该文化现象的理解，并培养跨文化的意识，感悟中西文化的异同，这也是本课的重难点所在。学生在阅读的基础上思考，聚焦两位传奇人物的优秀品格，感悟中西文化的异同，有效培养了学生的跨文化意识。
附录1：教学文本
附录2 板书设计

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