资源简介

Good morning, dear judges! Today it’s a pleasure to share my teaching design with you about Lesson 2 Rules of the Game. My presentation will cover 5 parts, which are: analysis of teaching material & students, learning objectives (including teaching focus& difficulty), teaching methods, teaching procedures and reflection.
Part 1 Analysis of teaching material & students
First, I would like to analyze the teaching material and students. Lesson 2 Rules of the Game is from Unit 2 Sports and Fitness in Senior High English Book 1 published by Beijing Normal University Press. Involving sports activities, sports and fitness and spirits in sports, Unit 2 is part of the group “literature, art and sports” in one of the three major thematic contexts in senior high English — “man and society”.
The big concept of this unit is that students should not only learn the relationship between sports and fitness and the spirits in sports, but also actively and scientifically engage in sports and respect the spirits. To realize that, there are three small concepts — to learn different sports and respect their rules, to play sports scientifically for fitness, and to respect the spirits and qualities in athletes. Lesson 2 belongs to the first one, and aims to help students learn rules of different sports, realize their importance and, ultimately, respect the rules.
As a listening-and-speaking lesson, it is divided into two periods. Period One focuses on rules of different sports from listening while Period Two deals with ways to express emotions in sports in speaking. In the first period, which is my focus today, students listen to an announcement and two conversations. The announcement is made before a tennis game to remind audiences of the rules for watching a game. In the first conversation, one speaker introduces boxing rules to his friend while in the second conversation a runner seeks tips when signing up for her first fun run.
As for the structure and the language features, the rules and tips are introduced in independent situations where imperatives and modal verbs are used. However, compared with tips, rules are also introduced with passive voice, modal verbs such as “can” and “must”, and verbs like “prohibit” to show the strictness and seriousness of rules.
As for the students, the target students are from Senior One. They are familiar with common sports such as football and basketball, and are able to introduce some of their basic rules in Chinese. Besides, they have learnt the basic forms of imperatives, modal verbs and passive voice. However, their knowledge about rules is fragmented and unsystematic in terms of their types and their importance. In addition, they also lack the vocabulary related to sports such as “serve” and “court” as well as the language features of rules. This period is going to bridge the gap between what they have known and what they need to know.
Part 2 Learning objectives (focus & difficulty)
Based on the analysis above, here are the learning objectives.
After this period of study, students will be able to: first, identify the context of an announcement and list rules/tips for tennis, boxing and fun run; second, predict consequences of breaking rules and analyze the importance of obeying rules in sports; third, compare and distinguish types of words and sentence patterns in rules and tips; last, construct rules of a common sport(football) with information from a video.
To achieve those learning objectives, the focus is on helping students acquiring details about the rules from listening, and then guiding them to discover the language features of rules. However, some of them may find it difficult to analyze the importance of rules as they may either consider it too obvious and take it for granted to follow rules or find it too abstract to make real connections with their own experiences.
Part 3 Teaching methods
To solve the problem and, most importantly, achieve the learning objectives, the teaching methods are as follows. First, the period is designed based on the principle of Activity-based learning so that students will learn through activities on different cognitive levels. Besides, the Communicative Approach is also employed. According to this approach, all the classroom activities should involve meaningful communication and language use.
Part 4 Teaching procedures
Now I would like to elaborate on the teaching procedures. As I have mentioned, there are activities on three cognitive levels — to learn and understand, to apply and practice, and to transfer and create.
Learn and understand:
Activity 1 Lead-in & warm-up
Students observe the picture in the textbook and identify the situation by answering the questions.
Students work in groups, discuss four rules and match them with four sports by drawing on their own experiences and sharing their knowledge with group members.
When checking the answers, students learn new words with the help of pictures and body movements shown by the teacher and their classmates.
【Purpose: to arouse their interest in the topic, to activate their background knowledge and preview the topic- related vocabulary so as to prepare them for the listening activities.】
Activity 2 Listen for context
Students read the skill builder about recognizing context.
Students listen to an announcement and practice identifying the context by taking notes of key words and using them as clues to answer the questions.
【Purpose: to get the general idea of the announcement and develop the listening skill of recognizing context. 】
Activity 3 Listen for details
Students listen to the announcement again and two conversations respectively and complete the table in the textbook.
Students work in groups, discuss and provide suggestions for people in specific situations involving the sports.
【Purpose: to acquire and organize detailed information with a graphic organizer (table) and better understand the rules and tips. 】
After the three activities on the first level, students will be able to achieve the first learning objective, which is to identify the context of an announcement and list rules or tips for tennis, boxing and fun run.
Apply and practice:
Activity 4 Discuss & predict
Students read three situations where specific rules and tips are broken or ignored when people are watching or playing the three sports.
They work in groups of four, choose and discuss one of the situations, and predict possible consequences and feelings by putting themselves in the shoes of different roles in the situation.
After sharing their discussion results, students summarize the importance of following rules or tips.
【Purpose: to help students internalize the understanding of rules by analyzing the importance of obeying rules based on specific situations. 】
Activity 5 Compare & contrast
Students read the rules/tips again and underline types of words and sentence patterns used in them.
Students compare the underlined parts, and summarize sentence patterns and typical words used both in rules and tips, based on which they can brainstorm more examples.
Later, students take a closer look at the rules for boxers and tips for runners, contrast the underlined parts and analyze the reasons for the differences.
【Purpose: to analyze the language features of rules by comparison and contrast. 】
After Activities 4 and 5 on the second level— to apply and practice, students will be able to achieve the second and third learning objectives: to predict consequences of breaking rules and analyze the importance of obeying rules in sports, and to compare and distinguish types of words and sentence patterns in rules and tips.
Transfer and create:
Activity 6 Watch & introduce
Students watch a video about football, take notes and share notes with their group members.
Based on that and with the language they have learnt in earlier steps, they work in groups and construct rules for football players.
When two groups are invited to share their rules with the class, the rest of the class help assess their work with a peer editing sheet.
【Purpose: to construct rules with what they have learnt in a new situation and have a general assessment of their performance in this period of study. 】
After Activity 6 on the transfer-and-create level students will be able to achieve the last learning objective, to construct rules of a common sport(football) with information from a video.
Homework
For the homework, students work in groups, search for information about a sport they are interested in and prepare to introduce its rules to the class in a short presentation in the next period. They should: 1. look for information online or from other sources;2. list the rules of the sport with the language they have learnt;3. search for the reasons or history for the rules listed. This is designed to help students strengthen the new knowledge learnt in this period and practice gathering information from multiple sources.
Part 5 Reflection
To sum up, and also to reflect on this teaching design, there are six activities on three cognitive levels: to learn and understand, to apply and practice and to transfer and create. Through the activities integrating teaching, learning and assessment, students will develop their core competences. For example, they can develop the thinking quality by making comparison and contrast and making reasonable predictions based on specific situations, the learning ability by learning through cooperation in group work and searching for information from multiple sources, and the linguistic competence by learning topic-related vocabulary, analyzing language features of rules and developing the skill of recognizing context.
The highlight of this teaching design lies in that the students are not taught but guided and assisted to make the discoveries in various student-centered activities. For instance, in Activity 3, after collecting details about the rules and tips, students are asked to provide suggestions for people who are faced with problems when watching or playing the sports. Only when they fully understand the rules and tips can they help the players and spectators make the right choices.
In Activity 4, rather than asking the importance of rules and providing answers directly, I create specific situations based on which students can have meaningful discussions. And when they are able to predict specific consequences of breaking rules in those situations, they are more likely to have a better understanding of their importance.
In Activity 5, instead of pointing out the grammatical terms such as modal verbs and passive voice directly, I have the students underline the key parts in each rule or tip and make the comparison and contrast themselves to find the language features. Based on that, students are then inspired to make connections with what they have already known about these grammatical terms, thus bridging their knowledge gap by applying the structures to analyzing the language features of rules and introducing rules in later activities.
In conclusion, through those student-centered activities, students are guided and assisted in solving the three problems — “What are rules ”, “Why are there rules ” and “How to introduce rules ”, and in the
process of solving the three problems, students are finally able to achieve part of the unit objective, which is to learn the rules and respect them.
That’s all for my presentation. Thank you!
Unit 2 Lesson 2 Rules of the Game 第一课时教学设计
单元第五课时 Lesson 2 Rules of the Game（第一课时）
1.教材分析 [What]北师大版高中英语教材必修一第二单元的主题为运动与健康，学生在学习完本单元后能够认识运动精神和运动与健康的关系（认知），积极、科学地参与运动促进健康，尊重运动精神（行为选择），即本单元的大观念。本课是本单元的第二课，为了让学生在学习中形成单元大观念，本课关注运动规则，帮助学生认识、认同运动规则（认知运动精神），并最终形成本课的小观念——尊重运动规则。本课属于学生在普通高中英语课程中学习的三大主题语境之一“人与社会” 下主题群“文学、艺术与体育”中的“体育精神”子话题，学生通过认知规则的基本形式、了解规则的重要意义，树立规则意识。本课为听说课，第一部分的听力材料由一则通知和两个对话组成，涉及网球、拳击和公益长跑的比赛规则（观赛及参赛）和建议，第二部分的听力材料为一个对话，对话中两位说话人针对一场足球比赛结果表达了各自的感受。[How]本课为音频形式的语篇，第一部分包括一则广播通知和两则人物对话：其中广播通知使用祈使句表达要求，使用被动语态“be reminded to do”和祈使句，向观众友情提示网球赛场的观赛规则；第一则对话为熟人聊天介绍拳击比赛规则，使用了情态动词“can’t”和动词“prohibit”；第二则对话为第一次参加公益长跑的参赛者在报名时与工作人员的对话，工作人员热心告知了关于长跑运动安全的注意事项，使用祈使句表达建议。三则音频运用祈使句、被动语态和情态动词介绍规则和运动建议，在介绍赛事规则时使用“can”, “prohibit”体现了规则的严肃性和强制性，而在建议中则使用“Remember to do”, “should”等相对缓和语气的祈使句和情态动词，体现提供建议的礼貌恰当语气。[Why]本课时听力材料通过不同情境下常见体育比赛项目的参赛（观赛） 规则的广播和对话，帮助学生了解体育规则的基本形式和种类，启发学生探讨比赛规则的必要性和重要意义，倡导学生了解规则、尊重规则、遵守规则。
2.学情分析 本课教学对象为高一新生，对于第一部分的学习，大部分学生对常见的运动比赛如排球、篮球等规则有基本的认知，能够用中文描述部分比赛规则，并了解祈使句和情态动词的基本功能。但大多数学生对运动规则的认知是零散的，对规则的适用情境（规则的种类有哪些、适用对象有谁）、规则的意义以及规则的常用表达方式，缺乏准确的和结构化的认知。同时，他们对于描述体育赛事规则所使用的常见词汇（如 serve, court, bounce）并不熟悉。
3.教学目标 After this period, students will be able to:identify the context of an announcement and list rules/tips for tennis, boxing and fun run;predict consequences of breaking rules and analyze the importance of obeying rules in sports;compare and distinguish types of words and sentence patterns in rules and tips;construct rules of a common sport(football) with information from a video.
4.*重点难点 重点：学生通过阅读、听录音、课堂讨论等形式获取运用规则的基本形式和介绍规则的句式和词汇特点。难点：学生通过探讨在具体情境中规则的意义和破坏规则的后果，总结体育比赛中规则的重要性和遵守规则的意义。
5. 教学过程 教学目标 教学活动与步骤 评价要点 时间互动 与模式
1. Identify the context of an announcement and list rules/tips for tennis, boxing and fun run. Activity 1 Lead-in & warm-up Step 1Look at the picture on Page 34, describe the picture and identify the situation. 学生能够用自己的语言简要描述图片信息（图片背景和人物动作），并推测人物参与的活动。 GW /CW 5’
Step 2Work in groups of four, discuss four rules and match them with four sports. 学生能够正确配对每条规则所对应的比赛项目。
Step 3Share the answers, talk about new words with pictures and body movements and identify the types of rules (rules for players /audiences). 学生能够用英文说出所列规则的适用对象和种类。
设计意图：创设情境，引入主题，激活学生已有语言知识。预教听力词汇，引导学生说出规则的基本内容和适用对象，为后面听力语言和结构支撑。 提供
Activity 2 Listen for context Step 4Read the Skill Builder about recognizing context in the textbook and discuss the steps 学生能够说出识别语境的具体步骤和关键线索。 IW /CW 5’
and clues used to identify the context.
Step 5Listen to an announcement and practice identifying the context by taking notes of key words and using them as clues to answer questions:1. What is it about When and where is it announced Who is it talking to 学生能够利用关键词（如audiences, game, match, tips 等）判断出广播公告中规则的适用对象和使用情境。
设计意图：培养学生利用关键词等信息获取听力材料基本语境的能力。
Activity 3 Listen for details Step 6Listen to the announcement and two conversations respectively, and complete the rules in the tables. 学生能够补全所缺信息，并根据听力内容，用关键词记录。 IW /GW 10’
Step 7Discuss and provide suggestions for people facing problems in specific situations involving the sports. 学生能够根据提供的情境细节和表格中具体的规则/建议讨论并提出合理的建议。
设计意图：
（1）培养学生从听力材料中获取关键信息和记笔记的能力。
（2）引导学生基于具体情境的启发，进行分析判断。
2. Predict consequences of breaking rules and analyze the importance of obeying rules in sports. Activity 4 Discuss & predict Step 8Read three situations where specific rules and tips are broken or ignored when people are watching or playing the three sports, and choose and discuss one of the situations, and predict possible consequences and feelings. 学生能够参与互动，谈论不同情境中违反规则的可能后果，讨论比赛规则和运动建议的意义。 GW 5’
Step 9Summarize the importance of following rules or tips. 学生能够根据之前讨论的具体后果，总结出尊重并遵守规则对于体育比赛参与者的
重要意义。
设计意图：基于具体情境，分析尊重规则的重要意义，帮助学生内化对于听 力内容
中规则和建议的理解，
3.Compare and distinguish types of words and sentence patterns in rules and tips. Activity 5 Compare & contrast Step 10Read the rules again and underline sentence patterns and typical words used in the rules and tips. 学生能够梳理出规则和建议的句式结构和关键词汇。 IW /GW 10’
Step 11 学生能够通过比较，总结出
Compare the underlined parts, and summarize the types of sentence patterns and words used. 具体句式类型和词汇类型（情态动词，祈使句）。
Step 12Compare the language used in rules for boxers and language used in tips for runners for their difference. 学生能够说出规则用语和建议用语在用词（情态动词、被动语态等）方面的不同， 并分析原因。
设计意图：通过类比和对比，梳理描述规则的语言特色，为小组输出活动奠 定基
础。
4.construct rules of a common sport(football) with information from a video. Activity 6 Watch & introduce Step 13Watch a video about football, take notes and share notes with group members. 学生能够获取视频中的关键信息，并用关键词等形式记录。 IW /GW 10’
Step 14Work out rules of football in groups of four, and share their rules with the class. 学生能够在组内分享笔记， 并根据此前学过的规则用语写出三至四条句式用词恰当的足球比赛规则，派出小组
代表在班级内宣读所写规
则。
Step 15The rest of the class assess their work with a peer editing sheet. 学生能够根据同伴互评表格合理评价两组所写足球比赛规则的内容和语言形式。
设计意图：引导学生基于听力内容的语言和结构知识，进行创造性的输出。
6.板书设计
7.作业布置 Homework (Group work): Introduce rules of a sport.Look for information online or from other sources.List the rules of the sport with the language learnt.Search for the reasons/history for the rules listed.评价要点：学生能用所学语言介绍一种运动项目的比赛（观赛）规则，并解释其意义。
8.教学反思 在本课时的学习中，大多数学生能够根据听力内容获取细节信息，补全广播和对话中的具体赛事规则和参赛建议，通过自主思考和课堂讨论，学习到：
同伴互评表格：
Peer Editing Sheet
Rules of football
□Does the group introduce what to do and not to do in a football game
□Does the group use modal verbs, passive voice or imperatives in the rules
□Does the group use football-related vocabulary from the video
□Does the group choose words that show the strictness and seriousness of the rules
Any spelling, pronunciation, or grammar errors Any unclear expressions Give suggestions if you can.Any expressions you like
1，不同的比赛项目有不同的规则；2.不论是运动员还是观众，所有比赛的参与者都要遵守规则；3.规则的意义和遵守规则的重要性 4.规则介绍的句式和词汇特点。对于规则是什么，为什么要有规则，如何介绍规则形成了结构化的知识体系。课堂活动丰富，难度适宜，大多数学生能够积极参与小组讨论。其中， 在讨论遵守规则意义的环节，学生以小组为单位，选择真实生活中可能存在的情境，讨论具体情境中运动员或观众可能面临的问题，把抽象的概念变成具象化，使得学生能够联系生活实际，运用课堂所学，通过小组合作，对实际生活中可能存在的违反规则现象进行批判性的思考，最终生成本课的小观念：认识规则，尊重规则，遵守规则，完成本课的单元目标。

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