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Book 2 Unit 3 On the move教案设计
教材 外研版高中英语必修二 （2019版）
教学单元标题 Unit 3 On the move
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是体育运动和健康的生活方式。阅读课文介绍了目前世界上流行的运动——足球，以及跑步者的运动故事。语言运用部分介绍了不同的运动方式，尤其是中国传统运动。通过本单元的学习，学生能够了解不同的运动方式，思考运动对身心的影响，并学会如何介绍自己的运动故事。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的论说文、论坛专题讨论、运动产品广告、访谈等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与运动相关的对话，增强对中国传统体育项目的认同，使用新语言描述日常体育运动，恰当使用不定式作定语和结果状语描述运动手表的性能，能够叙写自己关于体育运动的故事，深化对单元主题意义的理解与挖掘；同时能够通过了解中外流行的体育运动，加深对不同文化的认识与理解，能够辨析不同的体育运动对身心的影响，反思和改进自己的运动习惯；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Understanding ideas板块教学设计 （时长45分钟）
教学内容标题 Unit 3 On the move --Understanding ideas : A Game for the World
授课类型 Reading 阅读
主题语境 人与社会——足球
语篇类型 议论文
教学内容分析 该板块呈现的是一篇反映单元主题的课文，基于本单元的大概念“了解体育，提升健康”，从单元整体教学出发，引导和帮助学生深入分析语篇”A Game for the World”,找到单元主题意义研究的路径，即：了解英国足球受欢迎的原因，引发学生对不同国家不同运动的关注和思考，逐渐意识到体育运动及体育精神带给人们的好处，调动大家参与运动的积极性和关注自身健康的主动性。 【what】A Game for the World语为论说文，开篇就介绍了足球悠久的历史和广受欢迎的事实；中间三段分析了足球在世界流行的三个原因；结尾强调了足球的重要性。 【why】作者通过举例子的方式叙述了足球广受欢迎的三大原因，引发学生对运动的好处及特点进行思考，从而激发学生热爱运动的热情。 【how】该篇文章作为论说文，开篇提出中心论点，随后三段各成一个分论点，每段均有例证作为支撑，最后总结全文，段落结构清晰，内容明确，理由详实，令人信服。 读前的导入活动介绍了足球比赛相关术语，帮助学生提前熟悉课文话题，为课文学习做铺垫。读中活动考查学生对文章题目的理解、结构的掌握和细节的提取。读后活动则是通过主旨大意、细节理解和开放性问答等活动，启发学生深入思考，探究主题意义。
教学目标 通过对教材课文的阅读，在课文的具体情境中猜测词义、词性，了解重要单词的基本用法。（语言知识、语言能力） 通过分析课文结构，了解文本大意，培养略读和查读等阅读能力，培养分析长难句的能力。（语言能力、学习能力） 通过了解中外流行的体育运动，分析它们流行的原因，加深学生对不同文化的认识与理解，辨析不同体育运动对身心的影响，反思和改进自己的运动习惯。（文化意识和思维品质） 4. 通过阅读课文，了解足球的起源、著名的足球运动员及足球赛事；引导学生关注奥运会、大运会等大型体育赛事，讨论体育事件和体育精神带来的正能量；培养勇敢顽强的性格、超越自我的品质、迎接挑战的意识和承担风险的能力；培养竞争意识 、协作精神和公平观念。（文化意识和思维品质）
学情分析 本节课的授课对象为高一年级学生，对于人与社会之体育运动这一主题比较感兴趣。学生通过第一课时Starting out的学习，已经具备一定的有关体育运动话题的背景知识，学习兴趣也处于激活状态，有利于第二课时的更深入的学习和拓展。学生具备基本的阅读能力，具备在阅读中获取细节信息的能力。同时，大部分的学生能够用英语简单地表达自己的观点。 学生对于体育运动话题虽然有一定的兴趣和了解，但是学生缺少本单元所需的体育专业知识和文化背景知识，在理解本单元语篇所承载的语言文化知识上会造成一定的障碍，加之在对论述类文章的阅读上缺乏技巧指导，对文本的理解和整合内容上还比较欠缺，阅读技巧还需要提升，批判性思维以及创新思维还比较薄弱。教师应该引导学生加深对主题意义的理解，建构新的知识结构，把语言与文化，语言学习与思维培养紧密结合起来，帮助学生形成有效的英语学习策略，实现学生学科核心素养的发展。
教学重点 引导学生通过自主阅读和小组合作等形式掌握作者的写作目的，找到每段的主旨句，理清课文结构；帮助学生了解足球风靡世界的原因，并思考中国流行的体育运动有哪些，进一步感受不同的体育文化。
教学难点 引导学生阅读文本，分析文章结构，准确获取足球风靡世界的信息，提高对不同文化的认识。
教学策略 任务型教学法、KWL 教学法，合作学习法、P–W–P阅读模式
Teaching contents （教学环节） Procedures （教学过程） Purposes （设计意图）
Teacher’s activity （教师活动） Students’ activity （学生活动）
Step 1: Warming-up T aks Ss : Do you love sports 2. T shows Ss pictures of badminton,basketball, table tennis, cycling, surfing, tennis, rock climbing and yoga… 1.Ss answer the question. 2. Ss look at pictures and tell the names of these sports. To activate students' existing language and knowledge and introduce different ways of exercise.
Step 2: Before reading (prediction) 1. T shows the title and asks Ss: What is “a game for the world” and why do you think so 2. T shows the picture and asks students to guess what the signals represent in a football game. 3. T plays a video about football and guides students to make notes of related terms. T introduce the meaning of the signals. 1. Ss answer the question. 2. Ss guess what the signals represent in a football game. 3. Ss watch the video while making notes of related terms. 4. Ss learn the knowledge of football. Add students' background knowledge of football and stimulate their interest.
Step 3: While reading (fast reading for the main idea) 1. T asks the Ss to read the passage quickly and choose the author’s purpose in writing the passage. 2. T asks the Ss to check the answer and invites a few students to explain why. 3. T asks the Ss to find the topic sentence of each paragraph and divide the passage into parts to match the main idea. 4. T asks the Ss to check the answer and invites some students to share their reason. 5, T asks the Ss to find out the structure of the passage. 1. Ss read the passage quickly and choose the author’s purpose in writing the passage. 2. Ss check the answer and explain the reason. 3. Ss find the topic sentence of each paragraph, divide the passage into parts and finish the match. 4. Ss check the answer and share their reasons. 5. Ss find out the structure and match the main idea with each part. Help students get a brief understanding of the general idea, and the writer’s purpose. At the same time, guide the Ss to figure out the structure of the passage and review how to find the main idea of a passage and each paragraph.
Step 4: While reading (careful reading for details) Activity 1: T asks students to read paragraph 1 carefully and answer these questions: ① 1. What did Neil Armstrong want to take to the Moon ②What is the origin of football ③ Which country was today’s football from Ss read the passage carefully and share their answers. Suggested answers: ①A football ② Cuju in Ancient China. ③ Great Britain Lead students to have some details in the text and get to know the history of football.
Activity 2: T asks Ss to read the passage again and complete the chart in. Activity 4 with expressions from the passage. Ss read the passage again and complete the chart in Activity 4. Suggested answers: ① Ancient China ② a simple and cheap game to play ③ a ball made of plastic bags ④creativity and excitement ⑤ pass score and defend ⑥ brings people together ⑦ played football together Lead students to figure out the structure of the text.
Activity 3: T asks the Ss to answer the question: How does the author support his idea in Paras.2-4 Suggested answers: By giving examples. Help students know how to explain/illustrate an opinion.
After reading: Think and talk T asks the Ss to think and share: What other sports are as popular as football in China What makes them so popular Give the Ss some useful expressions and present an example. Ss think and talk, making some notes and try to tell according to their notes. Stimulate students’ passion for sports, especially Chinese national sports and apply what they learn into writing and speaking.
Homework T asks students to finish the following assignments after class. 1. Draw a mind map of the passage by yourself. 2. Work in groups and recommend a sport for WUG and write a passage. Ss draw the mind map and work in groups and recommend a sport for WUG. Ss finish the given assignments after class. Lead students to consolidate what they learn in class and stimulate students’ interest by reviewing different sports and pay attention to sports events in China and the world.
Blackboard design （板书设计）
Opening Body Conclusion
Reflection （教学反思）

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