资源简介

U3 Sports and Fitness
Reading and Thinking教案
教材分析：
本课时在杂志征稿语境下，呈现了两段关于郎平与迈尔克乔丹的介绍。重点表达主要涉及事件描述、人物特质描述、人物评价等话题，如impressive, unique, bring glory and honor等。本文的价值取向在于学生通过学习，了解优秀运动员故事，理解运动精神，欣赏自己喜欢的运动员。
教学策略与设计说明：
1. 采用情境教学法(Situational teaching method), 借助多媒体设备，设置主题情境，引导学生进入情境并完成相关任务，达成教学步骤设计目的。
1. 采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及事件描述、人物特质描述、人物评价等话题的重点表达，如impressive, unique, bring glory and honor。能读懂文本，整理文中主要事件与人物优秀特质，并能选择并欣赏自己喜欢的运动员。
思维品质上，梳理文章发展脉络，能区分文中陈述、推断与经验先知的不同，并能相应做出判断。
文化意识上，了解优秀运动员故事，理解运动精神，感悟人物的优秀特质。
学习能力上，掌握读前预测技巧，灵活结合精读策略；理解团队合作的意义，学会聆听他人，与伙伴交换意见。
教学重点：
学生整理文中主要事件与人物优秀特质，并能选择并欣赏自己喜欢的运动员。
教学难点：
学生阅读后，区分文中陈述、推断与经验先知的不同，并能相应做出判断。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss are asked to tell the name of the athletes from the pictures. 利用图片，导入主题。 2’ CW
Step 2 Choose your favorite athlete: Ss are asked to look at the titles and pictures and predict what the text is about. Ss would learn some new expressions. T could give some hints for making predictions if necessary. T lead the Ss to summarize the definition and purpose of prediction. 引导学生观察并进行预测，引导学生总结阅读策略，提升学生学习能力。 6’ IW/CW
Step 3 Reading strategy: Ss are asked to think about how to make prediction. They may think about it by recalling what they have done before. T could help them to organize the final steps. Suggested answers: We might need to research for clues by reading the texts/ telling the moods from facial expressions of the characters. 回顾前一活动过程，引导学生总结预测策略具体做法，提升学生学习能力。 5’ IW/CW
Step 4 Fast reading: Ss are asked to read the questions, read the text and decide what is stated in the text (S), what can be inferred (I), and what you know to be true from experience (E). T could introduce to the Ss what the S, I, E refer to exactly with some examples given in the passage. 学生带着问题阅读问题，提高读前意识。 5’ IW
Step 5 Fast reading: T lead Ss to check the answers one by one according to the scripts. Ss learn some key words. Key words: Honor: reputation/respect/privilege 读后引导学生区分文中陈述、推断与经验先知，并做出判断，提高学生思维品质。 5’ CW/IW
Step 6 Which question to answer : Ss are divided into four groups. They choose one picture to tell and review the sports name by recognizing the pictures. T click the sports they chose and show the number under the picture. Ss remember the number and which question to answer. 组织小组活动，在进行题目分配的同时进行单词复习，实践整合性英语活动观。 3’ GW
Step 7 Detailed reading: Ss read the texts in details and answer the questions. Then each group sends one student as representative to answer the questions one by one according to the original texts. Ss would also learn some key words. Key words: fall apart: apart-depart-departed captain champion: championship-tournament 组织小组活动回答问题，提高学生课堂活动积极性。 8’ GW/IW
Step 8 Discuss in groups: Ss are asked to discuss the first question in groups and review the authors reasons for writing the passage. T could offer a formula for giving a hint. 引导学生产出自己对于living legend的理解与评价，进行词组层面写作，整合阅读、口语、听力与写作技能。 4’ GW/IW
Step 9 Discuss in groups: Ss are asked to discuss the second question in groups and write a memo down. Ss could follow the list of the information and T share an example of Yao Ming by presenting the memo. Ss are encouraged to share them memos. 5’ GW/IW
Step 10 Discuss in groups: Ss are asked to discuss the third question in groups and figure out what brings success to the athletes. T should help Ss to listen to others ideas while discussing. Ss are asked to share their answers with the rest of the class. 4’ GW
Step 11 Think about the question: Ss are asked to think about the elements in describing a person. T could lead them to summarize the basic points in the description to make a preparation for the next writing task. 5’ CW/IW
Step 12 Discuss in groups: Ss are asked to use the words and phrases in the box to talk about the “living legends”. Ss are encouraged to share their sentences. Suggested answers: Lang Ping is a great athlete because not only did she bring glory and honour to her country as a player but also, she led the Chinese volleyball team to be champions when one of the best players had been injured and the captain had to leave. 总结阅读文本与讨论成果，运用本堂课所学单词词组，进行句子层面的写作。 5’ GW/IW
Step 13 Discuss in groups: Ss are asked to think about what they can do with the qualities learned. Here, T could give an example and a formula for guiding them in the discussion to learn to learn thoroughly how to deal with themselves. T could point out the underlined parts and lead Ss to discover the basic points in writing such as who, what, and why. Suggested answers: I admire Serena Williams the best female tennis player ever in the United States history. I learned from her that only practice can make perfect. So, I should practice my piano more often to achieve my dream of becoming a pianist in the future. 总结归纳所学内容，理解运动员优秀品质，理解运动精神，并学会如何应用到自己身上，提高学生文化意识。 4’ CW/IW
Step 13 Homework: Read a book about some excellent female athletes Female Sports Stars by Kathie Lester.
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时的学习后，能否了解常见体育运动的英语表达，能否了解郎平与迈克尔乔丹的基本职业生涯与贡献。
学生通过本课时的学习后，能否介绍文中运动员的基本情况，能否文中总结运动员的特质，能否结合自身情况学习借鉴运动员的品质。
学生通过本课时的学习后，能否介绍自己所喜爱运动员的基本情况，能否总结所喜爱运动员的特质，能否结合自身情况学习借鉴运动员的品质。

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