教学设计： 教版高中英语必修 Unit 3 Sports and Fitness
Period 2 Reading and thinking
第二课时
Period 2 Reading and thinking
1教材分析
课时单元第二课时涉语篇单元 Reading and Thinking 部分阅读文章容杂志邀请读者选择心目中体育界活传奇 课
时观念：优秀体育物专业领域师普通众生活榜样
尊信勇敢顽强积极进取超越精神风貌巨精神鼓舞What：文篇杂志文章插图标题导语正文附加信息部分组成正文部分包括两语篇分描述两位体育明星 第语篇关中国女排运动员郎介绍郎伟出例子说明郎优秀品质例子挑战解决结果结构清晰呈现出 第二篇关外国男子篮球运动员迈克
尔·乔丹分两部分 第部分关篮球生涯第二部分关生活
How：文章数杂志文章样语言简洁生动易理解 作者修辞格吸引读者注意力 外乔丹段落引乔丹话励志表达读者留深刻印象说服力强 Why：锻炼学生信息获取力积累阅读策略学生理解两位体育明星称体育界活传奇原精神良品质深入解融会贯通体语言推荐Living legend深化题理解
通研读语篇容文体结构等教师围绕课时观念梳理整合出该语篇知识结构图(见图)：
2学情分析
日常生活中学生已认识著名体育明星解郎迈克尔·乔
丹基情况排球运动员排球教练篮球明星等等解
称体育界活传奇原然学生崇拜著名体育明星缺乏精神良品质深入解
阅读技学策略方面学生解基阅读策略预测文话题分析文结构文中获取详细信息然数学生策略运熟练 外绝部分学生擅长文信息进行重新整合理解作者意图逻辑推理力弱
分析证观点进行批判性评价力提高
3教学目标
学完课学生够：
1 通观察插图标题分析文结构预测文话题文体容
2 画出思维导图梳理文信息分析推断信息间逻辑结构纳郎乔丹评选体育界活传奇原
3 描述阐释郎乔丹身学优秀品质体会作模范榜样力量
4 评价喜欢体育明星否称体育界活传奇
4重点难点
1 学生郎乔丹相关信息进行总结整合理解评选体育界活传奇原身学优秀品质形成课时观念
2 学生推荐心目中体育界活传奇
针重难点教师设计包括学理解应实践迁移创新三种层层递进学活动评价活动
5教学程
教学目标
活动步骤
设计意图
评价点
时间互动
通已信息验初步感悟Living legends
Step1 Warmingup
T shows a video and some pictures about Olympic Games
Q1 Who is your favorite athlete
Expected Responses from Ss (ERFS)：
Wang Chunyu Su Bingtian Ma Long…
利视频问 题激活学生关喜欢体育明星相关信 息引起学生兴趣
学生根已信息说出奥运会精彩瞬间 喜欢运动员
1’ CW
Step2 Leadin (Pre reading activities)
1 T shows another video about Bolt of which the name is A living legend
Q1 Do you know any information about Bolt
Q2 Bolt is named as a living legend and do you know the reason
Q3 When it comes to living legends what
kind of words will strike you
助名A living legend关博尔特视频系列问题引出living legends话题 利词典里定义激活学生已
学生够联想说出词表达活传奇 认识理解 living legends含义
2’ CW
ERFS famous popular excellent brilliant
2 Ss learn the definition of living legends from the dictionary
3 T shows the news about choose some living legends of sports and asks the students
Q Is your favorite athlete a living legend
知信息形成
活传奇初
步认知产生信
息差启发学
期时引入
节课
Step3 Reading (While reading activities)
学生
Activity1 T asks Ss to look at the titles and pictures and think about what the text is about Ss predict the topic
学生意识运预测学策略
助图片标题已知未知建立联
系预测文
CW 1’
话题
通观察插图
Activity2 T asks Ss to examine the structure of the text and then answer the questions Q1 How many parts can it be divided into
What are they
Q2 Where is the text probably from Q3 What’s the main idea
学生运分析文章结构
学生够分
标题分
析文结构
学策略解
文体概括中心
析文章结
构解文
CW
预测文话
思想提取
体概括中
2’
题解文体
容
纳基信息做准备
心思想
Activity3 Ss read the lead paragraph and answer
Q1 What kind of people can be named as living legends of sports
Q2 Why are Lang Ping and Michael Jordan chosen
学生获取体
育界活传奇
评判标准思
学生够
导语段落准
CW
考郎乔
确获取基
IW
丹 living legends 产生阅
读期
信息
2’
Activity4 Explore the reasons
1 T asks Ss
What do you know about Lang Ping and Jordan
What do you still want to know about Lang Ping and Jordan
2 Ss read the paragraph about Lang Ping and answer：
Q1 How many parts can it be divided into
What are they
Q2 Why is Lang Ping a great athlete in her sport
Q3 What difficulties did she face when
preparing for the 2015 World Cup
激活学生关郎
乔丹已知
学生够讲
信息激发阅读
出关
兴趣通问题
郎乔丹
链帮助学生厘清
基信
文信息分析
息够
Faced with the difficulties what was her
solution
What was the result
文结构利
思维导图帮助学
郎段落准
确获取基
生深入理解郎评选体育界活传奇
信息够分析推断信息间逻
CW IW
画出思维导图梳理文信 息分析推断信息间逻辑结构纳郎乔丹评选体育界活传奇
3 T asks How to construct fragmented information into systematic knowledge to show the reasons why Lang Ping is chosen as a living legend of sports
4 T shows the information map about Lang Ping and explain it
原
学生应实践步骤学思维导图 学策略学生通回答问题梳理信息设计思维导图整合结构化知识
辑结构
学生够仿教师步骤提供思维导图画出关乔丹信息思维导图理解乔丹评选
GW
18’
原
5 Ss read the paragraph about Jordan and work out their own information map in group after finding out the answers to the following questions
Q1 How many parts can it be divided into
What are they
Q2 What are the key words that show information about his career life
Q3 From which words can you tell his skills were impressive From which words can you tell he had unique mental strength
Q4 What has he learnt in life What example is given by the writer
6 Ss discuss in their group and then show their map to the class
7 T shows her own map and explain it
组交流完善建构结构化知识先进行化班分享充分化基学理解获语言文化知识
体育界活传奇 原
描述阐释郎乔丹身学优秀品质体会作模范榜样力量
Activity5 Postreading activity
1 T asks What qualities have you learned from Lang Ping and Jordan
2 T shows some sentences from the text about Lang Ping and ask Ss what qualities can be inferred from these sentences
3 T asks Ss to find some sentences from the paragraph about Michael Jordan by themselves and conclude his qualities
4 T encourage Ss to learn these qualities from Lang Ping and Jordan
学生学描述品质词汇郎乔丹优秀品质
学生够恰词汇说出郎乔丹优秀品质
GW CW 6’
评价喜欢体育明星否称体育界活传奇
Activity6 Judge and recommend
1 T asks Ss to choose their own living legends of sports and give their reasons
2 Ss work in group to recommend their own living legends of sports
3 Some groups come to the front to share their ideas
新情境中运语言解决问题 巩固学知识 实现知识迁移创新
学生够运节课学讨评价喜欢体育明星否称 体育界
活传奇
GW 12’
Step 4 Selfassessment
1 T summarizes the period
2 Ss finish selfassessment table
帮助学生进行评价反思课堂学效果
学生够做出正确评价
CW IW 1
6 板书设计
7 作业布置
课时作业单元整体作业部分求学生课完成课时学日志：整理课时学 factsideas language时长建议半时
8 教学反思
节课教学旨学生郎乔丹相关信息进行总结整合理解评选体育界活传奇原身学优秀品质形成课时观念通Explore the reasonsShare what you have learnedRecommend your own living legend of sports（详见附件 Worksheet）三语言输出活动学生题意义探究理解建构生活联系起调动学生参课堂活动兴致学生学老师通输出容语言思想表达逻辑性评估题探究活动效果学生题意义理解程度输出活动前 CWGW 输出做语言容铺垫准备 spokesperson 做汇报发言时汇集干学思维碰撞智慧交融成果展示出评判性思维特征程度益层层递进问题预设课堂生发适时追问Worksheet 显著提高课堂活动组织效率 仅方便学生绘制展示思维导图方便记录组讨点
节课足处例部分学体育明星相关信息解甚少充分
参课堂组讨教师课前应布置预作业搜集体育明星相关信息确保学生真正参课堂活动
附件：
Students Work Sheet
Unit 3 Sports and Fitness Period 2
Activity One Make predictions
Topic：
Activity Two Analyze the structure
The text
The structure
Activity Three Explore the reasons
1 What kind of people can be named as living legends of sports
2 Why are Lang Ping and Jordan chosen
Athlete
What do you already know
What do you want to know
Lang Ping
Michael Jordan
1）Lang Ping 2）Michael Jordan Your information map
Activity Four Share what you have learned
Discuss What qualities have you learned from Lang Ping and Jordan
Activity 5 Recommend your own living legend of sports
Our living legend of sports
Discussion notes
Selfassessment
I can
excellent
good
average
poor
predict
understand
share
draw
evaluate
Homework
Learning Journal
Fact Box
文档香网(httpswwwxiangdangnet)户传
《香当网》用户分享的内容，不代表《香当网》观点或立场，请自行判断内容的真实性和可靠性！
该内容是文档的文本内容，更好的格式请下载文档
Period 2 Reading and thinking
第二课时
Period 2 Reading and thinking
1教材分析
课时单元第二课时涉语篇单元 Reading and Thinking 部分阅读文章容杂志邀请读者选择心目中体育界活传奇 课
时观念：优秀体育物专业领域师普通众生活榜样
尊信勇敢顽强积极进取超越精神风貌巨精神鼓舞What：文篇杂志文章插图标题导语正文附加信息部分组成正文部分包括两语篇分描述两位体育明星 第语篇关中国女排运动员郎介绍郎伟出例子说明郎优秀品质例子挑战解决结果结构清晰呈现出 第二篇关外国男子篮球运动员迈克
尔·乔丹分两部分 第部分关篮球生涯第二部分关生活
How：文章数杂志文章样语言简洁生动易理解 作者修辞格吸引读者注意力 外乔丹段落引乔丹话励志表达读者留深刻印象说服力强 Why：锻炼学生信息获取力积累阅读策略学生理解两位体育明星称体育界活传奇原精神良品质深入解融会贯通体语言推荐Living legend深化题理解
通研读语篇容文体结构等教师围绕课时观念梳理整合出该语篇知识结构图(见图)：
2学情分析
日常生活中学生已认识著名体育明星解郎迈克尔·乔
丹基情况排球运动员排球教练篮球明星等等解
称体育界活传奇原然学生崇拜著名体育明星缺乏精神良品质深入解
阅读技学策略方面学生解基阅读策略预测文话题分析文结构文中获取详细信息然数学生策略运熟练 外绝部分学生擅长文信息进行重新整合理解作者意图逻辑推理力弱
分析证观点进行批判性评价力提高
3教学目标
学完课学生够：
1 通观察插图标题分析文结构预测文话题文体容
2 画出思维导图梳理文信息分析推断信息间逻辑结构纳郎乔丹评选体育界活传奇原
3 描述阐释郎乔丹身学优秀品质体会作模范榜样力量
4 评价喜欢体育明星否称体育界活传奇
4重点难点
1 学生郎乔丹相关信息进行总结整合理解评选体育界活传奇原身学优秀品质形成课时观念
2 学生推荐心目中体育界活传奇
针重难点教师设计包括学理解应实践迁移创新三种层层递进学活动评价活动
5教学程
教学目标
活动步骤
设计意图
评价点
时间互动
通已信息验初步感悟Living legends
Step1 Warmingup
T shows a video and some pictures about Olympic Games
Q1 Who is your favorite athlete
Expected Responses from Ss (ERFS)：
Wang Chunyu Su Bingtian Ma Long…
利视频问 题激活学生关喜欢体育明星相关信 息引起学生兴趣
学生根已信息说出奥运会精彩瞬间 喜欢运动员
1’ CW
Step2 Leadin (Pre reading activities)
1 T shows another video about Bolt of which the name is A living legend
Q1 Do you know any information about Bolt
Q2 Bolt is named as a living legend and do you know the reason
Q3 When it comes to living legends what
kind of words will strike you
助名A living legend关博尔特视频系列问题引出living legends话题 利词典里定义激活学生已
学生够联想说出词表达活传奇 认识理解 living legends含义
2’ CW
ERFS famous popular excellent brilliant
2 Ss learn the definition of living legends from the dictionary
3 T shows the news about choose some living legends of sports and asks the students
Q Is your favorite athlete a living legend
知信息形成
活传奇初
步认知产生信
息差启发学
期时引入
节课
Step3 Reading (While reading activities)
学生
Activity1 T asks Ss to look at the titles and pictures and think about what the text is about Ss predict the topic
学生意识运预测学策略
助图片标题已知未知建立联
系预测文
CW 1’
话题
通观察插图
Activity2 T asks Ss to examine the structure of the text and then answer the questions Q1 How many parts can it be divided into
What are they
Q2 Where is the text probably from Q3 What’s the main idea
学生运分析文章结构
学生够分
标题分
析文结构
学策略解
文体概括中心
析文章结
构解文
CW
预测文话
思想提取
体概括中
2’
题解文体
容
纳基信息做准备
心思想
Activity3 Ss read the lead paragraph and answer
Q1 What kind of people can be named as living legends of sports
Q2 Why are Lang Ping and Michael Jordan chosen
学生获取体
育界活传奇
评判标准思
学生够
导语段落准
CW
考郎乔
确获取基
IW
丹 living legends 产生阅
读期
信息
2’
Activity4 Explore the reasons
1 T asks Ss
What do you know about Lang Ping and Jordan
What do you still want to know about Lang Ping and Jordan
2 Ss read the paragraph about Lang Ping and answer：
Q1 How many parts can it be divided into
What are they
Q2 Why is Lang Ping a great athlete in her sport
Q3 What difficulties did she face when
preparing for the 2015 World Cup
激活学生关郎
乔丹已知
学生够讲
信息激发阅读
出关
兴趣通问题
郎乔丹
链帮助学生厘清
基信
文信息分析
息够
Faced with the difficulties what was her
solution
What was the result
文结构利
思维导图帮助学
郎段落准
确获取基
生深入理解郎评选体育界活传奇
信息够分析推断信息间逻
CW IW
画出思维导图梳理文信 息分析推断信息间逻辑结构纳郎乔丹评选体育界活传奇
3 T asks How to construct fragmented information into systematic knowledge to show the reasons why Lang Ping is chosen as a living legend of sports
4 T shows the information map about Lang Ping and explain it
原
学生应实践步骤学思维导图 学策略学生通回答问题梳理信息设计思维导图整合结构化知识
辑结构
学生够仿教师步骤提供思维导图画出关乔丹信息思维导图理解乔丹评选
GW
18’
原
5 Ss read the paragraph about Jordan and work out their own information map in group after finding out the answers to the following questions
Q1 How many parts can it be divided into
What are they
Q2 What are the key words that show information about his career life
Q3 From which words can you tell his skills were impressive From which words can you tell he had unique mental strength
Q4 What has he learnt in life What example is given by the writer
6 Ss discuss in their group and then show their map to the class
7 T shows her own map and explain it
组交流完善建构结构化知识先进行化班分享充分化基学理解获语言文化知识
体育界活传奇 原
描述阐释郎乔丹身学优秀品质体会作模范榜样力量
Activity5 Postreading activity
1 T asks What qualities have you learned from Lang Ping and Jordan
2 T shows some sentences from the text about Lang Ping and ask Ss what qualities can be inferred from these sentences
3 T asks Ss to find some sentences from the paragraph about Michael Jordan by themselves and conclude his qualities
4 T encourage Ss to learn these qualities from Lang Ping and Jordan
学生学描述品质词汇郎乔丹优秀品质
学生够恰词汇说出郎乔丹优秀品质
GW CW 6’
评价喜欢体育明星否称体育界活传奇
Activity6 Judge and recommend
1 T asks Ss to choose their own living legends of sports and give their reasons
2 Ss work in group to recommend their own living legends of sports
3 Some groups come to the front to share their ideas
新情境中运语言解决问题 巩固学知识 实现知识迁移创新
学生够运节课学讨评价喜欢体育明星否称 体育界
活传奇
GW 12’
Step 4 Selfassessment
1 T summarizes the period
2 Ss finish selfassessment table
帮助学生进行评价反思课堂学效果
学生够做出正确评价
CW IW 1
6 板书设计
7 作业布置
课时作业单元整体作业部分求学生课完成课时学日志：整理课时学 factsideas language时长建议半时
8 教学反思
节课教学旨学生郎乔丹相关信息进行总结整合理解评选体育界活传奇原身学优秀品质形成课时观念通Explore the reasonsShare what you have learnedRecommend your own living legend of sports（详见附件 Worksheet）三语言输出活动学生题意义探究理解建构生活联系起调动学生参课堂活动兴致学生学老师通输出容语言思想表达逻辑性评估题探究活动效果学生题意义理解程度输出活动前 CWGW 输出做语言容铺垫准备 spokesperson 做汇报发言时汇集干学思维碰撞智慧交融成果展示出评判性思维特征程度益层层递进问题预设课堂生发适时追问Worksheet 显著提高课堂活动组织效率 仅方便学生绘制展示思维导图方便记录组讨点
节课足处例部分学体育明星相关信息解甚少充分
参课堂组讨教师课前应布置预作业搜集体育明星相关信息确保学生真正参课堂活动
附件：
Students Work Sheet
Unit 3 Sports and Fitness Period 2
Activity One Make predictions
Topic：
Activity Two Analyze the structure
The text
The structure
Activity Three Explore the reasons
1 What kind of people can be named as living legends of sports
2 Why are Lang Ping and Jordan chosen
Athlete
What do you already know
What do you want to know
Lang Ping
Michael Jordan
1）Lang Ping 2）Michael Jordan Your information map
Activity Four Share what you have learned
Discuss What qualities have you learned from Lang Ping and Jordan
Activity 5 Recommend your own living legend of sports
Our living legend of sports
Discussion notes
Selfassessment
I can
excellent
good
average
poor
predict
understand
share
draw
evaluate
Homework
Learning Journal
Fact Box
文档香网(httpswwwxiangdangnet)户传
《香当网》用户分享的内容，不代表《香当网》观点或立场，请自行判断内容的真实性和可靠性！
该内容是文档的文本内容，更好的格式请下载文档
