Pele-(Unit-3-Additional-Reading)教案教学设计

1、Pele文本Pele教学设计Pele教学设计说明Pele学习单Pele作业目录错误!未定义书签。错误!未定义书签。错误!未定义书签。child -Transition:a football lover-Theme:Pragmatic AnalysisWhy does the author write the article?To whom does the author write this article?What question in mind is the author trying to answer when writing the passage?Does the author

2、provide you with all the expected information about Pele? Why?Critical ThinkingQ: How do you assess this article?(i.e. Has enough information been conveyed? How are the contents developed? If you were the author, how would you organize it?)(Template for critical thinking: Point of View - Introductio

3、n - Example / Detail - Explanation Conclusion)Generally speaking, this articleAssignmentSupplementary reading material for Unit 3 Additional ReadingMichael JordanMichael Jeffrey Jordan was born in Brooklyn, New York on February 17, 1963. He was the fourth of five children born to James and Dcloris.

4、James Jordan was a mechanic and Dcloris Jordan was a bank teller. Soon after Michaels birth, James and Deloris fell that the streets of Brooklyn were unsafe to raise a family, so they moved the family to Wilmington, North Carolina.As a youngster, Michael immediately became interested in sports. Howe

5、ver, it was baseball not basketball that was his first love. He would play catch in the yard with his father, who loved baseball. He soon started to play basketball to try and follow in the footsteps of his older brother, Larry, whom he idolized growing up.At Laney High School, as a sophomore, he de

6、cided to try out for the varsity team but was cut because he was raw and undersized. The following summer, he grew four inches and practiced tirelessly. The hard work paid off as he averaged 25 points per game in his last two years and was selected to the McDonalds All-American Team as a senior.Foll

7、owing high school, he earned a basketball scholarship from North Carolina University where he would play under legendary coach Dean Smith. In his first year, he was named ACC Freshman of the Year. He would help lead the Tarheels to the 1982 NCAA Championship, making the game-winning shot.After winni

8、ng the Naismith College Player of the Year award in 1984, Jordan decided to leave North Carolina to enter the NBA draft. Although he decided to leave college early, he would later return to the university in 1986 to complete his degree in geography.In the 1984 NBA draft, he was selected with the thi

9、rd overall pick by the Chicago Bulls. As a rookie for the Bulls, he made an immediate impact, averaging an amazing 28.2 points a game, including six games where he scored 40+ points. He was selected to the NBA All-Star Game and named Rookie of the Year. This would just be the beginning of a career f

10、illed with awards and accolades. In the upcoming years, he would go on to win five regular season MVP awards, six NBA championships, six NBA finals MVP awards, three All-Star game MVP awards, and a defensive player of the year award.In 1993, tragedy struck Jordans seemingly perfect life. On July 23,

11、 1993, his father, James, was murdered off Interstate 95 in North Carolina. Two locals had robbed him, shot him in the chest and threw his body in a swamp.Three months later on October 6, 1993, following a run of three consecutive NBA championships, Jordan announced his retirement from basketball ci

12、ting that he no longer had the desire to play. Now retired at age 33, it was uncertain what Jordan would do next. Would he take a year off out of the public eye to grieve and then come back to the Bulls? Would he go out and look for a white collar job in the field of geography, his college major? Or

13、 would he take up a completely different hobby like golf?In early 1994, Jordan decided to take up a new hobby alright. However, it wasnt golf. It was baseball. Despite not playing baseball since high school some 13 years ago, he signed a minor league contract with the Chicago While Sox in 1994. He p

14、layed one unspectacular season for the Double-A Birmingham Barons.On March 18, 1995, Jordan, a man of few words since his retirement, sent two important words to media sources everywhere: Iin Back. He celebrated his return (o the NBA by doing what he always did best: winning. Although the Bulls woul

15、d lose in the playoffs to the Orlando Magic, it was obvious that Jordan was still the same superstar player. He would go on to lead the Bulls to three more consecutive NBA championships and etch his place in the history as the NBAs greatest player of all-time.On January 13, 1999, Jordan rc-announccd

16、 his retirement, saying that he was 99.9 percent sure that he would10never play again. Soon after, Jordan became part owner of the Washington Wizards.Near the start of the 2001 -02 season, there were hints that Jordan may try another comeback to the NBA. On September 25, 2001, Jordan confirmed those

17、 rumors, announcing that he would once again return to the NBA as a member of (he Wizards. His Iwo seasons in Washington were mediocre at best. His statistics were solid and he showed some flashes of his old self but he could not lead the Wizards to the playoffs and missed several games due (o injur

18、y. He retired fbr good following the 2002-03 season and was subsequently dismissed as president of the Washington Wizards.In June 2006, he became part owner of the Charlotte Bobcats. Later that year, he filed fbr divorce from Juanita, his wife of 17 years. They have three children together.Source: I

19、MDb Mini BiographyDiscourse Analysis with the help of 4-T angles.TopicsRelated LexisThread:Transition:Theme:Pragmatic AnalysisTo whom does the author write this article?Whats the authors intention of writing it?Where can we possibly read this article?Does the author give you all the expected informa

20、tion about Michael Jordan?11PelePele was born in Brazil in 1940. Like many other Brazilian kids, Pele loved football and often played the game in the streets. He also went to school and did odd jobs to help bring in money for the family. However, what he loved best was to play football in the street

21、s or practice kicking the ball with his father (also a great football player).Pele gained the attention of some coaches, first in the neighbourhood contests and later as he led his team to win the junior league tournament two years in a row. At the age of fourteen, Pele was playing for one of the fi

22、rst professional football teams in Brazil. As Pele became more experienced as a player, the game of football grew. By 1950, football had become the most popular game everywhere in the world, except for North America. What had begun as a British sport became the favourite sport of people all around t

23、he world. Football became a truly international sport.Pele was in the Brazilian team in the World Cup matches of 1958. Before 1958, the Brazilian team had failed in the finals three times in a row. Some sports writers said the Brazilians, though gifted, had no discipline. In the 1958 finals against

24、Sweden, Pele kicked the winning goal, and he returned home a hero.However, he never forgot his poor fellow men. Pclc owned dozens of apartment houses, in which he often allowed poor families to live without paying rent. He bought his mother the home he had promised her when he signed his first profe

25、ssional contract. But the most exciting moment of all was in 1969, when Pele scored his thousandth goal. As football fans stormed onto the field and reporters begged for a speech, all he said was, Remember the poor children”.Today, Pele is one of the most famous athletes in the world. He retired in

26、1975. However, soon after that, he decided to play for three years with the New York team. He could not resist the challenge of trying to make football popular in the United States, one of the few countries in the world where football had not become the national sport. In 1977, Pele retired for good

27、 at the age of thirty-seven.Instructional Design Teaching Material: Pele (Unit 3 Additional Reading, New Century English) Teaching Objectives:By the end of (his period, students are able co:figure out the main structure of the passage through the analysis of 4-T angles.share football culture from th

28、e text to increase their cultural awareness.judge the writing puqiose/intendcd readers/key information of this passage.express their own ideas on the given topics by critical thinking. Teaching Focus:To apply different approaches of discourse analysis to deepen the understanding of the text and lang

29、uage use.To express personal ideas with the help of the target template and lexis. Teaching Aids:multi-media, worksheet. Teaching Procedures:Content & Language*Teacher: Get students to demonstrate the culture knowledge and key lexis they have grasped through prevision.*Students: Share the football k

30、nowledge and lexis with the help of worksheet.Purpose: To direct students attention to the contents and language of the text with the help of the CLIL strategy.Guided questions:What football knowledge have you obtained from the text?What about the key lexis that you have learned?Guided Discourse Ana

31、lysis*Teacher: Get everyone to figure out the discourse pattern of (he text assisted by 6T strategy, and share the lexis relevant to each topic.*Students: Apply (he 6T strategy, dig inlo the whole text and share the related details as well as language from it.Purpose: To figure out the theme, topic,

32、 thread, and transition of the textGuided questions:What is the 6T strategy?What is the theme of the text?2What topics have the text dealt with?What thread and transition does the author use in this text?Whal about the language?Pragmatic analysisTeacher: Let students analyze the pragmatic value of t

33、he text through different angles.Students: Recall the 10 angles of pragmatics analysis; analyze the text through 4 angles and supply evidences or details.Purpose: To integrate language with meaning as well as to foster students deep learning skillsGuided questions:Why does the author write the artic

34、le?To whom does the author write this article?What question in mind is the author trying to answer when writing the passage?Does the author provide you with all the expected information about Pele? Why?Critical ThinkingTeacher: Provide the template for critical thinking and facilitate students to tr

35、y to personalize the subject from different perspectives.Students: Discuss in groups and express their assessment of the article.Purpose: To provide a chance for students to reflect on the article.Guided question:How do you assess this article?Has enough information been conveyed?How are the content

36、s developed?If you were the author, how would you organize it? .HomeworkLook through the topics and lexis acquired in this period as well as this module.Read the supplementarj, material about Michael Jordan. Analyze the article with the help of 4-T angles and pragmatic analysis.Write a profile of 15

37、0 words on a familiar “celebrity”, trying to follow the pattern discussed in class.教学设计说明“体育明星”单元教学计划上海市行知中学陈娅琴一、单元设计思路：体育以及体育明星是学生津津乐道的话题。英语(新世纪版)教材高二第一学期的第 二个主题模块为体育(sports),其中Unit 3围绕着体育运动及著名运发动所表达的体育精神这一 主题而设计。本单元的课文/加Mexico改写自Jack London的同名短篇小说，描绘了主人公 Rivera在拳击场上奋力拼搏，最终战胜实力远胜于自己的对手，为立志推翻专制政权的运动

38、筹 措资金。补充阅读材料介绍Pele成为一代球王的历程，以及他对穷苦百姓的宅心仁厚，和为 推广足球运动做出的贡献。本单元的重点在于阅读品析著名人物的卓越事迹，了解体育文化，感悟体育精神；难点在 于引导学生利用语篇分析的多种途径深度理解语篇，联系实际辩证思维，将体育精神内化。在 教学设计上，我们坚持以学生为主体，创设I韦I绕语篇与语言的不同教学活动，通过讨论、展示、 评价等环节提升学生的理解、表达与思维等综合素养。在单元教学中，我们依据上海市高中英语学科基本要求，坚持语篇主题、情境、内容、 结构、文体特征、语言形式融合的课程观，围绕“主题一主旨一主线”展开多模态阅读教学, 指向学科核心素养的培养

39、，其设计思路分为三个层次：基于语篇的理解、深入语篇的理解和超 越语篇的理解。基于语篇的理解指向语篇主题与内容，途径是语篇分析；深入语篇的理解围绕 作者的情感态度、价值取向、语篇目的、语篇对象等展开，途径为语用分析；超越语篇的理解 是将语篇内容与学生生活建立联系、辩证思维、表达个人情感与观点，将语言、文化与思维融 合，实现从语言输入到输出的跨越，途径是思辨思维。就语言学习而言，我们坚持在语篇分析中理解语篇，学习语言；在语篇语用分析中，运用 语言；在超越语篇的思辨思维中，以语篇形式输出语言；在关注传统的语音、词汇、语法同时， 注重语篇知识与语用知识的学习，将隐形的知识显性化，突出语言运用。在课堂教

40、学中，教师 作为中介发挥导学、助学等功能，助力学生学科素养的开展。具体而言，在本单元中我们分析 语篇结构、理解人物与事件、厘清语篇开展脉络、分析语篇语用、依托语篇思辨思维、表达个 人观点、引导学生关注异国体育文化、赏析体育明星的人格魅力，通过体育话题的滚动与升级， 开展语言能力、提升文化与思维品质、增进学习能力。具体目标与计划见下表。“体育明星”单元教学计划Unit教材文本课时教学目标Unit 3SportsHeroesTextTheMexican1st Period探究语篇主题，理解语篇表达的内容， 即基于语篇的理解；依托语篇、语境学 习新语词、语句。2nd Period分析语篇内涵，包括作

41、者的意图、情感 态度或价值取向，即深入语篇的理解； 根据语境运用语言。3rd period对语篇做出客观分析，从语篇某一角度 表达个人观点、意见或建议，评价语篇， 即对语篇超越理解与思辨；依据话题， 连贯表达，输出语篇。AdditionalReadingPele4th period理解语篇的主题、内容、文体结构、语 言特点、作者观点；评价语篇，并表达 个人观点。二、本课教学设计说明（一）教材分析授课教材为英语（新世纪版）高二年级第一学期Module 2 Unit 3的拓展阅读Pele （贝 利）。结构分析：语篇特征鲜明，以传记体裁讲述贝利的生平、成长及成就、事迹与评价五 个局部，脉络清晰、结构

42、严谨。内容分析：语篇以足球明星贝利的职业生涯为主线，介绍了 贝利对足球的热爱、开展直至成为家喻户晓的足球明星的成长过程，文章还涉及了他成名后关 爱穷人的举动，以及致力于足球运动开展所做的贡献。内容表达生动、语义层次清楚。语言 分析：语言的选择与运用均围绕人物传记的要素形成了内容相关的五个话题及词汇链，进一步 丰富了学生有关体育明星的相关语言。（二）学情分析目前，学生基本能够运用语篇分析及语用分析的一些策略，理解语篇结构、分析作者的写 作意图与风格。基本能够按照“内容依托式教学法（CBI）”的6T途径（Text, Theme, Topic, Thread, Transition,Task）,以“

43、主旨话题线索过渡”为支架，解构语篇主题与内容；运用“话题 与词汇的逻辑语义关系”，理解语篇的衔接与连贯。同时通过该教材此前等语篇 的学习，掌握了传记体裁的五要素(Admiration, Background, Characteristic, Deeds, Evaluation), 这也是本课教学设计的语言起点水平。授课对象为本校高二(2)班学生，其整体英语综合能力较好，大局部学生有较强的理解 能力并乐于提供个人学习反思。但是学生对语言学习的依赖性较强，即“场依赖型”学习风格 明显；能独立自主学习、独立思考，即具有“场独立型”学习风格的学生人数较少。语篇分析、 语用分析、深度学习，及思辨思维等课

44、堂活动依然需要教师的有效引导。(三)教学设计思路：教学目标设定：教学目标是教学的出发点和归宿，是一切教学活动的基本前提。本课教 学目标的设计遵循了 “SMART goal ” 的五个要求(specific, measurable, attainable, realistic, timely), 明确了学生在本节课中应能到达的语言、文化、思维等方面的具体目标，旨在提高学生的理解 力、表达力、判断力、学习力。具体而言，本课时的教学目标为：语言能力：依据CBI教 学法的6T教学途径掌握语篇主旨、话题、线索、过渡等信息。构建描述体育明星的相关话 题与语词。文化品格：拓展足球文化知识，提升足球文化意识。

45、思维品质：采用语用分析途 径，判断语篇目的、主要信息等。依托思辨思维的表达模式，对篇章进行思辨思维，表达个 人观点与情感。教学方法选择：在基于语篇的理解中，我们依次采用“内容与语言融合教学法(Coment and Language Integrated learning,简称 CLIL)”、“ 内容依托式教学法(Content Based Instruction, 简称CBD”和“话题与词汇共现(Topic-rclatcd Vocabulary)”；在深入语篇的理解中，我们采 用“语用分析(Pragmatic Analysis)”框架；在超越语篇的理解中，我们运用思辨思维(Critical Thinking)方法，考虑思维的五个维度，注重学思结合、知行结合和知情结合，进行观点表达， 实现语言、文化与思维的高度融合。教学活动设计：教学活动基本遵循“