Unit3Period2ReadingandthinkingReadingComprehension(教学设计)高中英语单元语篇教学设计(人教版2019)

TeachingandLearningDesign人教社2019年版高中英语新教材Book1Book1Unit3SportsandFitness单元语篇教学设计单元语篇课时教学设计Period2Teachingandlearningcontents:Readingandthinking—Readingprehensionprehensiveteachingandlearningobjectives:Bytheendofthisperiod,thestudentswillhavebeenableto:1)Readandprehendthereadingtexttolearnabouttwolivinglegendsbyskimmingthetexttofindoutthemainideaofthetext,graspingthemaincontentofthetextandanalysingthetextstructure;(Languagepetence+Culturalawareness)2)Tomasterandusethevocabularyofexcellentathletes’qualityandtotalkaboutthe“LivingLegendsofSports”;(Learningability+Languagepetence)3)Thinkandtalkabouttheirownchallenges,feelingsandsolutionsinhighschool.(Languagepetence+Thinkingquality)3)Reflectonpassages,toformanddiscussopinionsaboutsuccessfulathletes,andchooseothersuitableexamplestopareinthediscussion;(Learningability+Culturalawareness)Teachingandlearningimportantpoints:1)Readingprehensionofthetext;2)Activatingstudents’ownknowledgeoffamousathletes,inspiringtheirinteresttodiscovermore,andlearningthegoodqualitiesfromthetwolegends.Teachingandlearningdifficultpoints:Readingprehensionofthetextbyusingsomereadingstrategiessuchasmakingpredictions.Teachingandlearningprocedures:Step1ReviewActivity1ReviewReviewthemaincontentsofthepreviousperiodincludingthecontentofthelisteningconversations,thenewwords,chunksandexpressions.Step2PrereadingActivity2LeadinginandpredictionLeadinthereadingtopicbygettingthestudentstotalkabouttheirfavouritesportsandathletes.2.Introducetheteachingandlearningcontentsandobjectivesofthisperiod.3.Discussthetwoquestionsandsharetheiranswers.4.LookatthepicturesandthinkaboutthecontentbeforereadingActivity3ReadingpreparationNewwordsandphrasespreview.GothroughthenewwordsandchunksinthereadingtextwiththehelpofvocabularysothatthestudentscouldknowtheEnglish(orChinese)meaningofeachnewwordandchunk.TheteachergivesnecessaryexplanationstothewordsandchunksusingasmuchEnglishaspossible,buttheteachercanuseChinesewhennecessary(forsomedifficultandabstractwordsandchunkswhichcanbeexplainedclearlyinEnglish),andatthesametime,offerstheChinesemeaningofeachnewwordandchunkincasesomestudentscancatchupwiththeteacher’sEnglishexplanations.Newwordsandphrases:legendn.传奇故事（人或物）；传说athleten.运动员；运动健儿mastern.高手；主人vt.精通；掌握setanexample树立榜样honourn.荣誉；尊敬；荣幸gloryn.荣誉；光荣；赞美medaln.奖章；勋章championshipn.锦标赛；冠军赛；冠军称号championn.冠军；优胜者determinationn,决心；决定apartadv.分离；分开；成碎片fallapart破裂；破碎；崩溃injurevt.使受伤；损害injuredadj.受伤的；有伤的injuryn.伤害；损伤captainn.队长；船长；机长loseheart丧失信心；泄气gracefuladj.优美的；优雅的Strengthn.力量；体力failuren.失败；失败的人（或事物）Step3WhilereadingActivity4Readingprehension1.Introducethebasicreadingskill—makingpredictionstothestudents.Lookatthepicturesandthinkaboutthecontentbeforereading.Thishelpsyoutorelatewhatyoureadtowhatyoualreadyknowandtounderstandthenewtext.Lookatthetitles,theleadparagraph,thesubtitlesandpicturesonthebooktothinkaboutwhatthetextisaboutandwhatisthegenre(体裁)ofthearticle.3.MakepredictionsofthecontentofthetextbyusingtheKWLmethodandactivatestudents’interestinreadingthetext.AthleteWhatdoyouknow?Whatdoyouwanttoknow?Whathaveyoulearnt?LangPingMichaelJordon4.Scantheleadparagraphandfindoutwhatkindofathletescanbelivinglegendsofsports?Livinglegendsofsportsmustbeathleteswhoaremastersintheirsportsandalsosetgoodexamplesforothers.5.Gothroughthetextquicklytothinkabouthowthetextisorganized,practisingtheskillofmakingpredictions.Andthenchecktheanswersandguidethestudentstoanalysethetextstructure.Getthestudentstocheckiftheyhavemadearightprediction.Textstructureanalysis:Title:LIVINGLEGENDSAleadparagraph:explainwhatkindofathletescanbelivinglegendsofsportsSubtitle1:LangPingAsanhonourableplayer,shebroughthonourandglorytoChina.Asasuccessfulcoach,sheledtheChinawomen’svolleyballteamtowinmedals.Asadeterminedandfamousperson,sheislovedbyfansathomeandabroad.Subtiltle2:MichaelJordonJordan’simpressiveskillschangedbasketball.Jordan’smentalstrengthwasunique.Jordan’ssuccesswassharedwithothers.AleadparagraphTitle:LIVINGLEGENDSSubtitle1LangPingSubtitle2MichaelJordon6.Readthetextagainanddecidewhatisstatedinthetext(S),whatcanbeinferred(I)andwhatyouknowtobetruefromexperience(E)inActivity2onPage39.(EnablestudentstounderstandandtoknowaboutwhatSIEstandsfor.)_____LangPingwonseveralchampionshipsbeforeshebecameacoach._____LangPingbelievedthatheryoungplayerscouldwin._____ManypeopleinChinaandtheUSloveCoachLang._____MichaelJordanislovedbybasketballfansaroundtheworld._____BeforepeoplesawMichaelJordanplay,theydidnotknowthatbasketballcouldbeplayedthatway._____MichaelJordanbelievesthatitisimportanttohelpothers.7.Readthetextagainandanswerthetwoquestions.1)WhathaveyoulearntfromLangPing?2)WhathaveyoulearntfromJordon?8.Havestudentsdiscussandfillinthechartbelowandlearnthelanguagefeaturesofmagazinearticles.StructureMainideaLanguagefeatureLeadParagraphThedefinitionoflivinglegendsofsportsAquestion(Whois…?)toarouseinterest,(Helpuschoose…,sendyour…)invitethereaderstogetinvolvedLangPingSummaryofLangPing’ssuccessThree“as”EvidenceDescribinganevent:beginningdevelopmentclimaxendingMichaelJordonReasonsforbeingcalledAirJordanpersonification(e.g.standstill)HismentalstrengthUsingJordan’squoteSharingsuccessGivingafactabouttheBoysandGirlsClubStep4PostreadingActivity5ThinkinganddiscussionDiscussthethreequestionsinExercise4onP39andgetthestudentstosharetheirideas.1.WhatreasonsdoesthewritergiveforchoosingLangPingandMichaelJordan?Whowouldyouchooseasanother“livinglegend”?Giveyourreasons.2.Whatcanwelearnfromthesesuccessfulathletes?Possibleanswerstothequestions:TheauthorchoseLangPingandMichaelJordanbecausetheyaremastersoftheirsportsandliketohelpothers.3.Sharetheirideas:Anexample:MyfavouriteathleteisPele.Heiswidelyconsideredthegreatestsoccerplayer/footballerofalltime.HegrewupverypoorinBrazil,buthisskillanddeterminationledhimtoplayforhiscountryandwintheWorldCupthreetimes.Afterstoppingplaying,hehashadimportantinternationalrolesinpromotingsportsandprotectingtheenvironment.Activity6TextreconstructionWorkinpairstoreconstructthecontentofthetextbyretellingthetextwiththehelpoftextstructureandtheoutlineofthetextaboveordrawamindmaptoshowthestructureandcontentofthetext.LivinglegendMasterinhis/herfieldExampleLangPingAsaplayer,...Adifficultycase...MichaelJordonChangingbasketball...Mentalstrength...2.Questiontime.Studentsraisetheirquestionsandtheteacheranswersthequestionsandgivesexplanations.Step5EvaluationandsummaryActivity7SelfevaluationUsetheselfevaluationformtoguidethestudentstoreflecttheirlearningofthisperiod.Learningcontents(Whathaveyoulearned?)ThedefinitionoflivinglegendsQualitiesofthetwolivinglegendsTextorganizationThelanguagefeaturesofthetextLearningeffect(Howisyourlearning?)Learningimprovement(Whatwillyoudotoimproveyourlearning)Activity8Summary(Theteacher)Summarizethemaincontentsofthisperiodbyguidingthestudentstoretellthetexttogetherandrecallthetextstructure.H