Unit 2 Rules of the game 教案-高中英语必修第一册

Lesson2RulesoftheGame

Transcriptofteachingdesign

Goodmorning,dearjudges!Todayit'sapleasuretosharemyteachingdesignwithyouaboutLesson2

RulesoftheGame.Mypresentationwillcover5parts,whichare:analysisofteachingmaterial&students,

learningobjectives(includingteachingfocus&difficulty),teachingmethods,teachingproceduresand

reflection.

Part1Analysisofteachingmaterial&students

First,Iwouldliketoanalyzetheteachingmaterialandstudents.Lesson2RulesoftheGameisfromUnit

2SportsandFitnessinSeniorHighEnglishBook1publishedbyBeijingNormalUniversityPress.Involving

sportsactivities,sportsandfitnessandspiritsinsports,Unit2ispartofthegroup“literature,artandsports”in

oneofthethreemajorthematiccontextsinseniorhighEnglish—“manandsociety”.

Thebigconceptofthisunitisthatstudentsshouldnotonlylearntherelationshipbetweensportsand

fitnessandthespiritsinsports,butalsoactivelyandscientificallyengageinsportsandrespectthespirits.To

realizethat,therearethreesmallconcepts—tolearndifferentsportsandrespecttheirrules,toplaysports

scientificallyforfitness,andtorespectthespiritsandqualitiesinathletes.Lesson2belongstothefirstone,

andaimstohelpstudentslearnrulesofdifferentsports,realizetheirimportanceand,ultimately,respectthe

rules.

Asalistening-and-speakinglesson,itisdividedintotwoperiods.PeriodOnefocusesonrulesof

differentsportsfromlisteningwhilePeriodTwodealswithwaystoexpressemotionsinsportsinspeaking.In

thefirstperiod,whichismyfocustoday,studentslistentoanannouncementandtwoconversations.The

announcementismadebeforeatennisgametoremindaudiencesoftherulesforwatchingagame.Inthefirst

conversation,onespeakerintroducesboxingrulestohisfriendwhileinthesecondconversationarunner

seekstipswhensigningupforherfirstfunrun.

Asforthestructureandthelanguagefeatures,therulesandtipsareintroducedinindependentsituations

whereimperativesandmodalverbsareused.However,comparedwithtips,rulesarealsointroducedwith

passivevoice,modalverbssuchas“can"and"must",andverbslike“prohibit“toshowthestrictnessand

seriousnessofrules.

Asforthestudents,thetargetstudentsarefromSeniorOne.Theyarefamiliarwithcommonsportssuch

asfootballandbasketball,andareabletointroducesomeoftheirbasicrulesinChinese.Besides,theyhave

learntthebasicformsofimperatives,modalverbsandpassivevoice.However,theirknowledgeaboutrulesis

fragmentedandunsystematicintermsoftheirtypesandtheirimportance.Inaddition,theyalsolackthe

vocabularyrelatedtosportssuchas“serve”and"court”aswellasthelanguagefeaturesofrules.Thisperiod

isgoingtobridgethegapbetweenwhattheyhaveknownandwhattheyneedtoknow.

Part2Learningobjectives(focus&difficulty)

Basedontheanalysisabove,herearethelearningobjectives.

Afterthisperiodofstudy,studentswillbeableto:first,identifythecontextofanannouncementandlist

rules/tipsfortennis,boxingandfunrun;second,predictconsequencesofbreakingrulesandanalyzethe

importanceofobeyingrulesinsports;third,compareanddistinguishtypesofwordsandsentencepatternsin

rulesandtips;last,constructrulesofacommonsport(fbotball)withinformationfromavideo.

Toachievethoselearningobjectives,thefocusisonhelpingstudentsacquiringdetailsabouttherules

fromlistening,andthenguidingthemtodiscoverthelanguagefeaturesofrules.However,someofthemmay

finditdifficulttoanalyzetheimportanceofrulesastheymayeitherconsiderittooobviousandtakeitfor

grantedtofollowrulesorfindittooabstracttomakerealconnectionswiththeirownexperiences.

Part3Teachingmethods

Tosolvetheproblemand,mostimportantly,achievethelearningobjectives,theteachingmethodsareas

follows.First,theperiodisdesignedbasedontheprincipleofActivity-basedlearningsothatstudentswill

learnthroughactivitiesondifferentcognitivelevels.Besides,theCommunicativeApproachisalsoemployed.

Accordingtothisapproach,alltheclassroomactivitiesshouldinvolvemeaningfulcommunicationand

languageuse.

Part4Teachingprocedures

NowIwouldliketoelaborateontheteachingprocedures.AsIhavementioned,thereareactivitieson

threecognitivelevels-tolearnandunderstand,toapplyandpractice,andtotransferandcreate.

Learnandunderstand:

Activity1Lead-in&warm-up

1.Studentsobservethepictureinthetextbookandidentifythesituationbyansweringthequestions.

2Studentsworkingroups,discussfourrulesandmatchthemwithfoursportsbydrawingontheirown

experiencesandsharingtheirknowledgewithgroupmembers.

3.Whencheckingtheanswers,studentslearnnewwordswiththehelpofpicturesandbodymovements

shownbytheteacherandtheirclassmates.

[Purpose:toarousetheirinterestinthetopic,toactivatetheirbackgroundknowledgeandpreviewthetopic-

relatedvocabularysoastopreparethemforthelisteningactivities.]

Activity2Listenforcontext

1.Studentsreadtheskillbuilderaboutrecognizingcontext.

2Studentslistentoanannouncementandpracticeidentifyingthecontextbytakingnotesofkeywords

andusingthemascluestoanswerthequestions.

[Purpose:togetthegeneralideaoftheannouncementanddevelopthelisteningskillofrecognizing

context.]

Activity3Listenfordetails

1.Studentslistentotheannouncementagainandtwoconversationsrespectivelyandcompletethetable

inthetextbook.

2Studentsworkingroups,discussandprovidesuggestionsforpeopleinspecificsituationsinvolving

thesports.

[Purpose:toacquireandorganizedetailedinformationwithagraphicorganizer(table)andbetterunderstand

therulesandtips.]

Afterthethreeactivitiesonthefirstlevel,studentswillbeabletoachievethefirstlearningobjective,

whichistoidentifythecontextofanannouncementandlistrulesortipsfortennis,boxingandfunrun.

Applyandpractice:

Activity4Discuss&predict

1.Studentsreadthreesituationswherespecificrulesandtipsarebrokenorignoredwhenpeopleare

watchingorplayingthethreesports.

2Theyworkingroupsoffour,chooseanddiscussoneofthesituations,andpredictpossible

consequencesandfeelingsbyputtingthemselvesintheshoesofdifferentrolesinthesituation.

3.Aftersharingtheirdiscussionresults,studentssummarizetheimportanceoffollowingrulesortips.

[Purpose:tohelpstudentsinternalizetheunderstandingofrulesbyanalyzingtheimportanceofobeying

rulesbasedonspecificsituations.]

Activity5Compare&contrast

1.Studentsreadtherules/tipsagainandunderlinetypesofwordsandsentencepatternsusedinthem.

2Studentscomparetheunderlinedparts,andsummarizesentencepatternsandtypicalwordsusedboth

inrulesandtips,basedonwhichtheycanbrainstormmoreexamples.

3.Later,studentstakeacloserlookattherulesforboxersandtipsforrunners,contrasttheunderlined

partsandanalyzethereasonsforthedifferences.

[Purpose:toanalyzethelanguagefeaturesofrulesbycomparisonandcontrast.]

AfterActivities4and5onthesecondlevel-toapplyandpractice,studentswillbeabletoachievethe

secondandthirdlearningobjectives:topredictconsequencesofbreakingrulesandanalyzetheimportanceof

obeyingrulesinsports,andtocompareanddistinguishtypesofwordsandsentencepatternsinrulesandtips.

Transferandcreate:

Activity6Watch&introduce

1.Studentswatchavideoaboutfootball,takenotesandsharenoteswiththeirgroupmembers.

2Basedonthatandwiththelanguagetheyhavelearntinearliersteps,theyworkingroupsand

constructrulesforfootballplayers.

3.Whentwogroupsareinvitedtosharetheirruleswiththeclass,therestoftheclasshelpassesstheir

workwithapeereditingsheet.

[Purpose:toconstructruleswithwhattheyhavelearntinanewsituationandhaveageneralassessmentof

theirperformanceinthisperiodofstudy.)

AfterActivity6onthetransfer-and-createlevelstudentswillbeabletoachievethelastlearning

objective,toconstructrulesofacommonsport(football)withinformationfromavideo.

Homework

Forthehomework,studentsworkingroups,searchforinformationaboutasporttheyareinterestedin

andpreparetointroduceitsrulestotheclassinashortpresentationinthenextperiod.Theyshould:1.look

forinformationonlineorfromothersources;2.listtherulesofthesportwiththelanguagetheyhaveleamt;3.

searchforthereasonsorhistoryfortheruleslisted.Thisisdesignedtohelpstudentsstrengthenthenew

knowledgelearntinthisperiodandpracticegatheringinformationfrommultiplesources.

Part5Reflection

Tosumup,andalsotoreflectonthisteachingdesign,therearesixactivitiesonthreecognitivelevels:to

learnandunderstand,toapplyandpracticeandtotransferandcreate.Throughtheactivitiesintegrating

teaching,learningandassessment,studentswilldeveloptheircorecompetences.Forexample,theycan

developthethinkingqualitybymakingcomparisonandcontrastandmakingreasonablepredictionsbasedon

specificsituations,thelearningabilitybylearningthroughcooperationingroupworkandsearchingfor

informationfrommultiplesources,andthelinguisticcompetencebylearningtopic-relatedvocabulary,

analyzinglanguagefeaturesofrulesanddevelopingtheskillofrecognizingcontext.

Thehighlightofthisteachingdesignliesinthatthestudentsarenottaughtbutguidedandassistedto

makethediscoveriesinvariousstudent-centeredactivities.Forinstance,inActivity3,aftercollectingdetails

abouttherulesandtips,studentsareaskedtoprovidesuggestionsforpeoplewhoarefacedwithproblems

whenwatchingorplayingthesports.Onlywhentheyfullyunderstandtherulesandtipscantheyhelpthe

playersandspectatorsmaketherightchoices.

InActivity4,ratherthanaskingtheimportanceofrulesandprovidinganswersdirectly,Icreatespecific

situationsbasedonwhichstudentscanhavemeaningfuldiscussions.Andwhentheyareabletopredict

specificconsequencesofbreakingrulesinthosesituations,theyaremorelikelytohaveabetterunderstanding

oftheirimportance.

InActivity5,insteadofpointingoutthegrammaticaltermssuchasmodalverbsandpassivevoice

directly,Ihavethestudentsunderlinethekeypartsineachruleortipandmakethecomparisonandcontrast

themselvestofindthelanguagefeatures.Basedonthat,studentsaretheninspiredtomakeconnectionswith

whattheyhavealreadyknownaboutthesegrammaticalterms,thusbridgingtheirknowledgegapbyapplying

thestructurestoanalyzingthelanguagefeaturesofrulesandintroducingrulesinlateractivities.

Inconclusion,throughthosestudent-centeredactivities,studentsareguidedandassistedinsolvingthe

threeproblems—“Whatarerules?","Whyarethererules?^^and“Howtointroducerules?”,andinthe

processofsolvingthethreeproblems,studentsarefinallyabletoachievepartoftheunitobjective,whichisto

learntherulesandrespectthem.

That'sallformypresentation.Thankyou!

Unit2Lesson2RulesoftheGame第一课时教学设计

合肥一六八中学汪琪

单元第五课

Lesson2RulesoftheGame（第一课时）

时

[What]北师大版高中英语教材必修一第二单元的主题为运动与健康，学生

在学习完本单元后能够认识运动精神和运动与健康的关系（认知），积极、科

学地参与运动促进健康，尊重运动精神（行为选择），即本单元的大观念。本

课是本单元的第二课，为了让学生在学习中形成单元大观念，本课关注运动规

则，帮助学生认识、认同运动规则（认知运动精神），并最终形成本课的小观

念—尊重运动规则。

本课属于学生在普通高中英语课程中学习的三大主题语境之一“人与社会”

下主题群“文学、艺术与体育''中的"体育精神”子话题，学生通过认知规则的基

本形式、了解规则的重要意义，树立规则意识。本课为听说课，第一部分的听

力材料由一则通知和两个对话组成，涉及网球、拳击和公益长跑的比赛规则

（观赛及参赛）和建议，第二部分的听力材料为一个对话，对话中两位说话人

针对一场足球比赛结果表达了各自的感受。

[How]本课为音频形式的语篇，第一部分包括一则广播通知和两则人物对

话：其中广播通知使用祈使句表达要求，使用被动语态"beremindedtodo”和祈

使句，向观众友情提示网球赛场的观赛规则；第一则对话为熟人聊天介绍拳击

比赛规则，使用了情态动词"can't”和动词“prohibit"：第二则对话为第一次参加

公益长跑的参赛者在报名时与工作人员的对话，工作人员热心告知了关于长跑

运动安全的注意事项，使用祈使句表达建议。三则音频运用祈使句、被动语态

1.教材分析和情态动词介绍规则和运动建议，在介绍赛事规则时使用“can”,“prohibit”体现

了规则的严肃性和强制性，而在建议中则使用“Remembertodo”,“should”等相

对缓和语气的祈使句和情态动词，体现提供建议的礼貌恰当语气。

[Why]本课时听力材料通过不同情境下常见体育比赛项目的参赛（观赛）

规则的广播和对话，帮助学生了解体育规则的基本形式和种类，启发学生探讨

比赛规则的必要性和重要意义，倡导学生了解规则、尊重规则、遵守规则。

Audiencesareremindedtoturnoffthephonesorputthemonsilence.

Whentheballisinplayortheplayerisserving,donotcheerortalkloudly.

rulesforaudiencesWhentakingphotos,turnofftheflash.

Waitforthepointorgametoendbeforestandinguporleavingtheseat.

Youcan'thittheotherpersonanywhereunderthebelt.

Wemustbouncetheballaswemovedownthecourt.（basketball）

RulesolIhe<>;iinc--rulesforplayers

Youmaytouchtheballnomorethanthreetimesbeforesendingitback.（volley

Remembertodoawarm-upbeforeyourun.

Donotruntoofastforthefirsthour.

tipsforrunners

Yourlastmealshouldbeatleastonehourbeforeyourun.

Don'tdrinktoomuchwaterwhilerunning.

本课教学对象为高一新生，对于第一部分的学习，大部分学生对常见的运

动比赛如排球、篮球等规则有基本的认知，能够用中文描述部分比赛规则，并

了解祈使句和情态动词的基本功能。但大多数学生对运动规则的认知是零散

2.学情分析

的，对规则的适用情境（规则的种类有哪些、适用对象有谁）、规则的意义以

及规则的常用表达方式，缺乏准确的和结构化的认知。同时，他们对于描述体

育赛事规则所使用的常见词汇（如serve,court,bounce）并不熟悉。

Afterthisperiod,studentswillbeableto:

1.identifythecontextofanannouncementandlistrules/tipsfortennis,boxingand

funrun;

3.教学目标2.predictconsequencesofbreakingrulesandanalyzetheimportanceofobeying

rulesinsports;

3.compareanddistinguishtypesofwordsandsentencepatternsinrulesandtips;

4.constructrulesofacommonsport(football)withinformationfromavideo.

重点：学生通过阅读、听录音、课堂讨论等形式获取运用规则的基本形式

4J重点难和介绍规则的句式和词汇特点。

点难点：学生通过探讨在具体情境中规则的意义和破坏规则的后果，总结体

育比赛中规则的重要性和遵守规则的意义。

教学目标教学活动与步骤评价要点时与

互模

式

1.IdentifytheActivity1Step1学生能够用自己的语言简要G、/CW

contextofanLead-in&LookatthepictureonPage34,描述图片信息（图片背景和5,

announcementwarm-updescribethepictureandidentify人物动作），并推测人物参

andlistthesituation.

与的活动。

rules/tipsfor

tennis,boxing

andfunrun.

Step2学生能够正确配对每条规则

Workingroupsoffour,discuss所对应的比赛项目。

fourrulesandmatchthemwith

foursports.

5.教学过

Step3学生能够用英文说出所列规

程Sharetheanswers,talkabout则的适用对象和种类。

newwordswithpicturesand

bodymovementsandidentify

thetypesofrules(rulesfor

players/audiences).

设计意图,

（1）创设情境，引入主题，激活学生己有语言知识。

（2）预教听力词汇，引导学生说出规则的基本内容和适用对象，为后面听力提供

语言和结构支撑。

Activity2Step4学生能够说出识别语境的具IV/CW

ListenforReadtheSkillBuilderabout体步骤和关键线索。5,

contextrecognizingcontextinthe

textbookanddiscussthesteps

andcluesusedtoidentifythe

context.

Step5学生能够利用关键词(如

Listentoanannouncementandaudiences,game,match,tips

practiceidentifyingthecontext等)判断出广播公告中规则

bytakingnotesofkeywords的适用对象和使用情境。

andusingthemascluesto

answerquestions:

1.Whatisitabout?

1.Whenandwhereisit

announced?

2.Whoisittalkingto?

设计意图：培养学生利用关键词等信息获取听力材料基本语境的能力。

Activity3Step6学生能够补全所缺信息，并IV/GW

ListenforListentotheannouncementand根据听力内容，用关键词记10，

detailstwoconversationsrespectively,录。

andcompletetherulesinthe

tables.

Step7学生能够根据提供的情境细

Discussandprovidesuggestions节和表格中具体的规则/建

forpeoplefacingproblemsin议讨论并提出合理的建议。

specificsituationsinvolvingthe

sports.

设计意图：

(1)培养学生从听力材料中获取关键信息和记笔记的能力。

(2)引导学生基于具体情境的启发，进行分析判断。

2.PredictActivity4Step8学生能够参与互动，谈论不GW

consequencesDiscuss&Readthreesituationswhere同情境中违反规则的可能后5，

ofbreakingpredictspecificrulesandtipsare果，讨论比赛规则和运动建

rulesandbrokenorignoredwhenpeople

议的意义。

analyzethearewatchingorplayingthe

importanceofthreesports,andchooseand

obeyingrulesdiscussoneofthesituations,

insports.andpredictpossible

consequencesandfeelings.

Step9学生能够根据之前讨论的具

Summarizetheimportanceof体后果，总结出尊重并遵守

followingrulesortips.规则对于体育比赛参与者的

重要意义。

设计意图：基于具体情境，分析尊重规则的重要意义，帮助学生内化对于听J内容

中规则和建议的理解，

3.CompareandActivity5Step10学生能够梳理出规则和建议/GW

distinguishCompareReadtherulesagainand的句式结构和关键词汇。10'

typesofwords&underlinesentencepatternsand

andsentencecontrasttypicalwordsusedintherules

patternsinandtips.

rulesandtips.

Step11学生能够通过比较，总结出

Comparetheunderlinedparts,具体句式类型和词汇类型

andsummarizethetypesof（情态动词，祈使句）。

sentencepatternsandwords

used.

Step12学生能够说出规则用语和建

Comparethelanguageusedin议用语在用词（情态动词、

rulesforboxersandlanguage被动语态等）方面的不同，

usedintipsforrunnersfortheir

并分析原因。

difference.

设计意图：通过类比和对比，梳理描述规则的语言特色，为小组输出活动奠定基

础。

4.constructActivity6Step13学生能够获取视频中的关键IV/GW

rulesofaWatch&Watchavideoaboutfootball,信息，并用关键词等形式记10'

commonintroducetakenotesandsharenoteswith录。

sport(football)groupmembers.

with

informationStep14学生能够在组内分享笔记，

Workoutrulesoffootballin

fromavideo.并根据此前学过的规则用语

groupsoffour,andsharetheir写出三至四条句式用词恰当

ruleswiththeclass.的足球比赛规则，派出小组

代表在班级内宣读所写规

则。

Step15学生能够根据同伴互评表格

Theresto