Unit2-Lesson-1-名师教学设计

2/2Unit2Lesson1名师教学设计课时内容：TheUnderdog主题语境：人与社会主题群：文学、艺术与体育子主题：体育与健康语篇类型：记叙文文本分析：本节课为阅读课，主要讲述了作者和自己的好朋友Paul非常喜欢打篮球。Paul身材矮小，一直以来都是球场上的“板凳球员”，但是他不放弃自己的梦想，不断地敦促自己加强训练，等待时机。在一次比赛中，作者不小心受伤，于是推荐了自己的好朋友Paul上场比赛Paul上场后不断进球，为球队赢得了比赛。最终在球场上为自己赢得一席之地。该课时主要训练学生们文本精读和语言分析能力，一方面介绍Paul用坚持不懈的努力实现了自己的梦想；一方面鼓舞学生们在学习生活中，要像他一样，不断追梦，积极向上。课时目标：1.掌握重点词汇：tryoutforsth,whynot,haveastrongdesireto,crashinto,beabouttodo,letsbdownkeepupwith.2.准确表达自己喜欢的体育运动和喜欢的体育运动员并说出原因；理解underdog的含义，讲述自己见到或者听到的关于underdog的实例。3.领会并理解定语从句的结构、含义及用法。4.学习永不放弃的体育精神形成积极努力的人生态度和价值观。重点难点：重点：1.了解健康和体育运动的含义。2.学会使用本节课的重点词汇和句型。难点：1.了解定语从句的意义和结构，学会如何使用定语从句。2.让学生们学会找关键词，了解文章大意。教学准备：教师准备：电脑、多媒体设备、PPT展示、课堂导学案、课本。学生准备：提前预习文本内容，完成课后习题。教学过程：StepIWarm-upT:Hello,everybody!Doyoulikeplayingbasketballafterclass?Ss:Yes.Ofcourse!T:Howdoyoufeelwhenyourteamlosesthegame?Ss:Wemustfeelbadanddisappointedwhenweloseegame.T:Whendidyoufeelhappiestandmostexcitedwhilewatchingamatch?Ss:...【设计意图】通过师生之间的自由谈话，导入本节课话题：篮球运动。StepⅡLead-inAfterthediscussion,showstudentstheword“underdog”.Q:Whatisanunderdog?Choosethecorrectoption.aadogthatisdefeatedbyotherdobanathletewhoseemstohavelittlechancetowincacompanythatneverwins【设计意图】以学生感兴趣的体育运动和运动员展开话题，并设计一个猜测“underdog”词义的问题，吸引学生注意力，激发学生的阅读兴趣，使学生自然而然进入新课的教学之中。StepIIIWhile-readingLetstudentsreadthefirstpartofthestory.Thentrytofinishthefollowingtasks.Task1:Skimthestoryandfindthemainideaofthestory.Suggestedanswer：TheunderdogPaulhelpedhisteamwinthegame.Task2:ReadPart1andanswerthefollowingquestionsaboutPaul.Explaintheanswerstoyourpartners.Suggestedanswers:·Paul’sfavouriteplayerwasTyroneBogues,aguywhoplayedfortheCharlotteHornets.·Paulwasonly1.6metrestall.Bogueswas1.6metrestall,whichmadehimtheshortestplayereverintheNBA.·Paulwasonhisschoolbasketballteam,TheLions.·Hewasareplacementplayer.·ThecoachwasnotsureabouthisabilityandmadePaulalwaysabenchplayereveneveryoneknewPaulhadrealskills.Task3:WhatwerePaul’sadvantagesanddisadvantagesasabasketballplayer?Discusswithyourgroupmembers.Theteacherchecksstudents’answersandhelpsthemsumupPaul’scharacteristics.Suggestedanswers:Advantages:Paulhasrealskills.Paulworkshard.Paulwantstoplay.Disadvantage:Paulisshort.Task4:(1)Askstudentstoguesswhatwillhappennextandletthemgivetheiranswers.(2)ReadPart2.Putthefollowingeventsintherightorder,andnotedownthecoach’sattitudewithevidence.aOneplayergothurtandcouldnotplaybPauljumpedandrushedontothecourtc“Givehimashot,coach!”dTheteamhadwonby2points.e“Letmetry,coach!Iwon’tletyoudown.”Suggestedanswers:c→Negative(“Hecan’tplay!”)e→Hesitant(“Thecoachfinallyagreed.”)b→Hopeful(“It’syourtimetoshine.”)d→Excited,proud,approbatory(“...ashehitPaulontheshoulder,…‘bigguy!’”)【设计意图】阅读过程中，教师应训练学生跳读与略读等快速阅读技巧。学生跳读全文，了解文章大意。首先带着问题完成阅读，然后通过事件的先后顺序分析教练的态度转变，让学生了解文本大意和文本细节。StepIVDiscussion1.WhydidthecoachcallPaul“bigguy”attheendofthestory?WhatdoyouthinkthecoachmighthavelearntfromhisexperienceswithPaul?2.WhatkindofplayerwasPaul?Howdoyouknow?Suggestedanswers:（略）【设计意图】学生间相互交流各自的推论并解释理由，有助于学生进一步理解短文内容，分析人物。StepVLanguagepoints&grammar1.Readthesentences.Circletherelativepronounsandunderlinetherelativeclauses.1Whenweweren’tplayingonthecourtwhichwasnexttoourbuilding,wewerewatchingagameonTV.2Paul’sfavouriteplayerwasaguywhoplayedfortheCharlotteHornets.3Paulwassomeonewhoworkedreallyhardfortheteam.4Hedidn’tknowhe’dsoongetthechancethathe’dbeenwaitingfor.5TheywereplayingTheBears,ateamwhoserecordwasperfect.Suggestedanswers:1(which)wasnexttoourbuilding2(who)playedfortheCharlotteHornets3(who)workedreallyhardfortheteam4(that)he’dbeenwaitingfor5(whose)recordwasperfect2.Lookattherelativepronounsabove.Whatdoeseachreferto(people,thingsorpossessions)?Thenuseproperrelativeclausestocompletethesentencesbelow.1Paulwasabasketballplayer________________________________.2Hisfavouriteplayerwasaguy_______________________________.3Heplayedintheteam_____________________________________.4Hehelpedhisteamwinthegame____________________________.Suggestedanswers:1whowasusuallyonthebenchbeingareplacement2whowasalsoonly1.6metrestall3whichwascalledTheLions4whichmadehimahero3.Question:Whencanweleaveoutthat,whichorwhoinrelativeclauses?awhenitcomesbeforeaverbandfunctionsasasubjectbwhenitcomesbeforeanounorpronounandfunctionsasanobjectSuggesteda