Unit2-Lesson-1-名師教學(xué)設(shè)計(jì)

2/2Unit2Lesson1名師教學(xué)設(shè)計(jì)課時(shí)內(nèi)容：TheUnderdog主題語境：人與社會(huì)主題群：文學(xué)、藝術(shù)與體育子主題：體育與健康語篇類型：記敘文文本分析：本節(jié)課為閱讀課，主要講述了作者和自己的好朋友Paul非常喜歡打籃球。Paul身材矮小，一直以來都是球場(chǎng)上的“板凳球員”，但是他不放棄自己的夢(mèng)想，不斷地敦促自己加強(qiáng)訓(xùn)練，等待時(shí)機(jī)。在一次比賽中，作者不小心受傷，于是推薦了自己的好朋友Paul上場(chǎng)比賽Paul上場(chǎng)后不斷進(jìn)球，為球隊(duì)贏得了比賽。最終在球場(chǎng)上為自己贏得一席之地。該課時(shí)主要訓(xùn)練學(xué)生們文本精讀和語言分析能力，一方面介紹Paul用堅(jiān)持不懈的努力實(shí)現(xiàn)了自己的夢(mèng)想；一方面鼓舞學(xué)生們?cè)趯W(xué)習(xí)生活中，要像他一樣，不斷追夢(mèng)，積極向上。課時(shí)目標(biāo)：1.掌握重點(diǎn)詞匯：tryoutforsth,whynot,haveastrongdesireto,crashinto,beabouttodo,letsbdownkeepupwith.2.準(zhǔn)確表達(dá)自己喜歡的體育運(yùn)動(dòng)和喜歡的體育運(yùn)動(dòng)員并說出原因；理解underdog的含義，講述自己見到或者聽到的關(guān)于underdog的實(shí)例。3.領(lǐng)會(huì)并理解定語從句的結(jié)構(gòu)、含義及用法。4.學(xué)習(xí)永不放棄的體育精神形成積極努力的人生態(tài)度和價(jià)值觀。重點(diǎn)難點(diǎn)：重點(diǎn)：1.了解健康和體育運(yùn)動(dòng)的含義。2.學(xué)會(huì)使用本節(jié)課的重點(diǎn)詞匯和句型。難點(diǎn)：1.了解定語從句的意義和結(jié)構(gòu)，學(xué)會(huì)如何使用定語從句。2.讓學(xué)生們學(xué)會(huì)找關(guān)鍵詞，了解文章大意。教學(xué)準(zhǔn)備：教師準(zhǔn)備：電腦、多媒體設(shè)備、PPT展示、課堂導(dǎo)學(xué)案、課本。學(xué)生準(zhǔn)備：提前預(yù)習(xí)文本內(nèi)容，完成課后習(xí)題。教學(xué)過程：StepIWarm-upT:Hello,everybody!Doyoulikeplayingbasketballafterclass?Ss:Yes.Ofcourse!T:Howdoyoufeelwhenyourteamlosesthegame?Ss:Wemustfeelbadanddisappointedwhenweloseegame.T:Whendidyoufeelhappiestandmostexcitedwhilewatchingamatch?Ss:...【設(shè)計(jì)意圖】通過師生之間的自由談話，導(dǎo)入本節(jié)課話題：籃球運(yùn)動(dòng)。StepⅡLead-inAfterthediscussion,showstudentstheword“underdog”.Q:Whatisanunderdog?Choosethecorrectoption.aadogthatisdefeatedbyotherdobanathletewhoseemstohavelittlechancetowincacompanythatneverwins【設(shè)計(jì)意圖】以學(xué)生感興趣的體育運(yùn)動(dòng)和運(yùn)動(dòng)員展開話題，并設(shè)計(jì)一個(gè)猜測(cè)“underdog”詞義的問題，吸引學(xué)生注意力，激發(fā)學(xué)生的閱讀興趣，使學(xué)生自然而然進(jìn)入新課的教學(xué)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!’”)【設(shè)計(jì)意圖】閱讀過程中，教師應(yīng)訓(xùn)練學(xué)生跳讀與略讀等快速閱讀技巧。學(xué)生跳讀全文，了解文章大意。首先帶著問題完成閱讀，然后通過事件的先后順序分析教練的態(tài)度轉(zhuǎn)變，讓學(xué)生了解文本大意和文本細(xì)節(jié)。StepIVDiscussion1.WhydidthecoachcallPaul“bigguy”attheendofthestory?WhatdoyouthinkthecoachmighthavelearntfromhisexperienceswithPaul?2.WhatkindofplayerwasPaul?Howdoyouknow?Suggestedanswers:（略）【設(shè)計(jì)意圖】學(xué)生間相互交流各自的推論并解釋理由，有助于學(xué)生進(jìn)一步理解短文內(nèi)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