Unit3SportsandFitnessLivingLegends教案高中英语人教版
Unit3SportsandFitnessReadingandthinking阅读教案-高中英语人教
学情分析基本情况：高一年级学生40人Whilereading （7min）3.Ss read the text and answer the last question in the table.4.Ss read the text again and answer the following questions:（10min）5.T asks Ss to think about: "In what ways does the quthor introduce Lang Ping and Jordan?". Ss work in groups and make a mindmap of Lang Ping or Michael Jordan.6.T invited some groups to introduce Lang Ping or Michael Jordan according to their mindmaps. Other groups evaluate their presentation according to the Evaluation Table.Postreading (6min)7.Ss work in pairs to find out the reasons that the writer gives for choosing Lang Ping and Michael Jordan and discuss the similarities between them.（Q2:How do you know that?）(9min)8.T asks Ss to plete the form with words and expressions from the text, then think about three words which best describe their "living legends" andthe achievements, then list the words on the blank and share in their groups.(4)Reasons for choosing him/herHomework:plete a submission about the "living legend of sports." in your mind.。
Unit3LivingLegendsReadingandThinking教学设计高中英语人教版
为依托，对其深度挖掘和有效拓展，把词汇拓展，阅读理解和书面表达三者有机结合
起来，活动设计充分考虑学情，使不同水平层次的学生都能有所收获。另外，在整节
课的学习活动过程中，充分运用“自主”,“合作”“探究”“展示”“体验”和“反
思”等学习方式，有效培养学生学习策略，在活动中感悟“永不言败”的体育精神，
从而提高了学生的学科核心素养。
二、课程标准
1. 语言能力：阅读文本的分析以获取语言信息和归纳语言结构为主，充分利用文体
特征，寻找本课连续性文本和非连续性文本的关联，从而深入解读文本。
2. 思维品质：引导学生从评选体育传奇人物的标准（masters in their sports、set good examples for others）出发，分析正文中两位人物的描述都是围绕这一标准展开，具有 很强的逻辑关系。学生需要对文本信息进行分析和判断，理清作者的思路。
3. 文化意识：该文本选取的体育传奇人物为一女一男，表明女性和男性都可以在自
己的领域做出杰出的贡献，体现了男女平等；所学人物一中一外，既介绍本国也介绍
外国的体育传奇人物，引导学生了解中外先进人物并向榜样学习，同时帮助他们培养
国际视野，增强民族自豪感。
4. 学习能力：引导学生通过观察、探究等积极主动的学习方法，充分发挥自己的学习
What qualities do living and Michael Jordan
批判性思考，
Summary legends have?
have and plement other 总结本节课所
qualities that living
学的内容。
legends have.
通过整合运用
语言的任务帮
张昊--人教必修一第三单元阅读教学分析与设计
Unit 3 Sports and FitnessLiving Legends 教学设计主题语境：人与社会--体育语篇类型：人物介绍授课时长：40分钟任教年级：高一教材：人教第一册第三单元“sports and fitness”教学内容分析：本节课为该主题单元的第一课时，语篇为“Living Legends ”。
学生通过阅读该语篇，获取了郎平和乔丹两个传奇人物的具体信息，包括他们的成就、他们面对困难的态度等。
同时，学生在阅读的过程中，掌握描述性、推理性和真实经验的语言。
其次，通过深层次的阅读，学生能够分析和对比郎平和乔丹的共同点阐述作者选择两人作为传奇人物的理由，借此感受运动员的精神力量，达到学科育人的目的。
最后迁移创新，学生结合自己的生活经验，讨论自己心目中的传奇人物。
【what】本文为两篇介绍郎平和乔丹的篇幅较短的人物报道类文章。
在介绍郎平的片段中，作者从三个层面介绍郎平。
一是运动员，二是教练，三是作为个人。
接着描述了郎平遇到的考验决心的大困难--球队解散、最好的运动员受伤、队长因病退役。
但是最后，郎平没有失去信心，也不放弃，并坚信只要并肩作战，就能打败对手取得胜利。
最后她们获得了冠军！并与2016年带领中国女排获得奥运金牌！介绍乔丹时，作者从运动员层面，描述了乔丹精湛的球技、他不到最后一秒不放弃的精神。
还从生活层面，介绍乔丹的乐于分享，他成立的男孩女孩俱乐部自1996年来帮助了很多的年轻人。
【how】作者在介绍两人的角度和语言上面有些不同。
作者在介绍郎平时，从三个维度介绍（运动员、教练、人），并通过真实的事例（备战2015排球世界杯赛）描述她如何克服困难，并取得最终的获胜（世界杯冠军），作者在描述时用了一般过去时。
而在介绍乔丹时，作者用了文学性的描述性语言，如：“when Michael Jordan’s feet left the ground time seemed to stand still. ”“graceful ”“impressive”等。
Unit3SportsandFitnessReadingandThinking教学设计-高中英语人教
人教统编版高中英语必修一Unit 3 Sports and Fitness Reading and thinking: Living Legends教学设计一、设计依据与思路(Basis)《普通高中英语课程标准（2022年版）》明确指出高中英语课程的基本理念之一是发展英语学科核心素养，落实立德树人根本任务。
同时课程标准还强调对学生语言能力、学习能力、思维品质、文化意识的综合培养。
根据高中英语学业质量水平一对学生综合能力的阐述以及对加强基础知识和基本技能训练的要求，本节读思课通过精心设计的阅读学习活动，培养学生的高阶思维能力，引导学生运用语言表情达意，提升学生的综合语言运用能力。
二、课型(The type of the class)Reading and Thinking主题语境：人与自我——优秀品行；人与社会——体育语篇类型：杂志文章三、教学目标(Teaching aims)1、语言能力(Language ability) Master the key words and expressions related to sports and fitness.2、学习能力(Learning ability)Make predictions according to pictures and titles。
3、思维品质(Thinking qualities)Learn the standards of being living legends and understand sportsmanship deeply.4、文化意识(Cultural awareness)Talk about some living legends at home and abroad.四、教学重点和难点(Teaching key and difficult points)1、教学重点(Teachingkeypoints)(1)Make predictions according to pictures and titles;2）Improve reading skills and summarize the qualities of living legends.2、教学难点(Teaching difficult points)1）Learn the rhetorical devices in the text;(2)Students can flexibly apply the content learned in this lesson to explore the excellent qualities of living legends by using critical thinking, and then talk about the legends in their hearts.五、教学方法 Teaching methods）交际法(municative Method),小组讨论法(Group Discussion Method),任务型教学法(Task Based Teaching Method)六、教学手段(Teaching aids) Multimedia。
Unit3ReadingandThinkingLivingLegends教案-高中英语人教版
利用小组讨论方式，brainstorm出描述体育传奇人物qualities的单词和短语，从而促进先行知识的回忆，以此本单元学了的相关词汇得以复现，有助于学生语境中记忆，复习词汇，并且加深了印象，也得到巩固。同时也为阅读做好了输入准备。
三、教学目标
Language capacity:
Enable students to get basic information by listening to news and reading magazine articles.
Learning Ability:
Encourage students to speak in English and work in groups.
思维品质：Байду номын сангаас
小组合作能力
交际能力
文化意识思维品质：
世界伟大体育传奇人物的体育精神
Post-reading
Step Ⅳ Thinking
Teacher presents the question
“What can we learn from these living legends of sports ?”
Instruct Ss to read the article and try to get the words showing their qualities.
Instruct Ss to work in groups to draw a mind map.
Make comments on Ss and encourage Ss to have a try and never give up when facing difficulties like Lang Ping.
Unit3ReadingandthinkingLivingLegends教案-高中英语人教版(1)
introducing
introducing
Michael Jordan
Michael Jordan mean?
mean?
4)Why does the
4) Why does the writer mention “the
writer mention “the final seconds of a
final seconds of a game”?
does the writer use to describe Lang
to describe Lang Ping?
Ping?
3)What does the
3) What does the first sentence in the
first sentence in the paragraph
paragraph
Lang Ping
Led her team to champions
Never lose heart A basketball athlete
Michael Jordan Changed ll
Learn from failure
athlete?
导入本课话题
读前 （1 分钟）
通过图片和文章 标题预测文章大
意
预测大意
读中 （15 分钟）
读后 （8 分钟）
1. 读大意并回答
问题：
1.读大意并回答问
What’s the main 题：
idea of the texts? What’s the main
2. 读 细 节 并 回 答idea of the texts? 问 题 并 指 导 学 生2.读细节并回答问 阅 读 时 根 据 问 题题：
2023年新人教版高中英语必修一《Unit3SportsandFitness》单元教案(附导学案)
《Unit 3 Sports and Fitness》单元教案Unit 3 Sports and FitnessPeriod 1 Listening and Speaking & Listening and Talking【教材分析】In this period, the theme is “sports and health”. Students will have a general understanding of how to invite a friend to a sports event and voice one’s own opinions about sportsmanship by listening and ultimately can form a healthy lifestyle and good attitudes towards sports.Listening and Speaking introduces the topic of sports events with posters advertising them, along with related vocabulary and grammar, and is a warm-up for the activities which follows.Listening and Talking introduces idea of sportsmanship by listening to a conversation, matching speakers’ opinions and giving and discussing one’s own opinions.【教学目标与核心素养】1.Instruct students to get main facts by listening and motivate them to talk about the topics about how to invite a friend to a sports event ，voice one’s own opinions about sportsmanship by listening.2.Develop students’sense of cooperative learning and individual thinking capability.3.Develop students’different listening skills to solve different listening comprehensive problems.【教学重难点】1.Teach students how to focus on key words, not on single words or grammar.2.Prompt Ss to talk about the related topics, such as how to invite a friend to a sports event and voice one’s own opinions about sportsmanship.【教学过程】Part 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about sports events.Boys and girls, look at the posters on p36, what sports events do you like to watch? Which sports would you like to try? After their small talk, the teacher can move on by finishing the following listening task:Play conversation 1 which is about Shen Qi’s main purpose for talking to Amy and after finishing listening for the first time, the students need to solve the following tasks.1.Purpose2.Listen to conversation 1 again and write down the words that the speaker stresses:Listening tip:Listen for main ideas.Try to catch the main ideas instead of trying to remember and translate each word you hear.After finishing the task above, the teacher is expected to play conversation 2 which is about Adam’s inviting Julie to a sports event and after finishing listening, the students need to solve the following task.Listen to Conversation 2. Then answer the following questions:1.When will the event happen?The event will happen2.What”s a “Blue Paint“ run?A “Blue Paint“ run is a fun run that3.Why is it called a “Blue Paint“ run?Because people can buy water ballons flled with and the runners.4.If 200 people take part in the run and 400 balloons are sold, how much money will they collect?Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:Speaking ProjectWhat event or activity would you like to invite your friend to? Make a conversation with a partner.Ski Race: Zhangjiakou, a beautiful city in northern China, will host the Youth Ski Race in December.Track Meet: a great event for track –and –field lovers on 26 October.Gym Class: come and work out at a gym! You can make it.Part 2: Listening and Talking:The teacher is advised to talk with their new students about the related topic:Boys and girls , what do you think of sportsmanship? Let’s listen and find out: Play the listening and match each opinion with the right speaker. Who do you agree with? Why?Cao Jing Lily MaxA.An athlete should do his/her best to win.B.The girl should stop and help the other girl. Good sportsmanship is more important than wining!C.An athlete should think about honor and his/her fans if he/she is competing for his/her country.Listen again and circle the expressions that you hear in the conversation.agreeingI agree.So do I. Exactly!All right Good idea. Yes, I think so. disagreeingI”m sorry, but I disagree/don”t agree. I don”t think so. That”s not right.That doesn”t make any sense! That”s not how I see it.I see what you mean, but …Me too.Sure./Certainly./Of course. You”re right/correct.I guess so.Talking projectWork in groups. Choose one of the situations below and make a conversation:●A soccer player should not pretend to fall down even if it helps his/her team.●In school teams, everyone should get a chance to play, not only the best players.●It is wrong to pay people millions of yuan to play sports.●Athletes should play only for their own country.EXAMPLEA: I agree with the idea that a soccer player should never pretend to fall down even if it helps his or her team. You should never cheat.B: Exactly! It”s important to do the right thing.C: Well, don”t think so. Many players do it, and they think it helps their team to win. A: That doesn”t make any sense!B: I see what you mean, but the audience wants fair play.Unit 3 Sports and Fitness-Listening and Speaking & Listening and Talking【教材分析】This lesson focuses on the discourse analysis of its organization and features. Through the questions, the students are guided to sort out why Lang Ping and Jordan are masters and what role models they set. On this basis, the students are allowed to use the language they have learned to talk about the sports stars in their minds.【教学目标与核心素养】1.Read quickly to get basic information about Lang Ping and Jordan; read deeply to understand why they can be called sports legends.2.Understand the meaning of some languages in the context of the text through question guidance, such as “time seems to stand still, graceful“ and so on.3.Read and clarify the context of each part of the text, learning how to talk a write sports legends.4.Through comparativeanalysis,w e can form the criterif aor judgingthelegendary figures and learn to choose the legendary sports stars we like.【教学重难点】1.Get basic information about Lang Ping and Jordan; read deeply2.Understand why they can be called sports legends.3.Understand the meaning of some languages in the context of the text, such as “time seems to stand still, graceful“ and so on.【教学过程】Step 1 Leading-in1.Have the Ss ask and answer in pairs.Q1: Who are your favorite sports player?Q2: Do you like him/her? Why?2.Then ask the Ss to talk about Lang Ping and Michael Jordan, and have several Ss to share their ideas.Q1: What do you know about Lang Ping and Michael Jordan?Q2: What else do you want to know about them?Step 2Understanding the title and the lead paragraph.Have the Ss think about the title and answer the following questions.Q1: Why do you think the author chooses to write these two sports stars?Q2: What does “living legend” mean?Q3: What are the standards or requirements to be chosen as a living legend of sports star?Then discussthe questionsabove in groups,then have someone to sharetheir ideas.Step 3 Getting detailed information about Lang Ping1.Read to answer the following questions.Living legends Jordan Masters?Good examples?Q1: Is Lang Ping a master in her area? How do you know that?Q2: What good examples does Lang Ping set for others?2.Read again and Focus on the story about Lang Ping. Then try to retell the story of Lang Ping.Step 4 Exploring detailed information about Michael Jordan1.Read the paragraph of Michael Jordan and complete the following table.We have got to know why Lang Ping is a living legend. Now read and find out why Michael Jordan is a living legend on your own by completing the following table.2.Sort out detailed information about Michael Jordan.（1）Understand the transitional sentence.Q: Which part is about Michael Jordan as a master? Which part is about the example he set?（2）Have the Ss Focus on why Michael Jordan is a master and what good examples Michael Jordan set when they’re reading. And think about these questions as below:Q1: How does the author describe his impressive skills?Q2: How do you understand “time seemed to stand still”?Q3: What does “graceful” mean?Q4. Which sentence do you think best describes his mental strength?Q5. Which words is important in the sentence in describing his mental strength? Why?Q6: How do you understand “unique”?Q7: What can we learn from Michael Jordan?Step 5 Discussing and recommendingRecommend their own living legends of sports.Work in groups to choose your own living legend of sports and give the reasons of your choice.Step 6 HomeworkReview the stories of Lang Ping and Michael Jordan, and try to retell them.Unit 3 Sports and FitnessPeriod 3 Discovering Useful Structures—tag questions【教材分析】This teaching period mainly deals with the grammar: tag questions.This period carries a considerable significance to the cultivation of students’spoken English. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality. 【教学目标与核心素养】1.Get students to have a good understanding of the basic usages of tag questions.2.Enable students to use the basic phrases structures flexibly.3.Develop students’ speaking and cooperating abilities.4.Strengthen students’ great interest in grammar learning.【教学重难点】1.How to enable students to have a good understanding of the basic usages of tag questions.2.How to enable students to use the basic usages of tag questions flexibly.【教学过程】Step1: 语法自主探究一、根本组成方法1. 确定式陈述You often play badminton, don’t you?你常常打羽毛球，是吗？局部+否认附加You are going to the gym with me, aren’t you?疑问局部〔前肯你要和我一起去健身房，是吗？她以前去过上海，是后否〕She’s been to shanghai before, hasn’t she?吗？2.否认式陈述It isn”t a beautiful flower, is it?那不是秀丽的花，是吗？局部+确定附加You didn”t go skating yesterday, did you? 你昨天没去滑冰，是疑问局部〔前否吗？后肯〕They can’t finish it by Friday, can they?他们不能在星期五之前完成，是吗？3.含有否认词〔1 〕当陈述句中含有He hardly goes to school by car, 的附加疑问句seldom, hardly, never, does he?rarely, little, few, none, 他几乎不开车去上学，是吗？neither ，no, not, nowhere, You have never been to Paris, havenothing no one, nobody 等you?否认意义的词时，后面的你从没去过巴黎，是吗？附加疑问句则为确定形They seldom come late, do they?式。
Unit 3 Reading and Thinking Living legends说课课件高中英语
and determination.
C. They both have achieved great success in sports.
D. All the above is true.
4. The following about Jordan is right Except ______.
A.He accepts failures
Step 2. While-Reading 15min 1.Match the main ideas with each paragraph.
Para.1
A. Jordan’s achievement inbasketball and his belief.
Para.2
B．Faced with big challenges, Lang Ping led her volleyball team to succeed.
4. Scan the text and choose the best choice. 1. How was Lang Ping's determination tested in the 2015 World Cup? A. One of the best players had been injured. B. The team captain had to leave because of the heart problems. C. The volleyball team she had built was falling apart. D. Lang Ping lost her heart. 2. It can be inferred from the passage that Lang Ping is a(n) ____ person. A. Stubborn B. determined C. easy- going D. careful
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
人教版必修一第三单元Sports and Fitness-Living legends教学设计一、文本分析该部分的活动主题是“选择你最喜欢的运动员”。
某杂志请读者来信选出自己心目中的“体育界的活传奇”。
本文介绍了两个传奇人物郎平和乔丹。
这一中一外、一男一女不仅在体育方面取得了令人瞩目的成就，还有很多闪光的个人特质和魅力。
第一部分以独特的语言形式介绍了郎平，主要从人物功绩,面临困难，迎头而上，最终荣获奥运金牌。
第二篇介绍了“飞人”乔丹，主要从精湛的技巧，永不停止尝试的精神力量，乔丹本人坚守的信念，及其成功后乔丹分享成功等几个方面逐一介绍。
学生不仅崇拜他们，而且从这些模范身上学到了很多人生哲理。
重点词汇master, captain, determination, graceful, honor glory, failure, fall apart, lose heart, give up主要涉及体育传奇人物的身份、荣誉及其面临的困难时的态度。
本文的价值取向在于学生通过本文的学习，体会到“健康向上，不懈奋斗，团结协作”的体育精神，通过文本的梳理，人物的比对分析形成正确living legends 的评判标准。
旨在培养学生理性思考和客观评判的思维品质。
二、学情分析本班学生为高一.一班。
英语基础一般，学习态度端正。
学生刚刚开始进入高中学习，学习的积极性和热情都很高，但大多数学生获取细节信息的能力一般，只有部分学生能用英语表达。
在逻辑推理，分析比对，总结概括评价等方面的能力较欠缺。
此外学生虽然对体育话题比较熟悉，但是本文两个人物学生不是特别了解，尤其迈克尔乔丹在2003年已退役的。
学生对他们的新闻了解较少。
高一的学生从初中到高中的学习会遇到很多的挑战，这一话题在必修一第一单元中有所学习。
但面临如此多的挑战，如何解决困难呢？老师们在教学的过程中有所提及。
但本单元让他们通过榜样的力量让孩子们在学习生活中，养成不畏艰难，团结协作的精神，并积极乐观的生活。
三、教学目标1. To study some expressions to describe sports athletes2. To learn some excellent qualities of some famous athletes3. To know language features of magazines4. To get to know and understand sportsmanship四、教学重难点1.Master some expressions to describe sports athletes.2.learn how to predict and analyse the basic structure of the text.the qualities of the living legends through further reading.3.How to let students know and understand sportsmanship.五、教学工具Multimedia, Blackboard, Chalk六、教学过程Activity 1 Lead-inPlay and guess. Use your body language to show what your favorite sports are andthen tell us your favorite athletes.设计意图：通过此活动激发学生的思维，让学生知道有哪些运动能够保持健康，从而点明本单元主题的同时引出本课的主题。
运动项目对应相应的有名运动员，从而引出话题。
Activity 2 PredictLook at the pictures and the titles on Page 38 and predict what the text is probably about.Tips for prediction1.By looking at the pictures in the passage.2.By thinking about the content before reading.3.By relating what you will read to what you have known.设计意图：学生通过看图片和题目再结合自己已知的内容预测文章内容，有助于训练学生的判断总结的能力。
Activity 3 Read for main idea and structureRead the passage quickly and find out the main ideaWhat’s the main idea of the text?It is about two living legends of Sports: Lang Ping and Michael JordanWhere is the text probably taken from?A. A tour brochureB. A story bookC. A sports magazineD. A science report设计意图：这部分学习之后会让学生对本篇文章有了整体的理解和把握，有助于学生阅读理解能力的提升。
Activity 4 Read for detailed information1.Read the lead paragraph Who can be living legends?They must be athletes who are masters in their sports and also set good examples for others.设计意图：通过本段的阅读，学生学到了体育界活着的传奇的评价标准。
评价标准的学习为学生下一步的阅读指明了方向。
学生会带着这两个评价标准去审视郎平和乔丹。
2.Read the part of Lang PingStep 1：answer four questions1.What’re the achievements of LangPing?As a player, she brought honour and glory to her country. As a coach, she led the China women’s volleyball team to medals at world championships and the Olympics. As a person, Lang Ping is loved by fans at home and abroad.2.What’re the challenges LangPing had to face?1)Her team was falling apart.2)The time was tight.3. How did Lang Ping deal with these challenges?She didn’t lose heart and had confidence in her players.4. What’re the results ? Had they won at last?Her team won World Champions in 2015 and won Olympic gold in 2016 设计意图：这四个问题涵盖了这篇小短文的全部内容。
郎平的主要贡献，面临的挑战，如何解决困难和挑战从而获得金牌的内容一一梳理出来。
分析这些问题的同时也让学生学到了郎平作为运动员和教练对我们的影响。
Step 2 Language features of magazines in this partAs a player........As a coach..... As a person........” what rhetorical device(修辞手法）does the the author use? Why is it used here? Which rhetorical device(修辞手法) is used?A. Repetition (重复)B. Alliteration(头韵)C. Parallelism(排比)设计意图：通过此句子的学习学生学会写作中的修辞手法，从而提升学生的写作能力。
问学生修辞手法时让学生通过选择的形式，不是让学生选出正确答案即可，而是让学生通过选项学到更多的修辞手法。
Step 3 What can we learn from her?Ask students to discuss this question and use some sentences to show qualities of Lang Ping and then introduce sportsmanship to them.heart. 1.She was determined and didn’t give up.2)She had faced difficulties young players couldwin if they worked together as a team. 2.She had confidence in herself and her young players;3.She believed that Unity is strength(团结就是力量！).设计意图：郎平性格品质的分析让学生能体会运动员那种不畏艰难，永不放弃的精神。
通过句子从而分析出郎平的优秀的品质，从而有了知识提升的支撑，更易于学生思维品质的训练。
3.Read the part of Michael JordanStep 1 Fill in the mind map and try to retell.设计意图：Use the words and phrases below to talk about a living legend in your mind.Examples: Lang Ping : She brought glory and honour to the countryas both a player and a coach.She always showed great determination and never lost heart,proving she is a true champion.设计意图：通过例子抓住该文本写人的特点，把描写运动员个性、成就及经历的词汇归纳起来，让学生及时内化，并在语境中迁移和运用所学知识。