Unit3SportsandFitness（第1课时）教案高中英语人教版必修第一册

Unit 3: Sports and Fitness Living Legends第1课时 一、教学内容
本课时着眼于文本的信息梳理和整体理解，通过问题引导学生梳理为什么郎平和乔丹是masters，他们树立了什么样的榜样，在此基础上让学生运用所学语言谈论自己心目中的体育明星。

　　二、课时目标
1. 快速阅读获取有关郎平和乔丹的基本信息;深入阅读理解为什么他们能称为体育传奇人物。

　　2. 通过问题引导，在文本的语境中理解一些语言的含意，例如，“time seemed to stand still, graceful”等。

　　3. 阅读并理清正文每部分的脉络，初步感知如何写体育传奇人物。

　　4. 通过对比分析，形成传奇人物的评判标准，学会选择自己喜欢的传奇体育明星。

　　三、教学过程
Activity 1 Activating background information about sports stars
本活动为实现课时教学目标1作铺垫。

　　1. Talk about favorite sports stars with given pictures.
Q1: Who are your favorite sports player?
Q2: Do you like him/her? Why?
2. Talk about Lang Ping and Michael Jordan.
Q1: What do you know about Lang Ping and Michael Jordan?
Q2: What else do you want to know about them?
[设计意图] 借助图片，由学生谈论自己喜爱的体育明星入手，引出主题背景，激活学生已知信息，并引导自主提问，形成阅读期待。

　　Activity 2: Reading to get related information about the two sports star
本活动旨在通过快速阅读落实课时教学目标1。

　　1. Read quickly to answer students’ own questions and the following questions.
Q1: What contributions did Lang Ping make in volleyball?
Q2: What contributions did Michael Jordan make in basketball?
Q3: What’s special about Michael Jordan in his life?
2. Discuss answers and deal with some new words.
[设计意图] 学生自主提问和教师提问引导相结合，在兴趣及问题的引领下进行整体阅读，读后师生共同讨论问题的答案，教师适时处理部分生词，获取文本有关郎平和乔丹的信息。

　　Activity 3 Understanding the title and the lead paragraph
本活动是为实现课时教学目标1而设计的过渡性活动。

　　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?
[设计意图] 问题1旨在引导学生关注文本的标题，接着通过问题2引导学生思考、理解标题的意思。在此基础上通过问题3引导学生关注导引段(lead paragraph)，并帮助学生理解其关键信息master和set good examples。三个问题环环相扣，层层推进，有助于学生理清标题和导引段(lead paragraph)的逻辑关系，推断作者写作意图，明确living legend of sports的判断标准，为后续解读郎平奠定框架基础。

　　Activity 4 Getting detailed information about Lang Ping
本活动中的步骤1和2旨在落实课时教学目标1;步骤3和4是为了落实教学目标2。

　　1. Read in 4 minutes to answer the following questions.
Q1: Is Lang Ping a master in her area? How do you know that?
Q2: What good examples does Lang Ping set for others?
[设计意图] 在两个问题的引导下，学生进行持续无干扰的阅读，理解为什么郎平能被称为体育传奇人物living legend of sports。

　　2. Focus on the story about Lang Ping.
Q1: Lang Ping’s determination was tested. What happened to her?
Q2: Was the challenge big? How do you know?
Q3: Did she give up?
Q4: How did she solve it?
Q5: What can we learn about Lang Ping from the sentence “She had met difficulties before.” mean?
T: Experienced!
Q6: What can we learn about Lang Ping from the sentence “She knew her young player could win if they worked together as a team.”?
T: Team work!
Q7: What’s the final result?
[设计意图] 问题1至3的目的是帮助学生具体理解郎平阅读的困难;问题4至6旨在帮助学生理解郎平是如何克服困难;问题7帮助学生理解郎平克服困难最后的结果。这七个问题构成一个有机的问题链，有助于学生理清信息，理解文本的内容。

　　3. Sum up the information about Lang Ping with the table　　 　　Q: Why is Lang Ping a living legend of sports?
[设计意图] 运用表格引导学生概括总结有关郎平的信息，帮助学生深入理解传奇体育明星的标准。同时，为学生自主探究乔丹为什么是体育传奇人物做好铺垫。

　　Activity 5: Exploring detailed information about Michael Jordan
本活动旨在通过学生自主探究落实课时教学目标1、2和3。

　　1. Read the paragraph of Michael Jordan and complete the following table.
T: 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.　　 
[设计意图] 学生围绕体育传奇人物的标准，自主阅读，自主理解、梳理、归纳文本信息，体验文本的写作思路。

　　1. 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) Focus on why Michael Jordan is a master.
Q1: How does the author describe his impressive skills?
Q2: How do you understand “time seemed to stand still”?
T: When Jordan jumped up high in the sky, people present were amazed at his performance. People were holding their breath enjoying his performance. Time seemed to stop at that time.
Q3: What does “graceful” mean?
(3) Focus on what good examples Michael Jordan set.
Q4. Which sentence do you think best describes his mental strength?
T: “In the final seconds of a game, Jordan always seemed to find a way to win.”
Q5. Which words is important in the sentence in describing his mental strength? Why?
T: “Final seconds”. It shows that Jordan never stops trying and can always save the day at the last moment, when most people usually give up.
Q6: How do you understand “unique”?
Q7: What can we learn from Michael Jordan?
[设计意图] 在该环节中，首先通过问题引导学生关注段落的过渡句，理清文本的结构。然后通过问题2至3体会文本是如何描写乔丹高超的篮球技术，体会语言表达的特色。接着，通过问题5和6理解乔丹所展示出的独特精神力量。最后用问题7对乔丹的品质进行提炼。该环节同样运用问题链的形式帮助学生梳理文本信息，体会语言，训练学生的逻辑思维。

　　Activity 6 Discussing and recommending
本活动是综合性活动，主要为了落实课时教学目标3，同时为了巩固落实课时的其他目标。

　　1. Sum up what has been learned.
Q: What have you learned about Lang Ping and Michael Jordan in this class?
2. Recommend their own living legends of sports.
T: Work in groups to choose your own living legend of sports and give the reasons of your choice.　　 
[设计意图]师生共同回顾文本的内容，帮助学生巩固所学的内容。在此基础上，学生通过小组活动讨论选择自己喜欢的传奇体育明星并说明理由，在拓展表达中内化所学的语言，形成对体育传奇人物的评判标准。同时也为下一课时的语言学习做好准备。