Pele-(Unit-3-Additional-Reading)教案教學(xué)設(shè)計(jì)

1、Pele文本Pele教學(xué)設(shè)計(jì)Pele教學(xué)設(shè)計(jì)說明Pele學(xué)習(xí)單Pele作業(yè)目錄錯(cuò)誤!未定義書簽。錯(cuò)誤!未定義書簽。錯(cuò)誤!未定義書簽。child -Transition:a football lover-Theme:Pragmatic AnalysisWhy does the author write the article?To whom does the author write this article?What question in mind is the author trying to answer when writing the passage?Does the author

2、provide you with all the expected information about Pele? Why?Critical ThinkingQ: How do you assess this article?(i.e. Has enough information been conveyed? How are the contents developed? If you were the author, how would you organize it?)(Template for critical thinking: Point of View - Introductio

3、n - Example / Detail - Explanation Conclusion)Generally speaking, this articleAssignmentSupplementary reading material for Unit 3 Additional ReadingMichael JordanMichael Jeffrey Jordan was born in Brooklyn, New York on February 17, 1963. He was the fourth of five children born to James and Dcloris.

4、James Jordan was a mechanic and Dcloris Jordan was a bank teller. Soon after Michaels birth, James and Deloris fell that the streets of Brooklyn were unsafe to raise a family, so they moved the family to Wilmington, North Carolina.As a youngster, Michael immediately became interested in sports. Howe

5、ver, it was baseball not basketball that was his first love. He would play catch in the yard with his father, who loved baseball. He soon started to play basketball to try and follow in the footsteps of his older brother, Larry, whom he idolized growing up.At Laney High School, as a sophomore, he de

6、cided to try out for the varsity team but was cut because he was raw and undersized. The following summer, he grew four inches and practiced tirelessly. The hard work paid off as he averaged 25 points per game in his last two years and was selected to the McDonalds All-American Team as a senior.Foll

7、owing high school, he earned a basketball scholarship from North Carolina University where he would play under legendary coach Dean Smith. In his first year, he was named ACC Freshman of the Year. He would help lead the Tarheels to the 1982 NCAA Championship, making the game-winning shot.After winni

8、ng the Naismith College Player of the Year award in 1984, Jordan decided to leave North Carolina to enter the NBA draft. Although he decided to leave college early, he would later return to the university in 1986 to complete his degree in geography.In the 1984 NBA draft, he was selected with the thi

9、rd overall pick by the Chicago Bulls. As a rookie for the Bulls, he made an immediate impact, averaging an amazing 28.2 points a game, including six games where he scored 40+ points. He was selected to the NBA All-Star Game and named Rookie of the Year. This would just be the beginning of a career f

10、illed with awards and accolades. In the upcoming years, he would go on to win five regular season MVP awards, six NBA championships, six NBA finals MVP awards, three All-Star game MVP awards, and a defensive player of the year award.In 1993, tragedy struck Jordans seemingly perfect life. On July 23,

11、 1993, his father, James, was murdered off Interstate 95 in North Carolina. Two locals had robbed him, shot him in the chest and threw his body in a swamp.Three months later on October 6, 1993, following a run of three consecutive NBA championships, Jordan announced his retirement from basketball ci

12、ting that he no longer had the desire to play. Now retired at age 33, it was uncertain what Jordan would do next. Would he take a year off out of the public eye to grieve and then come back to the Bulls? Would he go out and look for a white collar job in the field of geography, his college major? Or

13、 would he take up a completely different hobby like golf?In early 1994, Jordan decided to take up a new hobby alright. However, it wasnt golf. It was baseball. Despite not playing baseball since high school some 13 years ago, he signed a minor league contract with the Chicago While Sox in 1994. He p

14、layed one unspectacular season for the Double-A Birmingham Barons.On March 18, 1995, Jordan, a man of few words since his retirement, sent two important words to media sources everywhere: Iin Back. He celebrated his return (o the NBA by doing what he always did best: winning. Although the Bulls woul

15、d lose in the playoffs to the Orlando Magic, it was obvious that Jordan was still the same superstar player. He would go on to lead the Bulls to three more consecutive NBA championships and etch his place in the history as the NBAs greatest player of all-time.On January 13, 1999, Jordan rc-announccd

16、 his retirement, saying that he was 99.9 percent sure that he would10never play again. Soon after, Jordan became part owner of the Washington Wizards.Near the start of the 2001 -02 season, there were hints that Jordan may try another comeback to the NBA. On September 25, 2001, Jordan confirmed those

17、 rumors, announcing that he would once again return to the NBA as a member of (he Wizards. His Iwo seasons in Washington were mediocre at best. His statistics were solid and he showed some flashes of his old self but he could not lead the Wizards to the playoffs and missed several games due (o injur

18、y. He retired fbr good following the 2002-03 season and was subsequently dismissed as president of the Washington Wizards.In June 2006, he became part owner of the Charlotte Bobcats. Later that year, he filed fbr divorce from Juanita, his wife of 17 years. They have three children together.Source: I

19、MDb Mini BiographyDiscourse Analysis with the help of 4-T angles.TopicsRelated LexisThread:Transition:Theme:Pragmatic AnalysisTo whom does the author write this article?Whats the authors intention of writing it?Where can we possibly read this article?Does the author give you all the expected informa

20、tion about Michael Jordan?11PelePele was born in Brazil in 1940. Like many other Brazilian kids, Pele loved football and often played the game in the streets. He also went to school and did odd jobs to help bring in money for the family. However, what he loved best was to play football in the street

21、s or practice kicking the ball with his father (also a great football player).Pele gained the attention of some coaches, first in the neighbourhood contests and later as he led his team to win the junior league tournament two years in a row. At the age of fourteen, Pele was playing for one of the fi

22、rst professional football teams in Brazil. As Pele became more experienced as a player, the game of football grew. By 1950, football had become the most popular game everywhere in the world, except for North America. What had begun as a British sport became the favourite sport of people all around t

23、he world. Football became a truly international sport.Pele was in the Brazilian team in the World Cup matches of 1958. Before 1958, the Brazilian team had failed in the finals three times in a row. Some sports writers said the Brazilians, though gifted, had no discipline. In the 1958 finals against

24、Sweden, Pele kicked the winning goal, and he returned home a hero.However, he never forgot his poor fellow men. Pclc owned dozens of apartment houses, in which he often allowed poor families to live without paying rent. He bought his mother the home he had promised her when he signed his first profe

25、ssional contract. But the most exciting moment of all was in 1969, when Pele scored his thousandth goal. As football fans stormed onto the field and reporters begged for a speech, all he said was, Remember the poor children”.Today, Pele is one of the most famous athletes in the world. He retired in

26、1975. However, soon after that, he decided to play for three years with the New York team. He could not resist the challenge of trying to make football popular in the United States, one of the few countries in the world where football had not become the national sport. In 1977, Pele retired for good

27、 at the age of thirty-seven.Instructional Design Teaching Material: Pele (Unit 3 Additional Reading, New Century English) Teaching Objectives:By the end of (his period, students are able co:figure out the main structure of the passage through the analysis of 4-T angles.share football culture from th

28、e text to increase their cultural awareness.judge the writing puqiose/intendcd readers/key information of this passage.express their own ideas on the given topics by critical thinking. Teaching Focus:To apply different approaches of discourse analysis to deepen the understanding of the text and lang

29、uage use.To express personal ideas with the help of the target template and lexis. Teaching Aids:multi-media, worksheet. Teaching Procedures:Content & Language*Teacher: Get students to demonstrate the culture knowledge and key lexis they have grasped through prevision.*Students: Share the football k

30、nowledge and lexis with the help of worksheet.Purpose: To direct students attention to the contents and language of the text with the help of the CLIL strategy.Guided questions:What football knowledge have you obtained from the text?What about the key lexis that you have learned?Guided Discourse Ana

31、lysis*Teacher: Get everyone to figure out the discourse pattern of (he text assisted by 6T strategy, and share the lexis relevant to each topic.*Students: Apply (he 6T strategy, dig inlo the whole text and share the related details as well as language from it.Purpose: To figure out the theme, topic,

32、 thread, and transition of the textGuided questions:What is the 6T strategy?What is the theme of the text?2What topics have the text dealt with?What thread and transition does the author use in this text?Whal about the language?Pragmatic analysisTeacher: Let students analyze the pragmatic value of t

33、he text through different angles.Students: Recall the 10 angles of pragmatics analysis; analyze the text through 4 angles and supply evidences or details.Purpose: To integrate language with meaning as well as to foster students deep learning skillsGuided questions:Why does the author write the artic

34、le?To whom does the author write this article?What question in mind is the author trying to answer when writing the passage?Does the author provide you with all the expected information about Pele? Why?Critical ThinkingTeacher: Provide the template for critical thinking and facilitate students to tr

35、y to personalize the subject from different perspectives.Students: Discuss in groups and express their assessment of the article.Purpose: To provide a chance for students to reflect on the article.Guided question:How do you assess this article?Has enough information been conveyed?How are the content

36、s developed?If you were the author, how would you organize it? .HomeworkLook through the topics and lexis acquired in this period as well as this module.Read the supplementarj, material about Michael Jordan. Analyze the article with the help of 4-T angles and pragmatic analysis.Write a profile of 15

37、0 words on a familiar “celebrity”, trying to follow the pattern discussed in class.教學(xué)設(shè)計(jì)說明“體育明星”單元教學(xué)計(jì)劃上海市行知中學(xué)陳婭琴一、單元設(shè)計(jì)思路：體育以及體育明星是學(xué)生津津樂道的話題。英語(新世紀(jì)版)教材高二第一學(xué)期的第 二個(gè)主題模塊為體育(sports),其中Unit 3圍繞著體育運(yùn)動(dòng)及著名運(yùn)發(fā)動(dòng)所表達(dá)的體育精神這一 主題而設(shè)計(jì)。本單元的課文/加Mexico改寫自Jack London的同名短篇小說，描繪了主人公 Rivera在拳擊場上奮力拼搏，最終戰(zhàn)勝實(shí)力遠(yuǎn)勝于自己的對(duì)手，為立志推翻專制政權(quán)的運(yùn)動(dòng)

38、籌 措資金。補(bǔ)充閱讀材料介紹Pele成為一代球王的歷程，以及他對(duì)窮苦百姓的宅心仁厚，和為 推廣足球運(yùn)動(dòng)做出的貢獻(xiàn)。本單元的重點(diǎn)在于閱讀品析著名人物的卓越事跡，了解體育文化，感悟體育精神；難點(diǎn)在 于引導(dǎo)學(xué)生利用語篇分析的多種途徑深度理解語篇，聯(lián)系實(shí)際辯證思維，將體育精神內(nèi)化。在 教學(xué)設(shè)計(jì)上，我們堅(jiān)持以學(xué)生為主體，創(chuàng)設(shè)I韋I繞語篇與語言的不同教學(xué)活動(dòng)，通過討論、展示、 評(píng)價(jià)等環(huán)節(jié)提升學(xué)生的理解、表達(dá)與思維等綜合素養(yǎng)。在單元教學(xué)中，我們依據(jù)上海市高中英語學(xué)科基本要求，堅(jiān)持語篇主題、情境、內(nèi)容、 結(jié)構(gòu)、文體特征、語言形式融合的課程觀，圍繞“主題一主旨一主線”展開多模態(tài)閱讀教學(xué), 指向?qū)W科核心素養(yǎng)的培養(yǎng)

39、，其設(shè)計(jì)思路分為三個(gè)層次：基于語篇的理解、深入語篇的理解和超 越語篇的理解?；谡Z篇的理解指向語篇主題與內(nèi)容，途徑是語篇分析；深入語篇的理解圍繞 作者的情感態(tài)度、價(jià)值取向、語篇目的、語篇對(duì)象等展開，途徑為語用分析；超越語篇的理解 是將語篇內(nèi)容與學(xué)生生活建立聯(lián)系、辯證思維、表達(dá)個(gè)人情感與觀點(diǎn)，將語言、文化與思維融 合，實(shí)現(xiàn)從語言輸入到輸出的跨越，途徑是思辨思維。就語言學(xué)習(xí)而言，我們堅(jiān)持在語篇分析中理解語篇，學(xué)習(xí)語言；在語篇語用分析中，運(yùn)用 語言；在超越語篇的思辨思維中，以語篇形式輸出語言；在關(guān)注傳統(tǒng)的語音、詞匯、語法同時(shí)， 注重語篇知識(shí)與語用知識(shí)的學(xué)習(xí)，將隱形的知識(shí)顯性化，突出語言運(yùn)用。在課堂教

40、學(xué)中，教師 作為中介發(fā)揮導(dǎo)學(xué)、助學(xué)等功能，助力學(xué)生學(xué)科素養(yǎng)的開展。具體而言，在本單元中我們分析 語篇結(jié)構(gòu)、理解人物與事件、厘清語篇開展脈絡(luò)、分析語篇語用、依托語篇思辨思維、表達(dá)個(gè) 人觀點(diǎn)、引導(dǎo)學(xué)生關(guān)注異國體育文化、賞析體育明星的人格魅力，通過體育話題的滾動(dòng)與升級(jí)， 開展語言能力、提升文化與思維品質(zhì)、增進(jìn)學(xué)習(xí)能力。具體目標(biāo)與計(jì)劃見下表?！绑w育明星”單元教學(xué)計(jì)劃Unit教材文本課時(shí)教學(xué)目標(biāo)Unit 3SportsHeroesTextTheMexican1st Period探究語篇主題，理解語篇表達(dá)的內(nèi)容， 即基于語篇的理解；依托語篇、語境學(xué) 習(xí)新語詞、語句。2nd Period分析語篇內(nèi)涵，包括作

41、者的意圖、情感 態(tài)度或價(jià)值取向，即深入語篇的理解； 根據(jù)語境運(yùn)用語言。3rd period對(duì)語篇做出客觀分析，從語篇某一角度 表達(dá)個(gè)人觀點(diǎn)、意見或建議，評(píng)價(jià)語篇， 即對(duì)語篇超越理解與思辨；依據(jù)話題， 連貫表達(dá)，輸出語篇。AdditionalReadingPele4th period理解語篇的主題、內(nèi)容、文體結(jié)構(gòu)、語 言特點(diǎn)、作者觀點(diǎn)；評(píng)價(jià)語篇，并表達(dá) 個(gè)人觀點(diǎn)。二、本課教學(xué)設(shè)計(jì)說明（一）教材分析授課教材為英語（新世紀(jì)版）高二年級(jí)第一學(xué)期Module 2 Unit 3的拓展閱讀Pele （貝 利）。結(jié)構(gòu)分析：語篇特征鮮明，以傳記體裁講述貝利的生平、成長及成就、事跡與評(píng)價(jià)五 個(gè)局部，脈絡(luò)清晰、結(jié)構(gòu)

42、嚴(yán)謹(jǐn)。內(nèi)容分析：語篇以足球明星貝利的職業(yè)生涯為主線，介紹了 貝利對(duì)足球的熱愛、開展直至成為家喻戶曉的足球明星的成長過程，文章還涉及了他成名后關(guān) 愛窮人的舉動(dòng)，以及致力于足球運(yùn)動(dòng)開展所做的貢獻(xiàn)。內(nèi)容表達(dá)生動(dòng)、語義層次清楚。語言 分析：語言的選擇與運(yùn)用均圍繞人物傳記的要素形成了內(nèi)容相關(guān)的五個(gè)話題及詞匯鏈，進(jìn)一步 豐富了學(xué)生有關(guān)體育明星的相關(guān)語言。（二）學(xué)情分析目前，學(xué)生基本能夠運(yùn)用語篇分析及語用分析的一些策略，理解語篇結(jié)構(gòu)、分析作者的寫 作意圖與風(fēng)格?；灸軌虬凑铡皟?nèi)容依托式教學(xué)法（CBI）”的6T途徑（Text, Theme, Topic, Thread, Transition,Task）,以“

43、主旨話題線索過渡”為支架，解構(gòu)語篇主題與內(nèi)容；運(yùn)用“話題 與詞匯的邏輯語義關(guān)系”，理解語篇的銜接與連貫。同時(shí)通過該教材此前等語篇 的學(xué)習(xí)，掌握了傳記體裁的五要素(Admiration, Background, Characteristic, Deeds, Evaluation), 這也是本課教學(xué)設(shè)計(jì)的語言起點(diǎn)水平。授課對(duì)象為本校高二(2)班學(xué)生，其整體英語綜合能力較好，大局部學(xué)生有較強(qiáng)的理解 能力并樂于提供個(gè)人學(xué)習(xí)反思。但是學(xué)生對(duì)語言學(xué)習(xí)的依賴性較強(qiáng)，即“場依賴型”學(xué)習(xí)風(fēng)格 明顯；能獨(dú)立自主學(xué)習(xí)、獨(dú)立思考，即具有“場獨(dú)立型”學(xué)習(xí)風(fēng)格的學(xué)生人數(shù)較少。語篇分析、 語用分析、深度學(xué)習(xí)，及思辨思維等課

44、堂活動(dòng)依然需要教師的有效引導(dǎo)。(三)教學(xué)設(shè)計(jì)思路：教學(xué)目標(biāo)設(shè)定：教學(xué)目標(biāo)是教學(xué)的出發(fā)點(diǎn)和歸宿，是一切教學(xué)活動(dòng)的基本前提。本課教 學(xué)目標(biāo)的設(shè)計(jì)遵循了 “SMART goal ” 的五個(gè)要求(specific, measurable, attainable, realistic, timely), 明確了學(xué)生在本節(jié)課中應(yīng)能到達(dá)的語言、文化、思維等方面的具體目標(biāo)，旨在提高學(xué)生的理解 力、表達(dá)力、判斷力、學(xué)習(xí)力。具體而言，本課時(shí)的教學(xué)目標(biāo)為：語言能力：依據(jù)CBI教 學(xué)法的6T教學(xué)途徑掌握語篇主旨、話題、線索、過渡等信息。構(gòu)建描述體育明星的相關(guān)話 題與語詞。文化品格：拓展足球文化知識(shí)，提升足球文化意識(shí)。

45、思維品質(zhì)：采用語用分析途 徑，判斷語篇目的、主要信息等。依托思辨思維的表達(dá)模式，對(duì)篇章進(jìn)行思辨思維，表達(dá)個(gè) 人觀點(diǎn)與情感。教學(xué)方法選擇：在基于語篇的理解中，我們依次采用“內(nèi)容與語言融合教學(xué)法(Coment and Language Integrated learning,簡稱 CLIL)”、“ 內(nèi)容依托式教學(xué)法(Content Based Instruction, 簡稱CBD”和“話題與詞匯共現(xiàn)(Topic-rclatcd Vocabulary)”；在深入語篇的理解中，我們采 用“語用分析(Pragmatic Analysis)”框架；在超越語篇的理解中，我們運(yùn)用思辨思維(Critical Thinking)方法，考慮思維的五個(gè)維度，注重學(xué)思結(jié)合、知行結(jié)合和知情結(jié)合，進(jìn)行觀點(diǎn)表達(dá)， 實(shí)現(xiàn)語言、文化與思維的高度融合。教學(xué)活動(dòng)設(shè)計(jì)：教學(xué)活動(dòng)基本遵循“