2023學(xué)年完整版高中英語(yǔ)Module5TheGreatSportsPersonal -

EIMBook4Unit1Writing教學(xué)設(shè)計(jì)基本信息授課教師張媛學(xué)校成都市實(shí)驗(yàn)外國(guó)語(yǔ)學(xué)校授課年級(jí)高二課程類型寫作課單元名稱Unit1Sportwithadifference教材版本EnglishinMindBook4課文標(biāo)題WhatIthinkofboxingasasport授課時(shí)長(zhǎng)40分鐘教學(xué)分析整體單元內(nèi)容分析本單元的標(biāo)題是Sportwithadifference,主題語(yǔ)境包含了人與自我和人與社會(huì)。語(yǔ)篇話題都是sport，但卻從不同維度對(duì)‘difference’一詞進(jìn)行了主題探索。第一部分的chessboxing是帶有記敘性質(zhì)的說明文，介紹了chess和boxing相結(jié)合的新奇運(yùn)動(dòng)。這個(gè)組合的運(yùn)動(dòng)形式打破了原來大家對(duì)單一運(yùn)動(dòng)的固有觀念。第二部分的聽力是兩位優(yōu)秀女性運(yùn)動(dòng)員的新聞采訪，不僅體現(xiàn)了運(yùn)動(dòng)員的拼搏精神，更是展現(xiàn)了勇于打破性別束縛，挑戰(zhàn)自我的主題。第三部分的weirdsport也是說明文，從體育形式上探索了各種新奇的運(yùn)動(dòng)。第三部分的寫作是一篇議論文，從拳擊這一體育運(yùn)動(dòng)出發(fā)，表達(dá)了作者的不同看法，從“不同觀點(diǎn)”這一維度挖掘了‘difference’一詞。本課教學(xué)內(nèi)容分析本課時(shí)的語(yǔ)篇是EnglishinMindBook4Unit1最后一個(gè)部分的寫作。語(yǔ)篇是一篇名為‘WhatIthinkofboxingasasport’的議論文。文章第一段引入部分介紹了拳擊是一項(xiàng)深受大家喜愛的運(yùn)動(dòng)項(xiàng)目。第二段和第三段用舉例的方法呈現(xiàn)了拳擊的優(yōu)點(diǎn)和缺點(diǎn)。最后一段作者明確表達(dá)了自己不喜歡這項(xiàng)運(yùn)動(dòng)的立場(chǎng)。這是一篇典型的議論文，包含了議論文的寫作框架，過渡詞，舉例闡述等要素。同時(shí)，拳擊這一具有爭(zhēng)議性的運(yùn)動(dòng)，可以引發(fā)學(xué)生的不同觀點(diǎn)，引導(dǎo)學(xué)生辯證地看待事物。學(xué)情分析學(xué)生為高二某個(gè)文科班。學(xué)生英語(yǔ)基礎(chǔ)較好，思維活躍，具有較好的小組合作能力，熟練運(yùn)用閱讀技巧在文本中提取關(guān)鍵信息的能力。同時(shí)，對(duì)議論文的寫作要領(lǐng)已經(jīng)有了初步的印象，但是并不深刻。從具體的文本到概括化的寫作要素提煉需要教師的引導(dǎo)。學(xué)生對(duì)于爭(zhēng)議話題有很興趣，但往往比較片面，需要教師進(jìn)行引導(dǎo)，來進(jìn)行批判思考，辯證思考。教學(xué)目標(biāo)通過本課時(shí)的學(xué)習(xí)，學(xué)生能夠：掌握議論文的過渡詞和寫作框架，并熟練運(yùn)用，表達(dá)對(duì)某個(gè)體育運(yùn)動(dòng)的看法。通過分析,歸納,提煉出議論文的寫作要素。通過體育運(yùn)動(dòng)這個(gè)橋梁，開闊視野，提升文化意識(shí)。正確看待差異，敢于表達(dá)自我。通過獨(dú)立思考和小組合作學(xué)習(xí)，培養(yǎng)批判性思維品質(zhì)，學(xué)會(huì)辯證思考。教學(xué)重點(diǎn)教學(xué)重點(diǎn)是提取議論文的寫作框架，過渡詞的使用，用恰當(dāng)?shù)睦雨U述觀點(diǎn)，引導(dǎo)學(xué)生在新的語(yǔ)境中加以運(yùn)用。教學(xué)難點(diǎn)教學(xué)難點(diǎn)在于小組寫作活動(dòng)的管理，作品初稿的有效展示和反饋。教學(xué)資源關(guān)于拳擊的圖片，鄒市明的比賽視頻，學(xué)生學(xué)案。教學(xué)過程StagesTeachingactivities&InteractionpatternsPurposeTeachingEvaluationTimingLead-inTshowspicturestoelicitthetopic--boxingTplaysashortvideoclipSssharetheiropinionsaboutboxing(CW)SetascenewhereSsexpresstheirdifferentviewsSsareabletosharetheirfirstimpressionofboxing2minutesReadingSsreadthecompositionandanswer:1.Doyouthinkthetextwaswrittenbyagirloraboy?Giveyourreasons.2.Whatdoesthewriterthinkofboxing?3.Whatisthegenreofthistext?(argumentation)（IW&CW）GetthemainideaofthetextandageneralviewofanargumentationSsareabletoemployskimmingandscanningtofindthekeyinformationandlocatethewriter’sidea.4minutesModelanalysisSscompletethetextwiththewordsgiveninthebox（IW）TleadsSstothink:Whatarethefunctionsofthesewords?（CW）Canyouthinkofmoreexamplesoftransitionalwords?(GW)IllustratetheimportanceoftransitionalwordsinanargumentationSsareabletoworkwithteammatesandsummarizethetransitionalwordsthey’velearned.5Minutes7minutesSsjudgethepurposeofeachparagraphandsummarizethestructureofanargumentation.TencouragesSstothinkanddiscuss:Whydoesthewriterpresentthepositivesideofboxingalthoughsheisn'tinfavourofit?(IW/CW)Whatpointsinpara.2&3doyouagree/disagreewith?Why?(GW)Canyouthinkofmoreexamplesforpara.2&3?(GW)Demonstratethestructureofanargumentation.Encouragecriticalthinkingbasedonthetextandbeyond.Ssareabletounderstandthebasicstructureofanargumentationandhowtouseexamplestomakethepointmorepersuasive.Ssareabletothinkcriticallyingroupwork.Sscompletethemindmaponthehandout.（IW/CW)SynthesizethemajorfactorsofanargumentationSsareabletogeneralizeideasandturntheabstractinformationintoaconcretemindmap.2minutesWritingTintroducesanothertopic--basketball.Ssbuildamindmapusingthemindmaponthehandoutasamodel.(GW)Practicedrawingamindmapandprepareforthewritingtask.Ssareabletoputwhattheyhavejustlearnedtouseandviewathingfromdifferentangles.3minutesSswriteacompositionbasedonthemindmap.(GW)Eachstudentistowriteacertainparagraph.Thencheckandreviseingroups.ApplytheknowledgeofargumentationtothewritingtaskSsareabletoorganizethefragmentsofideasintoalogiccomposition.8minutesEvaluationSssharetheirgroupwritinginclass.(CW)Othergroupsgivecommentsconcerningimpressivepoints.TsummarizesandinspiresSstoviewathingfromdifferentangles.LeanandreflectbypeerevaluationSsareabletoreflecttheirownwritingandgivecommentscritically.8minutesHomeworkSswriteingroupstoexpresstheiropinionsofacontroversialphenomenon.(GW)eg.teenagerswhoquitschooltopursuetheirdreamtobeanidol.ApplyknowledgeandcreateinanewcontextSsareabletoemploywhatthey’velearnedandevaluateaphenomenoncritically.1minute備注：教學(xué)過程請(qǐng)用英文填寫Ss:StudentsT:TeacherIW:IndividualWorkGW:GroupWorkCW:ClassWorkTeachingEvaluation:youcanuse"Ssareableto..."todescribeifthesub-aimoftheactivityisachieved.板書設(shè)計(jì)Bonusforgroups:Discussionbox:Whatdoyouthinkofboxing?Canyouthinkofmoreexamplesforpara.2&3?PositiveNegativeBonusforgroups:Discussionbox:Whatdoyouthinkofboxing?Canyouthinkofmoreexamplesforpara.2&3?PositiveNegativeexciting...dangerous/aggressive...Vocabulary&Expressions:outletidentitywith...Argumentation:transitionalwordsstructureexample課文原文What

I

think

of

boxing

as

a

sportBoxingisapopularsportthatmanypeopleseemtobefascinatedby.Newspapers,magazinesandsportsprogrammesonTVfrequentlycoverboxingmatches.Professionalboxersearnalotofmoney,andsuccessfulboxersaretreatedashugeheroes.It

seems

to

me

that

some

people,

especially

men,

find

it

appealing

because

it

is

anaggressivesport.Whentheywatcha

boxing

match,

they

can

identify

with

the

winningboxer,andthisgivesthemthefeelingofbeingawinnerthemselves.Sometimesfansarerootingforaparticularboxer,forexample,becausetheboxercomesfromtheirowncountry,andif‘their’boxerloses,theyoftenfeelasiftheyhavelostafightthemselves.Itisafactthatmanypeoplehavefeelingsofaggressionfromtimetotime,buttheycannotshowtheiraggressionintheireverydaylives.Watchingaboxingmatchgivesthemanoutletforthisaggression.However,thereisanegativesidetoboxing.Itcanbeaverydangeroussport.Althoughboxerswearglovesduringthefights,andamateurboxersevenhavetowearhelmets,therehavefrequentlybeenaccidentsinbothprofessionalandamateurboxing,sometimeswithdramaticconsequences.Boxershavesufferedheadinjuriesand,occasionally,fightershaveevenbeenkil