Unit 2 Rules of the game 教案-高中英語(yǔ)必修第一冊(cè)

Lesson2RulesoftheGame

TranscriptofteachingdesignGoodmorning,dearjudges!Todayit'sapleasuretosharemyteachingdesignwithyouaboutLesson2RulesoftheGame.Mypresentationwillcover5parts,whichare:analysisofteachingmaterial&students,learningobjectives(includingteachingfocus&difficulty),teachingmethods,teachingproceduresandreflection.Part1Analysisofteachingmaterial&studentsFirst,Iwouldliketoanalyzetheteachingmaterialandstudents.Lesson2RulesoftheGameisfromUnit2SportsandFitnessinSeniorHighEnglishBook1publishedbyBeijingNormalUniversityPress.Involvingsportsactivities,sportsandfitnessandspiritsinsports,Unit2ispartofthegroup"literature,artandsports”inoneofthethreemajorthematiccontextsinseniorhighEnglish一"manandsociety”.Thebigconceptofthisunitisthatstudentsshouldnotonlylearntherelationshipbetweensportsandfitnessandthespiritsinsports,butalsoactivelyandscientificallyengageinsportsandrespectthespirits.Torealizethat,therearethreesmallconcepts—tolearndifferentsportsandrespecttheirrules,toplaysportsscientificallyforfitness,andtorespectthespiritsandqualitiesinathletes.Lesson2belongstothefirstone,andaimstohelpstudentslearnrulesofdifferentsports,realizetheirimportanceand,ultimately,respecttherules.Asalistening-and-speakinglesson,itisdividedintotwoperiods.PeriodOnefocusesonrulesofdifferentsportsfromlisteningwhilePeriodTwodealswithwaystoexpressemotionsinsportsinspeaking.Inthefirstperiod,whichismyfocustoday,studentslistentoanannouncementandtwoconversations.Theannouncementismadebeforeatennisgametoremindaudiencesoftherulesforwatchingagame.Inthefirstconversation,onespeakerintroducesboxingrulestohisfriendwhileinthesecondconversationarunnerseekstipswhensigningupforherfirstfunrun.Asforthestructureandthelanguagefeatures,therulesandtipsareintroducedinindependentsituationswhereimperativesandmodalverbsareused.However,comparedwithtips,rulesarealsointroducedwithpassivevoice,modalverbssuchas"can"and"must”,andverbslike“prohibit“toshowthestrictnessandseriousnessofrules.

Comparetheunderlinedparts,andsummarizethetypesofsentencepatternsandwordsused.具體句式類型和詞匯類型（情態(tài)動(dòng)詞，祈使句）。Step12Comparethelanguageusedinrulesforboxersandlanguageusedintipsforrunnersfortheirdifference.學(xué)生能夠說(shuō)出規(guī)那么用語(yǔ)和建議用語(yǔ)在用詞（情態(tài)動(dòng)詞、被動(dòng)語(yǔ)態(tài)等）方面的不同，并分析原因。設(shè)計(jì)意圖：通過類比和比照，梳理描述規(guī)那么的語(yǔ)言特色，為小組輸出活動(dòng)奠礎(chǔ)。定基4.constructrulesofacommonsport(football)withinformationfromavideo.Activity6Watch&introduceStep13Watchavideoaboutfootball,takenotesandsharenoteswithgroupmembers.學(xué)生能夠獲取視頻中的關(guān)鍵信息，并用關(guān)鍵詞等形式記錄。IV/GW10'Step14Workoutrulesoffootballingroupsoffour,andsharetheirruleswiththeclass.學(xué)生能夠在組內(nèi)提供筆記，并根據(jù)此前學(xué)過的規(guī)那么用語(yǔ)寫出三至四條句式用詞恰當(dāng)?shù)淖闱虮荣愐?guī)那么，派出小組代表在班級(jí)內(nèi)宣讀所寫規(guī)那么。Step15Therestoftheclassassesstheirworkwithapeereditingsheet.學(xué)生能夠根據(jù)同伴互評(píng)表格合理評(píng)價(jià)兩組所寫足球比賽規(guī)那么的內(nèi)容和語(yǔ)言形式。設(shè)計(jì)意圖：引導(dǎo)學(xué)生基于聽力內(nèi)容的語(yǔ)言和結(jié)構(gòu)知識(shí)，進(jìn)行創(chuàng)造性的輸出。players/audiencesYouare-6?板書設(shè)計(jì)Reasons:Thegamegoesonwell.Aj.rfbcusonthegame.AudiencesJplayers/audiencesYouare-6?板書設(shè)計(jì)Reasons:Thegamegoesonwell.Aj.rfbcusonthegame.AudiencesJ匕l(fā)havegoodmanners.Keepplayerssafe.Dosportsscientifically.-supposedto

allowedto

requiredtoLforbiddentomustmaycanoughtto1.Lookforinformationonlineorfromothersources.7.作業(yè)布置Listtherulesofthesportwiththelanguagelearnt.Searchforthereasons/historyfortheruleslisted.評(píng)價(jià)要點(diǎn)：學(xué)生能用所學(xué)語(yǔ)言介紹一種運(yùn)動(dòng)工程的比賽(觀賽)規(guī)那么，并解釋其意義。8.教學(xué)反思在本課時(shí)的學(xué)習(xí)中，大多數(shù)學(xué)生能夠根據(jù)聽力內(nèi)容獲取細(xì)節(jié)信息，補(bǔ)全廣播和對(duì)話中的具體賽事規(guī)那么和參賽建議，通過自主思考和課堂討論，學(xué)習(xí)到：1,不同的比賽工程有不同的規(guī)那么；2.不管是運(yùn)發(fā)動(dòng)還是觀眾，所有比賽的參與者都要遵守規(guī)那么；3.規(guī)那么的意義和遵守規(guī)那么的重要性4.規(guī)那么介紹的句式和詞匯特點(diǎn)。對(duì)于規(guī)那么是什么，為什么要有規(guī)那么，如何介紹規(guī)那么形成了結(jié)構(gòu)化的知識(shí)體系。課堂活動(dòng)豐富，難度適宜，大多數(shù)學(xué)生能夠積極參與小組討論。其中，在討論遵守規(guī)那么意義的環(huán)節(jié)，學(xué)生以小組為單位，選擇真實(shí)生活中可能存在的情境，討論具體情境中運(yùn)發(fā)動(dòng)或觀眾可能面臨的問題，把抽象的概念變成具象化，使得學(xué)生能夠聯(lián)系生活實(shí)際，運(yùn)用課堂所學(xué)，通過小組合作，對(duì)實(shí)際生活中可能存在的違反規(guī)那么現(xiàn)象進(jìn)行批判性的思考，最終生本錢課的小觀念：認(rèn)識(shí)規(guī)那么，尊重規(guī)那么，遵守規(guī)那么，完本錢課的單元目標(biāo)。同伴互評(píng)表格：PeerEditingSheetRulesoffootball□Doesthegroupintroducewhattodoandnottodoinafootballgame?□Doesthegroupusemodalverbs,passivevoiceorimperativesintherules?□Doesthegroupusefootball-relatedvocabularyfromthevideo?□Doesthegroupchoosewordsthatshowthestrictnessandseriousnessoftherules?Anyspelling,pronunciation,orgrammarerrors?Anyunclearexpressions?Givesuggestionsifyoucan.Anyexpressionsyoulike?Asforthestudents,thetargetstudentsarefromSeniorOne.Theyarefamiliarwithcommonsportssuchasfootballandbasketball,andareabletointroducesomeoftheirbasicrulesinChinese.Besides,theyhavelearntthebasicformsofimperatives,modalverbsandpassivevoice.However,theirknowledgeaboutrulesisfragmentedandunsystematicintermsoftheirtypesandtheirimportance.Inaddition,theyalsolackthevocabularyrelatedtosportssuchas"serve”and"court”aswellasthelanguagefeaturesofrules.Thisperiodisgoingtobridgethegapbetweenwhattheyhaveknownandwhattheyneedtoknow.Learningobjectives(focus&difficulty)Basedontheanalysisabove,herearethelearningobjectives.Afterthisperiodofstudy,studentswillbeableto:first,identifythecontextofanannouncementandlistrules/tipsfortennis,boxingandfunrun;second,predictconsequencesofbreakingrulesandanalyzetheimportanceofobeyingrulesinsports;third,compareanddistinguishtypesofwordsandsentencepatternsinrulesandtips;last,constructrulesofacommonsport(football)withinformationfromavideo.Toachievethoselearningobjectives,thefocusisonhelpingstudentsacquiringdetailsabouttherulesfromlistening,andthenguidingthemtodiscoverthelanguagefeaturesofrules.However,someofthemmayfinditdifficulttoanalyzetheimportanceofrulesastheymayeitherconsiderittooobviousandtakeitforgrantedtofollowrulesorfindittooabstracttomakerealconnectionswiththeirownexperiences.TeachingmethodsTosolvetheproblemand,mostimportantly,achievethelearningobjectives,theteachingmethodsareasfollows.First,theperiodisdesignedbasedontheprincipleofActivity-basedlearningsothatstudentswilllearnthroughactivitiesondifferentcognitivelevels.Besides,theCommunicativeApproachisalsoemployed.Accordingtothisapproach,alltheclassroomactivitiesshouldinvolvemeaningfulcommunicationandlanguageuse.TeachingproceduresNowIwouldliketoelaborateontheteachingprocedures.AsIhavementioned,thereareactivitiesonthreecognitivelevels——tolearnandunderstand,toapplyandpractice,andtotransferandcreate.Learnandunderstand:Activity1Lead-in&warm-upStudentsobservethepictureinthetextbookandidentifythesituationbyansweringthequestions.Studentsworkingroups,discussfourrulesandmatchthemwithfoursportsbydrawingontheirownexperiencesandsharingtheirknowledgewithgroupmembers.Whencheckingtheanswers,studentslearnnewwordswiththehelpofpicturesandbodymovementsshownbytheteacherandtheirclassmates.[Purpose:toarousetheirinterestinthetopic,toactivatetheirbackgroundknowledgeandpreviewthetopic-relatedvocabularysoastopreparethemforthelisteningactivities.]Activity2Listenforcontext.Studentsreadtheskillbuilderaboutrecognizingcontext.Studentslistentoanannouncementandpracticeidentifyingthecontextbytakingnotesofkeywordsandusingthemascluestoanswerthequestions.[Purpose:togetthegeneralideaoftheannouncementanddevelopthelisteningskillofrecognizingcontext.]Activity3Listenfordetails.Studentslistentotheannouncementagainandtwoconversationsrespectivelyandcompletethetableinthetextbook.Studentsworkingroups,discussandprovidesuggestionsforpeopleinspecificsituationsinvolvingthesports.[Purpose:toacquireandorganizedetailedinformationwithagraphicorganizer(table)andbetterunderstandtherulesandtips.]Afterthethreeactivitiesonthefirstlevel,studentswillbeabletoachievethefirstlearningobjective,whichistoidentifythecontextofanannouncementandlistrulesortipsfortennis,boxingandfunrun.Applyandpractice:Activity4Discuss&predictStudentsreadthreesituationswherespecificrulesandtipsarebrokenorignoredwhenpeoplearewatchingorplayingthethreesports.Theyworkingroupsoffour,chooseanddiscussoneofthesituations,andpredictpossibleconsequencesandfeelingsbyputtingthemselvesintheshoesofdifferentrolesinthesituation.Aftersharingtheirdiscussionresults,studentssummarizetheimportanceoffollowingrulesortips.[Purpose:tohelpstudentsinternalizetheunderstandingofrulesbyanalyzingtheimportanceofobeyingrulesbasedonspecificsituations.]Activity5Compare&contrastStudentsreadtherules/tipsagainandunderlinetypesofwordsandsentencepatternsusedinthem.Studentscomparetheunderlinedparts,andsummarizesentencepatternsandtypicalwordsusedbothinrulesandtips,basedonwhichtheycanbrainstormmoreexamples.Later,studentstakeacloserlookattherulesforboxersandtipsforrunners,contrasttheunderlinedpartsandanalyzethereasonsforthedifferences.[Purpose:toanalyzethelanguagefeaturesofrulesbycomparisonandcontrast.]AfterActivities4and5onthesecondlevel-toapplyandpractice,studentswillbeabletoachievethesecondandthirdlearningobjectives:topredictconsequencesofbreakingrulesandanalyzetheimportanceofobeyingrulesinsports,andtocompareanddistinguishtypesofwordsandsentencepatternsinrulesandtips.Transferandcreate:Activity6Watch&introduceStudentswatchavideoaboutfootball,takenotesandsharenoteswiththeirgroupmembers.Basedonthatandwiththelanguagetheyhavelearntinearliersteps,theyworkingroupsandconstructrulesforfootballplayers.Whentwogroupsareinvitedtosharetheirruleswiththeclass,therestoftheclasshelpassesstheirworkwithapeereditingsheet.[Purpose:toconstructruleswithwhattheyhavelearntinanewsituationandhaveageneralassessmentoftheirperformanceinthisperiodofstudy.]AfterActivity6onthetransfer-and-createlevelstudentswillbeabletoachievethelastlearningobjective,toconstructrulesofacommonsport(football)withinformationfromavideo.HomeworkForthehomework,studentsworkingroups,searchforinformationaboutasporttheyareinterestedinandpreparetointroduceitsrulestotheclassinashortpresentationinthenextperiod.Theyshould:1.lookforinformationonlineorfromothersources;2,listtherulesofthesportwiththelanguagetheyhavelearnt;3.searchforthereasonsorhistoryfortheruleslisted.Thisisdesignedtohelpstudentsstrengthenthenewknowledgelearntinthisperiodandpracticegatheringinformationfrommultiplesources.Part5ReflectionTosumup,andalsotoreflectonthisteachingdesign,therearesixactivitiesonthreecognitivelevels:tolearnandunderstand,toapplyandpracticeandtotransferandcreate.Throughtheactivitiesintegratingteaching,learningandassessment,studentswilldeveloptheircorecompetences.Forexample,theycandevelopthethinkingqualitybymakingcomparisonandcontrastandmakingreasonablepredictionsbasedonspecificsituations,thelearningabilitybylearningthroughcooperationingroupworkandsearchingforinformationfrommultiplesources,andthelinguisticcompetencebylearningtopic-relatedvocabulary,analyzinglanguagefeaturesofrulesanddevelopingtheskillofrecognizingcontext.Thehighlightofthisteachingdesignliesinthatthestudentsarenottaughtbutguidedandassistedtomakethediscoveriesinvariousstudent-centeredactivities.Forinstance,inActivity3,aftercollectingdetailsabouttherulesandtips,studentsareaskedtoprovidesuggestionsforpeoplewhoarefacedwithproblemswhenwatchingorplayingthesports.Onlywhentheyfullyunderstandtherulesandtipscantheyhelptheplayersandspectatorsmaketherightchoices.InActivity4,ratherthanaskingtheimportanceofrulesandprovidinganswersdirectly,Icreatespecificsituationsbasedonwhichstudentscanhavemeaningfuldiscussions.Andwhentheyareabletopredictspecificconsequencesofbreakingrulesinthosesituations,theyaremorelikelytohaveabetterunderstandingoftheirimportance.InActivity5,insteadofpointingoutthegrammaticaltermssuchasmodalverbsandpassivevoicedirectly,Ihavethestudentsunderlinethekeypartsineachruleortipandmakethecomparisonandcontrastthemselvestofindthelanguagefeatures.Basedonthat,studentsaretheninspiredtomakeconnectionswithwhattheyhavealreadyknownaboutthesegrammaticalterms,thusbridgingtheirknowledgegapbyapplyingthestructurestoanalyzingthelanguagefeaturesofrulesandintroducingrulesinlateractivities.Inconclusion,throughthosestudent-centeredactivities,studentsareguidedandassistedinsolvingthethreeproblems一"Whatarerules?","Whyarethererules?"and"Howtointroducerules?”，andintheprocessofsolvingthethreeproblems,studentsarefinallyabletoachievepartoftheunitobjective,whichistolearntherulesandrespectthem.That'sallformypresentation.Thankyou!Unit2Lesson2RulesoftheGame第一課時(shí)教學(xué)設(shè)計(jì)合肥一六八中學(xué)汪琪Lesson2RulesoftheGame（第一課時(shí)）時(shí)[What]北師大版高中英語(yǔ)教材必修一第二單元的主題為運(yùn)動(dòng)與健康，學(xué)生在學(xué)習(xí)完本單元后能夠認(rèn)識(shí)運(yùn)動(dòng)精神和運(yùn)動(dòng)與健康的關(guān)系（認(rèn)知），積極、科學(xué)地參與運(yùn)動(dòng)促進(jìn)健康，尊重運(yùn)動(dòng)精神（行為選擇），即本單元的大觀念。本課是本單元的第二課，為了讓學(xué)生在學(xué)習(xí)中形成單元大觀念，本課關(guān)注運(yùn)動(dòng)規(guī)那么，幫助學(xué)生認(rèn)識(shí)、認(rèn)同運(yùn)動(dòng)規(guī)那么（認(rèn)知運(yùn)動(dòng)精神），并最終形本錢課的小觀念——尊重運(yùn)動(dòng)規(guī)那么。本課屬于學(xué)生在普通高中英語(yǔ)課程中學(xué)習(xí)的三大主題語(yǔ)境之一“人與社會(huì)”下主題群“文學(xué)、藝術(shù)與體育”中的“體育精神”子話題，學(xué)生通過認(rèn)知規(guī)那么的基本形式、了解規(guī)那么的重要意義，樹立規(guī)那么意識(shí)。本課為聽說(shuō)課，第一局部的聽力材料由一那么通知和兩個(gè)對(duì)話組成，涉及網(wǎng)球、拳擊和公益長(zhǎng)跑的比賽規(guī)那么（觀賽及參賽）和建議，第二局部的聽力材料為一個(gè)對(duì)話，對(duì)話中兩位說(shuō)話人針對(duì)一場(chǎng)足球比賽結(jié)果表達(dá)了各自的感受。[How]本課為音頻形式的語(yǔ)篇，第一局部包括一那么廣播通知和兩那么人物對(duì)話：其中廣播通知使用祈使句表達(dá)要求，使用被動(dòng)語(yǔ)態(tài)"beremindedtodo”和祈使句，向觀眾友情提示網(wǎng)球賽場(chǎng)的觀賽規(guī)那么；第一那么對(duì)話為熟人聊天介紹拳擊比賽規(guī)那么，使用了情態(tài)動(dòng)詞"can't”和動(dòng)詞"prohibit";第二那么對(duì)話為第一次參加公益長(zhǎng)跑的參賽者在報(bào)名時(shí)與工作人員的對(duì)話，工作人員熱心告知了關(guān)于長(zhǎng)跑運(yùn)動(dòng)平安的考前須知，使用祈使句表達(dá)建議。三那么音頻運(yùn)用祈使句、被動(dòng)語(yǔ)態(tài)L教材分析和情態(tài)動(dòng)詞介紹規(guī)那么和運(yùn)動(dòng)建議，在介紹賽事規(guī)那么時(shí)使用“can”「prohibit”表達(dá)了規(guī)那么的嚴(yán)肅性和強(qiáng)制性，而在建議中那么使用“Remembertodo'/'should”等相對(duì)緩和語(yǔ)氣的祈使句和情態(tài)動(dòng)詞，表達(dá)提供建議的禮貌恰當(dāng)語(yǔ)氣。[Why]本課時(shí)聽力材料通過不同情境下常見體育比賽工程的參賽（觀賽）規(guī)那么的廣播和對(duì)話，幫助學(xué)生了解體育規(guī)那么的基本形式和種類，啟發(fā)學(xué)生探討比賽規(guī)那么的必要性和重要意義，倡導(dǎo)學(xué)生了解規(guī)那么、尊重規(guī)那么、遵守規(guī)那么。Audiencesareremindedtoturnoffthephonesorputthemonsilence.Whentheballisinplayortheplayerisserving,donotcheerortalkloudly.rulesforaudiencesWhentakingphotos,turnofftheflash.IIWaitforthepointorgametoendbeforestandinguporleavingtheseat.???Youcan'thittheotherpersonanywhereunderthebelt.Wemustbouncetheballaswemovedownthecourt.（basketball）Rulesofthegame―0rulesforplayersYoumaytouchtheballnomorethanthreetimesbeforesendingitback.（volleyball）Remembertodoawarm<upbeforeyourun.Donotruntoofastforthefirsthour,tipsforrunnersYourlastmealshouldbeatleastonehourbeforeyourun.Don'tdrinktoomuchwaterwhilerunning.

2.學(xué)情分析本課教學(xué)對(duì)象為高一新生，對(duì)于第一局部的學(xué)習(xí)，大局部學(xué)生對(duì)常見的運(yùn)動(dòng)比賽如排球、籃球等規(guī)那么有基本的認(rèn)知，能夠用中文描述局部比賽規(guī)那么，并了解祈使句和情態(tài)動(dòng)詞的基本功能。但大多數(shù)學(xué)生對(duì)運(yùn)動(dòng)規(guī)那么的認(rèn)知是零散的，對(duì)規(guī)那么的適用情境（規(guī)那么的種類有哪些、適用對(duì)象有誰(shuí)）、規(guī)那么的意義以及規(guī)那么的常用表達(dá)方式，缺乏準(zhǔn)確的和結(jié)構(gòu)化的認(rèn)知。同時(shí)，他們對(duì)于描述體育賽事規(guī)那么所使用的常見詞匯（如serve,court,bounce）并不熟悉。3.教學(xué)目標(biāo)Afterthisperiod,studentswillbeableto:identifythecontextofanannouncementandlistrules/tipsfortennis,boxingandfunrun;predictconsequencesofbreakingrulesandanalyzetheimportanceofobeyingrulesinsports;compareanddistinguishtypesofwordsandsentencepatternsinrulesandtips;constructrulesofacommonsport(football)withinformationfromavideo.4.*重點(diǎn)難點(diǎn)重點(diǎn)：學(xué)生通過閱讀、聽錄音、課堂討論等形式獲取運(yùn)用規(guī)那么的基本形式和介紹規(guī)那么的句式和詞匯特點(diǎn)。難點(diǎn)：學(xué)生通過探討在具體情境中規(guī)那么的意義和破壞規(guī)那么的后果，總結(jié)體育比賽中規(guī)那么的重要性和遵守規(guī)那么的意義。5.教學(xué)過程教學(xué)目標(biāo)教學(xué)活動(dòng)與步驟評(píng)價(jià)要點(diǎn)時(shí)互與模式1.Identifythecontextofanannouncementandlistrules/tipsfortennis,boxingandfunrun.Activity1Lead-in&warm-upStep1LookatthepictureonPage34,describethepictureandidentifythesituation.學(xué)生能夠用自己的語(yǔ)言簡(jiǎn)要描述圖片信息（圖片背景和人物動(dòng)作），并推測(cè)人物參與的活動(dòng)。GV/CW5，Step2Workingroupsoffour,discussfourrulesandmatchthemwithfoursports.學(xué)生能夠正確配對(duì)每條規(guī)那么所對(duì)應(yīng)的比賽工程。Step3Sharetheanswers,talkaboutnewwordswithpicturesandbodymovementsandidentifythetypeso