Unit 2 Rules of the game 教案-高中英語必修第一冊

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)動詞，祈使句）。Step12Comparethelanguageusedinrulesforboxersandlanguageusedintipsforrunnersfortheirdifference.學生能夠說出規(guī)那么用語和建議用語在用詞（情態(tài)動詞、被動語態(tài)等）方面的不同，并分析原因。設計意圖：通過類比和比照，梳理描述規(guī)那么的語言特色，為小組輸出活動奠礎。定基4.constructrulesofacommonsport(football)withinformationfromavideo.Activity6Watch&introduceStep13Watchavideoaboutfootball,takenotesandsharenoteswithgroupmembers.學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.學生能夠在組內(nèi)提供筆記，并根據(jù)此前學過的規(guī)那么用語寫出三至四條句式用詞恰當?shù)淖闱虮荣愐?guī)那么，派出小組代表在班級內(nèi)宣讀所寫規(guī)那么。Step15Therestoftheclassassesstheirworkwithapeereditingsheet.學生能夠根據(jù)同伴互評表格合理評價兩組所寫足球比賽規(guī)那么的內(nèi)容和語言形式。設計意圖：引導學生基于聽力內(nèi)容的語言和結(jié)構(gòu)知識，進行創(chuàng)造性的輸出。players/audiencesYouare-6?板書設計Reasons:Thegamegoesonwell.Aj.rfbcusonthegame.AudiencesJplayers/audiencesYouare-6?板書設計Reasons:Thegamegoesonwell.Aj.rfbcusonthegame.AudiencesJ匕l(fā)havegoodmanners.Keepplayerssafe.Dosportsscientifically.-supposedto

allowedto

requiredtoLforbiddentomustmaycanoughtto1.Lookforinformationonlineorfromothersources.7.作業(yè)布置Listtherulesofthesportwiththelanguagelearnt.Searchforthereasons/historyfortheruleslisted.評價要點：學生能用所學語言介紹一種運動工程的比賽(觀賽)規(guī)那么，并解釋其意義。8.教學反思在本課時的學習中，大多數(shù)學生能夠根據(jù)聽力內(nèi)容獲取細節(jié)信息，補全廣播和對話中的具體賽事規(guī)那么和參賽建議，通過自主思考和課堂討論，學習到：1,不同的比賽工程有不同的規(guī)那么；2.不管是運發(fā)動還是觀眾，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。對于規(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)化的知識體系。課堂活動豐富，難度適宜，大多數(shù)學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)，學生以小組為單位，選擇真實生活中可能存在的情境，討論具體情境中運發(fā)動或觀眾可能面臨的問題，把抽象的概念變成具象化，使得學生能夠聯(lián)系生活實際，運用課堂所學，通過小組合作，對實際生活中可能存在的違反規(guī)那么現(xiàn)象進行批判性的思考，最終生本錢課的小觀念：認識規(guī)那么，尊重規(guī)那么，遵守規(guī)那么，完本錢課的單元目標。同伴互評表格：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第一課時教學設計合肥一六八中學汪琪Lesson2RulesoftheGame（第一課時）時[What]北師大版高中英語教材必修一第二單元的主題為運動與健康，學生在學習完本單元后能夠認識運動精神和運動與健康的關(guān)系（認知），積極、科學地參與運動促進健康，尊重運動精神（行為選擇），即本單元的大觀念。本課是本單元的第二課，為了讓學生在學習中形成單元大觀念，本課關(guān)注運動規(guī)那么，幫助學生認識、認同運動規(guī)那么（認知運動精神），并最終形本錢課的小觀念——尊重運動規(guī)那么。本課屬于學生在普通高中英語課程中學習的三大主題語境之一“人與社會”下主題群“文學、藝術(shù)與體育”中的“體育精神”子話題，學生通過認知規(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。本課為聽說課，第一局部的聽力材料由一那么通知和兩個對話組成，涉及網(wǎng)球、拳擊和公益長跑的比賽規(guī)那么（觀賽及參賽）和建議，第二局部的聽力材料為一個對話，對話中兩位說話人針對一場足球比賽結(jié)果表達了各自的感受。[How]本課為音頻形式的語篇，第一局部包括一那么廣播通知和兩那么人物對話：其中廣播通知使用祈使句表達要求，使用被動語態(tài)"beremindedtodo”和祈使句，向觀眾友情提示網(wǎng)球賽場的觀賽規(guī)那么；第一那么對話為熟人聊天介紹拳擊比賽規(guī)那么，使用了情態(tài)動詞"can't”和動詞"prohibit";第二那么對話為第一次參加公益長跑的參賽者在報名時與工作人員的對話，工作人員熱心告知了關(guān)于長跑運動平安的考前須知，使用祈使句表達建議。三那么音頻運用祈使句、被動語態(tài)L教材分析和情態(tài)動詞介紹規(guī)那么和運動建議，在介紹賽事規(guī)那么時使用“can”「prohibit”表達了規(guī)那么的嚴肅性和強制性，而在建議中那么使用“Remembertodo'/'should”等相對緩和語氣的祈使句和情態(tài)動詞，表達提供建議的禮貌恰當語氣。[Why]本課時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)那么的廣播和對話，幫助學生了解體育規(guī)那么的基本形式和種類，啟發(fā)學生探討比賽規(guī)那么的必要性和重要意義，倡導學生了解規(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.學情分析本課教學對象為高一新生，對于第一局部的學習，大局部學生對常見的運動比賽如排球、籃球等規(guī)那么有基本的認知，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)動詞的基本功能。但大多數(shù)學生對運動規(guī)那么的認知是零散的，對規(guī)那么的適用情境（規(guī)那么的種類有哪些、適用對象有誰）、規(guī)那么的意義以及規(guī)那么的常用表達方式，缺乏準確的和結(jié)構(gòu)化的認知。同時，他們對于描述體育賽事規(guī)那么所使用的常見詞匯（如serve,court,bounce）并不熟悉。3.教學目標Afterthisperiod,studentswillbeableto:identifythecontextofanannouncementandlistrules/tipsfortennis,boxingandfunrun;predictconsequencesofbreakingrulesandanalyzetheimportanceofobeyingrulesinsports;compareanddistinguishtypesofwordsandsentencepatternsinrulesandtips;constructrulesofacommonsport(football)withinformationfromavideo.4.*重點難點重點：學生通過閱讀、聽錄音、課堂討論等形式獲取運用規(guī)那么的基本形式和介紹規(guī)那么的句式和詞匯特點。難點：學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.教學過程教學目標教學活動與步驟評價要點時互與模式1.Identifythecontextofanannouncementandlistrules/tipsfortennis,boxingandfunrun.Activity1Lead-in&warm-upStep1LookatthepictureonPage34,describethepictureandidentifythesituation.學生能夠用自己的語言簡要描述圖片信息（圖片背景和人物動作），并推測人物參與的活動。GV/CW5，Step2Workingroupsoffour,discussfourrulesandmatchthemwithfoursports.學生能夠正確配對每條規(guī)那么所對應的比賽工程。Step3Sharetheanswers,talkaboutnewwordswithpicturesandbodymovementsandidentifythetypeso