上外版（2020）必修 第二册Unit 4 Sports教案

这是一份上外版（2020）必修 第二册Unit 4 Sports教案，共16页。

Perid 1 Reading A教学设计
课题
A Open Letter t Basketball
单元
Unit 4
学科
English
年级
Senir Grade 1
教材
分析
Reading A is an pen lve letter. In the letter, Jrdan is shwing us his passinate and authentic lve t basketball , including the ups and dwns in his relatinship with basketball.
教学目标与核心素养
1. Knwledge bjectives: passinate lve fr basketball helping Jrdan becme the greatest basketball player;
Skill bjectives: clse reading; understanding the text by summarizing;
Emtinal bjectives: lve f ding sprts; never quitting;
4. Thinking quality bjectives: ding a lss-gain analysis f ding a sprt;
重点
understanding hw lve f basketball helps Jrdan becme the greatest basketball player;
难点
Subjunctive md in “if” clause and the main clause;
Understanding metaphrical expressins like “That night, ... in the final secnds f the champinship game against Gergetwn, yu fund me in the crner and we danced. ”
Plysemy: referring t cntext t pin dwn the particular meaning in use;
教学过程
教学环节
教师活动
学生活动
设计意图
导入
presenting pictures f different sprts;
presenting a survey questins n ding sprts;
Making a quick evaluatin n the imprtance f sprts in yur life;
1. recgnizing different sprts;
2. answering survey questin t their wn cnditins;
3. ding their ticks f evaluatin;
1. intrducing sprts;
2. leading t the discussin f relatinship between yu and sprts;
讲授新课
PPT 5, “Reading f para. 1”

PPT 6, “Questin Time”
Summarize the first tw paragraphs in ne sentence.
I gt t knw basketball 28 years ag, and I didn't knw what wuld happen t me and basketball later.
PPT 7, “Questin Time”
2. Nte the verb tenses in the fllwing sentence.
It’s been almst 28 years since the first day we met.
“it” refers t time;
“has been” － present perfect tense
f “b”;
“met” － past tense f “meet”
3. Translate the abve sentence int Chinese.
我们相识距今已有28载。
PPT 8, “Dialgue Time”
By 1: Hw d I say “迄今为止我们已经学习英语7年了”?
Backpack Girl: It has been 7 years since we first learned A, B and C.
Questin Mark Girl: Hw d I say “迄今为止我们已经在这个城市住了10年”?
By 2: It has been 10 years since we settled dwn in the city.
PPT 9, “Questin Time”
Nte the usage f “barely”
PPT 10-12, “Questin Time”
Subjunctive Md in Cnditinal Clause
条件状语从句的虚拟语气
step 1:
If smene had tld me then what wuld becme f us, ...
虚拟条件：“had tld me” 假如当时有人告诉我 ...
真实情况：“nbdy tld me ...” 当时没人告诉我...
step 2:
I’m nt sure I wuld have believed them.
主句动词虚拟：“nt wuld have believed...” 当时不一定信...
PPT 11, “Questin Time”
5. Translate the fllwing sentence int Chinese.
If smene had tld me then what wuld becme f us, I’m nt sure I wuld have believed them.
如果当时有人告诉我将来我和篮球会如何如何，我不确定当时会相信这些话。
What if “I'm nt sure” is deleted ?
If ..., I wuld nt have believed them.
如果当时有人告诉我，我当时 不会 相信这些话。
PPT12，
PPT 13， “Link t NCEEE 2017”
Fill in the blanks with the best chice.
If anyne ______________three years ag that I wuld be spending mst f my weekends camping, I ______________________ heartily. Campers, in my eyes, were peple wh enjyed insect bites, ill-cked meals, and uncmfrtable sleeping bags. They had nthing in cmmn with me.
A. had tld me ... wuld laugh B. have laughed
C. had tld me ... had laughed √D. had tld me have laughed

PPT 14, “Reading f para. 3”
Vcabulary:
PPT 15, “Questin Time”
6. Summarize paragraph 3 in ne sentence.
After a time f bservatin, I began t have a try f the game.
My bservatin f basketball:
1. I started seeing yu... and watching yu n TV;
2. I used t see yu with ... n the playgrund;
3. my brther started paying mre attentin t yu...
PPT 16, Reading para. 4-5
PPT 17, Questin Time
7. Summarize paragraph 4 and 5 in ne sentence.
Gradually I lved basketball and decided t make it my career, but the varsity team left me ff.
PPT 18, “Questin Time”
8. Nte the fllwing phrasal verbs f “hang ...”
(1) Hang n a secnd, I am cnnecting yu t Washingtn.

hang n: 稍等 (别挂断电话)
(2) Yu can hang ut / arund in the mall and I'll be back sn.

hang ut / hang arund 闲逛, 逗留
(3) Mum hung up the phne.

hang up 挂断电话
(4) Even the bad weather did nt hang up the wrk f excavatin.

hang up 搁置，使停止
PPT 19, “Dialgue Time”
By 1: Hw d we say “越努力就越优秀” in English?
Backpack Girl: The mre effrts we make, the nicer we will be.
Questin Mark Girl: Hw d we say “大脑越用越聪明” in English?
By 2: The mre we use ur brain, the smarter we will be.
PPT 20, Reading para. 6
PPT 21,
9. Summarize paragraph 6 in ne sentence.
Determined t jin the varsity, I practise harder than ever.
PPT 22, “Questin Time”
Ding descriptin with a series f actin verbs.
PPT 23, Reading para. 7
PPT 24, “Questin Time”
Summarize paragraph 7 in ne sentence.
Thanks t cach Smith, I have made s great prgress that at the game against Gergetwn, I made the sht f my life helping my team win.
PPT 25-27, “Grup Wrk”
Translate the fllwing sentence
int Chinese.
PPT 25,
That night, ... in the final secnds f the champinship game against Gergetwn, yu fund me in the crner and we danced.
By 1: 那晚，... 在与乔治敦区队争冠赛的最后几秒，你找到在角落里的我, 我们共同起舞。
Questin Mark Girl: “你找到在角落里的我, 我们共同起舞” ? It desn't make sense here.
By 2: The pint is hw t translate “yu fund me” and “we danced”. I think “danced” is a metaphr here implying “jumping and shting the basketball”
PPT 26,
Smiling Face: I agree! We shuld interpret the implicature here.
By 3: 那晚，... 在与乔治敦区队争冠赛的最后几秒，你选择了角落里的我，我们共同起舞，投进决定胜负的一球。
PPT 27,
By 1: Hw des Jrdan shw he has made great prgress with the basketball game in the letter?
Backpack Girl: (I learned) hw t lve yu, hw t listen t yu, hw t understand yu, hw t respect yu and hw t appreciate yu.
Smiling Face: A parallel f “hw t” structures shws Jrdan understd the game step by step and made prgress bth in bdily strength and game skills.
PPT 28, Reading Para. 8 & 9
PPT 29, “Questin Time”
11. Summarize paragraph 8 & 9 in ne sentence.
Basketball means much mre t me rather than just a career.
PPT 30-31, “Grup Wrk”
What des “ultimate” mean in the fllwing sentences?
Yu are my ultimate teammate and my tughest cmpetitr.
By 1: I think “ultimate” means “last” (最终的, 最后的) here.
Backpack Girl: I dn't think s. “My ultimate teammate ” desn't mean “my last teammate”.
Smiling Face: “My ultimate teammate” means “my best teammate”.
PPT 31, “Grup Wrk”
What des “ultimate” mean in the fllwing sentences?
Our ultimate gal must be the preservatin f the envirnment.
By 3: I think “ultimate” means “happening at the end; final”.
Backpack Girl: Yes. “ur ultimate gal ” means “ur final gal” (我们最终的目标).
Smiling Face: “My ultimate teammate” means “my best teammate”. “Our ultimate gal ” means “ur final gal”.
PPT 32, Reading Para. 10
PPT 33, Questin Time
12. Summarize paragraph 10 in ne sentence.
Althugh my days as a prfessinal basketball player end, my lve fr the game will never end.
PPT 34, “First Versin f Summary f Reading A”
I gt t knw basketball at the garage 28 years ag, and I didn't knw what wuld happen t me and basketball later.
After a time f bservatin, I began t have a try f the ball game.
Gradually I lved basketball and decided t make it my career, but the varsity team left me ff.
Determined t jin the varsity, I practise harder than ever.
Thanks t cach Smith, I have made s great prgress that at the game against Gergetwn, I made the sht f my life helping my team win.
Basketball means much mre t me rather than just a career.
Althugh my days as a prfessinal basketball player end, my lve fr the game will never end.
PPT 35, Revised Versin
28 years ag, I gt t knw basketball. Gradually, I began t lve basketball and decided t make it my career, yet the varsity team left me ff. Determined t jin the varsity, I practise harder than ever befre. Thanks t cach Smith, I made s great prgress that at the game against Gergetwn, in the last secnds I made the sht f my life helping my team win. Basketball means s much t me rather than just a career. Nw I have retired frm the team, but my lve fr basketball will never end. (95 wrds)
PPT 36, What have we learnt tday?
PPT 37, “Hmewrk”
Review the wrds and expressin we have learned tday
Reading
Questin Time;
Dialgue Time
Link t NCEEE
2017
(5) Grup Wrk
All these activities can be carried ut individually, in pairs r in grups.
Summarizing is nt s easy a task due t the limit f ne sentence.
Students shuld edit their summary again and again t ensure that all the imprtant message is included while all the unnecessary details are left ut.
Students shall take ntes dwn here, especially the verb tenses f “since clause” and the main clause.
Students shall practising using this pattern in pairs.
Sme students may have prblems with the verbs in “since clause”.
Fr example,
“since we first learned English” is nt a gd translatin;
“since we first lived in the city” is nt gd English, either.
Bth f the abve tw expressin may cause ambiguity in meanings.
Students shall take ntes here.
Students may find “subjunctive md” hard t understand.
Questins are encuraged here n understanding f the whle sentence and the grammar pint as well.
Students may find ut in the translating prcess, the time indicatrs are very imprtant, which need t be explicitly translated int the Chinese equivalents while they may be implicit in English.
Discussins are invited here t reslve prblems ppped up by different versins f translatins.
Students may cmpare the task n PPT 13 with the sentence discussed n PPT 12, and find cues t the answer.
Here students shall ntice hw the authr describes Jrdan’s bservatin f basketball.
Can anyne give anther example t shw that Jrdan was bserving basketball.
Students may find summary f para. 4 the easiest.
Students shall take ntes n the “hang ...” phrases.
Students may use these “hang ...” phrases t make sentences.
Students shall be able t use the pattern “the mre..., the mre ...”.
Students shall ntice that the secnd “mre” is smetimes replaced by ther cmparatives.
Students may find summary f para. 6 the easiest f all the summary writing tasks f Reading A.
Students may find ut that “practice and hustle” are further illustrated by a series f specific actins, which is an imprtant writing skills - shwing.
Students shall ntice the hypnyms f “practice and hustle”, such as “passing, dribbling, ...” and “ran, did sit-ups, ...”
Students may ntice that the summary includes tw parts －ne is Jrdan’s hard practice, the ther is Jrdan’s success which is expressed metaphrically in the text.
Students may have a discussin f the translatin.
Students may have different answers t this questin.
Discussins are welcmed here, and interactins between teachers, students, and the dialgues may happen.
Students may ntice that ne wrd can have several meanings, and hw t decide the meaning in use is really a questin.
Students may find that cntext is a great help in deciding the meaning f a plysemy.
Here, students may give their advice n hw t revise the summary f first versin.
Students shall think ver what are listed here and ask teacher fr help if there are any prblems.
1. Summarizing checks whether students understand the text, and helps students t express themselves using relevant vcabulary.
2. Dialgue Time tasks are designed t practise the wrds and expressins learned and speaking as well.
3. Link t
NCEEE 2017
is designed t test the grammar pints f subjunctive md ;
4. Grup Wrk
tasks are designed fr students t practising translatin skills, and t have a discussin n sme hard language pints;
Questin 2 is a frequently-used pattern in talking abut time.
In the “since clause”, past tense is used, in the main clause, present perfect tense is used.
Here, the verb f “since clause” refers t the first actin sme years ag, like “started t d sth.” is a gd chice here.
Subjunctive md is a test pint in cllege entrance examinatins.

Yet，it is nt the grammar f bk II.
S we just give explanatin f subjunctive md under ne cnditin - cntrary t an actin happened in the past (对过去发生动作的虚拟)
Task n PPT 13 is designed here t see whether students have understand subjunctive md we have discussed n PPT 12.
Exemplificatin is imprtant in writing, which shall be grasped by student.
As slang, The “hang...” phrases are anther test pint f Cllege Entrance Examinatin.
Dialgue Time is designed fr students t practise speaking.
The mind map n PPT 22 is in fact a writing strategy － shwing.
Understanding the metaphrs f “yu fund me in the crner” and “we danced tgether” are actually, ne f the mst difficult parts f Perid 7.
Hw t translate metaphrs int Chinese is a challenge t bth students and teachers here.
The parallel structure f “hw t ...” is interpreted int a prgressive develpment f the relatinship between Jrdan and basketball.
The prcess f summary revising is designed fr students t raise the awareness f “editing”, which is a must f English writing.
Chesive devices are very imprtant elements that may glue the text tgether and make sense.
Summary is designed fr the cnvenience f reviewing what we have learnt tday as well as fr students t d checklist.

课堂小结
1. intrducing the tpic f sprts by a survey;
2. teaching reading by summarizing;
3. interpreting Jrdan’s passinate lve
f basketball;
4. presenting Jrdan’s sprting spirits;
5. explaining sme grammar pints like subjunctive md;
6. explaining sme rhetric devices like metaphrs and parallel structure; and sme pattern like “the mre ..., the mre ...”;
7. teaching students t use cntext t decide the meaning f a plysemy;
1. learning t summarize each paragraph by ne sentence;
2. learning t recgnize Jrdan’s sprting spirits;
3. learning abut the subjunctive md;
4. learning abut using cntext t recgnize the meaning in use f a plysemy;
5. learning hw t translate metaphrs int Chinese;
1. presenting vcabulary f Reading A;
2. prmting students’ reading skills by summarizing;
3. teaching students t recgnize subjunctive md;
4. teaching students t interpret and translate metaphrs int Chinese;
5. teaching students t use “the mre..., the mre...”;
and “It has been since we first did..”
板书
New wrds and phrases: