高中英语上外版（2020）必修 第二册Unit 4 Sports教案

这是一份高中英语上外版（2020）必修 第二册Unit 4 Sports教案，共15页。

Perid 2 Digging in 教学设计
课题
Digging in Cmprehensin and Vcabulary Fcus
单元
Unit 3
学科
English
年级
Senir Grade 1
教材
分析
Firstly we have a deeper explratin int the text f Reading A.
Secndly, we fcus n the key vcabulary.
Thirdly, we practise plysemy: “serius”, “ultimate” .
教学目标与核心素养
Knwledge bjectives: digging in the relatinship between Jrdan and basketball;
the sprting spirits demnstrated in Jrdan’s letter;
Skill bjectives: summarizing the text in chrnlgical rder;
practising the key vcabulary
3. Emtinal bjectives: passinate lve f ding sprts;
4. Thinking quality bjectives: writing in time rder
重点
fcusing n a deeper understanding f the text;
practice f key wrds and phrases and plysemy;
难点
What sprting spirits Jrdan shws in his letter? Give yur reasns.
教学过程
教学环节
教师活动
学生活动
设计意图
复习
1. presenting synnyms in Reading A;
2. presenting antnyms in Reading A;
3. presenting hypnyms in Reading A;
1. finding ut the synnyms;
2. finding ut the antnyms;
3. finding ut the hypnyms;
fcusing n dictin chice f Reading A ;
encuraging students t enlarge their vcabulary;
讲授新课
PPT 5-10, “Questins Time”
PPT 5, Digging in Cmprehensin
I. Answer the questins.
1. What is the verall feeling Jrdan
expresses in this letter?
Jrdan shws his passinate lve fr
Basketball and his prmise f lve fr
it frever.

PPT 6,
2. What made Jrdan think that he
“wasn't gd enugh” (line 21) t play basketball?
Jrdan was left ff by the varsity team.
PPT 7,
What did Cach Smith d t
imprve Jrdan's basketball skills?
He gave Jrdan training instructins n
bth techniques and physical
strength.
PPT 8,
4. What des Jrdan mean by saying “we danced” (line 34-35)?
“We danced” is a metaphr here meaning that Jrdan gt the ball, jumped and sht in the air.
PPT 9,
5. Jrdan uses a lt f repetitin in his letter. What effect des this have?
In writing, repetitin leads t accumulatin f feelings and
strength, arusing a burst f emtins in readers' heart.
PPT 10,
6. Why d yu think Jrdan wrte this letter?
This is a gd-bye letter f Jrdan t his belved basketball when he retired frm NBA. Maybe it’s a rutine f BNA.
PPT 11-15, Grup Wrk
II. Put the stages f the develpment f Jrdan's relatinship with basketball int the timeline. Then find phrases r sentences frm the text that indicate Jrdan's feelings twards basketball at each stage.
PPT12,
By 1: Which statement d yu think shuld fllw C in the timeline?
Backpack Girl: I think it's B, because B says “Basketball started t attract Jrdan's attentin.”
Questin Mark Girl: And then which shuld be the next? What abut A?
By 2: I dn't agree. D yu ntice the wrd “finally” in chice A? It implies stries.
PPT 13,
Smiling Face: I agree. I think E
shuld be the chice after C and B.
Actually the stry is like this: Jrdan failed t win Basketball's heart and they brke up temprarily.
PPT 14,
By 1: Then between A and D, A surely cmes befre D.
Backpack Girl: Yes. Jrdan first wn Basketball's heart, that is Chice A, and then his lve fr Basketball will never end, and that is Chice D. Time rder!
PPT 15,
PPT 16-20, Pair Wrk
Reading Strategy － Summarizing
The fllwing ne-sentence statements are summaries f relevant paragraphs f Jrdan's letter. Find ut the related
paragraph(s).
PPT 16,
By 1: 1. Basketball was new t Jrdan. This statement is the summary f which paragraph(s)?
Backpack Girl: Paragraph 1 and 2.
It’s been almst 28 years since the first day we met. 28 years since 28 years since my parents intrduced us.
If smene had tld me then ..., I’m nt sure I wuld have believed ... I barely remembered yur name.
PPT 17,
Questin Mark Girl: 2. Basketball started t attract Jrdan's attentin. This statement is the summary f which paragraph(s)?
By 2: I think, paragraph 3.
Then I started seeing yu arund the neighbrhd and watching yu n televisin. I used t see yu with guys dwn n the playgrund. But when my lder brther started paying mre attentin t yu, I started t wnder. Maybe yu were difficult.
PPT 18,
By 1: 3. Jrdan failed t win Basketball's heart and they brke up temprarily. Which paragraph(s) dse the statement summarize?
Backpack Girl: The darkest days f Jrdan. Paragraph 4 & 5.
We hung ut a few times. The mre I gt t knw yu, the mre I liked yu. And as life wuld have it, when I finally gt really interested in yu, when I was finally ready t get serius, yu left me ff the varsity. Yu tld me I wasn’t gd enugh.
I was crushed. I was hurt. I think I even cried.
PPT 19,
By 1: 4. Jrdan tried hard and finally wn basketball's heart. Which paragraph(s) dse the statement summarize?
Backpack Girl: The highlight mment f Jrdan. Paragraph 6 & 7.
Then I wanted yu mre than ever. S I practiced. I hustled. I wrked n my game. began t fall in lve and yu nticed.
At the time, I wasn’t sure exactly what was ging That night, at the Luisianan Superdme in the final secnds f the champinship game against Gergetwn, yu fund me in the crner and we danced.
PPT 20,
Questin Mark Girl: 5. Jrdan treasured his relatinship with B and his lve fr her will never end. This statement summarize the last three paragraphs?
By 2: Yes. Paragraph 8-10.
Since then, yu’ve becme much mre than just a ball t me. ... Mre than...
Yu’re my biggest fan and my severest critic. Yu’re ... Yu’re my ultimate teammate and ...
As ur relatinship changes yet again, as ..., but ur relatinship will never end.

PPT 21-22, “Let’s d it.”
II. Then find phrases r sentences frm
the text that indicate Jrdan's feelings
twards basketball at each stage.
PPT 22,
III. What sprting spirit(s) d yu
think Jrdan demnstrate in his letter?
Give yur reasns.
PPT 23-29, Grup Wrk
PPT 23,
III. What sprting spirit(s) d yu
think Jrdan demnstrate in his letter?
Give yur reasns.
By 1: “A. Never give up.” Althugh he felt crushed after he was left ff by the varsity, he practised harder than befre until he made it.
Questin Mark Girl: What abut E?
“Failure is the mther f success.”
By 2: Jrdan failed t jin the varsity.
It is a failure.
By 3: And he cntinued hard training,
and he made the successful sht at the
champinship game at Luisiana.
Smiling Face: That's a great success.
S we chse A and E.
PPT 24,
By 3: “G. Gd, better, best. Never let it rest.” Jrdan wrked s hard:
“passing, dribbling, shting... I did sit-ups, I did ...”
Backpack Girl: Right. Jrdan was a devted basketball player.
QM Girl: Then F is als the chice. “Cmpel t excel”.
SF: I dn't think s. Jrdan had a passinate lve fr basketball, s he didn't need t “cmpel himself”.
PPT 25,
By 1: I agree. S far, we have picked A, E, G, nt F.
SF: Well. Let's see the rest.
PPT 26,
By 3: What abut “H. Believe in yurself.”?
BP Girl: That's it. Jrdan lved basketball s much and played s hard and, he believed ne day he wuld make it.
QM Girl: Yes. “In Luisiana ... at the game against Gergetwn, ... in the last secnds, yu fund me and we danced.”

SF: S we all agree. H is the chice.
PPT 27,
SF: Until nw, we have picked A, E, G, and H. And the rest ...
By 1: Let's see what's left.
PPT 28,
By 3: Cllabratin means team wrk.
BP girl: In his letter, Jrdan said “Yu are my ultimate teammate”, and “we danced”.
By 2 & QM Girl: Basketball is a game f team wrk. Cllabratin with teammates is very imprtant.
SF: S D is als the chice.
PPT 29,
By 1: In Chice B, C and I, “lse”, “taking part”, “wanting it” are discussed, which are nt at all mentined in Jrdan's letter.
PPT 30-33, “Write the wrd.”
PPT 30,
I. Key Vcabulary
Cmplete the sentences with wrds r expressins frm the text with the help f the explanatins given in the brackets.
1. Jessica started playing tennis at the age f 8 when her mum dragged her t practice. At first, she hated it, but she fell in lve with (t start t have very strng feelings abut smene) the game when her best friend jined her n the curt (an area made fr playing games). Her teammates and cmpetitrs appreciate (t have a high pinin f r admire) her fr her psitive attitude, hard wrk and cmpetitive spirit.
PPT 31,
2. Peter lves t d things like playing sprts, hanging ut (spending a lt f time in a particular place r with particular peple) with friends, and ging n adventures , s he enjys the fun, excitement and the challenges f all kinds f extreme team sprts.
PPT 32,
3. Jrdan nearly quit basketball when he didn't make the varsity team during his sphmre year. This rejectin drve Jrda t wrk harder. He made up his mind never t be left ff (nt included) the team again.
PPT 33,
4. Jrdan's cmpetitive spirit is well-knwn in all aspects f his life. Whatever the game － basketball, ping-png r glf － Jrdan felt a need t win. He wrked n (t try very hard t imprve r achieve smething) every aspect f the game.
PPT 34, Link t CEEPS
1. Cmpanies are presumably (prbably) attempting t recver the cst f prductin as fast as they can, and they knw that there are _____D____ tech-lvers wh will pay a great deal t be first.
A. severe B. critic
C. cmpetitive D. serius
PPT 35, Link t CEEPS
2. We have this ability t understand ther peple s remarkably that their victries literally becme urs. ____C____ we fllw a team, _____C___ the bnd becmes. “They are us, and cmpeting n a literal level as us － a little extensin f us,” said Simn.
A. The mre ..., the mre
B. The mre ..., the less
C. The mre ..., the deeper
D. Then mre ..., the fewer
PPT 36, What have we learnt tday?
PPT 32, Hme wrk
Preview page 55-57 f the text bk.

II. Wrd Meaning: Plysemy
Grammar in Use: I, II
Questin Time
Grup Wrk
(3) Pair Wrk
(4) Let’s d it.
(5) Write the wrd.
(6) Link t CEEPS
All these activities can be carried ut individually, in pairs r in grups.
Students may find Questin 1 easy.
Students may refer t the text and find the answer easily.
Students may find questin 3 a bit hard due t little mentining f Cach Smith.
Students may find questin 4 easy because we have discussed it in the previus perid.
Students may find questin 5 harder because it refers t rhetric.
Students may refer t surces nline r have a discussin n it.
Students may find the questin easy.
Students may find task II a bit easy.
They may cmplete the task individually, in pairs r in grups.
Students may make a cmparisn f Jrdan’s relatinship with Basketball and the general lve relatinship between peple, finding that a general develpment f a lve relatinship experiences 4 steps － getting t knw each ther, falling lve with he/she/it, breaking up, and finally a reunin f lve.
Students may cmment n the ne-sentence summary.
Students may figure ut the summarizing skills here.
Students may cmment n the summary here.
Students may find statement 4 still carries n the metaphrical expressin f the riginal text, which might be cnfusing.
Students may try their wn ne-sentence summary here, slving the prblem f metaphr.
Students may cmment n the summary here.
After clse reading, students may find task II a bit easy.
Students may have their wn pinins n which shuld be ticked, which leads t the discussin f grup wrk in the next 7 ppts.
Then, students may start chsing between the fur chices.

Students may agree n the Chices f A, E, G.
And divergence may appear n the Chice f F.
Students may find that after discussin, we are mre clear f sme f the chices and we will nt be hesitant abut sme chices.
Students may find the task n key vcabulary easy.
Students shall nte here the frm f the wrd they write, like past tense, -ing frm, -ed frm, etc.
Students may nte that “hang ut” is used in -ing frm, which functins as a nun here instead f an adverbial.
Students shall nte that “leave sb. ff” is used in -ed frm representing passive meaning.
Students may find questin 1 f PPT 34 hard due t the lng sentence and the cmplex structure.
The answer is D (serius), meaning “认真的”
Students may find questin 2 easier due t the cllcatin “the mre..., the mre...”.
Students shall nte the wrd “bnd” here, “deeper” is a apprpriate attribute rather than “mre” here.
Students shall think ver what are listed here and ask the teacher fr help if there are any prblems.
Questins f Part I are designed fr students t
review the main cntent f the text.
Questin 3 is designed t test students’ clse reading skill－ finding cues in cntext.
Questin 5 is designed fr students t be infrmed f repetitin as a rhetric device.
A gd-bye letter is prbably a rutine f NBA.
Categrizing infrmatin and making cmparisn are imprtant elements f critical thinking;
Grup Wrk f PPT 11-15 is designed t illustrate hw these statements are fitted in the timeline.
Grup Wrk is a cnvenient tl fr teachers t illustrate pints they want t make in class.
Grup Wrk n PPT 16-20 is designed fr students t rethink f these ne-sentence summaries.
Which paragraph des the ne-sentence statement summarize?
Is it a gd summary?
Discussins and interactins are welcmed here.


Task II f PPT 21-22 is an extensin task f Grup Wrk f PPT 16-20.
Grup Wrk f PPT 23-29 is designed fr students t have a discussin n the sprting spirits demnstrated in Jrdan’s letter.
Where there is divergence f pinins, there is always arguments.
Again, it is strngly suggested that Grup Wrk shall be carried ut in class discussin.
Task I Key Vcabulary is designed fr students t review the wrds and expressins f Reading A as well as the -ing frm r -ed frm as verbs r as adverbials here.
Link t CEEPS is designed fr students t fcus n the test pints f cllege entrance examinatins.
All the questins f Link t CEEPS are the riginal lines frm the CEEPS papers.
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. reviewing synnyms, antnyms, hypnyms f Reading A;
2. answering questins n the main cntent f the text;
3. grup wrk n timeline f events and thughts f Jrdan’s relatinship with Basketball;
4. pair wrk n the ne-sentence summary f paragraphs f Reading A;
5. grup wrk n sprting spirits demnstrated in Jrdan’s letter t Basketball;
6. practising the key vcabulary;
7. Link t CEEPS 2019

1. learning abut synnyms, antnyms, and hypnyms f text A;
2. reviewing the text by answering questins;
3. learning abut a time rder f develping stries;
4. pair wrk n ne-sentence summaries f paragraphs f the text;
5. ding grup wrk discussin n the sprting spirits shwn in Jrdan’s letter;
6. ding exercises n key wrds and phrases;
7. cmpleting tasks f CEEPS 2019
Exercises make up mst parts f Perid Tw.
answering questins n Reading A;
2. prmting students’ reading skills by summarizing;
4. teaching a time rder f develping plts;
5. Link t CEEPS-2019 is designed t practise key wrds and phrases(test pints f cllege entrance examinatins).
板书
New wrds and phrases: