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14页。

Perid 6 Reading B 教学设计
课题
Excerpt frm BEND IT
LIKE BECKHAM
单元
Unit 4
学科
English
年级
Senir Grade 1
教材
分析
Reading B is a narrative f an Indian girl Jess and a ftball match. In the excerpt, the authr makes a detailed descriptin f Jess’s emtinal ups and dwns with the develpment f the plts, shwing us her passinate lve f ftball and deepest pain after she missed the penalty.
教学目标与核心素养
Knwledge bjectives: ding sprts may give yu the greatest jys as well as
deepest pains.;
Skill bjectives: clse reading and summary writing; analyzing advantages and
disadvantages
3. Emtinal bjectives: The sprt spirits shwn by Jess and her teammates;
4. Thinking quality bjectives: analyzing advantages and disadvantages
重点
writing in chrnlgical rder
难点
understanding functins f particles:
... she was lucky because her sht went in ff the pst.
verb-nun cncurrence wrds
教学过程
教学环节
教师活动
学生活动
设计意图
导入
1. presenting wrds and expressins f Reading B;
2. intrducing ftball-related terms;
1. listening t wrds and expressins;
2. identifying the pictures with the ftball-related terms;

1. warming up with wrds and expressins;
2. intrducing the basic elements f a ftball match
讲授新课
PPT 7, “Reading Para. 1-3”
Listing the new wrds and phrases and the Chinese equivalents;
PPT 8, “Questin Time”
1. Summarize the first three paragraphs in ne sentence.
We scred a gal at the last minute f the game.
2. Hw t translate the fllwing sentence?
“I almst cllapsed with relief.”
我松了口气儿，差点儿瘫坐到地上。
PPT 9, “Reading para. 4-5”
PPT 10-12, “Grup Wrk”
PPT 10,
3. Summarize Paragraph 4-5 in ne sentence.
We were wild with jy fr the last scre, because it ended the game with a draw.
4. Hw t translate the fllwing sentence?
Jules ran int me and I jumped n her, fllwed by the rest f the team.
Jules跑过来，抱住我，我跳起来抱着她，其他队员跟在我们身后。
PPT 11, “Grup Discussin”
Jules ran int me and I jumped n her, fllwed by the rest f the team.
Why “fllwed by ... ”?
By 1: Here, “fllwed ...” is an adverbial indicating attendant circumstances.
Questin Mark Girl: Why “fllwed”, nt “fllwing”?
By 2: Gd questin. “Jule and I” were fllwed by the rest f the team, -ed frm in passive meaning.
PPT 12,
Jules ran int me and I jumped n her, fllwed by the rest f the team.
Why “fllwed by ... ”?
Questin Mark Girl: Why “run int me”, but “jump n me”？
By 2: Gd questin.
Backpack Girl: Because yu run int my arms; and I jumped with yu in my arms. Nw we bth are “n each ther”.
PPT 13: Reading para. 6-7
PPT 14, Questin Time
5. Summarize paragraph 6-7 in ne sentence.
I felt relieved t be the last penalty kick f ur team.
6. In the fllwing sentence, what was I nt sure abut?
“Nw, with my legs shaking dangerusly, I wasn’t s sure.”
Smiling Face: I wasn’t s sure abut my penalty kick.
PPT15, Reading para. 8

PPT 16, Questin Time
Summarize paragraph 8 in ne sentence.
Scres went even between the tw teams after the first three penalties.
Translate the fllwing sentence int Chinese.
... she was lucky because her sht went in ff the pst.
她很幸运，一脚射门，球擦着门柱进网得分。
PPT 17, Grup Discussin
“a third”? “the third”?
By 1: When shall we use “a third”?
By 2: “a third” meaning anther, ne mre; Fr example, “At the table, if yu finish the dish and yu want sme mre, yu can fetch a secnd dish, a third dish...”
Backpack Girl: And “the third” fcuses n the rder. Fr example,
“I have tw elder brthers. I am the third child f the family”
PPT 18, Reading f para. 9-10
PPT 19, Questin Time
9. Summarize paragraph 9 and 10 in ne sentence.
I began t feel nervus as the penalties prceeded, wishing the fifth German player wuld fail.
10. Translate the fllwing sentence int Chinese.
... it wuld be all dwn t the last German penalty-taker － and me.
... 比赛胜负将取决于德方最后一个罚点球的队员和我。

PPT 20: Grup Discussin
“I clsed my eyes, willing her t fail.”
By 2: Why “willing her t fail”?
Backpack Girl: Here “will” means “wish, hpe”, a transitive verb.
Smiling Face: And, “clsed my eyes” and “willed her t fail” happen at the same time. S“willing her t fail” is used as an adverbial indicating attendant circumstances.
PPT 21: Reading para. 11
PPT 22, Questin Time
11. Summarize paragraph 11 in ne sentence.
Feeling exhausted, I barely walked ver and placed the ball n the spt.

PPT 23, Reading para. 12
PPT 24, Questin Time
11. Summarize paragraph 12 in ne sentence.
I missed the penalty, feeling gutted.
13. Translate the fllwing sentence int Chinese.
Like smene had grabbed hld f my insides and ripped them ut.
感觉就像我的五脏六腑突然被人揪着拽出来那般疼痛。
PPT 25: Pair Wrk
Verb-Nun Cncurrence Wrds
(兼类词)
yell v. & n.
1. I heard the girls yelling
encuragement behind.
By 1: In sentence 1, “yell” is a verb with “encuragement” as its bject.
2. I hear angry yells frm the flat belw.
Backpack Girl: In sentence 2, “yell” is a nun, serving as the bject f “hear”.
PPT 26-28: Grup Discussin
Verb-Nun Cncurrence Wrds
(兼类词)
By 2: There are a great many V-N cncurrence wrds f sund. Like “yell”, “whisper”, and “scream”, etc.
By 1: Yes. Lk at the table, please.
Backpack Girl: We usually say,
“scream at sb./sth.” r, “let ut a scream”. The same with the ther sund wrds.
PPT 27-28,
Nte the particles in the phrasal verbs
Questin Mark Girl: What are particles in phrasal verbs?
By 2: Particles refer t the prepsitins r adverbs that g with verbs. Fr example, “run int sb.”, “jump n sb”.
By 1: And the functins f particles?
Smiling Face: Particles have strng descriptive meaning. Fr example, in “the ball ... bunced away int the crwd”, “away” is the particle meaning the ball first bunced away frm the gate and then int the crwd. It is ttally different frm “bunce int the crwd”
PPT 28,
By 3: I gt it. In “The referee signaled me t cme ver ...”,
“cme ver” means there is a distance between the tw and “I have t g acrss the field t sb.”
By 2: In “I glanced up and hit the ball frward int space. Jules ran n t it...”, “frward” indicating the direcin, and “n” indicating “keep running fr a while”
Smiling Face: Right. Particles carry with them very subtle yet detailed
descriptive meanings that cannt be ignred in writing.
PPT 29-32, Cmprehensin Plus
I. Answer the questins.
1. Which team wn the match in the end? Hw?
The German team wn in the end with five t fur by penalty.
2. What des “friendly” (line 21) mean in this stry?
Friendly means a friendly match here.
3. Wh is Je? Hw d yu knw?
Je is the cach f Jess's team. On line 24-29, Je came giving the girls a pep talk and then pinted the penalty players.
PPT 30,
II. Cmplete the table with wrds and phrases frm the text that indicates Jess's feelings at each stage f the game. Use sme adjectives t describe her feelings.
PPT 31,
PPT 32,
PPT 33, Summary f Reading B (First versin):
We scred a gal at the last minute f the game. We were wild with jy fr the last scre, because it ended the game with a draw. I felt relieved t be the last penalty kick f ur team. Scres went even between the tw teams after the first three penalties.
I began t feel nervus as the penalties prceeded, wishing the fifth German player wuld fail. I missed the penalty, feeling gutted. (74 wrds)
PPT 34,
Summary f Reading B (Revised versin)
At the last minute f the game,we scred a gal . Althugh exhausted, we were wild with jy because this gal ended the game with a draw. Then came penalties. I felt relieved t be the last penalty kick f ur team. The scres went even after the first fur kicks. I felt nervus as it prceeded, wishing the fifth German player wuld fail. Unfrtunately, I missed the kick. I felt gutted. (72 wrds)
PPT 35, “What we have learnt tday”
PPT 36, Hmewrk:
Think ver the questins belw.
What are the differences f gains and lsses f ding sprts t prfessinal athletes and amateurs?
Reading;
Questin Time
(3)Grup Discussin
(4) Pair Wrk
(5)Cmprehensin
Plus
(6) Translatin
All these activities can be carried ut individually, in pairs r in grups.
Students shall first understand the lines f text with the help f the vcabulary table;
Students may brain-
strm a list f ideas, which need structuring t frm a ne-sentence summary.
Students may quickly find ut the key falls n the translatin f “with relief”.
It is suggested that “with relief” is translated int a verb phrase in Chinese, which is in cnfrmity with Chinese idimatically.
Students may find the summary relatively easy here.
Students may find the translatin rather difficult, especially the translatin f “ran int” and “jumped n”, and “fllwed by ...”.
Cmments are welcmed here n the reference translatin.
Students shall ntice that -ed frm as an adverbial indicating a passive meaning.
Students shall ntice the explanatins f “int” and “n” as prepsitins.
Students shall ntice the psychlgical descriptin f Jess’s mind, a quick shift frm relief t hesitatin.
Again here, students shall ntice the translatin f particles in the sentence.
Students shall ntice the meaning f “anther, sme mre” f “a third, a furth, a fifth, etc.”
Students are welcmed t make cmments n the reference summary.
Students may lk up the dictinary fr “prceed”.
Students shall ntice that “be all dwn t sb.” is the same as “be up t sb.” meaning “be decided by sb.”

Again, students may have a discussin n the reference summary and make their wn cmments.

Students may have a discussin ver the wrd “gutted” (its meaning and its Chinese equivalent.)
Students may present their wn translatin f sentence 13.
Students may think f a lt f v-n cncurrence wrds. They may list ut these wrds.
Here, students may practising using these cncurrence wrds ne by ne.
Students may take ntes f these particles and think ver their meanings between lines.
Here students may ask hw t translate “bunce int the crwd”, which needs anther discussin actually.
Here, students need t chse the prper dictin t express the feelings f Jess.
Students may find summary f Reading B relatively easy.
Students may find the first versin needs imprving in textual chesin.
Students may analyze the chesive devices applied in the revised versin f summary.
Students shall fllw the pints in “summary” here and ask teacher fr help if there are any questins they d nt understand.
Summarizing exercises check bth understanding and thinking; summarizing the paragraph in ne sentence is a challenge t student in picking ut what t remain and what t be left ut;
Task 2 is designed fr students t practise translating skills.
Translatin f “int, n” here is designed fr students t ntice the functins f particles in writing, which may imply very delicate meanings.
Questin 6 is designed fr students t ntice the changes f Jess’s psychlgy.
Questin 8 is
designed t emphasize the frequent use f particles in Reading B.
Grup Discussin is designed fr a deeper understanding f differences between “a third” and “the third”.

Grup Discussin here is designed t illustrate the use f -ing frm as adverbials.
Questin 13 is designed fr students t practise translating skills. Here adding is used in translatin.
Pair wrk n PPT 25 is designed fr students t ntice these particular wrds.
“Functins f particles” is designed fr students t ntice their uniqueness in descriptin f actins.
cmprehensin Plus is designed as a review f the whle text, with Questins f Part I n sme general infrmatin the text, and Part II n sme details f the text.
In fact, the “Feeling” sectin f Part II is a ne-wrd summary f the psychlgy f Jess at different stages f the plt develpment.
Summarizing Reading B is designed fr students t practising paragraph writing, which is a must in cllege entrance examinatin.
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
teaching reading by summarizing
2. elabrating n -ed frm and -ing frm as adverbials;
3. presenting the gains and lsses f ding sprts;
4. practising translating skills;
5. the difference f “a third” and “the third”;
6. teaching abut the functins f particles;
7. teaching abut V-N cncurrence wrds;
8. writing strategies: writing in chrnlgical rder;
1. learning t summarize paragraphs
2. learning t interpreting sme wrds r phrases in text B;
3. learning t translate sme sentences;
4. learning abut the emtinal changes f Jess;
5. learning t talk abut ftball using particles;
6. learning t write in chrnlgical rder
1. presenting vcabulary f Reading B;
2. teaching the usages f key vcabulary;
3. teaching reading by summarizing;
4. prmting students’ reading skills;
5. teaching sme particular translatin skills;
6. teaching students t talk n ftball;
7. teaching students t write in chrnlgical rder;
板书
Vcabulary:
n my last legs 腿快跑不动了
penalty area 禁区
pass v. 传球
pick it up 接住球
with relief 松了口气
run int sb. 跑进某人怀里
jump n sb. 抱着某人跳
break it up 使我们散开
kick ff 开球
blw the whistle fr full time,
吹哨示意终场时间到
a draw 平局
penalty (kick) n.
罚点球; PK 一对一
finish a friendly with
penalties以罚球结束友谊赛
relieve v. 减轻