北师大版（2019）必修第一册 Unit2 Sports and Fitness Lesson 1名师教学设计

Unit2 Lesson 1 名师教学设计
课时内容：
The Underdog
主题语境：人与社会
主题群：文学、艺术与体育
子主题：体育与健康
语篇类型：记叙文
文本分析：本节课为阅读课，主要讲述了作者和自己的好朋友Paul非常喜欢打篮球。Paul身材矮小，一直以来都是球场上的“板凳球员”，但是他不放弃自己的梦想，不断地敦促自己加强训练，等待时机。在一次比赛中，作者不小心受伤，于是推荐了自己的好朋友Paul上场比赛Paul上场后不断进球，为球队赢得了比赛。最终在球场上为自己赢得一席之地。该课时主要训练学生们文本精读和语言分析能力，一方面介绍Paul用坚持不懈的努力实现了自己的梦想；一方面鼓舞学生们在学习生活中，要像他一样，不断追梦，积极向上。
课时目标：
1. 掌握重点词汇：try out for sth, why not, have a strong desire to, crash into, be about to do, let sb down keep up with.
2. 准确表达自己喜欢的体育运动和喜欢的体育运动员并说出原因；理解 underdog的含义，讲述自己见到或者听到的关于underdog的实例。
3. 领会并理解定语从句的结构、含义及用法。
4. 学习永不放弃的体育精神形成积极努力的人生态度和价值观。
重点难点：
重点：
1. 了解健康和体育运动的含义。
2. 学会使用本节课的重点词汇和句型。
难点：
1. 了解定语从句的意义和结构，学会如何使用定语从句。
2. 让学生们学会找关键词，了解文章大意。
教学准备：
教师准备：
电脑、多媒体设备、PPT展示、课堂导学案、课本。
学生准备：
提前预习文本内容，完成课后习题。
教学过程：
Step I Warm-up
T: Hello, everybody! Do you like playing basketball after class
Ss: Yes. Of course!
T: How do you feel when your team loses the game
Ss: We must feel bad and disappointed when we lose e game.
T: When did you feel happiest and most excited while watching a match
Ss: ...
【设计意图】通过师生之间的自由谈话，导入本节课话题：篮球运动。
Step Ⅱ Lead-in
After the discussion, show students the word “underdog”.
Q: What is an underdog Choose the correct option.
a a dog that is defeated by other do
b an athlete who seems to have little chance to win
c a company that never wins
【设计意图】以学生感兴趣的体育运动和运动员展开话题，并设计一个猜测“underdog”词义的问题，吸引学生注意力，激发学生的阅读兴趣，使学生自然而然进入新课的教学之中。
Step III While-reading
Let students read the first part of the story. Then try to finish the following tasks.
Task 1:
Skim the story and find the main idea of the story.
Suggested answer： The underdog Paul helped his team win the game.
Task 2:
Read Part 1 and answer the following questions about Paul. Explain the answers to your partners.
Suggested answers: ·Paul’s favourite player was Tyrone Bogues, a guy who played for the Charlotte Hornets. ·Paul was only 1.6 metres tall. Bogues was 1.6 metres tall, which made him the shortest player ever in the NBA. ·Paul was on his school basketball team, The Lions. ·He was a replacement player. ·The coach was not sure about his ability and made Paul always a bench player even everyone knew Paul had real skills.
Task 3:
What were Paul’s advantages and disadvantages as a basketball player Discuss with your group members.
The teacher checks students’ answers and helps them sum up Paul’s characteristics.
Suggested answers: Advantages: Paul has real skills. Paul works hard. Paul wants to play. Disadvantage: Paul is short.
Task 4:
(1) Ask students to guess what will happen next and let them give their answers.
(2) Read Part 2. Put the following events in the right order, and note down the coach’s attitude with evidence.
a One player got hurt and could not play
b Paul jumped and rushed onto the court
c “Give him a shot, coach!”
d The team had won by 2 points.
e “Let me try, coach! I won’t let you down.”
Suggested answers: c→ Negative (“He can’t play!”) e→ Hesitant (“The coach finally agreed.”) b→ Hopeful (“It’s your time to shine.”) d→ Excited, proud, approbatory (“... as he hit Paul on the shoulder, … ‘big guy!’”)
【设计意图】阅读过程中，教师应训练学生跳读与略读等快速阅读技巧。学生跳读全文，了解文章大意。首先带着问题完成阅读，然后通过事件的先后顺序分析教练的态度转变，让学生了解文本大意和文本细节。
Step IV Discussion
1. Why did the coach call Paul “big guy” at the end of the story What do you think the coach might have learnt from his experiences with Paul
2. What kind of player was Paul How do you know
Suggested answers: （略）
【设计意图】学生间相互交流各自的推论并解释理由，有助于学生进一步理解短文内容，分析人物。
Step V Language points & grammar
1. Read the sentences. Circle the relative pronouns and underline the relative clauses.
1 When we weren’t playing on the court which was next to our building, we were watching a game on TV. 2 Paul’s favourite player was a guy who played for the Charlotte Hornets. 3 Paul was someone who worked really hard for the team. 4 He didn’t know he’d soon get the chance that he’d been waiting for. 5 They were playing The Bears, a team whose record was perfect.
Suggested answers: 1 (which) was next to our building 2 (who) played for the Charlotte Hornets 3 (who) worked really hard for the team 4 (that) he’d been waiting for 5 (whose) record was perfect
2. Look at the relative pronouns above. What does each refer to (people, things or possessions) Then use proper relative clauses to complete the sentences below.
1 Paul was a basketball player ________________________________. 2 His favourite player was a guy _______________________________. 3 He played in the team _____________________________________. 4 He helped his team win the game ____________________________.
Suggested answers: 1 who was usually on the bench being a replacement 2 who was also only 1.6 metres tall 3 which was called The Lions 4 which made him a hero
3. Question:
When can we leave out that, which or who in relative clauses
a when it comes before a verb and functions as a subject
b when it comes before a noun or pronoun and functions as an object
Suggested answer: b
【设计意图】该部分引导学生找到文中涉及的定语从句，让学生领会并分析定语从句的引导词和先行词，尝试自行发现并归纳总结which, that, who等关系代词的用法。
Step VI Homework
1. Act out the scene in Part 2(P31) and share it with the classmates next time.
2. Write a summary about Paul.
3. Finish Activity 12 on page 33.
板书设计：
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