Unit 2 Sports culture：Extended reading 教学设计 -2024-2025学年高中《英语》 选择性必修 第二册（译林版）
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| 名称 | Unit 2 Sports culture：Extended reading 教学设计 -2024-2025学年高中《英语》 选择性必修 第二册（译林版） |  | |
| 格式 | docx | ||
| 文件大小 | 25.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-02 22:22:45 | ||
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Unit 2 Sports culture
Extended reading（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand the meaning and usage of the sports idioms;
2. make sentences using the sports idioms;
3. perceive the beauty contained in sports and apply sports spirit to daily life.
II. Key competence focus
1. Understand the meaning and usage of the sports idioms and use them to make sentences.
2. Apply reading strategies to reading tasks and get a deep understanding of the reading material.
III. Predicted area of difficulty
Have a deep understanding about sports spirit.
IV. Teaching procedures
Step 1 Lead-in
T greets the class and shows some words to Ss.
T: Before the class, please look at the PPT. Do you know the meanings of these words
dog, sparrow, white, rob, fence.
2. T provides some idioms which are generated by the presented words and asks Ss to guess the meanings of these idioms.
T: Now, please look at these sentences which are organized by the above words. So can you guess the meanings of these sentences
Love me, love my dog.
A slow sparrow should make an early start.
White night.
Rob Peter to pay Paul.
Sit on the fence.
3. T presents the correct meanings and leads in the topic of this lesson—sports idioms.
T: Some of you only get the meanings of the individual words, but fail to get the meanings behind these sentences, which are called idioms. So now let’s look at their correct meanings.
爱屋及乌。
笨鸟先飞。
不眠之夜。
坐山观虎斗。
坐山观虎斗。
T: Is that interesting As we all know, every language has its idioms, which are groups of words with meanings different from the meanings of the individual words. Since the theme of this unit is sports culture, which is an inseparable part of daily life, so today we’ll learn some of idioms in the area of sports.
【设计意图：通过情境设置导入话题，从而激发学生的学习兴趣和学习期待。让学生意识到将要学习的内容，做好学习的准备。】
Step 2 Reading for the gist
1. T asks Ss to read the passage quickly to divide the passage, and then asks Ss to share their answers.
T: Open your book and turn to page 25, firstly number each paragraph, then read the passage quickly and divide the passage, you need to conclude the contents of each part with concise words. You’ll have two minutes to finish this task.
2. T presents the right answer and makes some explanation.
【设计意图：帮助学生从宏观层面理清文章结构，感知文章中的逻辑关系并且掌握获得文章的主旨大意。】
Step 3 Reading for the specific information
1. T asks Ss to read the passage again carefully to underline the idioms in the magazine article and find the meanings of these idioms.
T: Since we have got five parts of the passage, now it’s your turn to read the passage again carefully to underline the idioms in the magazine article and find the meanings of these idioms. Five minutes will be left for you.
2. T invites Ss to explain the implicit meanings of these idioms in their own words and make sentences by using these idioms.
T: How many idioms have you got Yes, eight. Did you get the meanings of these idioms in the passage So now you can talk with your partner about the implicit meanings of these idioms. After that, I will invite some of you to explain these idioms in your own words and make sentences by using these idioms.
【设计意图：帮助学生理清文章内容并且对文章有一个更深层次的理解。通过让学生解释体育习语的隐义并且造句，可以检查学生对体育习语的理解并帮助学生学以致用。】
Step 4 Brainstorming
T asks Ss to brainstorm some Chinese sports idioms and explain how they are different from or similar to English sports idioms.
T: Since we have learned eight idioms about three sports, do you know any Chinese sports idioms If you know, just speak it out loudly, I will write your answer on the blackboard.
【设计意图：通过头脑风暴让学生寻找汉语中和体育运动相关的习语，提高文化知识。】
Step 5 Discussion
T asks Ss to answer the following questions.
1. How does the author explain each idiom Do you find it easy to understand the meaning and usage of each idiom
2. What do you think of the last paragraph of the article
3. What is the author’s purpose of introducing these sports idioms
Step 6 Summary and assignments
T invites S to summarize what has been learned today.
T: That’s all for today. Who would like to help us summarize what we have learned today
【设计意图：复习所学知识，同时检查学生的掌握情况以便及时查缺补漏。】
V. Homework
Think about more Chinese sports idioms and explain how they are different from or similar to English sports idioms.
Extended reading（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand the meaning and usage of the sports idioms;
2. make sentences using the sports idioms;
3. perceive the beauty contained in sports and apply sports spirit to daily life.
II. Key competence focus
1. Understand the meaning and usage of the sports idioms and use them to make sentences.
2. Apply reading strategies to reading tasks and get a deep understanding of the reading material.
III. Predicted area of difficulty
Have a deep understanding about sports spirit.
IV. Teaching procedures
Step 1 Lead-in
T greets the class and shows some words to Ss.
T: Before the class, please look at the PPT. Do you know the meanings of these words
dog, sparrow, white, rob, fence.
2. T provides some idioms which are generated by the presented words and asks Ss to guess the meanings of these idioms.
T: Now, please look at these sentences which are organized by the above words. So can you guess the meanings of these sentences
Love me, love my dog.
A slow sparrow should make an early start.
White night.
Rob Peter to pay Paul.
Sit on the fence.
3. T presents the correct meanings and leads in the topic of this lesson—sports idioms.
T: Some of you only get the meanings of the individual words, but fail to get the meanings behind these sentences, which are called idioms. So now let’s look at their correct meanings.
爱屋及乌。
笨鸟先飞。
不眠之夜。
坐山观虎斗。
坐山观虎斗。
T: Is that interesting As we all know, every language has its idioms, which are groups of words with meanings different from the meanings of the individual words. Since the theme of this unit is sports culture, which is an inseparable part of daily life, so today we’ll learn some of idioms in the area of sports.
【设计意图：通过情境设置导入话题，从而激发学生的学习兴趣和学习期待。让学生意识到将要学习的内容，做好学习的准备。】
Step 2 Reading for the gist
1. T asks Ss to read the passage quickly to divide the passage, and then asks Ss to share their answers.
T: Open your book and turn to page 25, firstly number each paragraph, then read the passage quickly and divide the passage, you need to conclude the contents of each part with concise words. You’ll have two minutes to finish this task.
2. T presents the right answer and makes some explanation.
【设计意图：帮助学生从宏观层面理清文章结构，感知文章中的逻辑关系并且掌握获得文章的主旨大意。】
Step 3 Reading for the specific information
1. T asks Ss to read the passage again carefully to underline the idioms in the magazine article and find the meanings of these idioms.
T: Since we have got five parts of the passage, now it’s your turn to read the passage again carefully to underline the idioms in the magazine article and find the meanings of these idioms. Five minutes will be left for you.
2. T invites Ss to explain the implicit meanings of these idioms in their own words and make sentences by using these idioms.
T: How many idioms have you got Yes, eight. Did you get the meanings of these idioms in the passage So now you can talk with your partner about the implicit meanings of these idioms. After that, I will invite some of you to explain these idioms in your own words and make sentences by using these idioms.
【设计意图：帮助学生理清文章内容并且对文章有一个更深层次的理解。通过让学生解释体育习语的隐义并且造句，可以检查学生对体育习语的理解并帮助学生学以致用。】
Step 4 Brainstorming
T asks Ss to brainstorm some Chinese sports idioms and explain how they are different from or similar to English sports idioms.
T: Since we have learned eight idioms about three sports, do you know any Chinese sports idioms If you know, just speak it out loudly, I will write your answer on the blackboard.
【设计意图：通过头脑风暴让学生寻找汉语中和体育运动相关的习语，提高文化知识。】
Step 5 Discussion
T asks Ss to answer the following questions.
1. How does the author explain each idiom Do you find it easy to understand the meaning and usage of each idiom
2. What do you think of the last paragraph of the article
3. What is the author’s purpose of introducing these sports idioms
Step 6 Summary and assignments
T invites S to summarize what has been learned today.
T: That’s all for today. Who would like to help us summarize what we have learned today
【设计意图：复习所学知识，同时检查学生的掌握情况以便及时查缺补漏。】
V. Homework
Think about more Chinese sports idioms and explain how they are different from or similar to English sports idioms.
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