Unit 2 Sports and Fitness
Lesson 1 The Underdog
【教学目标与核心素养】
1．学习能力目标
学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
用所学的词汇和语言的对课文进行复述。
2．语言能力目标
能够正确运用一下单词和短语: champion, inspiration, bench, replacement, tough, perfect, crash, let sb down, pay off, extra, keep up with, couldn't/can't stop doing sth。
能掌握定语从句使用关系代词的情况。
3．文化意识目标
了解英语交际中如何表达与运动相关的话题；
了解英语国家高中生的运动方式、受欢迎的运动，并试比较我国高中生的运动方式与之的相同之处和不同之处。
4．思维品质目标
热爱新学校、新班级和新同学，参加各种体育活动，克服困难，在新环境中进一步树立准确的语言学习观。
【教学重难点】
1．重点
（1）如何使用地道表达运动相关的话题；
（2）正确理解并运用定语从句中关系代词；
（3）礼貌进行日常对话。
2．难点
（1）能用得体的用英语表达自己喜欢的运动以及运动方式；
（2）能正确识别定语从句中关系代词并准确使用。
【教学过程】
教学步骤 教学活动 设计意图 时间
Step 1 Warming Up Teacher will give some cues on the screen and let students talk about sports and fitness with the given cues． 任务型活动：采用引导的方式引入本单元话题，锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。 5分钟
Step 2 Lead-in This step is to lead the students to the topic． 1．Listen to the dialogue on Page 28 and complete the information in Text Builder． 2．Use Text Builder to write 3-5 sentences about what you should do to keep fit and then read to your partner． 3．Listen to the dialogue on Page 29 and complete the rules about volleyball． 4．Use the language you learnt to introduce a sport． 紧扣上一环节的讨论，教师引导学生根据听力材料的内容整理与本单元topic相关的表达，并鼓励学生与同桌分享观点，激发学生的兴趣。此外，通过了解排球比赛规则和对某项运动进行介绍，锻炼学生表达能力，更好地导入课题。 5分钟
Step 3 Pre-reading Brainstorm and make a guess about the passage that will be learnt． What is an underdog? a dog that is defeated by other dogs an athlete who seems to have little chance to win a company that never wins 通过读前头脑风暴和猜词游戏，有助于学生对文章主旨大意的掌握，进而帮助学生更好理解文章而进入泛读和精读环节。 5分钟
Step 4 Fast-reading This is a story about an underdog, Paul, written by Eric． Read Part 1 of the passage quickly and answer the following questions． 1．Who was his favorite player? 2．How tall was he? And how tall was his favorite player? 3．What team was he on? 4．How was he treated by the coach? 5．What kind of player was he on the team? 通过泛读，能够让学生对文章第一部分的每段段意有个初步了解，锻炼学生对文章表层含义理解，养成良好的阅读习惯，提高阅读技能。在此过程中设置一些题目，会让学生更有针对性地阅读，题目比较容易，降低阅读难度，给学生成功感，增强学生学习兴趣。 10分钟
Step 5 Careful-reading Activity 1: Work in groups． What were Paul’s advantages and disadvantages as a basketball player? Discuss with your group members and then choose one student to give us the idea of your groups． Predict what will happen next? Activity 2: Read Part 2． Put the events in order in the column on Page 32 and note down the change of the coach's attitude with evidence on Page 31． Talk about what happened according to the information on Page 32． Read the whole story． Why did the coach call Paul "big guy" at the end of the story? What do you think of the coach might have learnt from his experience with Paul? 活动1：阅读理解能力是高考中的关键，在主旨大意、细节题、猜词义和推断题中，细节理解题占据的比例较大，因此通过对文本细节进行提问有助于学生阅读时更投入，带着问题读文章，对提高阅读理解能力有着重要意义。此外，在读懂的前提下，引导学生找到语篇中出现的定语从句关系代词，有助于学生在具体的语境中学习语法结构，从而更好地应用在实际交流、写作中。 活动2：有助于学生深层次把握文章细节内容，使学生建立起上下文关联的能力。 有助于学生理解文章主旨，以及对熟词生义的把握。 15分钟
Step 6 Post-reading and Homework 1．What kind of player was Paul? How do you know? Complete a mind map． 2．Write a summary about Paul． Use the questions on Page 32 as cues． 3．Focus on language: Relative Clauses （1）． Read the sentences on Page 33 and circle the relative pronouns and underline the relative clauses． What does the relative pronouns refer to （people, things or possession）? Then use the proper relative pronouns to complete the sentences on Page 33． Homework: 1．Finish Activity 12 on Page 33． 2．Role play． Act out the scene in Part 2 （Page 31） 充分发挥学生主观能动性，调动学生创造性思维，开发学生潜能，使学生主动参与深层次阅读，以检测学生是否对文章掌握透彻。此外，通过课后练习更进一步掌握定语从句中关系代词的使用。 5分钟
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Unit 2 Sports and Fitness
Lesson 2 Rules of the Game
【教学目标与核心素养】
1．学习能力目标
（1）听力时，学生能够借助关键词理解文章大意，并试图找出段落主题句，完成听前问题；
（2）用所学的词汇和语言的对听力内容进复述。
2．语言能力目标
（1）能够正确运用以下单词和短语: boxing, bounce, move down, court, cheer, belt, context, identify, announcement, conversation, emotion, express, joy, defeat。
（2）能掌握如何表达说话者的不同情绪，如喜怒哀乐。
3．文化意识目标
（1）了解如何用英语表达生活态度和情感；
（2）了解如何用英语表达体育规则，如何向他人介绍某项体育运动。
4．思维品质目标
通过了解某项体育运动，让学生了解更多课本以外的知识，从而更积极面对生活中、学业中出现的挫折，用积极的心态克服困难，在新环境中进一步树立准确的语言学习观。
【教学重难点】
1．重点
（1）如何使用地道的英语表达个人情绪（喜怒哀乐）；
（2）礼貌进行日常对话。
2．难点
（1）能用得体的英语介绍某项体育运动的具体规则；
（2）能正确地表达个人情绪。
【教学过程】
教学步骤 教学活动 设计意图 时间
Step 1 Warming Up Talk about sports and fitness with cues on P28 and use the language students have learnt to talk about some sports and fitness they know. 任务型活动：课题引入采取小组讨论方式，选出代表进行发言。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。 5分钟
Step 2 Lead-in This step is to lead the students to the topic—Sports and Fitness. (1) Listen to Dialogue 1 and complete the information in the Sentence Builder on Page 28 and write 3-5sentences about what you should do to keep fit with the help of Sentence Builder. Then read aloud to other students. (2) Listen to Dialogue 2. Complete the rules about volleyball. (3) Use the language you learnt to introduce a sport. 紧扣上一环节的讨论，教师引导学生将谈论后的结果表达出来，激发学生的兴趣，导入文章主题。 5分钟
Step 3 Pre-listening Do some brainstorm exercises. Read the rules on Page 34 and match them the sports given. 通过读前头脑风暴和观察图片思考问题，有助于学生对听力内容主旨大意的掌握，进而帮助学生更好理解听力内容而进入泛听和精听环节。 5分钟
Step 4 Fast-listening Listen to an announcement and two conversations about sports. Find out what sports are mentioned. Fill in the table on Page 34. 通过泛听，让学生大致了解听力内容，也为下面的精听打下基础。 10分钟
Step 5 Careful-listening 1. Listen again. Complete the rules/tips for each sport. Then choose one of the sports and introduce its rules/tips to your partner. 2. Listen once more. Recall what you have learnt about the rules/tips of different sports. Give at least three rules/tips for each sport. 该过程目的在于让学生对听力内容有深层次的理解。通过组织语言介绍某项体育运动规则，有助于帮助学生抓住听力中的关键词，进而进行信息整理。 15分钟
Step 6 Post-listening and Homework 1. Focus on Function: Expressing Emotions. Make a list of the feelings you might have when playing or watching sports, using the example on Page 35. 2. Listen and complete the information on Page 35. 3. Listen and imitate. What emotions do the speakers express? Write joy, surprise or disappointment after each sentence in the Talk Builder. Homework: What would you say in the following situation? Write them down. (Activity 7, Page 35) 充分发挥学生主观能动性，调动学生创造性思维，开发学生潜能，使学生主动参与、拓展听力练习，以检测学生是否掌握听力技巧和是否能够地道表达个人情绪。 5分钟
Unit 2 Sports and Fitness
Lesson 2 Running and Fitness
【教材分析】
本节课是高中英语第一册Unit 2 Sports and Fitness的第三课Running and Fitness，课型是阅读课，介绍了一位叫Jeremy的高中生，身体状况不是很好，进而写信求助Martin医生，希望通过运动（跑步）的方式改善身体健康状况。通过本节课的学习，让学生了解运动对身体健康的作用，进而使更多的学生加入到合适的运动中去；同时也希望通过本课的学习，让学生学会表达与运动相关的话题。
【教学目标与核心素养】
1．学习能力目标
（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
（2）用所学的词汇和语言的对课文进行复述。
2．语言能力目标
（1）能够正确运用以下单词和短语：be fed up with, awkward, in particular, benefit, membership, equipment, be capable of, prevent, strength, allow, flow, immune, reduce, risk, cheer up, relief, tension, suffer等；
（2）能掌握不定代词（something, anything, somebody, anybody等）的使用。
3．文化意识目标
（1）了解英语交际中如何根据对方的话语做出恰当的反应；
（2）了解运动与健康的关系以及如何进行适当的运动，使学生更健康。
4．思维品质目标
热爱各项运动，从中学会如何克服困难，如何将运动与健康建立联系，从而拥有健康的身体。同时，在新环境中进一步树立准确的语言学习观。
【教学重难点】
1．重点
（1）如何使用地道的英语介绍运动与健康；
（2）正确理解并运用不定代词。
2．难点
（1）能用得体的英语表达自己热爱的运动以及运动与健康的关系；
（2）能正确识别不定代词并准确使用。
【教学过程】
教学步骤 教学活动 设计意图
Step 1 Warming Up 1. Review what we learnt from the last lesson, mainly about the language point: relative clauses. 2. Brainstorm. Teacher will show some pictures of doing exercise and ask the following question: Q: What are the advantages of exercising regularly? Use the phrases on Page 36 to help you. 复习上节课语法知识，有助于加深知识点记忆及运用。 任务型活动：课题引入采取小组讨论方式，选出代表进行发言。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。
Step 2 Lead-in Say some advantages about running and if there is something that we should be careful about while running. 紧扣上一环节的讨论，教师引导学生将谈论后的结果表达出来，激发学生的兴趣，导入文章主题。
Step 3 Pre-reading Read for general understanding. Jeremy wrote to the website “ASK DR. MARTIN” about his health problems. Read his message and find out what he needs. 通过读前头脑风暴和观察图片思考问题，有助于学生对文章主旨大意的掌握，进而帮助学生更好理解文章而进入泛读和精读环节。 通过课前阅读猜测有助于学生对文章接下来要谈论的问题有大致了解，进而把握整篇文章。
Step 4 Fast-reading Work in pairs. Read Dr. Martin’s response to Jeremy. Complete the details on Page 36 and answer the questions based on the information. 通过泛读，能够让学生对文章每段段意有个初步了解，锻炼学生对文章表层含义理解，养成良好的阅读习惯，提高阅读技能。在此过程中设置一些题目，会让学生更有针对性地阅读，题目比较容易，降低阅读难度，给学生成功感，增强学生学习兴趣。
Step 5 Careful-reading Activity 1: Work in groups and discuss the following questions. (1) Do you think long-distance running will help Jeremy? Why? (2) What other benefits or tips of long-distance running do you know? Activity 2: Read "Three Principles of Running" quickly. Find out what principles are suggested for running. Fill in the first column of the chart on Page 38. * Introduce "Scanning for Specific Information" to students to help them read better. Activity 3: Read again carefully. Find out the details of each principle and complete the second column of the chart. 活动1：阅读理解能力是高考中的关键，在主旨大意、细节题、猜词义和推断题中，细节理解题占据的比例较大，因此通过对文本细节进行提问有助于学生阅读时更投入，带着问题读文章，对提高阅读理解能力有着重要意义。此外，在读懂的前提下，引导学生找到语篇中出现的语法知识（不定代词），有助于学生在具体的语境中学习语法结构，从而更好地应用在实际交流、写作中。 活动2：有助于学生深层次把握文章细节内容，帮助学生建立起上下文关联的能力。 活动3：有助于学生理解文章主旨和细节，以提高学生深度阅读理解能力。
Step 6 Post-reading and Homework 1. Read for deep understanding. Explain the following statements based on your own understanding. There’s also no better way to know yourself and see what you are capable of. Running trains your mind as well as your body. 2. Recall and practise. Role play Jeremy and Dr. Martin. Ask and answer questions about long-distance running. 3. Focus on language: indefinite pronouns（不定代词）. Complete the Word Builder on Page 39 and then go back to the two texts to UNDERLINE all the indefinite pronouns. Put them into two groups on Page 39. HOMEWORK: Use the correct indefinite pronouns in the Word Builder to complete the text on Page 39. Practice listing some ways to keep fit and stay healthy and also discussing what the possible benefits and challenges are. 充分发挥学生主观能动性，调动学生创造性思维，开发学生潜能，使学生主动参与深层次阅读，以检测学生是否对文章掌握透彻。此外，通过课后练习更进一步掌握不定代词的用法。
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Unit 2 Sports and Fitness
Writing Workshop & Reading Club
【教学目标与核心素养】
1．学习能力目标
（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
（2）用所学的词汇和语言对课文进行复述；
（3）学生能够借助已知的关键信息，适当补充辅助信息，写出内容和结构完整的记叙文。
2．语言能力目标
（1）能够正确运用以下简单句句式结构和记叙文六要素进行记叙文写作：adverbial (time), subject+verb+object+object complement；记叙文六要素：when, where, who, why, what, how。
（2）能正确认知并且运用以下词汇和短语：defend, attacker, punch, technique, effective, derive, migrant, catch attention to, limit to, manual, military, invasion, troop, adopt, methodology, defeat, pirate, certified等。
3．文化意识目标
（1）了解如何恰当安排记叙文文章结构以及内容；
（2）了解武术的相关文化常识，并从中得到感兴趣的信息。
4．思维品质目标
对于英美文化与中华文化的相似性以及差异性，进而将两种不同文化结合。积极参与各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
【教学重难点】
1．重点
（1）如何使用地道、恰当的语言和结构进行记叙文写作；
（2）正确理解并运用简单句结构、定语从句关系代词和不定代词；
（3）礼貌进行日常对话。
2．难点
（1）能用得体的英语书写记叙文；
（2）能正确定语从句关系代词以及使用语境。
【教学过程】
写作课：
教学步骤 教学活动 设计意图 时间
Step 1 Warming Up for Writing The teacher will lead students to think about the structures of writing a story and students can refer to the Chinese writing components. English story writing components: when, where, who, why, what, how (result). 任务型活动：对比中文写作六要素总结整理英文写作结构。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。 5分钟
Step 2 Lead-in This step is to lead the students to learn how to write a story. Give students some clues and let them discuss these clues with their partner. 1. Who was the story about? 2. What was the background? 3. How did the story develop? 4. What was the result? 紧扣上一环节的讨论，教师引导学生模仿电子邮件范文书写格式、语言，激发学生的兴趣，导入写作课意图。 5分钟
Step 3 Pre-writing This step is to get familiar with the story that happened in The Final Sprint, as well as its structure and language. 1. Read the story again and identify its structure. Complete column in Activity 3 on Page 41. 2. Look at Sentence Builder. Write 2-3 sentences about the details that you are going to include in your story. Pay attention to the sentence structure. 该教学过程主要是帮助学生熟悉要改写的文章大意、结构和语言，让学生了解如何写英文故事。 活动1：分析文章结构、语言和主要内容，为改写铺垫； 活动2：利用简单句结构试着说说故事的大概意思和想表达的内容。 5分钟
Step 4 While-writing This step is to instruct students to compose their writing. 1. Make an outline. Tell each other what you are going to include in your story. Complete My Story column in Activity 3. 2. Write a draft. Use your outline and read Writing Help to write your first draft. 该教学过程主要帮助学生构思写作大纲，以完成写作目的。 活动1：构建写作大纲，主要参考内容梗概表格，按照提示的结构进行书写； 活动2：利用列好的提纲，结合写作帮助中提示的内容书写第一遍，建立好草稿，为下一步教学活动提供帮助。 15分钟
Step 5 Post-writing When the students finish the email, edit the story in pairs. Pay attention to the section or elements, sentence structures and some other things. 完成后的草稿，同桌间进行交换批改，主要看故事结构，句式结构以及其他用词方面的问题。 10分钟
阅读课：
教学步骤 教学活动 设计意图 时间
Step 1 Warming Up Teacher shows some pictures based on the passages in the textbook on the screen and lets students choose which topic they are interested in. Choose the passage that most students are interested in to introduce and the other passage will be left for after-class reading. 任务型活动：课题引入采取图片导入，激发学生积极性和主动思考的能力。并按照大部分学生感兴趣的话题进行教学。如课堂时间有限，余下的文章可作为课后练习。 5分钟
Step 2 Lead-in (1) If the topic is Martial Arts: Teacher lets students to talk about something that they know about martial arts in groups and selects one student to share with the whole class. (2) If the topic is Getting Fit: Teacher can let students to talk about how to get fit based on the information that we’ve already known. 紧扣上一环节的讨论，教师引导学生从不同方面对文本进行思考，有助于发散思维训练以及更好进行文本阅读。 5分钟
Step 3 Pre-reading (1) If the topic is Martial Arts: Try to predict the passage that will be talked about based on the titles and the first sentence or the first paragraph. (2) If the topic is Getting Fit: Predict what the passage will talk about based on the chart and the passages on Page 44. 该教学过程主要是帮助学生更好地了解文章内容。通过对文章标题、第一句话或第一自然段的猜测，能够大致了解文章所讲述的内容，有助于学生把握文章大意和部分细节。 5分钟
Step 4 While-reading (1) If the topic is Martial Arts： Read the text and answer the following questions: What are the two main reasons that people learn martial arts? What are the soft martial arts? What are hard martial arts? (2) If the topic is Getting Fit: Read the information on the posters (Pages 44-45). Help the following people find proper classes to work out. 该教学过程主要是帮助学生对文章进行深度剖析，通过几个细节问题和思维导图，让学生学会如何提取、整理有效信息，并建立起文章的整体构架。 10分钟
Step 5 Post-writing (1) If the topic the Martial Arts: Martial arts are also very popular in Japan and Korea. Where do they come from? Give your reasons. (2) If the topic is Getting Fit: When you choose a fitness activity, what do you consider first and the least? Why? Which of the activities appeals to you the most? Why? 该教学过程主要是让学生读完文章后，能够结合实际情况或自身情况对文章进行的更层次的思考，从而帮助学生更好理解文本内容和语言、文化差异。 15分钟
Step 6 Homework 1. Read the other passage left and do the exercise in the textbook. 2. Do exercise on Pages 46-47. 该过程主要帮助学生总结和运用本单元所有，使学生更好地将理论与实践结合。 5分钟
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