课题 | A Open Letter to Basketball | 单元 | Unit 4 | 学科 | English | 年级 | Senior Grade 1 |
教材 分析 | Reading A is an open love letter. In the letter, Jordan is showing us his passionate and authentic love to basketball , including the ups and downs in his relationship with basketball. | ||||||
教学目标与核心素养 | 1. Knowledge objectives: passionate love for basketball helping Jordan become the greatest basketball player; 2. Skill objectives: clo reading; understanding the text by summarizing; 3. Emotional objectives: love of doing sports; never quitting; 4. Thinking quality objectives: doing a loss-gain analysis of doing a sport; | ||||||
重点 | understanding how love of basketball helps Jordan become the greatest basketball player; | ||||||
难点 | 1. Subjunctive mood in “if” clau and the main clau; 2. Understanding metaphorical expressions like “That night, ... in the final conds of the championship game against Georgetown, you found me in the corner and we danced. ” 3. Polymy: referring to context to pin down the particular meaning in u; | ||||||
教学过程 | |||
教学环节 | 教师活动 | 英语4级单词表学生活动 | 设计意图 |
导入 | 1. prenting pictures of different sports; 2. prenting a survey questions on doing sports; 3. Making a quick evaluation on the importance of sports in your life; | 1. recognizing different sports; 2. answering survey question to their own conditions; 3. doing their ticks of evaluation; | 1. introducing sports; 2. leading to the discussion of relationship between you and sports; |
讲授新课 | PPT 5, “Reading of para. 1” PPT 6, “Question Time” 1. Summarize the first two paragraphs in one ntence. I got to know basketball 28 years ago, and I didn't know what would happen to me and basketball later. PPT 7, “Question Time” 2. Note the verb tens in the following ntence. It’s been almost 28 years since the first day we met. “it” refers to time; “has been” － prent perfect ten of “b”; “met” － past ten of “meet”你是谁的英文 3. Translate the above ntence into Chine. 我们相识距今已有28载。 PPT 8, “Dialogue Time” Boy 1: How do I say “迄今为止我们已经学习英语7年了”? Backpack Girl: It has been 7 years since we first learned A, B and C. Question Mark Girl: How do I say “迄今为止我们已经在这个城市住了10年”? Boy 2: It has been 10 years since we ttled down in the city. PPT 9, “Question Time” 4. Note the usage of “barely” PPT 10-12, “Question Time” Subjunctive Mood in Conditional Clau 条件状语从句的虚拟语气 step 1: If someone had told me then what would become of us, ... 虚拟条件：“had told me” 假如当时有人告诉我 ... 真实情况：“nobody told me ...” 当时没人告诉我... step 2: I’m not sure I would have believed them. 主句动词虚拟：“not would have believed...” 当时不一定信... PPT 11, “Question Time” 5. Translate the following ntence into Chine. If someone had told me then what would become of us, I’m not sure I would have believed them. 如果当时有人告诉我将来我和篮球会如何如何，我不确定当时会相信这些话。 What if “I'm not sure” is deleted ? If ..., I would not have believed them. 如果当时有人告诉我......，我当时 不会 相信这些话。 PPT12， PPT 13， “Link to NCEEE 2017” Fill in the blanks with the best choice. If anyone ______________three years ago that I would be spending most of my weekends camping, I ______________________ heartily. Campers, in my eyes, were people who enjoyed inct bites, ill-cooked meals, and uncomfortable sleeping bags. They had nothing in common with me. A. had told me ... would laugh B. would have laughed C. had told me ... had laughed √D. had told me ...would have laughed PPT 14, “Reading of para. 3” Vocabulary: PPT 15, “Question Time” 6. Summarize paragraph 3 in one ntence. After a time of obrvation, I began to have a try of the game. My obrvation of basketball: 1. I started and watching you on TV; 2. I ud to e you with ... on the playground; 3. my brother started paying more attention PPT 16, Reading para. 4-5 PPT 17, Question Time 7. Summarize paragraph 4 and 5 in one ntence. Gradually I loved basketball and decided to make it my career, but the varsity team left me off. PPT 18, “Question Time” 8. Note the following phrasal verbs of “hang ...” (1) Hang on a cond, I am connecting you to Washington. hang on: 稍等 (别挂断电话) (2) You can hang out / around in the mall and I'll be back soon. hang out / hang around 闲逛, 逗留 (3) Mum hung up the phone. hang up 挂断电话 (4) Even the bad weather did not hang up the work of excavation. hang up 搁置，使......停止 PPT 19, “Dialogue Time” Boy 1: How do we say “越努力就越优秀” in English? Backpack Girl: The more efforts we make, the nicer we will be. Question Mark Girl: How do we say “大脑越用越聪明” in English? Boy 2: The more we u our brain, the smarter we will be. PPT 20, Reading para. 6 PPT 21, 9. Summarize paragraph 6 in one ntence. Determined to join the varsity, I practi harder than ever. PPT 22, “Question Time” Doing description with a ries of action verbs. extantPPT 23, Reading para. 7 PPT 24, “Question Time” 10. Summarize paragraph 7 in one ntence. Thanks to coach Smith, I have made so great progress that at the game against Georgetown, I made the shot of my life helping my team win. PPT 25-27, “Group Work” Translate the following ntence into Chine. PPT 25, That night, ... in the final conds of the championship game against Georgetown, you found me in the corner and we danced. Boy 1: 那晚，... 在与乔治敦区队争冠赛的最后几秒，你找到在角落里的我, 我们共同起舞。 Question Mark Girl: “你找到在角落里的我, 我们共同起舞” ? It doesn't make n here. Boy 2: The point is how to translate “you found me” and “we danced”. I think “danced” is a metaphor here implying “jumping and shooting the basketball” PPT 26, Smiling Face: I agree! We should interpret the implicature here. Boy 3: 那晚，... 在与乔治敦区队争冠赛的最后几秒，你选择了角落里的我，我们共同起舞，投进决定胜负的一球。 PPT 27, Boy 1: How does Jordan show he has made great progress with the basketball game in the letter? Backpack Girl: (I learned) how to love you, how to listen to you, how to understand you, how to respect you and how to appreciate you. Smiling Face: A parallel of “how to” structures shows Jordan understood the game step by step and made progress both in bodily strength and game skills. PPT 28, Reading Para. 8 & 9 PPT 29, 服装设计师手稿“Question Time” 11. Summarize paragraph 8 & 9 in one ntence. Basketball means much more to me rather than just a career. PPT 30-31, “Group Work” What does “ultimate” mean in the following ntences? 2016大学排名 1. You are my ultimate teammate and my toughest competitor. Boy 1: I think “ultimate” means “last” (最终的, 最后的) here. Backpack Girl: I don't think so. “My ultimate teammate ” doesn't mean “my last teammate”. Smiling Face: “My ultimate teammate” means “my best teammate”. PPT 31, “Group Work” What does “ultimate” mean in the following ntences? 2. Our ultimate goal must be the prervation of the environment. Boy 3: I think “ultimate” means “happening at the end; final”. Backpack Girl: Yes. “our ultimate goal ” means “our final goal” (我们最终的目标). Smiling Face: “My ultimate teammate” means “my best teammate”. “Our ultimate goal ” means “our final goal”. PPT 32, Reading Para. 10 PPT 33, Question Time 12. Summarize paragraph 10 in one ntence. Although my days as a professional basketball player end, my love for the game will never end. PPT 34, “First Version of Summary of Reading A” I got to know basketball at the garage 28 years ago, and I didn't know what would happen to me and basketball later. After a time of obrvation, I began to have a try of the ball game. bowang Gradually I loved basketball and decided to make it my career, but the varsity team left me off. Determined to join the varsity, I practi harder than ever. Thanks to coach Smith, I have made so great progress that at the game against Georgetown, I made the shot of my life helping my team win. Basketball means much more to me rather than just a career. Although my days as a professional basketball player end, my love for the game will never end. PPT 35, Revid Version 28 years ago, I got to know basketball. Gradually, I began to love basketball and decided to make it my career, yet the varsity team left me off. Determined to join the varsity, I practi harder than ever before. Thanks to coach Smith, I made so great progress that at the game against Georgetown, in the last conds I made the shot of my life helping my team win. Basketball means so much to me rather than just a career. Now I have retired from the team, but my love for basketball will never end. (95 words) PPT 36, What have we learnt today? PPT 37, “Homework” Review the words and expression we have learned today | (1) Reading (2)哈利波特英文版下载 Question Time; (3) Dialogue Time (4)Link to NCEEE 2017 (5) Group Work All the activities can be carried out individually, in pairs or in groups. Summarizing is not so easy a task due to the limit of one ntence. Students should edit their summary again and again to ensure that all the important message is included while all the unnecessary details are left out. Students shall take notes down here, especially the verb tens of “since clau” and the main clau. Students shall practising using this pattern in pairs. Some students may have problems with the verbs in “since clau”. For example, “since we first learned English” is not a good translation; “since we first lived in the city” is not good English, either. Both of the above two expression may cau ambiguity in meanings. Students shall take notes here. Students may find “subjunctive mood” hard to understand. Questions are encouraged here on understanding of the whole ntence and the grammar point as well. Students may find out in the translating process, the time indicators are very important, which need to be explicitly translated into the Chine equivalents while they may be implicit in English. Discussions are invited here to resolve problems popped up by different versions of translations. Students may compare the task on PPT 13 with the ntence discusd on PPT 12, and find cues to the answer. Here students shall notice how the author describes Jordan’s obrvation of basketball. Can anyone give another example to show that Jordan was obrving basketball. Students may find summary of para. 4 the easiest. Students shall take notes on the “hang ...” phras. Students may u the “hang ...” phras to make ntences. Students shall be able to u the pattern “, the more ...”. Students shall notice that the cond “more” is sometimes replaced by other comparatives. Students may find summary of para. 6 the easiest of all the summary writing tasks of Reading A. Students may find out that “practice and hustle” are further illustrated by a ries of specific actions, which is an important writing skills - showing. Students shall notice the hyponyms of “practice and hustle”, such as “passing, dribbling, ...” and “ran, did sit-ups, ...” Students may notice that the summary includes two parts －one is Jordan’s hard practice, the other is Jordan’s success which is expresd metaphorically in the text. Students may have a discussion of the translation. Students may have different answers to this question. Discussions are welcomed here, and interactions between teachers, students, and the dialogues may happen. Students may notice that one word can have veral meanings, and how to decide the meaning in u is really a question. Students may find that context is a great help in deciding the meaning of a polymy. Here, students may give their advice on how to revi the summary of first version. Students shall think over what are listed here and ask teacher for help if there are any problems. | 1. Summarizing checks whether students understand the text, and helps students to express themlves using relevant vocabulary. 2. Dialogue Time tasks are designed to practi the words and expressions learned and speaking as well. 3. Link to NCEEE 2017 is designed to test the grammar points of subjunctive mood ; 4. Group Work tasks are designed for students to practising translation skills, and to have a discussion on some hard language points; Question 2 is a frequently-ud pattern in talking about time. In the “since clau”, past ten is ud, in the main clau, prent perfect ten is ud. Here, the verb of “since clau” refers to the first action some years ago, like “started to do sth.” is a good choice here. Subjunctive mood is a test point in college entrance examinations. Yet，it is not the grammar of book II. So we just give explanation of subjunctive mood under one condition - contrary to an action happened in the past (对过去发生动作的虚拟) Task on PPT 13 is designed here to e whether students have understand subjunctive mood we have discusd on PPT 12. Exemplification is important in writing, which shall be grasped by student. As slang, The “” phras are another test point of College Entrance Examination. Dialogue Time is designed for students to practi speaking. The mind map on PPT 22 is in fact a writing strategy － showing. Understanding the metaphors of “you found me in the corner” and “we danced together” are actually, one of the most difficult parts of Period 7. How to translate metaphors into Chine is a challenge to both students and teachers here. The parallel structure of “how to ...” is interpreted into a progressive development of the relationship between Jordan and basketball. The process of summary revising is designed for students to rai the awareness of “editing”, which is a must of English writing. Cohesive devices are very important elements that may glue the text together and make n. Summary is designed for the convenience of reviewing what we have learnt today as well as for students to do checklist. |
课堂小结 | 1. introducing the topic of sports by a survey; 2. teaching reading by summarizing; 3. interpreting Jordan’s passionate love of basketball; 4. prenting Jordan’s sporting spirits; 5. explaining some grammar points like subjunctive mood; 6. explaining some rhetoric devices like metaphors and parallel structure; and some pattern like “the more ..., the more ...”; 7. teaching students to u context to decide the meaning of a polymy; | 1. learning to summarize each paragraph by one ntence; 2. learning to recognize Jordan’s sporting spirits; 3. learning about the subjunctive mood; 4. learning about using context to recognize the meaning in u of a polymy; 5. learning how to translate metaphors into Chine; | grooveshark1. prent在线广播收听ing vocabulary of Reading A; 2. promoting students’ reading skills by summarizing; 3. teaching students to recognize subjunctive mood; 4. teaching students to interpret and translate metaphors into Chine; 5. teaching students to u “, ”; and “It has been ...years since we first did..” |
板书 | New words and phras: | ||
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