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《The Underdog》試講教案
教材 必修一 單元 Unit 2 主題 人與社會
課題 Lesson 1 The Underdog 課型 閱讀課
Textbook Analysis (教材分析) The article is a story about Paul, a replacement player on his school basketball team. Through hard work and perseverance in training, he earned himself a chance to play in an important game and helped his team turn failure into success finally. The key words in the article are mainly about basketball and the game, for example, do jump shots, make shot after shot, etc. Such spiritual cores was conveyed to the students through the story:Inherent deficiencies do not mean inherent failures. Later efforts will make up for the inborn deficiencies.
Teaching Objectives (教學(xué)目標(biāo)& 核心素養(yǎng)) Language ability object： Students can guess the meaning of underdog through context and teacher’s guidance; Students can obtain and sort out factual information in the text that describes Paul himself and the basketball game; Students can simply retell the story with the help of the mind map; Thinking qualities object: Students can realize the reasons for Paul's successful transformation from an“underdog”to a“big guy”and learn from Paul's good qualities like persistence and struggle; Learning ability object： Students can share their views on Paul and his sportsmanship through group work, peer discussion and individual reflection. Cultural awareness object: Students can know how to talk about the topic of basketball in social communication of English countries .
Key&Difficult Points (教學(xué)重難點) Key Point: To comprehend the reasons for Paul's victory and success from “an underdog” to a “big guy”; Difficult Point: To summarize and retell the story in their own words.
Teaching Tools (教學(xué)工具) Blackboard, Textbook, Handout/PowerPoint
Teaching Methods (教學(xué)方法) TBLT，Situational Method, Communicative Approach
Procedures (教學(xué)步驟) Step Teaching Activity Purpose
(Step 1) Warm-up The teacher greets the students. T asks Ss: how are you today To enliven the atmosphere and motivate Ss to participate in the classroom.
(Step 2) Lead-in T shows S three pictures about famous basketball players, including : Yao Ming(2.26m),Kobe(1.98m), Durant(2.08m). T asks Ss: Who are they Who is your favourite basketball player T guides Ss to talk about the characteristics of their favourite players. T write down the characteristics on the blackboard T shows Ss her favourite basketball player Tyrone Bogues(write down his height) T asks Ss: Compare Bogues to the other basketball players, what do you think of Bogues Do you think one’s height plays an important role in playing basketball Bogues is short,so do you think it’s easy or difficult for Bogues to compete and win in a basketball game T tells Ss we can call Bogues an underdog. T asks Ss to choose underdog’s right meaning from three options. T further explains the meaning of the word underdog to Ss. Using pictures to activate their background knowledge and arouse their interest; (2) Creating a situation to help Ss guess the meaning of the title—underdog.
(Step 3) Pre- Reading T shows Ss the picture of Paul T asks Ss: Why we call Paul the underdog Do you want to learn more about him To arouse Ss’ curiosity to read the story.
(Step 4) While- Reading Part 1 T asks Ss to read the first three paragraphs of part 1 and answer these 5 questions in exercise 2 in textbook. Who was his favourite player How tall was he How tall was his favourite player What team was he on What kind of player was he on the team How was he treated by the coach Ss share their ideas. T asks Ss to have a discussion to find out Paul’s advantages and disadvantages. Ss share their ideas. T summarize their answers and write down on the blackboard. T aks Ss to read the last paragraph of part 1 and make a prediction. T asks Ss: Now that Paul had gotten a chance, do you want to know what happened next (1)Through the first reading, Ss can get an initial idea of the general meaning of the text and work on their understanding of the surface meaning of the text. (2)Setting some questions during this process will allow Ss to read in a more focused manner. Setting easier questions reduces the difficulty of reading and gives Ss a sense of achievement. (3)By peer cooperation Ss can develop ability of teamwork. (4) Guiding Ss to access and extract factual information from the text and to internalise it
(Step 5) While- Reading Part 2 T asks Ss to read the text of Part 2 and put the events of game in order. Ss share their answers and T check them. T leads Ss to know that the coach changed attitude with the development of events and asks students to read Part 2 again to focus on the coach’s attitude towards Paul. T summarizes ideas from Ss and write down the key words of events and attitude on the blackboard. T asks Ss to think about why the coach called Paul a “big guy” and what the coach may have learned from Paul. Ss share their ideas. T asks Ss to comment Paul and discuss the reason of Paul’s success. T write down the important quality of Paul on the blackboard, such as, hardworking, persistent, determined... To develop their reading skills and logical thinking skills. Using mind map to help Ss Sort out the structure of the text. To help Ss to grasp the details of the article at a deeper level by asking "big guy". To let Ss understand the main idea of the story, grasp the reasons for Paul’s success and learn from his good qualities.
(Step 6) Post- Reading （1）T asks Ss to retell the story with the help of mind map on the blackboard. （2）Ss make presentations. （3）T asks volunteer students to share their own story if they have ever been thought as an underdog. （4）Ss are asked to reflect what they have learned in the class and share their harvest and questions. （5）T gives Ss proper feedback. To develop Ss' language organisation and oral expression skills. To let Ss compare the story of Paul with their own real story and extend Paul’s story to reality. To strengthen the good spirit of students to persevere in what they love and overcome difficulties.
Homework （課后作業(yè)） T asks Ss to choose one from three options and make a presentation next class: 1.Use the words and phrases we have learned today to retell Paul’s story in your own words; 2.Tell your own story if you have ever had any experience similar to Paul’s. 3.If you like, you can surf the Internet to find out an inspiring story just like Paul’s.
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