高中英语北师大版 (2019)必修 第一册Lesson 1 The Underdog教案及反思

教师活动

学生活动

环节一：（根据课堂教与学的程序安排）

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Step 1:Lead-in

T shows some pictures of basketball games and basketball players and describes the pictures.

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学生看图片回答并描述图片内容。

采用图片引导的方式引入主题，激活学生已有语言和生活经历，激发其参与课堂的积极性。

环节二：

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Step 2:Pre-reading

Show the pictures of Paul and his game. Ask Ss to guess : What is an underdog? And choose the meaning of it. Make a guess about the passage that will be learnt.

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学生猜测主题及文本内容。

理解主题词汇，创设情境，熟悉主题，铺垫语言，猜测故事发展来激活学生话题兴趣。

环节三：

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Step 3: While- reading

Activity 1:

T asks Ss to read Part1 quickly ， find out the main idea of each paragraph and answer questions about Paul on P30. And then T draws the mind map on the blackboard.

Activity 2:

Show the pictures of Paul and Tyrone Bogues and ask Ss to compare and discuss the advantages and disadvantages of Paul.

Activity 3:

Read the fourth paragraph together and predict what will happen in part 2.

Activity 4:

Read part2. Finish Ex5 on P31 and find out how Paul got the chance.

Activity5:

Read the texts carefully, note down the change of the Coach’s attitude with evidence and use a mind map to show them.

学生活动3

1.学生快速阅读课文Part1，总结每段段落大意,并回答关于Paul的相关问题。

2.学生对比Paul and Tyrone Bogues并讨论Paul 优势和劣势。

3.学生齐读第四段预测Part2剧情走向。

4.学生阅读Part2，完成习题Ex5 on P31，找出Paul 是如何获得机会的。

5.学生细读全课文，画出思维导图，写出教练的态度变化及证据。

1.基于语篇，学生通过泛读抓大意，细读抓信息，培养学生获取，梳理,整合关键信息的能力。画出段落思维导图有助于学生整体认知。

2.提取关键事件,总结出其打篮球的优劣势。

3.推理情节发展，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。

4.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.

5.通过思维导图，整合运用信息，让学生知道文章的基本要素及根据每个关键事件推断coach情感态

度。

环节四：（根据课堂教与学的程序安排）

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Step 4: Post-reading

Activity 1:Critical thinking

How did Paul change from an underdog into an overdog?

Activity 2:Think ， Share and act

Qs:

(1) What kind of player was Paul? Find evidence from the story to support your view.

(2) Why did the coach call Paul “big guy”? What do you think the coach might have learned from his experiences with Paul?

(3) What are you planning to do to become an overdog?

eg: I was a person whose English grades were very low.

I felt hopeless at first, but I ...

Activity3:Write a short summary about Paul. Use the five questions below.

（1）Who was Paul?

（2）What was his favourite sport?

（3）What did he do for making the team？

（4）What happened to him during the match between his team and The Bears?

（5）What have we learned from him?

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1. 学生认真思考Paul 是怎么逆袭成功的，用思维导图，提取关键字。

2.学生思考，小组讨论给出的问题，并进行角色扮演，采用采访一问一答形式对文本信息进行加工和升华。

3.学生通过五个给出的问题形成文本总结和心得体会。

1. 通过思维导图,谈论，提取，概括Paul 成功逆袭的原因。

2.深入语篇，学生在语境中学习和运用语言，深入理解与思考，运用所学，结合自己实际谈一谈读完本篇文章的感受和想法;采用小组合作，设计采访，向故事角色发问，与故事中的人物建立共情。

3.超越语篇，升华主题，让学生对信息进行加工整合以及思考从他的故事中学到什么.

环节五：

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Step 5：Homework

1. T gives a Fill-in-the-blanks test and asks Ss to finish according to the text.

2.Retell the whole story in your words.

3.Write down a short passage：Introduce Paul and what you have learnt from Paul and his story.

学生活动5

学生根据文本内容完成教师设置的填空题，学生用自己的话复述课文并写一篇短文：介绍Paul以及从他的故事中你学到了什么？

为了巩固以及迁移所学知识，内化落实语言学习，培养学生创新思维。