高中英语人教版必修一Unit3Sports and Fitness-Living Legends教案

《Living Legends》教学设计
Teaching Objectives:
1.Students can learn to get information through reading with the help of mind maps and analysis forms.
2.Students can learn the way of expressing their own opinions and how to support the ideas in both speaking and writing.
3.Students can know the qualities of great/influential people.
Focuses and Difficulties:
1.To make sure the students understand the structure of an essay in which opinions are expressed.
2.To make the students use the qualities they learned in the class to describe people they admire.
Teaching Preparations:
Multi-media, videos, worksheets
教学环节Steps
教师指导与学生活动
Teaching Activities
设计意图
Intention
1. Lead-in
2. Fast Reading 1. Lead-in
1. Teacher plays a video clip of the film <Duoguan>
(<Chinese women’s volleyball>).
2. Questions &Answers
T：Have you watched this movie?
Ss: Not yet.
T: I know you are busy, but you must have heard of it,
right?
Ss: Yes!
T: Yeah, it has been such a great hit! Why it is so
popular?
S1: Because it shows the spirit of Chinese people.
S2: Becuase of the main character Lang Ping has a
lot of fans!
T: Yes! Lang Ping is very influential! Do you know
there is a magazine trying to select the greatest
athletes as living legends? Now let’s go and have a
look!
2. Fast Reading
利用热点话题，激
发学习兴趣，创设
情境讨论，让学生
思考到主人翁郎
平作为一个体育
界的领袖人物所
带来的影响，从而
引入到课文学习
中。

通过快速阅读，让
3. Careful Reading (1) Lead Paragraph 1. T: Now skim the text and try to find the main idea
with the help of exercise 1. You have 2 minutes.
2. S reads the text for 2 minutes.
3. T: After reading the text, please do exercise 1.
Exercise 1：
Skim the text and fill in the blanks using these
options.
A. Definition of Living Legends
B. Example 1
C. Example 2
Ok, time is up. Let’s discuss the main idea of this
passage with a mindmap.
3. Careful Reading
（1）Lead Paragraph
As we can see, the key words in this article are
“Living Legend”. How do we understand these two
words?
Please look at paragraph 1. Find out the 2 standards
of a living legend, and tell us in your words.
Ok, have you found the answer? What is first
standard of a living legend? Together?
- They must be a master in their sports.
-Yes! In other words?
-They must be experts in their sports /
They must be adept at their sports./
学生简单了解文
章大意；用匹配的
方式，将文章结构
以轻松、高效的方
式快速梳理，使学
生对于文章脉络
有了较为清晰的
把握。

通过对核心词
“living
legends”的提问，
引导深入理解第
一段的内容。

把握
“living
legends”的两条
标准，从而对后续
两段的理解找准
方向。

在阅读提取信息
的同时，学习对于
这两条标准的不
同说法，一则加深
对表达的理解，也
（2）Paragraph -Lang Ping He/she must be a volleyball/basketball
genius/exceptional
Ok excellent! Then what about the other standard?
-They must also set good examples for others.
-Can you say it in another way?
-Yes! They are role models.
-They are very influential!
-Exactly! Thank you.
Do Lang Ping and Michael Jordon meet these two
standards/qualities/rules?
Let’s look at the next 2 pagraphs and find out the
answer.
（2）Paragraph -Lang Ping
1.T: First, try to divide the paragraph of Lang Ping in
to 2 parts and fill this form. You have 5 minutes to do
it.
2. Ss read the paragraph and fill the form.
3.T: What is the main idea of the first part?
S1:Lang Ping’s success/achievment.
T: Right! Then how did the writer describe her?
S1:The writer used 3 “as”.
T: Very good. Three “As”, do you know what this
method is called?
Ss:“排比”
T: Yes, in English. -parallelism(the state of being
similar;a similar feature )
What quality can we learn from Lang Ping according
to this paragraph?
S: He’s skillful.
T: Yes. We can say capability.
T: Let’s look at the main idea of the second part. As I
是对同类相似表
达的积累。

通过表格设计帮
助学生梳理重点
信息、完成精读。

精读思维顺序为：
1.概括文本大意
2.体味语言特点
3.思考精神内涵。

表格的第一栏
main idea是每段
每部分的主要意
思，填出此栏锻炼
的的是学生提取
信息并概括信息
的能力。

第二栏
language
features探讨的
是作者的写法或
是语言特点，这栏
的深究是为学生
分析词句、积累好
词好句。

第三栏
qualities为的
是学生提炼升华，
学习两位运动员
的优秀品质，并尝
（3）Paragraph -Michael Jordon
4.Post- Reading suggested here. Evidence. It means the evidence to
support what has been talked about. Look at the
words in red. What are these?
S2: Facts of a story!
T: Yes, Thanks a lot! Yes, we can also call them
details of an event! So here we say the write
“decribing an event”.
What quality of Lang Ping can we learn?
Ss:Determination/ Couage.
（3）Paragraph -Michael Jordon
Ok What about Jordon? Read quickly and you have 5
minutes to fulfill this form.
Now we have read the 2 paragraphs.
(Similar questions as for the last paragraph)
With the help of Jordon’s video to explain “Air
Jordon”.
4. Post- Reading
T: Ok, it seems they both meet the standards, who
should be titled the living legend?
（1）For me, I will choose Lang Ping. Because she
is determined. When the team fell apart, she did not
lose heart and she knew they were going to win.
Ss：practice
(2)What other qualities should one have to become a
试为后续联系表
述其他伟大人物
做铺垫积累。

此段的阅读方式
与前一段相同，其
中具有特色的是
加入了“飞人”乔
丹的视频，令学生
更加直观地了解
Air Jordon的含
义。

读后口语练习，使
用刚刚学过的语
言表达和文章结
构；并引申出其他
品质，拓展思路，
丰富积累。

（一）教师示范：
1、选取运动员
2、其所具备的品
质
3、支撑细节。

5.Group Task living legend?
Let’s listen to Lang Ping’s advice.
T plays a video.
(3)Can you think of any other qualities？
5. Group Task
Do you have any other people to recommend? Look
at the lines below, you can write to the magazine!
Ss go up stairs to show their work.
学生根据老师的
示范模仿练习。

（二）通过郎平的
英文采访激活头
脑风暴，完成思维
导图。

小组合作任务。

对
本课所学的语言
表达和文章结构
进一步的训练，对
本堂课所学的精
神内涵进行升华。