Unit2 Be sporty, be healthy. Extended reading 教学设计-2024-2025学年译林版(2020)高中英语必修第二册

教学设计 学 科 高中英语 课 题 Finding a balance: my tai chi experience 教 材 译林版必修二 设计者 周丽娟 Unit 2 Be sporty, be healthy Lesson 5 Finding a balance: my tai chi experience Ⅰ Analysis of Teaching Material This article describes the author's experience of learning Tai chi and focuses on the author's psychological changes towards tai chi and the Chinese culture behind Tai chi that the author has explored. From the perspective of the layout of the article, the article takes time as the main line, describes the physiological and psychological changes before and after learning Tai chi, and introduces the origin, factions, and related Chinese traditional culture of Tai chi. Ⅱ Teaching Aims: By the end of the lesson, Ss will be able to: 1. figure out the structure of the text; 2. describe the changes in the author's interest in tai chi and explain the reasons; 3. have a better understanding of tai chi including its history and the culture behind it. Ⅲ Teaching Important Points: 1. figure out the structure of the text; 2. describe the changes in the author's interest in tai chi and explain the reasons; Ⅳ Teaching Difficult Points: 1. Understand the meaning and significance of tai chi; 2. Further explore the thematic significance of tai chi and promote traditional Chinese culture. Ⅴ Teaching Methods: Task-based teaching method Ⅵ Teaching Aids： 1. Multimedia 2. Blackboard 3. Chalk 4. Video & Tape Ⅶ Teaching Procedures: 注: IP=Interactive Pattern; T=T; Ss=Ss; CW=Class Work; IW=Individual Work; PW=Pair Work; GW=Group Work Activities Intentions IP&Time Lead-in Step 1 ·A video & A question T shows Ss a short video which is about the yin yang Philosophy of tai chi. Then T asks: how do they feel while watching this kind of slow movements and listening to this kind of soft music? T may get answers like relaxing and so on. Then T tells Ss her feelings about this video, which can help Ss learn the benefit of practicing tai chi which is to make you feel less stressed. 以视频开头能够激起学生学习的兴趣，引起学生的共鸣。同时，通过主题相关的视频，能够让学生对太极的基本知识有一个更加深入的了解，并且通过后续的提问，让学生明白了太极这一运动的好处，为促进学生练习太极奠定基础。 CW 3’ Pre-reading Step 2 T asks Ss: do they know anything else about tai chi? Then T can present three pictures about Other people's opinions about tai chi, such as a sport just for old people, a martial art, has something to do with fortune telling. And then T asks the question: if our school set up a tight club would you join it? After getting the answer, T can tell Ss that there is a little boy who joined the tai chi club and wants to share his experience with us. 通过询问同学们，他们对太极还有什么了解？能够让学生们发散思维，进一步迸发出对太极的兴趣。同时，通过三张图片的展示，能让同学们对其他人关于太极的印象有一个大致的了解，能够引发他们阅读文章的好奇心。并且通过最后一个问题的提出，直接引出了文章，提高了学生阅读文章的兴趣。 CW&IW 5’ While-reading Step 3 · Global reading T asks Ss to read the passage and find the structure, the main idea of each part, and the main idea of each paragraph. (Ss can discuss with their desk mates.) T plays the tape of the passage and asks Ss to answer: how does the emotion of the author change? T tells Ss when it comes to emotion we need to pay attention to adjectives. Then T presents 4 charts and asks Ss to choose the one that best describes the change in the author's attitude, and then T asks Ss for more detailed information about the author's changing attitude, such as the time, the emotion, and the reason. · Detailed reading T asks Ss to read paragraph two and answer these two questions: 1. What descriptive names of tai chi moves did the author mention? 2. How was tai chi invented? T asks Ss to read paragraph three together and answer: what made the author's love for taichi return? T asks Ss to read paragraph four and complete the chart which is about the essence of tai chi. Then T can show the picture that tells the Ss the essence of tai chi in detail. T asks Ss to read paragraph five and answer: Which of the following is not the positive effect that practicing tai chi has on the author? Then T asks Ss to read the positive effect together. 通过global reading学生对文章的结构和各部分各段落的主要内容有较为深刻的认识。通过曲线图的展示，让学生对作者情感的变化有了更加深刻，直观的认识。通过作者情感的变化，能够让学生们也认识到太极这一运动给人们所带来的积极影响，培养学生对太极这一运动的好奇心。通过detailed reading，学生对每段文章的内容有了深刻的体会。各段针对性问题的提出，能够培养学生们的思维能力。第四段表格和图片的呈现，能够让学生们更加深刻的知道太极背后所蕴含的中国文化，提高学生的文化意识水平。同时通过第五段积极影响的总结，能够为同学们接下来的写作活动打下更加深刻的基础。 CW 20’ Post-reading Step 4 ·Writing T asks Ss to write a letter to their foreign friend Daniel who is bored after practicing tai chi for a while and wants to give up in 80 words. Ss need to: 1) Help Daniel understand the culture behind tai chi. 2) Tell him the benefits of practicing tai chi. The beginning and the end of the article have been written. After issuing the task T shows Ss some linking words to make their article more cohesive. T picks some good ones to present in front of the class. 通过写作的方式，叫同学们写出太极背后的中国传统文化和练太极的好处，不仅仅有利于教学成果的检验，同时有利于提高同学们对于太极文化的认识和练习太极的兴趣。 CW/PW 12’ Summary & Homework Step 5 ·Summary T summarizes the class by telling the Ss that nowadays tai chi has become more and more popular in our country and abroad with the dates to convince them to practice tai chi in their daily life and pass on this traditional Chinese culture. ·Homework T asks Ss to polish their writing. T asks Ss to practice tai chi more in their daily life. 通过数据和新闻图片的展示,能够让同学们认识到现如今太极这一传统中国文化已经越来越受到中国和外国人的欢迎。让他们认识到他们应当以此为荣，从而提高他们的文化自信。 CW 5’ Blackboard Design 学科网（北京）股份有限公司 $$