Unit 3 Sports and Fitness Reading and thinking 课时教学设计-2025-2026学年高中英语人教版必修第一册

Unit 3 Sports and Fitness Reading and thinking 课时教学设计 教材分析： 文本以双重核心标准（卓越竞技成就与精神榜样力量）为纲，平行呈现郎平与乔丹的传奇故事。郎平部分采用三重身份叙事：球员时期"铁榔头"的进攻统治力→教练时期率女排逆转2015世界杯（团队协作）与奋战2016奥运会（迎难而上）→个人展现的领袖魅力；乔丹章节则分竞技实力（"Air Jordan"标志性扣篮场景）与精神维度（从失败中奋起的毅力+基金会公益行动），凸显"master in sports"与"set good examples"的统一性。 教学目标 引导学生通过标题、插图和导语预测文本主题，理解"体育活传奇"的定义标准及文本结构；帮助学生掌握描述体育传奇人物成就与品质的核心词汇，体会杰出运动员的榜样力量。 学生对郎平与乔丹的文本信息进行分析和判断，理清"成就-品质-影响"三维描写逻辑，识别修辞手法（排比/头韵）的强调作用。 归纳描写运动员个性、成就及经历的典型表达，让学生通过仿写任务内化语言，并 在新人物描写中迁移运用文本结构与修辞技巧。 Learning objectives 1. Make predictions by looking at the pictures, titles and so on before reading a text; 2. Get to know the key information about Lang Ping and Michael Jordan. 3. Summarize the standards of what a legend is and appreciate the language features of a magazine by finding out the figures of speech in the text; 教学重难点 本课教学重点： 引导学生理解文本定义性信息（导语段）及双人物平行结构（郎平-乔丹分层描写）。学生需对传奇人物案例进行分析判断，理清"挑战-解决-结果"的写作逻辑。 本课教学难点： 归纳抽象品质词汇和修辞手法，让学生通过仿写内化语言，并在新语境中迁移运用 人物描写框架。 教学过程 教学目标 教学活动及互动方式 设计意图 能够通过标题、插图 和导语预测文本主题 （"体育活 传奇"标准），并激活相关背景 知识。 Step 1 Discussion: Show pictures of famous athletes (boxing, soccer, badminton, marathon). Guide students to answer the questions: Which athletes do you think attract you the most? Why? A. A story from ancient times about people and events, that may or may not be true; this type of story. B. A very famous person, especially in a particular field, who is admired by other people 利用"legend"定义辨析和文本标题/导语截图，创设主题情景，导入"体育活传奇"核心概念，激活学生的预测兴趣。 通过预测文本来源（杂志）和传奇人物分析维度，激活学生关于体育人物评价的背景知识，为后续结构分析和信息提取做铺垫。 能够分析文本结构， 提取郎平与乔丹的核 心成就、品质及影响 信息，识别关键修辞手法 Step 1 Structure Analysis: Guide students to read the lead paragraph and answer: Q1、What two standards define "living legends of sports"? (Answer: ________ and ________) Guide students to draw a mind map of the text structure (Lang Ping / Michael Jordan). Step 2 Lang Ping Details: Known as the“Iron Hammer” for her powerful and thunderous spikes, Lang Ping is the first person in volleyball to win Olympic titles both as a player (1984) and as a coach (2016). Focus on Lang Ping's section and answer: Q2、 Why is she called "Iron Hammer"? (Answer: _______________) Q3、How did she set examples as a coach in 2015? (Answer: Challenge: _______→ Solution: _______ → Result:________) Q4、What figure of speech is used in "As a player... As a coach... As a person..."? (Answer: _______) Step 3 Michael Jordan Details: Focus on Jordan's section and complete: Q5、His secret to success: Learning from ______. Q6、His social contribution: Setting up ________. Q7、Transitional sentence between skills and character: "______" 通过导语段核心问题和思维导图任务，训练学生捕捉文本定义性信息与逻辑框架的能力。通过郎平绰号由来、逆境案例和排比修辞识别，引导学生深度解析人物细节与语言特征。 通过乔丹成功秘诀、社会贡献及过渡句定位，强化信息整合与语篇衔接意识 能够归纳体育传奇人物核心品质，运用文本结构与修辞手法迁移描 写其他体 育人物。 Step 1 Legend Qualities Analysis: (3’) Guide students to discuss: Q1、What qualities do Lang Ping and Jordan have in common? (Answer: e.g., ________, ________) Q2、What does "LEGEND" stand for based on the text? (Answer: L→, E→, etc.) Step 2 Language Feature Appreciation: (4’) Show three candidate titles (A/B/C) from the PPT. Guide students to analyze: Q3、Why is "Living Legends of Sports" the best title? (Answer:________修辞手法) Step 3 Writing Preparation: (3’) Present homework requirements: Choose another sports legend. Imitate text structure (身份分层). Use figures of speech (e.g., 排比/头韵). 通过共性质疑分析和 LEGEND 字母解构，引导学生深度凝练体育精神内核，实现主题认知升华。 通过标题修辞辨析和仿写要点明确，强化学生对杂志文本语言特征的鉴赏能力，为迁移写作奠定基础。 学科网（北京）股份有限公司 $