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高中英语北师大版 (2019)必修 第一册Lesson 2 Rules of the Game优质教案
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这是一份高中英语北师大版 (2019)必修 第一册Lesson 2 Rules of the Game优质教案，共12页。
Gd mrning, dear judges! Tday it’s a pleasure t share my teaching design with yu abut Lessn 2 Rules f the Game. My presentatin will cver 5 parts, which are: analysis f teaching material& students, learning bjectives (including teaching fcus& difficulty), teaching methds, teaching prcedures and reflectin.
Part 1 Analysis f teaching material & students
First, I wuld like t analyze the teaching material and students. Lessn 2 Rules f the Game is frm Unit 2 Sprts and Fitness in Senir High English Bk 1 published by Beijing Nrmal University Press. Invlving sprts activities, sprts and fitness and spirits in sprts, Unit 2 is part f the grup “literature, art and sprts” in ne f the three majr thematic cntexts in senir high English — “man and sciety”.
The big cncept f this unit is that students shuld nt nly learn the relatinship between sprts and fitness and the spirits in sprts, but als actively and scientifically engage in sprts and respect the spirits. T realize that, there are three small cncepts — t learn different sprts and respect their rules, t play sprts scientifically fr fitness, and t respect the spirits and qualities in athletes. Lessn 2 belngs t the first ne, and aims t help students learn rules f different sprts, realize their imprtance and, ultimately, respect the rules.
As a listening-and-speaking lessn, it is divided int tw perids. Perid One fcuses n rules f different sprts frm listening while Perid Tw deals with ways t express emtins in sprts in speaking. In the first perid, which is my fcus tday, students listen t an annuncement and tw cnversatins. The annuncement is made befre a tennis game t remind audiences f the rules fr watching a game. In the first cnversatin, ne speaker intrduces bxing rules t his friend while in the secnd cnversatin a runner seeks tips when signing up fr her first fun run.
As fr the structure and the language features, the rules and tips are intrduced in independent situatins where imperatives and mdal verbs are used. Hwever, cmpared with tips, rules are als intrduced with passive vice, mdal verbs such as “can” and “must”, and verbs like “prhibit” t shw the strictness and seriusness f rules.
As fr the students, the target students are frm Senir One. They are familiar with cmmn sprts such as ftball and basketball, and are able t intrduce sme f their basic rules in Chinese. Besides, they have learnt the basic frms f imperatives, mdal verbs and passive vice. Hwever, their knwledge abut rules is fragmented and unsystematic in terms f their types and their imprtance. In additin, they als lack the vcabulary related t sprts such as “serve” and “curt” as well as the language features f rules. This perid is ging t bridge the gap between what they have knwn and what they need t knw.
Part 2 Learning bjectives (fcus & difficulty)
Based n the analysis abve, here are the learning bjectives.
After this perid f study, students will be able t: first, identify the cntext f an annuncement and list rules/tips fr tennis, bxing and fun run; secnd, predict cnsequences f breaking rules and analyze the imprtance f beying rules in sprts; third, cmpare and distinguish types f wrds and sentence patterns in rules and tips; last, cnstruct rules f a cmmn sprt(ftball) with infrmatin frm a vide.
T achieve thse learning bjectives, the fcus is n helping students acquiring details abut the rules frm listening, and then guiding them t discver the language features f rules. Hwever, sme f them may find it difficult t analyze the imprtance f rules as they may either cnsider it t bvius and take it fr granted t fllw rules r find it t abstract t make real cnnectins with their wn experiences.
Part 3 Teaching methds
T slve the prblem and, mst imprtantly, achieve the learning bjectives, the teaching methds are as fllws. First, the perid is designed based n the principle f Activity-based learning s that students will learn thrugh activities n different cgnitive levels. Besides, the Cmmunicative Apprach is als emplyed. Accrding t this apprach, all the classrm activities shuld invlve meaningful cmmunicatin and language use.
Part 4 Teaching prcedures
Nw I wuld like t elabrate n the teaching prcedures. As I have mentined, there are activities n three cgnitive levels — t learn and understand, t apply and practice, and t transfer and create.
Learn and understand:
Activity 1 Lead-in & warm-up
Students bserve the picture in the textbk and identify the situatin by answering thequestins.
Students wrk in grups, discuss fur rules and match them with fur sprts by drawing n their wn experiences and sharing their knwledge with grupmembers.
When checking the answers, students learn new wrds with the help f pictures and bdy mvements shwn by the teacher and theirclassmates.
【Purpse: t aruse their interest in the tpic, t activate their backgrund knwledge and preview the tpic- related vcabulary s as t prepare them fr the listening activities.】
Activity 2 Listen fr cntext
Students read the skill builder abut recgnizingcntext.
Students listen t an annuncement and practice identifying the cntext by taking ntes f key wrds and using them as clues t answer thequestins.
【Purpse: t get the general idea f the annuncement and develp the listening skill f recgnizing cntext. 】
Activity 3 Listen fr details
Students listen t the annuncement again and tw cnversatins respectively and cmplete the table in thetextbk.
Students wrk in grups, discuss and prvide suggestins fr peple in specific situatins invlving thesprts.
【Purpse: t acquire and rganize detailed infrmatin with a graphic rganizer (table) and better understand the rules and tips. 】
After the three activities n the first level, students will be able t achieve the first learning bjective, which is t identify the cntext f an annuncement and list rules r tips fr tennis, bxing and fun run.
Apply and practice:
Activity 4 Discuss &predict
Students read three situatins where specific rules and tips are brken r ignred when peple are watching r playing the threesprts.
They wrk in grups f fur, chse and discuss ne f the situatins, and predict pssible cnsequences and feelings by putting themselves in the shes f different rles in thesituatin.
After sharing their discussin results, students summarize the imprtance f fllwing rules rtips.
【Purpse: t help students internalize the understanding f rules by analyzing the imprtance f beying rules based n specific situatins. 】
Activity 5 Cmpare & cntrast
Students read the rules/tips again and underline types f wrds and sentence patterns used inthem.
Students cmpare the underlined parts, and summarize sentence patterns and typical wrds used bth in rules and tips, based n which they can brainstrm mreexamples.
Later, students take a clser lk at the rules fr bxers and tips fr runners, cntrast the underlined parts and analyze the reasns fr thedifferences.
【Purpse: t analyze the language features f rules by cmparisn and cntrast. 】
After Activities 4 and 5 n the secnd level— t apply and practice, students will be able t achieve the secnd and third learning bjectives: t predict cnsequences f breaking rules and analyze the imprtance f beying rules in sprts, and t cmpare and distinguish types f wrds and sentence patterns in rules and tips.
Transfer and create:
Activity 6 Watch & intrduce
Students watch a vide abut ftball, take ntes and share ntes with their grupmembers.
Based n that and with the language they have learnt in earlier steps, they wrk in grups and cnstruct rules fr ftballplayers.
When tw grups are invited t share their rules with the class, the rest f the class help assess their wrk with a peer editingsheet.
【Purpse: t cnstruct rules with what they have learnt in a new situatin and have a general assessment f their perfrmance in this perid f study. 】
After Activity 6 n the transfer-and-create level students will be able t achieve the last learning bjective, t cnstruct rules f a cmmn sprt(ftball) with infrmatin frm a vide.
Hmewrk
Fr the hmewrk, students wrk in grups, search fr infrmatin abut a sprt they are interested in and prepare t intrduce its rules t the class in a shrt presentatin in the next perid. They shuld: 1. lk fr infrmatin nline r frm ther surces;2. list the rules f the sprt with the language they have learnt;3. search fr the reasns r histry fr the rules listed. This is designed t help students strengthen the new knwledge learnt in this perid and practice gathering infrmatin frm multiple surces.
Part 5 Reflectin
T sum up, and als t reflect n this teaching design, there are six activities n three cgnitive levels: t learn and understand, t apply and practice and t transfer and create. Thrugh the activities integrating teaching, learning and assessment, students will develp their cre cmpetences. Fr example, they can develp the thinking quality by making cmparisn and cntrast and making reasnable predictins based n specific situatins, the learning ability by learning thrugh cperatin in grup wrk and searching fr infrmatin frm multiple surces, and the linguistic cmpetence by learning tpic-related vcabulary, analyzing language features f rules and develping the skill f recgnizing cntext.
The highlight f this teaching design lies in that the students are nt taught but guided and assisted t make the discveries in varius student-centered activities. Fr instance, in Activity 3, after cllecting details abut the rules and tips, students are asked t prvide suggestins fr peple wh are faced with prblems when watching r playing the sprts. Only when they fully understand the rules and tips can they help the players and spectatrs make the right chices.
In Activity 4, rather than asking the imprtance f rules and prviding answers directly, I create specific situatins based n which students can have meaningful discussins. And when they are able t predict specific cnsequences f breaking rules in thse situatins, they are mre likely t have a better understanding f their imprtance.
In Activity 5, instead f pinting ut the grammatical terms such as mdal verbs and passive vice directly, I have the students underline the key parts in each rule r tip and make the cmparisn and cntrast themselves t find the language features. Based n that, students are then inspired t make cnnectins with what they have already knwn abut these grammatical terms, thus bridging their knwledge gap by applying the structures t analyzing the language features f rules and intrducing rules in later activities.
In cnclusin, thrugh thse student-centered activities, students are guided and assisted in slving the three prblems — “What are rules?”, “Why are there rules?” and “Hw t intrduce rules?”, and in the
prcess f slving the three prblems, students are finally able t achieve part f the unit bjective, which is t learn the rules and respect them.
That’s all fr my presentatin. Thank yu!
Unit 2 Lessn 2 Rules f the Game 第一课时教学设计
合肥一六八中学汪琪
单元第五课
时
Lessn 2 Rules f the Game（第一课时）
1.教材分析
[What]北师大版高中英语教材必修一第二单元的主题为运动与健康，学生在学习完本单元后能够认识运动精神和运动与健康的关系（认知），积极、科学地参与运动促进健康，尊重运动精神（行为选择），即本单元的大观念。本课是本单元的第二课，为了让学生在学习中形成单元大观念，本课关注运动规则，帮助学生认识、认同运动规则（认知运动精神），并最终形成本课的小观念——尊重运动规则。
本课属于学生在普通高中英语课程中学习的三大主题语境之一“人与社会” 下主题群“文学、艺术与体育”中的“体育精神”子话题，学生通过认知规则的基本形式、了解规则的重要意义，树立规则意识。本课为听说课，第一部分的听力材料由一则通知和两个对话组成，涉及网球、拳击和公益长跑的比赛规则
（观赛及参赛）和建议，第二部分的听力材料为一个对话，对话中两位说话人针对一场足球比赛结果表达了各自的感受。
[Hw]本课为音频形式的语篇，第一部分包括一则广播通知和两则人物对话：其中广播通知使用祈使句表达要求，使用被动语态“be reminded t d”和祈使句，向观众友情提示网球赛场的观赛规则；第一则对话为熟人聊天介绍拳击比赛规则，使用了情态动词“can’t”和动词“prhibit”；第二则对话为第一次参加公益长跑的参赛者在报名时与工作人员的对话，工作人员热心告知了关于长跑运动安全的注意事项，使用祈使句表达建议。三则音频运用祈使句、被动语态和情态动词介绍规则和运动建议，在介绍赛事规则时使用“can”, “prhibit”体现了规则的严肃性和强制性，而在建议中则使用“Remember t d”, “shuld”等相对缓和语气的祈使句和情态动词，体现提供建议的礼貌恰当语气。
[Why]本课时听力材料通过不同情境下常见体育比赛项目的参赛（观赛）规则的广播和对话，帮助学生了解体育规则的基本形式和种类，启发学生探讨比赛规则的必要性和重要意义，倡导学生了解规则、尊重规则、遵守规则。
2.学情分析
本课教学对象为高一新生，对于第一部分的学习，大部分学生对常见的运动比赛如排球、篮球等规则有基本的认知，能够用中文描述部分比赛规则，并了解祈使句和情态动词的基本功能。但大多数学生对运动规则的认知是零散的，对规则的适用情境（规则的种类有哪些、适用对象有谁）、规则的意义以及规则的常用表达方式，缺乏准确的和结构化的认知。同时，他们对于描述体
育赛事规则所使用的常见词汇（如serve, curt, bunce）并不熟悉。
3.教学目标
After this perid, students will be able t:
identify the cntext f an annuncement and list rules/tips fr tennis, bxing and fun run;
predict cnsequences f breaking rules and analyze the imprtance f beying rules insprts;
cmpare and distinguish types f wrds and sentence patterns in rules andtips;
cnstruct rules f a cmmn sprt(ftball) with infrmatin frm avide.
4.*重点难点
重点：学生通过阅读、听录音、课堂讨论等形式获取运用规则的基本形式
和介绍规则的句式和词汇特点。
难点：学生通过探讨在具体情境中规则的意义和破坏规则的后果，总结体育比赛中规则的重要性和遵守规则的意义。
5.教学过程
教学目标
教学活动与步骤
评价要点
时间互动
与模
式
1. Identify the cntext f an annuncement and list rules/tips fr tennis, bxing and fun run.
Activity 1 Lead-in & warm-up
Step 1
Lk at the picture n Page 34, describe the picture and identify the situatin.
学生能够用自己的语言简要描述图片信息（图片背景和人物动作），并推测人物参与的活动。
GW
/CW 5’
Step 2
Wrk in grups f fur, discuss fur rules and match them with fur sprts.
学生能够正确配对每条规则所对应的比赛项目。
Step 3
Share the answers, talk abut new wrds with pictures and bdy mvements and identify the types f rules (rules fr players /audiences).
学生能够用英文说出所列规则的适用对象和种类。
设计意图：
创设情境，引入主题，激活学生已有语言知识。
预教听力词汇，引导学生说出规则的基本内容和适用对象，为后面听力语言和结构支撑。
提供
Activity 2 Listen fr cntext
Step 4
Read the Skill Builder abut recgnizing cntext in the textbk and discuss the steps
学生能够说出识别语境的具体步骤和关键线索。
IW
/CW 5’
and clues used t identify the cntext.
Step 5
Listen t an annuncement and practice identifying the cntext by taking ntes f key wrds and using them as clues t answer questins:
1. What is it abut?
When and where is it annunced?
Wh is it talkingt?
学生能够利用关键词（如audiences, game, match, tips 等）判断出广播公告中规则的适用对象和使用情境。
设计意图：培养学生利用关键词等信息获取听力材料基本语境的能力。
Activity 3 Listen fr details
Step6
Listen t the annuncement and tw cnversatins respectively, and cmplete the rules in the tables.
学生能够补全所缺信息，并根据听力内容，用关键词记录。
IW
/GW 10’
Step7
Discuss and prvidesuggestins fr peple facing prblems in specific situatins invlving the sprts.
学生能够根据提供的情境细节和表格中具体的规则/建议讨论并提出合理的建议。
设计意图：
（1）培养学生从听力材料中获取关键信息和记笔记的能力。
（2）引导学生基于具体情境的启发，进行分析判断。
2. Predict cnsequences f breaking rules and analyze the imprtance f beying rules in sprts.
Activity 4 Discuss & predict
Step 8
Read three situatins where specific rules and tips are brken r ignred when peple are watching r playing the three sprts, and chse and discuss ne f the situatins, and predict pssible cnsequences and feelings.
学生能够参与互动，谈论不同情境中违反规则的可能后果，讨论比赛规则和运动建议的意义。
GW 5’
Step 9
Summarize the imprtance f fllwing rules r tips.
学生能够根据之前讨论的具体后果，总结出尊重并遵守规则对于体育比赛参与者的
重要意义。
设计意图：基于具体情境，分析尊重规则的重要意义，帮助学生内化对于听
力内容
中规则和建议的理解，
3.Cmpare and distinguish types f wrds and sentence patterns in rules and tips.
Activity 5 Cmpare & cntrast
Step 10
Read the rules again and underline sentence patterns and typical wrds used in the rules and tips.
学生能够梳理出规则和建议的句式结构和关键词汇。
IW
/GW 10’
Step 11
学生能够通过比较，总结出
Cmpare the underlined parts, and summarize the types f sentence patterns and wrds used.
具体句式类型和词汇类型
（情态动词，祈使句）。
Step 12
Cmpare the language used in rules fr bxers and language used in tips fr runners fr their difference.
学生能够说出规则用语和建议用语在用词（情态动词、被动语态等）方面的不同，并分析原因。
设计意图：通过类比和对比，梳理描述规则的语言特色，为小组输出活动奠
定基
础。
4.cnstruct rules f a cmmn sprt(ftball) with infrmatin frm a vide.
Activity 6 Watch & intrduce
Step 13
Watch a vide abut ftball, take ntes and share ntes with grup members.
学生能够获取视频中的关键信息，并用关键词等形式记录。
IW
/GW 10’
Step 14
Wrk ut rules f ftball in grups f fur, and share their rules with the class.
学生能够在组内分享笔记，并根据此前学过的规则用语写出三至四条句式用词恰当的足球比赛规则，派出小组
代表在班级内宣读所写规
则。
Step 15
The rest f the class assess their wrk with a peer editing sheet.
学生能够根据同伴互评表格合理评价两组所写足球比赛规则的内容和语言形式。
设计意图：引导学生基于听力内容的语言和结构知识，进行创造性的输出。
6.板书设计
7.作业布置
Hmewrk (Grup wrk): Intrduce rules f a sprt.
Lk fr infrmatin nline r frm thersurces.
List the rules f the sprt with the languagelearnt.
Search fr the reasns/histry fr the ruleslisted.
评价要点：学生能用所学语言介绍一种运动项目的比赛（观赛）规则，并
解释其意义。
8.教学反思
在本课时的学习中，大多数学生能够根据听力内容获取细节信息，补全广
播和对话中的具体赛事规则和参赛建议，通过自主思考和课堂讨论，学习到：
1，不同的比赛项目有不同的规则；2.不论是运动员还是观众，所有比赛的参与者都要遵守规则；3.规则的意义和遵守规则的重要性4.规则介绍的句式和词汇特点。对于规则是什么，为什么要有规则，如何介绍规则形成了结构化的知识体系。课堂活动丰富，难度适宜，大多数学生能够积极参与小组讨论。其中，在讨论遵守规则意义的环节，学生以小组为单位，选择真实生活中可能存在的情境，讨论具体情境中运动员或观众可能面临的问题，把抽象的概念变成具象化，使得学生能够联系生活实际，运用课堂所学，通过小组合作，对实际生活中可能存在的违反规则现象进行批判性的思考，最终生成本课的小观念：认识规则，尊重规则，遵守规则，完成本课的单元目标。
同伴互评表格：
Peer Editing Sheet
Rules f ftball
□Des the grup intrduce what t d and nt t d in a ftball game?
□Des the grup use mdal verbs, passive vice r imperatives in the rules?
□Des the grup use ftball-related vcabulary frm the vide?
□Des the grup chse wrds that shw the strictness and seriusness f the rules?
Any spelling, prnunciatin, r grammarerrrs?
Any unclear expressins? Give suggestins if yucan.
Any expressins yulike?
Gd mrning, dear judges! Tday it’s a pleasure t share my teaching design with yu abut Lessn 2 Rules f the Game. My presentatin will cver 5 parts, which are: analysis f teaching material& students, learning bjectives (including teaching fcus& difficulty), teaching methds, teaching prcedures and reflectin.
Part 1 Analysis f teaching material & students
First, I wuld like t analyze the teaching material and students. Lessn 2 Rules f the Game is frm Unit 2 Sprts and Fitness in Senir High English Bk 1 published by Beijing Nrmal University Press. Invlving sprts activities, sprts and fitness and spirits in sprts, Unit 2 is part f the grup “literature, art and sprts” in ne f the three majr thematic cntexts in senir high English — “man and sciety”.
The big cncept f this unit is that students shuld nt nly learn the relatinship between sprts and fitness and the spirits in sprts, but als actively and scientifically engage in sprts and respect the spirits. T realize that, there are three small cncepts — t learn different sprts and respect their rules, t play sprts scientifically fr fitness, and t respect the spirits and qualities in athletes. Lessn 2 belngs t the first ne, and aims t help students learn rules f different sprts, realize their imprtance and, ultimately, respect the rules.
As a listening-and-speaking lessn, it is divided int tw perids. Perid One fcuses n rules f different sprts frm listening while Perid Tw deals with ways t express emtins in sprts in speaking. In the first perid, which is my fcus tday, students listen t an annuncement and tw cnversatins. The annuncement is made befre a tennis game t remind audiences f the rules fr watching a game. In the first cnversatin, ne speaker intrduces bxing rules t his friend while in the secnd cnversatin a runner seeks tips when signing up fr her first fun run.
As fr the structure and the language features, the rules and tips are intrduced in independent situatins where imperatives and mdal verbs are used. Hwever, cmpared with tips, rules are als intrduced with passive vice, mdal verbs such as “can” and “must”, and verbs like “prhibit” t shw the strictness and seriusness f rules.
As fr the students, the target students are frm Senir One. They are familiar with cmmn sprts such as ftball and basketball, and are able t intrduce sme f their basic rules in Chinese. Besides, they have learnt the basic frms f imperatives, mdal verbs and passive vice. Hwever, their knwledge abut rules is fragmented and unsystematic in terms f their types and their imprtance. In additin, they als lack the vcabulary related t sprts such as “serve” and “curt” as well as the language features f rules. This perid is ging t bridge the gap between what they have knwn and what they need t knw.
Part 2 Learning bjectives (fcus & difficulty)
Based n the analysis abve, here are the learning bjectives.
After this perid f study, students will be able t: first, identify the cntext f an annuncement and list rules/tips fr tennis, bxing and fun run; secnd, predict cnsequences f breaking rules and analyze the imprtance f beying rules in sprts; third, cmpare and distinguish types f wrds and sentence patterns in rules and tips; last, cnstruct rules f a cmmn sprt(ftball) with infrmatin frm a vide.
T achieve thse learning bjectives, the fcus is n helping students acquiring details abut the rules frm listening, and then guiding them t discver the language features f rules. Hwever, sme f them may find it difficult t analyze the imprtance f rules as they may either cnsider it t bvius and take it fr granted t fllw rules r find it t abstract t make real cnnectins with their wn experiences.
Part 3 Teaching methds
T slve the prblem and, mst imprtantly, achieve the learning bjectives, the teaching methds are as fllws. First, the perid is designed based n the principle f Activity-based learning s that students will learn thrugh activities n different cgnitive levels. Besides, the Cmmunicative Apprach is als emplyed. Accrding t this apprach, all the classrm activities shuld invlve meaningful cmmunicatin and language use.
Part 4 Teaching prcedures
Nw I wuld like t elabrate n the teaching prcedures. As I have mentined, there are activities n three cgnitive levels — t learn and understand, t apply and practice, and t transfer and create.
Learn and understand:
Activity 1 Lead-in & warm-up
Students bserve the picture in the textbk and identify the situatin by answering thequestins.
Students wrk in grups, discuss fur rules and match them with fur sprts by drawing n their wn experiences and sharing their knwledge with grupmembers.
When checking the answers, students learn new wrds with the help f pictures and bdy mvements shwn by the teacher and theirclassmates.
【Purpse: t aruse their interest in the tpic, t activate their backgrund knwledge and preview the tpic- related vcabulary s as t prepare them fr the listening activities.】
Activity 2 Listen fr cntext
Students read the skill builder abut recgnizingcntext.
Students listen t an annuncement and practice identifying the cntext by taking ntes f key wrds and using them as clues t answer thequestins.
【Purpse: t get the general idea f the annuncement and develp the listening skill f recgnizing cntext. 】
Activity 3 Listen fr details
Students listen t the annuncement again and tw cnversatins respectively and cmplete the table in thetextbk.
Students wrk in grups, discuss and prvide suggestins fr peple in specific situatins invlving thesprts.
【Purpse: t acquire and rganize detailed infrmatin with a graphic rganizer (table) and better understand the rules and tips. 】
After the three activities n the first level, students will be able t achieve the first learning bjective, which is t identify the cntext f an annuncement and list rules r tips fr tennis, bxing and fun run.
Apply and practice:
Activity 4 Discuss &predict
Students read three situatins where specific rules and tips are brken r ignred when peple are watching r playing the threesprts.
They wrk in grups f fur, chse and discuss ne f the situatins, and predict pssible cnsequences and feelings by putting themselves in the shes f different rles in thesituatin.
After sharing their discussin results, students summarize the imprtance f fllwing rules rtips.
【Purpse: t help students internalize the understanding f rules by analyzing the imprtance f beying rules based n specific situatins. 】
Activity 5 Cmpare & cntrast
Students read the rules/tips again and underline types f wrds and sentence patterns used inthem.
Students cmpare the underlined parts, and summarize sentence patterns and typical wrds used bth in rules and tips, based n which they can brainstrm mreexamples.
Later, students take a clser lk at the rules fr bxers and tips fr runners, cntrast the underlined parts and analyze the reasns fr thedifferences.
【Purpse: t analyze the language features f rules by cmparisn and cntrast. 】
After Activities 4 and 5 n the secnd level— t apply and practice, students will be able t achieve the secnd and third learning bjectives: t predict cnsequences f breaking rules and analyze the imprtance f beying rules in sprts, and t cmpare and distinguish types f wrds and sentence patterns in rules and tips.
Transfer and create:
Activity 6 Watch & intrduce
Students watch a vide abut ftball, take ntes and share ntes with their grupmembers.
Based n that and with the language they have learnt in earlier steps, they wrk in grups and cnstruct rules fr ftballplayers.
When tw grups are invited t share their rules with the class, the rest f the class help assess their wrk with a peer editingsheet.
【Purpse: t cnstruct rules with what they have learnt in a new situatin and have a general assessment f their perfrmance in this perid f study. 】
After Activity 6 n the transfer-and-create level students will be able t achieve the last learning bjective, t cnstruct rules f a cmmn sprt(ftball) with infrmatin frm a vide.
Hmewrk
Fr the hmewrk, students wrk in grups, search fr infrmatin abut a sprt they are interested in and prepare t intrduce its rules t the class in a shrt presentatin in the next perid. They shuld: 1. lk fr infrmatin nline r frm ther surces;2. list the rules f the sprt with the language they have learnt;3. search fr the reasns r histry fr the rules listed. This is designed t help students strengthen the new knwledge learnt in this perid and practice gathering infrmatin frm multiple surces.
Part 5 Reflectin
T sum up, and als t reflect n this teaching design, there are six activities n three cgnitive levels: t learn and understand, t apply and practice and t transfer and create. Thrugh the activities integrating teaching, learning and assessment, students will develp their cre cmpetences. Fr example, they can develp the thinking quality by making cmparisn and cntrast and making reasnable predictins based n specific situatins, the learning ability by learning thrugh cperatin in grup wrk and searching fr infrmatin frm multiple surces, and the linguistic cmpetence by learning tpic-related vcabulary, analyzing language features f rules and develping the skill f recgnizing cntext.
The highlight f this teaching design lies in that the students are nt taught but guided and assisted t make the discveries in varius student-centered activities. Fr instance, in Activity 3, after cllecting details abut the rules and tips, students are asked t prvide suggestins fr peple wh are faced with prblems when watching r playing the sprts. Only when they fully understand the rules and tips can they help the players and spectatrs make the right chices.
In Activity 4, rather than asking the imprtance f rules and prviding answers directly, I create specific situatins based n which students can have meaningful discussins. And when they are able t predict specific cnsequences f breaking rules in thse situatins, they are mre likely t have a better understanding f their imprtance.
In Activity 5, instead f pinting ut the grammatical terms such as mdal verbs and passive vice directly, I have the students underline the key parts in each rule r tip and make the cmparisn and cntrast themselves t find the language features. Based n that, students are then inspired t make cnnectins with what they have already knwn abut these grammatical terms, thus bridging their knwledge gap by applying the structures t analyzing the language features f rules and intrducing rules in later activities.
In cnclusin, thrugh thse student-centered activities, students are guided and assisted in slving the three prblems — “What are rules?”, “Why are there rules?” and “Hw t intrduce rules?”, and in the
prcess f slving the three prblems, students are finally able t achieve part f the unit bjective, which is t learn the rules and respect them.
That’s all fr my presentatin. Thank yu!
Unit 2 Lessn 2 Rules f the Game 第一课时教学设计
合肥一六八中学汪琪
单元第五课
时
Lessn 2 Rules f the Game（第一课时）
1.教材分析
[What]北师大版高中英语教材必修一第二单元的主题为运动与健康，学生在学习完本单元后能够认识运动精神和运动与健康的关系（认知），积极、科学地参与运动促进健康，尊重运动精神（行为选择），即本单元的大观念。本课是本单元的第二课，为了让学生在学习中形成单元大观念，本课关注运动规则，帮助学生认识、认同运动规则（认知运动精神），并最终形成本课的小观念——尊重运动规则。
本课属于学生在普通高中英语课程中学习的三大主题语境之一“人与社会” 下主题群“文学、艺术与体育”中的“体育精神”子话题，学生通过认知规则的基本形式、了解规则的重要意义，树立规则意识。本课为听说课，第一部分的听力材料由一则通知和两个对话组成，涉及网球、拳击和公益长跑的比赛规则
（观赛及参赛）和建议，第二部分的听力材料为一个对话，对话中两位说话人针对一场足球比赛结果表达了各自的感受。
[Hw]本课为音频形式的语篇，第一部分包括一则广播通知和两则人物对话：其中广播通知使用祈使句表达要求，使用被动语态“be reminded t d”和祈使句，向观众友情提示网球赛场的观赛规则；第一则对话为熟人聊天介绍拳击比赛规则，使用了情态动词“can’t”和动词“prhibit”；第二则对话为第一次参加公益长跑的参赛者在报名时与工作人员的对话，工作人员热心告知了关于长跑运动安全的注意事项，使用祈使句表达建议。三则音频运用祈使句、被动语态和情态动词介绍规则和运动建议，在介绍赛事规则时使用“can”, “prhibit”体现了规则的严肃性和强制性，而在建议中则使用“Remember t d”, “shuld”等相对缓和语气的祈使句和情态动词，体现提供建议的礼貌恰当语气。
[Why]本课时听力材料通过不同情境下常见体育比赛项目的参赛（观赛）规则的广播和对话，帮助学生了解体育规则的基本形式和种类，启发学生探讨比赛规则的必要性和重要意义，倡导学生了解规则、尊重规则、遵守规则。
2.学情分析
本课教学对象为高一新生，对于第一部分的学习，大部分学生对常见的运动比赛如排球、篮球等规则有基本的认知，能够用中文描述部分比赛规则，并了解祈使句和情态动词的基本功能。但大多数学生对运动规则的认知是零散的，对规则的适用情境（规则的种类有哪些、适用对象有谁）、规则的意义以及规则的常用表达方式，缺乏准确的和结构化的认知。同时，他们对于描述体
育赛事规则所使用的常见词汇（如serve, curt, bunce）并不熟悉。
3.教学目标
After this perid, students will be able t:
identify the cntext f an annuncement and list rules/tips fr tennis, bxing and fun run;
predict cnsequences f breaking rules and analyze the imprtance f beying rules insprts;
cmpare and distinguish types f wrds and sentence patterns in rules andtips;
cnstruct rules f a cmmn sprt(ftball) with infrmatin frm avide.
4.*重点难点
重点：学生通过阅读、听录音、课堂讨论等形式获取运用规则的基本形式
和介绍规则的句式和词汇特点。
难点：学生通过探讨在具体情境中规则的意义和破坏规则的后果，总结体育比赛中规则的重要性和遵守规则的意义。
5.教学过程
教学目标
教学活动与步骤
评价要点
时间互动
与模
式
1. Identify the cntext f an annuncement and list rules/tips fr tennis, bxing and fun run.
Activity 1 Lead-in & warm-up
Step 1
Lk at the picture n Page 34, describe the picture and identify the situatin.
学生能够用自己的语言简要描述图片信息（图片背景和人物动作），并推测人物参与的活动。
GW
/CW 5’
Step 2
Wrk in grups f fur, discuss fur rules and match them with fur sprts.
学生能够正确配对每条规则所对应的比赛项目。
Step 3
Share the answers, talk abut new wrds with pictures and bdy mvements and identify the types f rules (rules fr players /audiences).
学生能够用英文说出所列规则的适用对象和种类。
设计意图：
创设情境，引入主题，激活学生已有语言知识。
预教听力词汇，引导学生说出规则的基本内容和适用对象，为后面听力语言和结构支撑。
提供
Activity 2 Listen fr cntext
Step 4
Read the Skill Builder abut recgnizing cntext in the textbk and discuss the steps
学生能够说出识别语境的具体步骤和关键线索。
IW
/CW 5’
and clues used t identify the cntext.
Step 5
Listen t an annuncement and practice identifying the cntext by taking ntes f key wrds and using them as clues t answer questins:
1. What is it abut?
When and where is it annunced?
Wh is it talkingt?
学生能够利用关键词（如audiences, game, match, tips 等）判断出广播公告中规则的适用对象和使用情境。
设计意图：培养学生利用关键词等信息获取听力材料基本语境的能力。
Activity 3 Listen fr details
Step6
Listen t the annuncement and tw cnversatins respectively, and cmplete the rules in the tables.
学生能够补全所缺信息，并根据听力内容，用关键词记录。
IW
/GW 10’
Step7
Discuss and prvidesuggestins fr peple facing prblems in specific situatins invlving the sprts.
学生能够根据提供的情境细节和表格中具体的规则/建议讨论并提出合理的建议。
设计意图：
（1）培养学生从听力材料中获取关键信息和记笔记的能力。
（2）引导学生基于具体情境的启发，进行分析判断。
2. Predict cnsequences f breaking rules and analyze the imprtance f beying rules in sprts.
Activity 4 Discuss & predict
Step 8
Read three situatins where specific rules and tips are brken r ignred when peple are watching r playing the three sprts, and chse and discuss ne f the situatins, and predict pssible cnsequences and feelings.
学生能够参与互动，谈论不同情境中违反规则的可能后果，讨论比赛规则和运动建议的意义。
GW 5’
Step 9
Summarize the imprtance f fllwing rules r tips.
学生能够根据之前讨论的具体后果，总结出尊重并遵守规则对于体育比赛参与者的
重要意义。
设计意图：基于具体情境，分析尊重规则的重要意义，帮助学生内化对于听
力内容
中规则和建议的理解，
3.Cmpare and distinguish types f wrds and sentence patterns in rules and tips.
Activity 5 Cmpare & cntrast
Step 10
Read the rules again and underline sentence patterns and typical wrds used in the rules and tips.
学生能够梳理出规则和建议的句式结构和关键词汇。
IW
/GW 10’
Step 11
学生能够通过比较，总结出
Cmpare the underlined parts, and summarize the types f sentence patterns and wrds used.
具体句式类型和词汇类型
（情态动词，祈使句）。
Step 12
Cmpare the language used in rules fr bxers and language used in tips fr runners fr their difference.
学生能够说出规则用语和建议用语在用词（情态动词、被动语态等）方面的不同，并分析原因。
设计意图：通过类比和对比，梳理描述规则的语言特色，为小组输出活动奠
定基
础。
4.cnstruct rules f a cmmn sprt(ftball) with infrmatin frm a vide.
Activity 6 Watch & intrduce
Step 13
Watch a vide abut ftball, take ntes and share ntes with grup members.
学生能够获取视频中的关键信息，并用关键词等形式记录。
IW
/GW 10’
Step 14
Wrk ut rules f ftball in grups f fur, and share their rules with the class.
学生能够在组内分享笔记，并根据此前学过的规则用语写出三至四条句式用词恰当的足球比赛规则，派出小组
代表在班级内宣读所写规
则。
Step 15
The rest f the class assess their wrk with a peer editing sheet.
学生能够根据同伴互评表格合理评价两组所写足球比赛规则的内容和语言形式。
设计意图：引导学生基于听力内容的语言和结构知识，进行创造性的输出。
6.板书设计
7.作业布置
Hmewrk (Grup wrk): Intrduce rules f a sprt.
Lk fr infrmatin nline r frm thersurces.
List the rules f the sprt with the languagelearnt.
Search fr the reasns/histry fr the ruleslisted.
评价要点：学生能用所学语言介绍一种运动项目的比赛（观赛）规则，并
解释其意义。
8.教学反思
在本课时的学习中，大多数学生能够根据听力内容获取细节信息，补全广
播和对话中的具体赛事规则和参赛建议，通过自主思考和课堂讨论，学习到：
1，不同的比赛项目有不同的规则；2.不论是运动员还是观众，所有比赛的参与者都要遵守规则；3.规则的意义和遵守规则的重要性4.规则介绍的句式和词汇特点。对于规则是什么，为什么要有规则，如何介绍规则形成了结构化的知识体系。课堂活动丰富，难度适宜，大多数学生能够积极参与小组讨论。其中，在讨论遵守规则意义的环节，学生以小组为单位，选择真实生活中可能存在的情境，讨论具体情境中运动员或观众可能面临的问题，把抽象的概念变成具象化，使得学生能够联系生活实际，运用课堂所学，通过小组合作，对实际生活中可能存在的违反规则现象进行批判性的思考，最终生成本课的小观念：认识规则，尊重规则，遵守规则，完成本课的单元目标。
同伴互评表格：
Peer Editing Sheet
Rules f ftball
□Des the grup intrduce what t d and nt t d in a ftball game?
□Des the grup use mdal verbs, passive vice r imperatives in the rules?
□Des the grup use ftball-related vcabulary frm the vide?
□Des the grup chse wrds that shw the strictness and seriusness f the rules?
Any spelling, prnunciatin, r grammarerrrs?
Any unclear expressins? Give suggestins if yucan.
Any expressins yulike?
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