Good morning, dear judges!  Today it’s a pleasure to share my teaching design with you about Lesson 2 Rules of the Game. My presentation will cover 5 parts, which are: analysis of teaching material& students, learning objectives (including teaching focus& difficulty), teaching methods, teaching procedures and reflection.

Part 1 Analysis of teaching material & students

First, I would like to analyze the teaching material and students. Lesson 2 Rules of the Game is from Unit 2 Sports and Fitness in Senior High English Book 1 published by Beijing Normal University Press. Involving sports activities, sports and fitness and spirits in sports, Unit 2 is part of the group “literature, art and sports” in one of the three major thematic contexts in senior high English — “man and society”.

The big concept of this unit is that students should not only learn the relationship between sports and fitness and the spirits in sports, but also actively and scientifically engage in sports and respect the spirits. To realize that, there are three small concepts — to learn different sports and respect their rules, to play sports scientifically for fitness, and to respect the spirits and qualities in athletes. Lesson 2 belongs to the first one, and aims to help students learn rules of different sports, realize their importance and, ultimately, respect the rules.

As a listening-and-speaking lesson, it is divided into two periods. Period One focuses on rules of different sports from listening while Period Two deals with ways to express emotions in sports in speaking. In the first period, which is my focus today, students listen to an announcement and two conversations. The announcement is made before a tennis game to remind audiences of the rules for watching a game. In the first conversation, one speaker introduces boxing rules to his friend while in the second conversation a runner seeks tips when signing up for her first fun run.

As for the structure and the language features, the rules and tips are introduced in independent situations where imperatives and modal verbs are used. However, compared with tips, rules are also introduced with passive voice, modal verbs such as “can” and “must”, and verbs like “prohibit” to show the strictness and seriousness of rules.

As for the students, the target students are from Senior One. They are familiar with common sports such as football and basketball, and are able to introduce some of their basic rules in Chinese. Besides, they have learnt the basic forms of imperatives, modal verbs and passive voice. However, their knowledge about rules is fragmented and unsystematic in terms of their types and their importance. In addition, they also lack the vocabulary related to sports such as “serve” and “court” as well as the language features of rules. This period is going to bridge the gap between what they have known and what they need to know.