参考教案.docx
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参考教案.docx
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参考教案
Module5TheGreatSportsPersonality
.教学内容分析
本模块的话题是中学生比较感兴趣的体育名人,涉及到中外各种赛事和各项体育运动的多名体育明星比如体操王子李宁、拳王阿里、肯尼亚长跑名将基普·凯诺、球王贝利以及马拉松运动。
通过学习,要求同学们热爱体育运动,学习体育健儿们不畏艰难、奋力拼搏的精神。
Introduction让大家谈论和描述三位体育明星和他们所从事的运动,接着复习和学习一些有关体育运动的单词,最后谈谈大家喜爱的体育运动。
ReadingandVocabulary是一篇介绍体操王子李宁的文章。
通过了解李宁辉煌的运动生涯和退役后的商海中的奋斗以及他为中国体育事业而做出的不懈努力,号召学习体育健儿们不畏艰难、奋力拼搏的精神。
Grammar部分主要复习不同类型的状语从句和介词做定语这两项语法项目。
Listening通过听力活动了解拳王阿里、肯尼亚长跑名将基普·凯诺和球王贝利光辉的运动生涯和一些离奇的人生经历。
FunctionandSpeaking让学生掌握一些表达是否同意的功能用语。
EverydayEnglish通过学习复习Listening中的句子学会一些非常有用的日常生活用语:
whattheOlympicGamesareallabout,uptoyou,notthepoint,sowhat?
Writing通过范例让学生了解通知的特点并进一步达到仿写的目的。
CulturalCorner通过阅读Marathon:
theUltimateOlympicEvent的文章,了解奥运会的最后一场赛事——马拉松赛跑。
Task列出中国体育名人的名单并投票选出三位最伟大的,最后为三位写上简介。
ModuleFile归纳了本单元的重点词汇,语法知识,功能用语和日常用语,有利于学生的复习总结,自我检验和自学的能力。
II.教学重点和难点
1.教学重点
(1)本模块的生词和短语
(2)了解中外各种赛事和各项体育运动的多名体育明星,比如体操王子李宁、拳王阿里、肯尼亚长跑名将基普·凯诺、球王贝利以及马拉松运动
(3)列出中国体育名人的名单并投票选出三位最伟大的,最后为三位写上简介
(4)掌握一些表达是否同意的功能用语
2.教学难点
(1)让学生学习、了解通知的特点并进一步达到仿写的目的
(2)复习不同类型的状语从句和介词做定语这两项语法项目
(3)通过学习,要求学生热爱体育运动,学习体育健儿们不畏艰难、奋力拼搏的精神
III.教学计划
经过对教材内容的分析和重组,本模块可以分六课时教授:
第一课时Introduction,Learningtolearn,Task
第二课时ReadingandVocabulary
(1)
第三课时ReadingandVocabulary
(2),Reading(WorkbookP93)
第四课时Listening,EverydayEnglish,Function
第五课时Grammar,Writing
第六课时CulturalCorner,Workbook,ModuleFile
IV.教学步骤:
Period1Introduction,Learningtolearn,Task
TeachingGoals:
1.ToarouseSs’interestinlearningaboutthismodule.
2.TodevelopSs’speakingability.
3.EnableSstolearnmorewordsaboutsports.
4.EnableSstorealizetheimportanceofmakingconnectionsbetweenthewaysinwhichwordsareused.
TeachingProcedures:
Step1Lead-in
Purpose:
ToarouseSs’interestinlearningaboutthismoduleandenablethemtosaythepeople’sjobandthesportstheyplay.
ShowalotofpicturesaboutthegreatsportspersonalityandaskSstosaywhothepeopleareandwhichsportstheyplay.
Step2Newwordsstudying
Purpose:
TolearnmorewordsaboutsportsanddevelopSs’speakingability.
1.TurntoP41andchecktheanswersofactivity1.
Tabletennis;DengYaping
Basketball;YaoMing
Football(Soccer);Beckham
2.Learnthewordsaboutsports,andchecktheballgames.
badminton,baseball,basketball,tabletennis,golf,football,rugby
3.Workinpairsandmarchthewordsintheboxwiththeirmeanings.
Suggestedanswers:
1track2club3ring4trainers
5pitch6net7bat8tracksuit9stadium
Step3Speaking
Purpose:
ToenableSstotalkabouttheirfavoritesportsandtorealizetheimportanceofmakingconnectionsbetweenthewaysinwhichwordsareused.
1.Beforespeaking,askSstoreadLearningtolearnanddiscusswhatisprovidedfortheirlearningstrategies.Havetheytriedthemethod?
Isitgood?
Isitimportanttomakeconnectionsbetweenthewaysinwhichwordsareused?
Askthemtogivetwoexamplesofthemethod.
2.Workinpairs.AskSstoanswerthequestionsabouttheirfavoritesport.Usethewordsbelow.
What?
Where?
Howoften?
Howgood?
Who…with?
3.Choosetwoorthreegrouptoshowtheirconversation.
Step4Task
Purpose:
ToarouseSs’interestinlearningaboutthismodule.
1.GroupworkAskSstoturntoP50,andfollowtheinstructionstomakealistofnamesofChinesesportspersonalities.Payattentiontoshowthetimelimitabout3minutes.
TeachercanshowalotofpicturesofChinesesportspersonalitieswithPowerPoint.
2.Callbackthestudentsandsharetheiropinionstogether.Accordingtotheresults,voteforthethreegreatest.Thendividethewholeclassintothreegroups.Eachgroupwritesashortfactfileforoneperson.
Ifpossible,completethefileswithaphotoanddrawamedal---gold,silverorbronze.
Step5Homework
1.Previewwhatwilllearntomorrow.
2.GetsomeinformationontheinternetofLiNing.
Period2ReadingandVocabulary
(1)
TeachingGoals:
1.TogetsomeinformationofLiNing.
2.Todevelopsomebasicreadingskills—SkimmingandScanning.
3.Todealwiththenewwordsandphrases.
4.TocultivateSs’spiritofsportsandlovesports.
TeachingProcedures:
Step1Leadin
Purpose:
ToarouseSs’interestinlearningaboutLiNing.
AskSsthefollowingquestion:
Doyouknowsomethingaboutgymnast?
Canyousayseveralfamouspersonsofthissport?
Doyouknowwhoistheprinceofgymnasts?
Step2Pre-reading
Newwordsaboutgymnastics
Purpose:
EnableSstolearnsomenewwordsofgymnastics.
UsethefollowingPowerPointpagestolearndifferentitemsingymnastics.
Step4While-Reading
Purpose:
TodevelopsomebasicreadingskillsandgetsomeinformationaboutLiNingandcultivateSstolovesportsandlovethespiritofsports.
1.Pairwork:
TurntoP42andaskSstolookatthepictureandanswerthequestion.
Whatcanyouseeinthephoto?
Suggestedanswers:
LiNingisperformingonthepummeledhorseatacompetition.
2.Scanning:
AskSstoscanthepassageandfinishactivity2.
Suggestedanswers:
compete—competition;fail—failure;
retire—retirement;succeed—success
3.Skimming:
AskSstoreadthepassagefastandfinishactivity3.
Suggestedanswers:
True:
1/2/4/5/8
Step5Post-reading
Purpose:
Todealwiththedetailandvocabulary.
1.Groupwork:
AskSstoreadthepassageagainanddiscussthequestionsinActivity4.
Suggestedanswers:
(1)Becausehedidn’tforgethissportingbackgroundandwantedtocompetewithglobalgiantslikeNikeandAdidas.
(2)Becausehissportsclothescameontothemarketatjusttherighttime,andLiNing’sdesignswereattractivebutcomparativelycheaper.
2.Pairwork:
Newwordsandphrasesinthepassage
1.TurntoP119andaskSstoreadthenewwordsinthepassage.
2.AskSstodoActivity5&6.Afteramoment,checktheanswers.
Suggestedanswersofactivity5:
1medal2determined3launch4brand5sportswear
6globalgiant7logo8rivals9stepout10goal
Suggestedanswersofactivity6:
1retire2compete3succeed4perform5fail6guarantee
Step6Homework
Trytofindthedifficultsentencesforyouinthepassage.
Period3ReadingandVocabulary
(2),Reading(WorkbookP93)
TeachingGoals:
1.Todevelopabasicreadingskill—analyzingthetext.
2.Todealwiththelanguagepointsinthetext.
3.TolearnsomethingaboutAthens2004Paralympics.
4.TocultivateSs’spiritofsportsandlovesports.
TeachingProcedures:
Step1Leadin
Purpose:
Toreviewwhatwelearntyesterdayandtodevelopabasicreadingskill—analyzingthetext.
AskSstoworkinpairsandtrytoanalyzethetext.Twominuteslater,asksomestudentstoshowtheiropinions.
Suggestedanswers:
Thestructureofthepassageisveryclear.Therearefourpartsofthepassage.
Part1(thefirstparagraph)ThesuccessLiNingachievedinhissport
Part2(thesecondparagraph)ThereasonswhyLiNingstartedaNewsportswearcompany
Part3(thethirdandfourthparagraph)thesuccessLiNingachievedinhisbusiness
Part4(thefifthparagraph)LiNing’sDream
Step2Languagepoints
Purpose:
TotrainSs’listeningabilityandtodealwiththelanguagepointsinthetext.
Listentothetapeandfollowitinalowvoice.Thenthestudentsaredividedintothreegroups.Eachgroupissupposedtoreadthrougheachheading,andthendiscussthem.
Paragraph1.
1.Theycalledhimtheprinceofgymnasts.
call+宾语+宾补
Eg.WeallcallthebabyJack.
Whatdoyoucallthiskindofflower?
注:
此结构还经常用于被动语态
Eg:
LiNingwascalledtheprinceofgymnasts.
2.Whenheretiredattheageof26,hehadwon106goldmedalsinmajorcompetitionsacrosstheworld.
winvt.&vi.其宾语不是竞争对手而是war,game,prize,match,battle,competition之类的名词。
Eg.Tomwonthe100-metreraceinthesportsmeeting.
Ourarmywononevictoryafteranother.
Hewon1000yuan.
辨析:
beat和defeat
两者的宾语是竞争对手
Eg:
Idefeated/beathimatchess.
表示年龄的说法有以下三种:
(1)Whensb.was+数字
(2)attheageof+数字
(3)inone’s+十的倍数
e.g.inhisearly/latetwenties在他二十出头或二十好几时
3.Theyincludedsixoutofsevengoldmedalsatthe1982WorldChampionship,andthreeatthe1984OlympicsinLosAngeles(aswellastwosilverandabronze).它们(金牌)包括1982年世界锦标赛总共七枚金牌中的六枚,1984年洛杉矶奥运会上的三枚金牌(以及两枚银牌和一枚铜牌)。
“包括”、“包含”的说法:
(1)include强调“包括作为整体的一部分”,如:
Thelistincludedhisname.
这个名单上包括他的名字。
(2)comprise指“由许多部分组成”,或“由许多部分构成一个整体”,如:
OurcurriculumcomprisesPolitics,Chinese,EnglishandHistory.
我们的课程共有四门:
政治、汉语、英语、历史。
(3)comprehend系正式用语,指“包括在某一范围内”,一般用于观念陈述、纲要等,如:
Theword“beauty”comprehendsvariousconcepts.
“美”这个词包括许多概念。
(4)embrace侧重“所包括、包含的种类多”,如:
Naturalscienceembracesmanysubjects.
自然科学包括许多学科。
(5)involve指“由于同主要的有联系而必须含有”,如:
Housekeepinginvolvescooking,washingandcleaning.
家务包括烹饪、洗衣和清扫等。
4.Buteventhoughhehadwoneverythingitwaspossibletowininhissport,LiNingretiredwiththefeelingthathehadfailed.
Itis+adj+forsb.+todo…这个结构的形容词常常是easy,difficult,hard,important,necessary等,常与事物的特征有关
Eg.Itisdifficultfortheboytoworkouttheproblem.
ItisimportantforustolearnEnglishwell.
拓展:
Itis+adj.+ofsb.+todo…这个结构的形容词常常是good,kind,nice,wrong,clever,silly,(im)polite等,常与人的性格特点有关
It’sverykindofyoutohelpme.
Itwasimpoliteofhimtospeaktotheteacherlikethat.
Itiswrongofyoutolaughatthedisabledboy.
5.makealistof列出
6.sixoutofseven七分之六,七中有六
7.goldmedal,silvermedalandbronzemedal金牌,银牌和铜牌
Paragraph2.
1.Butitwasthissenseoffailurethatmadehimdeterminedtosucceedinhisnewlife.
第一句是强调句型。
强调句型的结构形式为“It+be的适当形式+被强调成分+that/who+其他”。
在该句型中,it无实际意义,且不可用this或that替换;若原句的谓语用了现在时或将来时,则be动词用is;若原句的谓语动词用了过去时,则be动词用was。
有时为了表达需要,也可在be前加上may/might/must等情态动词;若被强调部分是人,引导词用who或
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