Module 8 Unit 1 Daming wasn't chosen for the team last time.教案（表格式）

（教学设计）
基本信息
名称
Module8.
Sports
life
Unit
1.
Daming
wasn’t
chosen
for
the
team
last
time.
执教者
课时
所属教材目录
外研2011课标版九年级上册Module8.
Sports
life
Unit
1.
Daming
wasn’t
chosen
for
the
team
last
time.
教材分析
这是一个听说单元，其内容有：通过图片及听力,引出参加比赛的球队；再通过对话，谈论Tony’s
team是否能赢得比赛。
学情分析
1.学生能够从听力信息中获得本单元的教学意图，也能明白下一段对话的内容。
2.学生能够对理解对话内容，但缺乏深入地思考和提炼其教育内涵。
教学目标
1.知识与技能：能用所学词汇谈论对话表达的意思。
2.过程与方法:能依据问题逐步深入地理解对话。
3.情感态度与价值观:在理解对话的同时，教育学生懂得团队意识及赢得比赛的条件。
教学重
难点
重点
以话题为线索、听说为主谈论对话
难点
围绕问题，理解对话内容
教学策略与设计说明
创设语境培养学生学习英语的兴趣，适时进行情感态度价值观的教育；遵循语言教学规律，由浅入深使每个学生都得到发展；使用体态语言提高学生学习的注意力，并调节其精神的松弛程度；围绕话题，使用问题循序渐进地展开讨论。将听力内容与对话衔接紧密、融会贯通，同时以Have
BIG
got
a
chance
to
win?
Why?为线索，引发学生们的思考和辩论，依次攻破要想赢得比赛的五个条件；再以Do
you
think
Daming
is
important?
Why?为突破口，获得赢得比赛五个条件的作用。这样的设计既符合听说课的要求，又达到了以德树人的教育教学目的。
教学过程
教学环节（注明每个环节预设的时间）
教师活动
学生活动
设计意图
一
导入新课
（5分钟）
1.Play
an
English
song
and
ask:
Have
you
heard
the
song《The
Cup
Of
Life》?
Another
World
Cup
is
on
fire
these
days.
Which
team
will
be
the
first?
Let’s
wait
and
see!
Today
we’re
going
to
talk
about
another
sport.
Answer:
Yes,
it
was
the
song
of
the
1998
World
Cup.
Listen
and
understand.
从近日的运动盛世入手，提高学生们对时事的关注和了解，从而培养其关心身边事物的责任。
2.Talk
about
a
picture:
What?do?you?think
of
the
man?
Why?
What
about
the
match?
Answer:
Basketball.
He’s
cool
because
he
can
touch
the
backboard.
It
must
be
very
wonderful!
利用图片中的场景激发学生对赛事的期待和兴奋。
二
学习新知
（25分钟）
1.Listen
and
talk
about:
Which
teams
will
play
the
game?
Why?
What
does
BIG
stand
for?
Do
you
think
so?
Why?
How
soon
are
matches
held?
OK,
let’s
wait
for
the
result.
Listen
and
complete
the
sentences
for
the
teams
and
then
talk
about
them
in
pairs:
BIG!
Because
BIG’s
fans
think
they
are
fantastic
and
Tony’s
dad
says
“Good
luck”.
BIG
stands
for
Beijing
International
Gaints.
No,
maybe
a
school
team
in
Beijing.
Because
if
a
school
team
in
Beijing
wins
its
match
or
scores
over
fifty
points
in
a
match,
it
can
play
in
the
competition.
And
basketball
matches
are
held
every
Saturday.
让学生在听后围绕话题，边完成练习边分析找出参赛队，而不是生硬地去训练，这无疑是最佳的听力教学方式。
2.Listen
another
conversation
and
talk
about
it
:Which
teams
will
play
the
game?
What
about
the
school
team
in
Beijing?
Which
one
will
win,
HAS
or
BIG?
Why?
Haven’t
BIG
got
a
chance
to
win?
Why?
Oh,
dear!
What
can
they
do?
Why?
What
is
Tony
doing?
When
is
the
match?
There
is
a
little
time
to
them.
And
their
fans
hope
them
to
win.
Will
they
win
this
time?
Why?
Listen,
complete
the
table
and
talk
about
it
in
groups
of
3
students:
HAS
will
be
against
BIG..
The
school
team
in
Beijing
lost.
HAS
will
win
the
match
because
HAS
98
points
to
BIG
52
last
time.
No
way!
Because
they
have
played
three
but
HAS
have
won
all
of
them
this
year.
They
can
train
hard.
It
can
develop
their
skills.
Tony
is
training
hard
for
the
big
match
next
week.
It’s
next
Saturday
at
noon.
Give
up!
Because
the
score
is
too
wide!
让学生带着问题有目的地听,同时通过不由自主地辩论来推进对话的理解，很有利于学生思维能力的提高。
3.Continue
to
talk
about
the
conversation:
Oh,
my
god!
What
should
they
do!
And
now?
You
think
Daming
is
important
to
the
team?
Why?
Talk
about
it:
Daming
wasn’t
chosen
for
the
team
last
time.
That
was
a
bad
decision.
They
can’t
play
well
without
him.
And
now
Daming
is
back.
There’s
no
difference
between
the
two
teams
this
season.
Yes!
A
good
player
will
be
a
turning
point
in
a
game
and
he
can
lead
the
team
to
the
same
level
as
him.
将对话中的内容熟练地运用起来，不仅带动全体学生进入学习状态，还可以激活课堂学习氛围。
4.Listen
and
talk
about
it:
What
about
this
time?!
But
what
can
they
do
again?
How
do
fans
encourage
them?
What
about
Tony?
What
do
they
want
Tony
to
do？
Listen
and
talk
about
it
in
groups
of
four
students:
Still
can
not!
They
also
need
to
encourage
each
other,
especially
fans.
“Remember
to
throw
the
ball,
not
kick
it.”
Tony
lives
angrily.
They
want
Tony
to
make
up
his
mind
and
try
harder
to
win.
促进教学内容步步深入，给学生提供了敢于质疑、敢于辩驳的平台，从而表达自己的独特观点。
5.Talk
about
in
groups
of
4
students:
This
time?!!
What
else
do
they
need?!
Why?
That’s
all?
Why?
This
time?!!!
Let’s
look
forward
to
the
match.
At
the
same
time
let’s
look
forward
to
the
success
of
the
World
Cup!
Talk
about:
No!
They
need
a
good
teacher.
He
can
teach
them
good
ways
to
win.
No!
They
also
need
to
work
together
because
teamwork
can
bring
power
together.
Yes!
通过交流获得比赛取胜的另外两个条件，不仅拓展了学生们的思维，而且对学生们的思想道德品质也进行了教育，达到以德树人的目标。
三
巩固练习
（10分钟）
1.听力训练
Listen
and
complete
the
sentences
and
then
talk
about
the
question
in
pairs:
Which
teams
will
play
the
game?
围绕问题去听，增加了听力的趣味性。
2.提出问题引领学生讨论对话：
Which
one
will
win?
Have
BIG
got
a
chance
to
win?
Why?
Will
they
win
this
time?
Why？
Talk
about
the
questions
in
groups
of
3
students
and
complete
the
table.
带着话题谈论，既有利于理解又消除了枯燥的翻译过程。
3.进一步提出问题引领学生讨论对话：Do
you
think
Daming
is
important?
Why?
How
do
fans
encourage
them?
What
do
they
want
Tony
to
do?
Talk
about
them
in
groups
of
4
students
and
complete
the
sentences.
引领学生逐步地深入理解对话，达到透过现象看本质的教育教学的目的。
课堂小结
To
talk
about
Tony’s
team
and
sports
life
布置作业
To
find
out
some
information
about
Liu
Xiang
for
the
next.
板书设计
Module8.
Sports
life
Unit1.
Daming
wasn’t
chosen
for
the
team
last
time.
Questions:
Exercises:
Information
to
win:
教学设计
流程图
(
完成听力练习
)
(
利用问题，进入听力
)
(
谈论图片
)
(
提出话题
)
(
提出问题，两人一组谈论并理解对话
)
(
深入解决问题，听对话
)
(
再听，四人一组交流问题
)
(
根据问题，三人一组进一步讨论
)
(
四人一组讨论，获得比赛胜利的其他条件
)
教学反思
1.本节课的课型是听说课（Listening
and
speaking），因此，我从今日的热点体育盛事入手，谈论sports
life自然而真实，缩短运动与学生的距离。同时顺利过渡到本课中所涉及的话题，激活学生思维，让课堂自然过渡而不至于让课堂生涩，呆滞。
2.通过听力Tony和Dad的对话，讨论将要参加比赛的队伍，使学生带着问题轻松地完成听力练习，并做出推断。
3.本节课紧紧围绕“学生为主体，老师为主导”的教育理念，给学生创设真实的生动形象的语言交际情境，激发学生学习英语的内在兴趣，在强烈的任务动机的驱动下，学生自主积极参与，共同合作学习，大胆表达，在轻松、自信的学习过程中获得成功的体验。培养了学生的英语交际能力和创新能力。如：让学生带着任务（问题）去听对话、找答案，有助于学生更加准确地获取信息，提高听说效果和技巧。
4.学生在讨论的过程中，给与的时间还应再充分些，使他们进入学习状态、便于思考。这样才能有利于课堂的生成性和乐趣性。