外研版九上英语Module 8 Sports life Unit 2 教案（表格式）

课题 Module 8 Sports lifeUnit 2 He was invited to competitions around the world. 课时 1课时 执教者
解读课标 读写课，重在培养学生阅读习惯，掌握阅读技巧，实现用英语做事，提升语言综合能力。提升学生的信息识别能力、推理判断能力、大意理解能力和分析能力、信息转述能力同时理解作者的观点，意图。
解读学生 九年级学生，临近中考。35分的阅读理解、15分的写作，总共50分。阅读能力和写作能力的提高成为学生们的重中之重。同时我班学生词汇量少，语言知识不扎实，因此，让学生掌握更多的阅读技巧，提升各种能力会同时提高学生的阅读和写作能力。
解读教材 教材分析 本单元的短文介绍了刘翔成长和成名的经历。学生通过阅读文章，培养了学生积极、健康向上的精神和顽强的意志力。这是一篇非常具有教育意义的文章。
教学目标 知识与能力 功能：能够谈论体育运动。语法：能够掌握一般过去式被动语态的概念和用法。词汇：sportsman, high jump, ability, hurdling, sportswoman, race, record, method, hurdles, Japan, break, sportsperson, Asian, suffer, suffer from, first place, stop sb. (from) doing sth.,courage, pride, take pride in读：能够读懂简单的体育报道或介绍体育明星的故事。写：能够写一篇短文介绍一位著名的护士南丁格尔的故事。运用：能够对同学们参加体育活动的情况进行小结并发表简单评论。
过程与方法 自学策略：善于观察，善于总结，记录重点内容，帮助记忆和表达。合作学习策略：能够与其他小组成员合作展开调查和讨论。
情感、态度、价值观 学习运动员顽强拼搏的精神。
教学重点 培养学生阅读习惯，掌握阅读技巧。提升学生的阅读和写作能力。能够掌握一般过去式被动语态的概念和用法。能够读懂简单的体育报道或介绍体育明星的故事。能够写一篇短文介绍一位著名的护士南丁格尔的故事。3.3.3.
教学难点 能够写一篇短文介绍一位著名的护士南丁格尔的故事。
解读方法 教学方法 1.PWP三段式教学模式即Pre-reading,While-reading,Post-reading.2.任务型阅读教学
学习方法 自主学习、小组合作学习
教学手段 小组竞赛贯穿整节课
教学过程 教学环节 教学内容 教师活动 学生活动 设计意图
Step1.Pre--reading Step2.While-readingStep3.Post-reading Look at the pictures and talk about the sports stars。Watch the video aboutLiu Xiang.3. Let’s learn M8 U2.Fast-reading1. Read the passage and answer the questions.Careful-readingRead the passage and fill in the blanks.For Liu Xiang，life as____________began in 2004.First，he was invited to________________around the world. Then,he was chosen for____________at the Athens Olympic Games and ___________________.It is a pitythat________stopped him from completing the 2012 London Olympic Games. But he is still a symbol of ___________________, and we continueto________him.Careful-readingRead the passage and check the sentencesTrue( T ) or False( F )( )1. He was a successful sportsman at first .( )2.In 1998, Liu Xiang's ability in the high jump was noticed by Sun Haiping.( )3.In May 2001, Liu Xiang won his second international 110m hurdles race in Japan.( )4.Liu Xiang trained very hard.Careful-reading3.Read the passage andmatch the years with the notes to complete thetimeline.-_____a ) won his first international 110m hurdles race -_____b)hurdling ability noticed-___d_c)born in Shanghai -____d)won Olympic gold medal-_____e)started training at a Sports School-_____ f)returned to first place(Grade4)-______g)suffered from foot problemCareful-reading4.According to the time table and retell the story of Liu Xiang .Careful-reading5.Read the passage again and guess the meanings of the words.1.First，he was invited to competitions around the world. 2.He was chosen for the Chinese team at the Athens Olympic Games and won a gold medal.Liu was encouraged at first to train for the high jump.4.Liu Xiang's ability in hurdling was noticed by Sun Haiping,5.A special programme was set up to help young sportsmen and sportswomen. 6.His races were recorded，and he was compared with the world's best sports stars.7.An Olympic gold medal for hurdling was hung round the neck of a sportsperson from an Asian country.Careful-plete the passage with the correct form of the words in thebox.( Activity 4)ability Asian courage method pride raceThe Chinese take great (1) ______ in Liu Xiang. At first, he was not very successful, but his coach noticed his (2) ______ in running and jumping, and helped him changed his training (3) _______. He won a number of important (4) _____ and became the first (5) ______ sportsperson to win an Olympic gold medal forhurdling. However, from 2008 on, he missed some competitions because of a foot problem. Although he did not complete the 2012 Olympic Games, he is still a symbol of great (6) _______ and success.7 .Summary1. Learn some reading skills.浏览全文,理解大意.细读首尾,把握中心,预测发展.看清题目,细读首句.根据内容,推测词义.2. Learn to write a story about a famous person according to the timeline.3.一般过去时的被动语态结构：主语+ was/were +动词的过去分词8. WritingWrite a passage about Florence Nightingale. Ask:1.Do you know the sports stars 2.Do you know more about Liu Xiang Ask:(1).How many people arementioned (提及）in the passage (2).Who are they (3).Which sentence best expresses the main idea 教师观察、指导。教师观察、启发。启发学生学习刘翔刻苦训练，顽强拼搏的精神。教师观察、指导。教师启发。教师启发指导。指导学生通过观察，总结一般过去时的被动语态结构。同时板书在黑板上。教师启发指导。教师启发。教师启发指导。 学生齐答学生抢答学生合作讨论并派代表完成学生合作讨论并派代表完成学生小组合作讨论并派代表完成学生分组抢答学生分组抢答并观察总结一般过去时的被动语态结构。学生小组合作讨论并派代表完成全班学生一起总结学生练习 谈话式引入，观看视频，激发阅读兴趣。让学生学习运动员顽强拼搏的精神。教会学生阅读方法：快速浏览，了解大意。提高学生大意理解能力。让学生观察总结阅读技巧：细读首尾,把握中心,预测发展.提高学生分析能力。启发学生观察总结阅读技巧：看清题目,细读首句.提高学生的信息识别和推理判断能力。培养学生的观察和连词成句的能力。培养学生记忆和复述短文的能力启发学生观察总结阅读技巧：根据内容,推测词义.培养学生的推测和判断能力培养学生综合运用语言的能力。培养学生分析总结的能力。
板书设计 Group1:Group2: 一般过去时的被动语态结构：主语+ was/were +动词的过去分词Group3:
教学反思 本节课是一节读写课，我采用PWP三段式教学模式即Pre-reading,While-reading,Post-reading，采用任务型阅读教学方法。让学生自主学习，实行小组合作学习的课堂模式，采用小组竞赛的教学手段，激励学生自主完成学习任务。在完成阅读课的过程中，培养学生阅读习惯，掌握阅读技巧，实现用英语做事，提升语言综合能力。提升学生的信息识别能力、推理判断能力、大意理解能力和分析能力、信息转述能力。培养学生善于分析、善于总结。总结出阅读过程中的一些阅读技能：浏览全文,理解大意.细读首尾,把握中心,预测发展.看清题目,细读首句.根据内容,推测词义. 还有一般过去时的被动语态结构：主语+ was/were +动词的过去分词。通过设计：“完成句子，Match, 判断对错”的活动形式，让学生首先对课文进行了低层次的理解，然后让学生复述课文转入对课文的高层次理解。然后让学生根据阅读课文写一篇短文介绍一位著名的护士南丁格尔的故事。课堂上学生们积极活跃，很好的完成了学习目标，学习效果好。但是时间上还能再紧凑一些，学生写作的时候就不会太急了。