外研版英语九年级上册 Module 8 Sports life Unit 3 Language in use 教学设计

Module8 Sports life
Unit3 Language in use.
1. The idea of lesson designing
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Chart
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)Use multimodal discourse analysis(多模态语篇分析) to explore the thematic meaning of the discourse(探索语篇的主题意义) and also to teach language knowledge and develop language skills.
2. The analysis of the students
1. Students have already had learned present simple passive (am/is/are done by..) in NSE 9A M7 and they also have learned some basic knowledge of sports (the kinds of sports in NSE 8A M3 Sports as well as some sports heroes like Deng Yaping in NSE 9A M3 Heroes);
2. Students have been equipped with listening, speaking, reading, writing and critical thinking abilities.
3. Students in Grade Three are curious, and especially thirsty for knowledge.
3. The analysis of the teaching material
3.1 The teaching material
Students have learned the kinds of sports in NSE 8A M3 Sports as well as some sports heroes like Deng Yaping in NSE 9A M3 Heroes. So the theme of this teaching material, NSE 9A M8 Sports life is supposed to be further, mainly being focused on sports heroes’ sports lives and especially their sports spirits. And to present the theme more obviously and precisely, rearrangement (重整), including adaptation (改编) and supplement (增补) is in great need. (See in Chart 3)
3.2 Teaching aims and learning objectives
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Chart
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)Since students have learned the topic of sports in NSE 8A M3 Sports and NSE 9A M3 Heroes and the present simple passive(am/is/are done by..) in NSE 9A M7, the teaching aims and learning objectives are set like these:
3.3 Key points & difficulties
1. The key point is to summarize, consolidate and apply the usage of past simple passive and important expressions
2. The difficult point is to experience and inherit sports spirits through listening, speaking reading and writing activities
4. Teaching methods
To achieve the key point and overcome the difficulties, I’d like to use following methods: 3P Model: presentation, practice, production; AVLT method: Audio-visual language teaching method; CLT method: Communicative language teaching; TBLT method: Task-based language teaching.
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Chart 3
)5. Teaching procedures
Step1 presentation
Activity1: Enjoy an Olympics video
(Designing aim: Here Audio-visual method is adopted to attract students’ interest and also to present the topic, sports life.)
Step2 Practice
Activity2: Liu Xiang’s sports life
1. Retell Liu Xiang’s sports life before 2004
(Designing aim: to activate expression schemas like suffer from, first place and so on , as well as to summarize the past simple passive grammar.)
2. Listen and answer about Liu Xiang’s sports life after 2004
(Designing aim1: adaptation(改编) on the questions of A67 is adopted here to develop listening skill and to get ready for the final listening-speaking exam.
Designing aim2: to have a deeper understanding of Olympic spirits from an eastern sportsman.)
Activity3:Italian Dorando Pietri’s sports life
1. Look at pictures and talk about Dorando Pietri’s sports story during the race
(Designing aim: to use pictures to develop students’ speaking ability and to get ready for the final listening-speaking exam.
2. Read a passage and figure out Dorando Pietri’s sports story after the race
(Designing aim: to have a deeper understanding of Olympic spirits from a western sportsman.)
Step3 Production
Activity4: writing
Write a passage to introduce a classmate’ sports life and sports spirits
(Designing aim: After experiencing sports spirits, it’s time to inherit(继承) the sports spirits and to develop writing ability and develop critical thinking ability.)
Step5 Homework
1. Spread sports spirits to your parents and friends.
2. Level A: Continue to polish the writing and send it to me by email.
(My email address: 1019579055@)
Level B: Finish Exercise Book A.
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Module 8 sports life
Unit 3 Language in use
)Blackboard Design