Module 8 Sports life
Unit1 Daming wasn’t chosen for the team last time
教学活动设计
第一课时教案
教学目标
1.能掌握本单元的词汇及短语。
2.能听懂介绍体育比赛、体育项目等方面的简短对话。
3.能掌握一般过去时的被动语态的结构，并用它来谈论体育明星等。
4.加深对体育明星和体育状况的了解。
教学内容
1.学习本单元的重点词汇和短语：memory, point, decision, excuse, noon, seat, fair, kick, mad, stand for, no way.
2.学习一般过去时的被动语态的句子: Daming wasn’t chosen for the team last time.
重点难点
本单元的教学重点：1.能够掌握重点的词汇和词组。
2.能够正确朗读对话。
教学难点：1.掌握一般过去时的被动语态的结构。
2.能运用一般过去时的被动语态谈论自己喜欢的体育明星。
学情分析
十几岁的孩子正处于富于幻想年龄，活泼好动，善于表现，因此要鼓励学生多说，尽可能多的介绍自己喜欢的运动队和体育明星，这符合学生的认知特点和心理特点，以达到用一般过去时的被动语态进行口语交际的目的。课堂上采用多媒体手段辅助教学，利用各种图片和任务贯穿整个教学过程。在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。
教学准备
多媒体, 黑板，投影仪，图片，教学课件，单机版网络教材光盘等。
教学过程
Step 1：Leading- in:
Brainstorming: Speak out the names of sports as much as possible.
Choose a sport and think of as many words as possible related to the sport.
eg: basketball: match, goal, score, player, defense, pass, run, miss…
（活动设计意图：通过播放头脑风暴的方式呈现体育运动名称，并就其中一种体育运动联想有关的词汇，可以激发学生的学习热情和兴趣，同时引出本单元的话题—体育运动，为新课学习做好铺垫。）
Step2: Presentation:
Introduce your favourite sport star.
Describe the picture in pairs.（Activity 1）
(1).What they can see?
(2)What they imagine is happening?
(3)What can the players hear ?
(4)What are the players thinking?
（活动设计意图：头脑风暴之后教师引导学生谈谈自己喜爱的体育明星，进而进入对图片的描述，旨在建立意义与所指之间的直接联系，起到激活图式、准备语言的作用，又可以吸引学生的注意力和兴趣。）
Step3: Listening (Activity 3)
1. Listen and choose the best answer
( )1.What kind of competition mentioned in the dialogue?
A. football B. basketball
( )2.What does HAS stand for?
__________________________
（活动计意图：听说是读写的基础，提高学生的听力技能至关重要。听力训练首先是培养学生整体感知和获取特定信息的能力，第一遍听力设置一个简单的题目，不仅降低了听力难度，也可以让学生初步理解对话内容，迅速进入听的状态。）
2.Listen again and complete the table.
Basketball competition
Teams
_____________against_____________
Score of last match
______________:_________________
Time of next match
_______________________________
Lingling’s favorite team to win
________________________________
(1).Students read the table before listening and give the first image
(2).Students listen and check the ideas of the students
(3).Check the answers in pairs
(4). Check together
（活动设计意图：本活动考察学生的对听力材料的理解，培养学生查找细节信息的能力。教师可以指导学生边听辺做笔记，记录对话中重点单词、短语。）
Read the dialogue and answer the questions.
(1).How many matches have Tony played against HAS this year?
(2).Why Tony looked tired?
(3).What does Betty think of HAS?
(4).Why do Betty and Lingling say that HAS win?
（活动设计意图：读对话，回答相关细节问题，加深对对话的理解和认识。）
Step 4: Speaking
Read the dialogue after the video together and pay attention to the pronunciation
Read the dialogue in groups of three
Role-play the dialogue
（活动设计意图：通过学生观看生动活泼的对话视频并跟读模仿，再角色表演，能提高学生的语感以及进行口语输出的能力，帮助学生进一步理解课文内容。）
Retell the passage. （Activity 5 ）
If betty ________correct, HAS won the last match. BIG did not play very well because Daming was left out of the team, and it was a bad ________. The coming match will start at ________next Saturday, so if Betty and Lingling want to watch the match and have good _______, they had better get there by 11:30. Lingling tells Tony he should not_______ the ball, but throw it. Tony is so ________ at Betty and Linling that he will try harder to win.
（活动设计意图：复述可以增强对文章的理解和认识，培养学生 “获取-整理-运用”信息的能力。不同层次的学生进行不同的要求，学习能力较好的同学直接复述；学习能力较低的同学可以根据首字母填空的形式复述。）
Step 5: Cooperative studying
1. Work in groups and find out the language points
(1).看起来疲惫____________ (2). 与…打比赛____________
(3). 打败某人_______________ (4).面对现实____________
(5).没门____________________ (6).你没有机会！______________________
（7）做得漂亮 ________________ （8）对…生气_______________________
（活动设计意图：小组形式找重点短语和句子，可以培养学生精读的能力，让学生充分地实践运用语言，并通过合作学习培养团结合作精神。）
2.Deal with passive voice
(1) Find out the sentence including passive voice
(2) Students observe it and try to summarize the structure of it
(3)The teacher writes the structure on the blackboard
肯定句：主语+ was/were+动词的过去分词+其他
否定句：主语+wasn’t /weren’t+动词的过去分词+其他
疑问句：Was/Were+ 主语+ 动词的过去分词+ 其他？
(4) The students make up sentences using passive voice
(5) Show some pictures and describe them
eg: Time : 2004/8/29 Teams: China VS Russia
Score: 3:2 Review: a touch match
A volleyball match ________(hold) on August 29, 2004. China _____(be) against Russia. Russia _____________(defeat) by China. The score of the match ______(be) China 3 to Russia 2. It _____________(think) to be a tough match, but it was a really exciting match.
（6） Do some exercises.
Can you tell me whom the play _______ in 1998?
A. was written by B. was written C. is written by
The new computers ______ to the village school as presents last month.
A. are given B. given C. were given D. gave
Why are Tom’s parents worried about him? Because he ______ to Iraq last week.
A. sends B. is sent C. sent D. was sent
The APEC meeting ______ in Shanghai in 2001. I hear it ______ in different countries frequently.
A.is held; is held B. was held; is held C. was held; has held D. is held; was held
The first computer ______ by Charles Babbage.
A. was invented B. is invented C. invented D. has invented
(活动设计意图: 通过对话的学习，学生们已经初步感知了一般过去时的被动语态，通过找句子、观察结构，造句子、练习，培养了学生自主学习的能力，有利于学生更好地运用课本知识，有能达到提高学生的综合语言运用能力的目的。)
Step 6: Consolidation:
Group work: Suppose a basketball competition between Class 7 and Class 8 will be held next month, write a short passage.
以小组为单位，根据所给话题写一段文字，并推举一名同学进行汇报
How many players will be chosen to take part in the match from each class?
Who will be chosen to take part in the match in your class?
Which team will be defeated?
Is it going to be a tough match?
What should you do if you want to win the match?
（活动设计意图：通过教师教学方式的转变引导学生学习方式的转变，突出学生主体，让学生主动思维，畅所欲言，把所学知识运用到实际生活中，把知识转化成能力，让学生进一步提高学生语言交际的层次。合作学习的同时也培养了团结协作意识。）
Step 7: Summing up & Homework
(1). Read the words and the dialogue fluently.
(2). Write a passage: My favourite sport star
(3). Surf the internet for the information about sports.
板书设计
Module 8 Sports life
Unit 1 Daming wasn’t chosen for the team last time.
Passive voice
肯定句：主语+ was/were+动词的过去分词+其他
否定句：主语+wasn’t /weren’t+动词的过去分词+其他
疑问句：Was/Were+ 主语+ 动词的过去分词+ 其他？
