Module 8 Sports life
Unit 1 Daming wasn’t chosen for the team last time.
课 题
Module 8 Sports life
课时
第一课时Unit 1 Daming wasn’t chosen for the team last time.
课型
Listening and speaking
教学目标
知识目标
1. 学习并掌握下列词汇:
point, decision, excuse, noon, seat, fair, kick, stand for, no way, be mad at
2. 掌握以下句型:
① But Daming wasn’t chosen for the team last time.
② He’s so mad with us that he’ll try harder to win, just to show we’re wrong!
③ I do hope they win this time.
能力目标
1. 能够听懂介绍体育比赛的对话并获取相关的细节信息。
2. 能够谈论自己喜欢的运动队或体育明星。
情感目标
引导学生热爱体育运动, 增加对体育锻炼的兴趣。
教学重点
能够听懂介绍体育比赛的对话并获取相关的细节信息, 能够谈论自己喜欢的运动队或体育明星
教学难点
能够掌握一般过去时被动语态的概念和用法
课前预习
Preview the new words and prepare information about basketball matches.
教学方法
Situational approach; Listening and speaking approach;
Communicative approach; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming up
and leading in.
1. See a short video about NBA match.
2. Make the students have a free talk: “Do you like basketball? Who’s your favourite basketball player? Why?”
1. Enjoy the video.
2. Have free talks about basketball and basketball players.
用NBA比赛吸引学生兴趣, 然后通过与学生谈论篮球及篮球运动员导入新授内容。
Step 2
Pre-listening
(Activity 1)
Show picture of Activity 1. Ask the students to talk about the picture in pairs and describe it.
Student look at picture and describe it in pairs.
引导学生简单地谈论图片, 训练学生描述事情的能力。
Step 3
While-listening
(Activities
2, 3, &4)
1. Play the recorder and ask the students to listen and complete the sentences. (Activity 2)
2. Have the students look at the table, listen to the recording twice and complete the table. (Activity 3)
3. Have the students listen and read the dialogue by themselves and complete the sentences in Activity 4.
4. Ask students to read the dialogue in groups and try to find out some important language points by themselves then help them solve the difficult points if necessary.
1. Listen and complete the sentences.
2. Look at the table, listen to the recording twice and complete the table.
3. Listen and read the dialogue by themselves and complete the sentences in Activity 4. Then check their answers in pairs, then in class.
4. The students read the dialogue in groups and find out the important language points.
让学生从听觉上对课文有初步的理解, 同时把表格按照中考题型进行难度降低处理, 培养学生通过听获取细节信息技巧。
通过小组活动提高学生间的自主、合作学习, 让学生充分地实践运用语言, 并激发学生创造性思维的发展。
Step 4
Post-listening
(Act 5, 6&7)
1. Let the students complete the passage with the words in the box(Activity 5).
2. Ask the students to listen and decide which words are weak and which words are strong. Put students in small groups and encourage them to say the sentences aloud.
3. Ask the students to work in pairs and talk about their favourite sports team or sports stars.
1. Complete the passage of Activity 5 and then check their answers in pairs.
2. Read the sentences aloud and decide which words are weak and which words are strong in groups.
3. Talk about their favourite sports team or sports stars in pairs.
让学生根据对话内容完成文段, 检查学生对对话的掌握情况。
让学生了解句子的重读规律。
通过小组的活动, 让学生充分地实践运用语言, 并无形中突破了本课的重点。
Step 5
Summarize
1. Put the students in groups of four, make a survey about sports and then make a report.
2. Guide the students to summarize what they have learnt in this unit.
1. Make a survey about sports and then make a report.
2. Summarize what they have learnt in this unit.
培养学生探究、归纳总结能力。
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 根据汉语提示完成下列句子, 每空一词
1. What does CCTV
(代表), do you know??
2. When did you take part in your school sports meeting
(上次)??
3. I’m sorry to say you’ve got
(没机会) to win the match. ?
4. Tom said many bad words behind Jim, so Jim
__ __ __ (对……恼火) him. ?
5. I believe I will
__ __ __ (能) learn English well if I find the correct ways of learning. ?
Ⅱ. 用所给词的适当形式填空
1. A football match
(hold) in our school last year. ?
2. You’d better make a (decide) quickly. ?
3. Can you find the
(different) between the two mobile phones??
4. The man look ___
(exciting) after heard the news. ?
5. Sun Yang was
(choose) for the Chinese team at the Sydney Olympic Games. ?
独立完成检测练习, 并进行自评与互评。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 7
Homework
1. Review the words and expressions.
2. Finish all the exercises in study paper.
3. Preview unit 2.
板书设计
Unit 1 Daming wasn’t chosen for the team last time.
1. Who are you playing against?
2. That’s no excuse!
3. No way!
4. I don’t agree.
5. Face the truth.
6. You’ve got no chance!
7. Nice work!
教学反思
本节课的教学活动设计, 利用现代化的多媒体教学, 制造多种感官的综合刺激, 是一种有效激发学生学习兴趣, 提高课堂教学效率的有效手段。同学们可以在声情并茂的短片或者电影中感受英语学习的乐趣, 感受英语带来的美, 从而使得学生能在英语美的海洋中自由邀游, 在轻松愉快的课堂氛围中, 激发学生对英语听说课的学习兴趣。
资料链接
篮球运动之父——奈史密斯
1891年12月初在美国马萨诸塞州斯普林菲尔德(Springfield)市基督教青年会国际训练学校(后为春田学院), 体育教师詹姆斯·奈史密斯(James Naismith)博士为了解决冬季室外寒冷, 橄榄球、棒球无法正常开展而发明了篮球, 他借鉴了篮网球(netball)的规则, 当年的篮球规则只有13条。
1891年, 奈史密斯在马萨诸塞州斯普林菲尔德市基督教青年会国际训练学校任教。他从当地儿童喜欢用球投向桃筐(当地盛产桃子, 各家各户都备有桃筐)的游戏中得到了启发, 创编了篮球游戏。
奈史密斯30岁时便发明了篮球, 但篮球诞生后近半个世纪始终被人们忽视, 直到1936年柏林奥运会上才受到应有的尊重。75岁高龄的奈史密斯随美国篮球队抵达柏林, 但美国篮球队教练只负责他从美国到柏林的机票费, 不承担其在柏林的旅馆费和入场券费用, 当时篮球还不够普及。而美国奥委会对此置之不理, 使得这位篮球之父心情十分沉重。
奈史密斯于1939年逝世。为了永远纪念这位篮球运动先驱, 国际篮联在1950年第1届世界男子篮球锦标赛期间举行的第一次中央局会议上, 决定把世界男子篮球锦标赛的金杯命名为“奈史密斯杯”。为了纪念奈史密斯博士发明篮球的功绩, 在春田学院校园内修建了美国篮球名人馆——詹姆斯·奈史密斯纪念馆。
篮球规则
比赛方法: 一队五人, 其中一人为队长, 候补球员最多七人, 但可依主办单位而增加人数。比赛分四节, 每节各10分钟, NBA为12分钟(NBA全明星新秀赛和美国大学生篮球联赛为每节20分钟, 共2节); 每节之间休息5分钟, NBA为130秒; 中场休息10 分钟, NBA为15分钟, 另在NBA中在第4节和任何加时赛之间休息100秒。比赛结束两队积分相同时, 则举行延长赛5 分钟, 若 5 分钟后比分仍相同, 则再次进行 5 分钟延长赛, 直至比出胜负为止。
主要篮球协会
CBA
中国篮球协会于1956年6月在北京成立, 简称“中国篮协”; 英文名称为“Chinese Basketball Association”, 缩写为“CBA”。中国篮球协会是具有独立法人资格的全国性群众体育组织, 是由各省、自治区、直辖市篮球协会、各行业篮球协会及解放军相应的运动组织为团体会员组成的全国性、非营利性的联合组织, 是中华全国体育总会的团体会员, 是中国奥林匹克委员会承认的奥运项目组织, 是代表中国参加国际篮球联合会和亚洲篮球联合会的唯一合法组织。
NBA
NBA(全称National Basketball Association), 美国第一大职业篮球联赛, 其产生了威尔特·张伯伦、奥斯卡·罗伯逊、迈克尔·乔丹、科比·布莱恩特、勒布朗·詹姆斯等篮球巨星。该协会一共拥有30支球队, 分属两个联盟: 东部联盟和西部联盟; 而每个联盟各由三个赛区组成, 每个赛区有五支球队。30支球队当中有29支位于美国本土, 另外一支来自加拿大的多伦多。
Unit 2 He was invited to competitions around the world.
课 题
Module 8 Sports life
课时
第二课时Unit 2 He was invited to competitions around the world.
课型
Reading and writing
教学目标
知识目标
1. 学习并掌握下列词汇:
sportsman, ability, hurdling, sportswoman, race, record, method, hurdles, Japan, break, sportsperson, Asian, suffer, courage, pride, high jump, set up, suffer from, first place, stop sb. from doing sth. , take pride in
2. 掌握以下句型:
①Liu was encouraged at first to train for the high jump.
② In 1998, Liu Xiang’s ability in hurdling was noticed by Sun Haiping, who later became his coach.
③His races were recorded, and he was compared with the world’s best sports stars.
能力目标
1. 能够读懂介绍刘翔的短文, 获取主旨大意及相关细节信息。
2. 能使用一般过去时被动语态写一篇短文介绍乒乓球运动员张怡宁。
情感目标
通过学习, 加深对我国体育运动状况和体育明星的了解, 学习运动员顽强拼搏的精神。
教学重点
能够读懂介绍刘翔的短文, 获取主旨大意及相关细节信息。
教学难点
能使用一般过去时被动语态写一篇短文介绍乒乓球运动员张怡宁。
课前预习
Preview new words and search for information about Liu Xiang and Zhang Yining.
教学方法
Cooperative learning method; Task-based approach; Bottom-up approach;
Content-based instruction teaching; Function method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming up
and leading in.
1. Have the students see a video about Liu Xiang.
2. Ask the students to have a free talk about Liu Xiang.
1. Enjoy the video about Liu Xiang.
2. Have a free talk about Liu Xiang.
观看刘翔比赛的录像, 活跃课堂气氛, 让学生快速进入本课的话题。
Step 2
Pre-reading
(Act. 1)
Show the picture of Liu Xiang, have the students say what they know about Liu Xiang and how he became a sports hero.
Look at the picture and say what they know about Liu Xiang and how he became a sports hero.
激活学生的背景知识。
Step 3
While-reading
(Act. 2,
3 & 4)
1. Fast-reading:
(1)Have students scan the passage and find out the main idea of it(Activity2).
(2)Have students skim the passage and match the years with the notes to complete the timeline(Activity3) in pairs.
2. Careful-reading:
(1)Ask the students to read Paragraph 1 and complete the sentences.
In 2004, Liu Xiang to competitions around the world and for Chinese team at the Athens Olympic Games. ?
(2)Ask the students to read Paragraphs 2-4 and choose the best answers:
①How old was Liu Xiang when he went to the Sports School?
A. 10 B. 11
C. 12 D. 9
②What was the purpose of the special programme?
A. To record the races.
B. To encourage the young sportspersons.
C. To help young sportsmen and sportswomen.
D. To help the coaches.
③Have Asians ever won the Olympic gold medal for hurdling before 2004?
A. Yes, they have.
B. No, they haven’t.
(3)Ask the students to read Paragraph 5-6 and check T or F in pairs.
①From 2008 on, Liu Xiang suffered a lot from his foot problem , so he gave up.
②Although Liu Xiang didn’t complete the 2012 London Olympic Games , he is still a symbol of courage and success.
3. Let the students read the passage together with the video and complete the passage with the words in the box in Activity 4.
1. Scan the passage and choose the main idea.
2. Skim the passage and match the years with the notes.
3. Read carefully and finish the tasks.
(1)Complete the sentences.
(2)Choose the best answers.
(3)Check T or F in pairs.
4. Read the passage together with the video and complete the passage.
要求学生快速阅读文章, 选出课文的主题大意, 培养学生的快速阅读技巧和获取文章整体信息的能力。
在学生抓住课文主题大意后, 要求学生再次对课文进行跳读, 匹配年份与要点, 然后让学生把要点按时间顺序读一遍, 使学生可以从时间上对刘翔的信息及文章结构有更深层次的理解, 为进一步学习做好铺垫。
让学生带着任务(问题)去阅读课文, 去找答案, 有助于学生更加准确地获取细节信息, 提高阅读效率和获取细节信息技能。学生通过分层次阅读文章, 获取具体信息, 把知识点和课文理解在分段学习中得以突破。而小组活动能通过学生间的自主、合作学习, 让学生充分地实践运用语言, 并激发学生创造性思维的发展。
Step 4
Post-reading
(Act 5, 6&7)
1. Ask the students to write the notes in Activity 3 in full sentences.
2. Ask the students to look at the verb forms in the two sentences and write sentences about Zhang Yining.
1. Work in groups to complete the table.
2. Write sentences about Zhang Yining.
适量的笔头练习, 让学生巩固本课时的语言重点, 并为写作做好铺垫。
Step 5
Summarize
1. Guide the students to retell the passage.
2. Guide the students to summarize the vocabularies and structures in this unit.
1. Retell the passage.
2. Summarize the vocabularies and structures in this unit.
锻炼学生的口头表达能力; 培养归纳总结能力。
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 根据句意及首字母或汉语提示完成单词
1. He soon got ahead of the other runners in the running r . ?
2. Liu Xiang is a hero because he broke the Olympic r for the Asian people. ?
3. Mr Smith’s teaching m
are very creative and we all like him. ?
4. Liao Zhi (忍受)a lot from her legs, but she didn’t give up dancing. ?
5. He is very tall and strong, but he doesn’t have
(胆量, 勇气). ?
Ⅱ. 用所给词的适当形式填空
1. We are often encouraged
(speak) English by Miss Li. ?
2. At last, he got (one) place in the 100m race. ?
3. Liu Xiang is a symbol of courage and (successful). ?
4. China is an (Asia) country. ?
独立完成检测练习, 并进行自评与互评。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 7
Homework
Write a passage about Zhang Yining.
板书设计
Unit 2 He was invited to competitions around the world.
1. Vocabulary:
sportsman, ability, hurdling, sportswoman, race, record, method, hurdles, Japan, break, sportsperson, Asian, suffer, courage, pride, high jump, set up, suffer from, first place, stop sb. from doing sth. , take pride in
2. Structures:
①Liu was encouraged at first to train for the high jump.
② In 1998, Liu Xiang’s ability in hurdling was noticed by Sun Haiping, who later became his coach.
③His races were recorded, and he was compared with the world’s best sports stars.
教学反思
本节课的教学设计, 抓住学生的好奇心理, 活化我们的英语教材, 透过扩展教材资料或活动步骤, 充分激发他们勤于思考、敢于创新的兴趣, 鼓励他们多角度、多方向、新颖独特的提出问题、解决问题; 提倡一题多议, 敢破常规, 使教学向纵深发展。其次, 抓住了阅读技巧, 课堂教学方明确向, 加强学生实际练习、多运用, 确立以“知识理解型”教学模式向“思维训练型”教学模式的转变。
资料链接
飞人刘翔
刘翔, 世界著名的奥运冠军, 中国男子田径队110米跨栏国际级健将运动员, 中国人民政治协商会议第十一届全国委员会委员。刘翔是中国田径史上里程碑式的人物, 在2004年雅典奥运会上以12. 91秒的成绩获得冠军; 在瑞士洛桑田径超级大奖赛中, 以12. 88秒打破了保持13年的世界纪录; 多次在国际田径赛事中夺冠。刘翔积极参与慈善事业, 为中国体育、公益事业发展做出了很多贡献。2012年8月7日, 伦敦奥运会男子110米栏预赛中, 刘翔跨栏意外摔倒在地, 最终单腿跳过终点无缘晋级。2012年8月10日, 刘翔手术成功。
Unit 3 Language in use
课 题
Module 8 Sports life
课时
第三课时Unit 3 Language in use
课型
Revision and application
教学目标
知识目标
1. 正确运用本模块的词汇及短语。
2. 能够掌握一般过去时被动语态的概念和用法。
能力目标
1. 能够听懂介绍体育比赛的对话并获取相关的细节信息。
2. 能够谈论自己喜欢的运动队或体育明星。
3. 能够读懂介绍人物或体育运动的短文, 获取主旨大意及相关细节信息。
4. 能使用一般过去时被动语态写一篇短文介绍体育明星。
情感目标
Learn about the wonders of China and the world. Love our country, be proud of our country.
教学重点
1. 能够读懂介绍人物或体育运动的短文, 获取主旨大意及相关细节信息。
2. 能使用一般过去时被动语态写一篇短文介绍体育明星。
教学难点
能够掌握一般过去时被动语态的概念和用法。
课前预习
Preview the passive voice in the simple past tense.
教学方法
Formal and interactive approach; Top-down approach;
Communicative approach; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming up
and leading in.
Show students a short video about Olympic Games and Paralympic Games.
The students watch the video and learn something about the two games.
观看奥林匹克运动会和残奥会的视频, 让学生从视觉上直观地了解两种运动会的同时也活跃了课堂气氛, 为进一步的学习做好铺垫。
Step 2
Language
Practice
Let the students work in pairs to read the two sentences and summarize the structure of the past simple passive.
Read the sentences and summarize the structure of the past simple passive in pairs.
让学生通过发现、认知进而掌握被动语态概念和用法。
Step 3
Explanation
(Activities
1～5)
1. Ask them to complete the conversation. (Activity 1)
2. Ask the students to complete the passage. (Activity 2)
3. Ask them to talk about the pictures and tell the story. (Activity 3)
4. Ask the students to complete the sentences. (Activity 4)
5. Ask the students to choose the correct answer. (Activity 5)
1. Finish
Activity 1.
2. Finish
Activity 2.
3. Finish
Activity 3.
4. Finish
Activity 4.
5. Finish
Activity 5.
使用动词的正确时态和语态;
根据语境正确使用动词;
训练学生根据要求选择语态的技巧;
根据语境运用本模块的核心单词;
考查学生识词和理解句意的能力。
Step 4
Practice and
improving
(Act 6, 7&8)
1. Play the recorder and ask the students to listen and check the true sentences in Activity 6.
2. Play the recorder again and ask the students to choose the correct answers in Activity 7.
3. Organize the class into small groups. Ask them to work in pairs to put the sentences in the correct order to make a conversation.
1. Listen carefully and check the true sentences in Activity 7.
2. Listen again and ask the students to choose the correct answers in Activity 8.
3. Put the sentences in the correct order to make a conversation.
通过听关于悉尼奥运会跆拳道冠军陈中的对话完成两个听力任务, 提高学生听力技能。
通过阅读排序组成一篇关于跆拳道运动的对话, 培养学生的阅读技能。
Step 5
Knowledge
extension
and application
(Around the
world &
Module task)
1. Introduce Paralympic Games and Dorando Pietri. Then ask the students to read the passage.
2. Have the students work in groups and do a survey about the sports.
What sports do you like?
S1
S2
S3
How often do you. . .
Why do you like it?
1. Watch and read.
2. Do a survey about the sports.
了解1908年悉尼奥运会的马拉松比赛意大利选手道兰多·佩特里的事迹;
通过小组合作调查同班同学关于喜爱的体育运动的情况并对调查结果进行汇报, 达到真实交际的目的同时也实现了学以致用。
Step 6
Summarize
1. Guide the students to summarize the key vocabulary and structures in this module.
2. Ask the students to conclude the usage of past simple passive.
1. Summarize the key vocabulary and structures in this module.
2. Summarize the rules of past simple passive.
引导学生积极思考, 培养学生归纳总结能力。
Step 7
Consolidation
教师设置巩固检测练习:
用所给词的适当形式填空
1. He stopped his son from (play)games on the mobile phone. ?
2. The passengers
(tell)just now that the highway was closed because of the heavy fog. ?
3. To tell the truth, getting (mad)easily is bad for you. ?
4. Do you know when the train
(invent)??
5. Can you tell me what EQ
(stand)for??
独立完成检测练习, 并进行自评与互评。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 8
Homework
1. Write down the results of the survey by using the words like and, although, but etc.
2. Preview Module 9.
板书设计
Unit 3 Language in use
教学反思
本节课的教学设计充分尊重了学生们的主体地位, 把学习的时间还给了学生。在教学活动中, 学生进一步理解了所学内容。注重了学习方式的开放性, 根据学生的实际需要, 灵活运用教材, 通过师生共同收集与主题相关的信息资料, 丰富了课程资源, 拓展了学生的视野。有利于实现教育目标, 很有实效性, 符合九年级的心理特征。
资料链接
“铁榔头”教练
郎平, 女, 祖籍中国天津, 著名女子排球运动员、教练员, 现任中国女排主教练, 运动员时期凭借强劲而精确的扣杀而赢得“铁榔头”绰号。郎平与美国名将弗罗拉·海曼、古巴名将米雷亚·路易斯并称为1980年代世界女排“三大主攻手”。
郎平于1973年进入北京工人体育馆少年体校排球班练习排球。1976年进入北京市业余体校, 同年入选北京市排球队; 1978年入选国家集训队。1980年入选中国体育劳伦斯奖第二届十佳名单。1982年荣膺世界女子排球锦标赛“MVP”。1984年获全国“三八红旗手”称号。1996年获得国际排联颁发的“世界最佳教练”。2002年10月, 正式入选排球名人堂, 成为亚洲排球运动员中获此殊荣的第一人。2013年4月25日, 被任命为中国女排国家队主教练。2015年2月1日, 获2014 CCTV体坛风云人物最佳教练奖。2015年率领中国女排夺得女排世界杯冠军, 并直接晋级2016年里约奥运会。2016年1月16日, 与王育成在京举行婚礼。2016年1月24日, 获2015 CCTV体坛风云人物最佳教练奖和评委会大奖。2016年2月14日, 荣膺感动中国2015年度人物。2016年8月21日, 郎平带领女排战胜塞尔维亚, 赢得里约奥运会冠军。
2016年12月, 郎平入选排联技术教练委员会。
