Module Sports life 教案.doc

.Module 8 Sports life【教材分析】Module 8的主要内容为运用一般过去时的被动语态来描述自己和他人的运动生活，包括介绍自己喜爱的球队比赛和自己喜爱的一位体育明星。从全书来看，本模块承接上一模块对一般现在时被动语态的学习和运用，着重两类时态的区别使用，让同学们通过课堂活动来掌握其用法。培养学生们对体育活动的热爱。【教学目标】1、 掌握本模块的生词与短语2、 掌握一般过去时被动语态的概念和用法3、 能够写一篇短文介绍乒乓球运动员张怡宁【教学重难点】1、 掌握一般过去时态被动语态的概念和用法2、 能够谈论体育运动【德育渗透】 通过学习使学生加深对我国体育运动状况体育明星的了解，加深对奥运会和残奥会的了解，学习运动员顽强拼搏的精神。 Unit 1 Daming wasnt chosen for the team last time.（第一课时）一、教学目标语言知识目标：1. Key vocabulary: 理解stand for, memory, point, decision, excuse, noon, seat, no way, fair, kick, mad在文中的意思，并能正确地翻译。2. Key structures: 理解 Daming wasnt chosen for the team last time. I dont agree. I do hope they win this time. 这几个句型在句中的意思和用法。语言技能目标：能听懂和阅读关于介绍自己喜爱球队的语言材料，能通过相关词汇和图片描述自己和他人的对球队的观点；能编写关于喜爱球队的对话。情感态度目标：学会倾听他人的球队观点；激发学生对体育活动的热爱，积极从事健身运动；培养学生的保持健康意识。二、教学重点被动语态三、教学过程Step 1 Lead-in 让学生们看图片和回答问题。Step 2 Consolidate new words 列出本语篇重要单词，领读这些单词，让学生们尽力熟悉并记住它们, 然后让学生利用这些生词说出文中的一些简单信息。Step 3 Warming up让学生认真看图片，关注图片中的细节，然后让学生两人一组，看图说话，描述图片中的篮球比赛。Step 4 Listen and complete the sentences 1. 让学生听录音，理解大意。 2. 让学生再仔细听一篇，完成Activity 2中的句子。Step 5 Listen and read让学生读对话内容，然后完成Activity 3,4,5, 同桌互相检查，然后全班核对答案。Activity 3 Step 6 complete the sentence SB. Activity 4 1 Tony looks tired because_.2 Betty has seen HAS play this season, and she thinks_.3 Tony hopes BIG will _.4 Betty and Linging say that HAS will win because they want Tony to _. Key: 1. he is graining for the big match next week 2. itll be a difficult match 3. win 4. try harder to winStep7 Homework Finish off Workbook exercise.Unit 1 Daming wasnt chosen for the team last time.（第二课时）一、教学目标语言知识目标：1. Key vocabulary: 理解stand for, memory, point, decision, excuse, noon, seat, no way, fair, kick, mad在文中的意思，并能正确地翻译。2. Key structures: 理解 Daming wasnt chosen for the team last time. I dont agree. I do hope they win this time. 这几个句型在句中的意思和用法。语言技能目标：能听懂和阅读关于介绍自己喜爱球队的语言材料，能通过相关词汇和图片描述自己和他人的对球队的观点；能编写关于喜爱球队的对话。情感态度目标：学会倾听他人的球队观点；激发学生对体育活动的热爱，积极从事健身运动；培养学生的保持健康意识。二、教学重点被动语态三、教学过程Step 1 RevisionStep2 Complete the passage with the words in the box.1、 让学生浏览方框中的给出的单词，并明确其含义。2、 学生浏览短文，完成填空，3、全班核对答案。最后让学生默读短文，仔细体会对话是如何改写成短文的。Step3 Everyday English让学生们说出这些句子在课文中的意思及用法。 Thats no excuse! 那不是理由！ No way! 绝对不可能！常用来表示不同意做某事或认为某事不可能发生。 Face the truth. 面对现实。 Youve got no chance! 你没有机会了！ Nice work! 干得好！/干得不错！Step 4 Language points1. What does HAS stand for?Stand for表示“是的缩写，代表；意味着”。e.g. What does the letter UN stand for? 字母UN代表什么？2. Who are you playing against?Play against表示“和某人/某队对抗，比赛”。e.g. Our class will play against Class Two this weekend. 我们班这周将和二班比赛。3. If my memory is correct, HAS 98 points to BIG 52.Memory表示“记忆”。If my memory is correct表示“如果我没记错的话”。e.g. If my memory is correct, he lived in Paris for a while. 如果我没记错的话，他曾在巴黎住了一段时间。4. - Do you think theyll win, Lingling? - No way! no way常用来表示不同意做某事或认为某事不可能发生。e.g. Theres no way Im going to ay 300 just for a weekend in Pairs. 我绝对不会就为了在巴黎度个周末付300英镑。5. Thats a bad decision.decision表示“决定”。它的动词为decide。Make a decision表示“做决定”。Make a decision to do sth.=decide to do sth.都表示“决定去做某事”。e.g. I have not made a decision to travel in abroad. =I have not decide to go travelling in abroad. 我还没有决定去国外旅行。6. Its next Saturday at noon.at noon表示“在中午”。e.g. He had a big lunch at noon with his family in the hotel. 他和他的家人中午在酒店吃了一顿大餐。7. Hes so mad at us that hell try harder to win, just to show were wrong!be mad at sb.表示“和某人生气”。等于be angry with sb.e.g. She became mad at her friend when he said something to hurt her. 当她的朋友说了一些伤害她的话之后，她和他生气了。Step 5 Pronunciation and speaking 1. 让学生们听录音，了解录音中哪些单词是重读，哪些是轻读。2. 再让学生听录音并跟读，体会重读单词和轻读单词在句子中的使用。最后全班核对答案。Strong words in bold1. Yes, Im training for the big match next week.2. Its next Saturday at noon, but if you want good seats, you should come by 11:30.3. Hes so mad at us that hell try harder to win, just to show were wrong!Step 8 Exercises让学生通过练习巩固所学的知识。1. -What does the sign _? -It means “No parking”. A. stand for B. stand at C. look at D. look for2. He has a bad _, so he often forgets something. A. excuse B. memory C. point D. seat3. -Have you made a decision _ the movie. -Yes, I have. A. see B. to see C. seeing D. saw4. His father is _ at his low marks in the exam. A. mad B. angry C. nice D. gladKeys: 1. A 2. B 3.B 4. AStep 9 Homework介绍你最喜欢的一次篮球比赛。包括比赛的时间、地点、球队、比分和比赛后的感受。Unit 2 He was invited to competitions around the world（第一课时）一、教学目标1. 语言知识目标Key vocabularysportsman, ability, hurdling, sportswoman, race, record, method, hurdles, Japan, break, sportsperson, Asian, suffer, courage, prideKey structureshigh jump, set up, suffer from, first place, stop sb. from doing sth. take pride in了解这些句子和短语在文中的意思及用法。2. 语言技能目标让学生能够听懂介绍体育比赛的对话，能够谈论自己喜欢的运动队或明星，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，能够写出介绍运动员的文章。3. 情感态度目标介绍了刘翔的成长和成名的经历。让学生了解刘翔的成名的经历，培养学生积极、健康向上的精神和顽强的意志力。二、教学重点1. 学习文中的一些表达法。2. 了解一些过去时的被动语态的用法。三、教学过程Step 1 Lead-in 通过一些图片导入话题，让学生谈论图片。Step 2 New words出示一些图片，让学生看着图片说出单词的意思。Step 3 Reading让学生通过读短文来了解刘翔成长为奥运跨栏冠军的经历以及他作为奥运英雄的生活，让学生感知文中一般过去时，并学习一些新的单词和短语。1. 让学生先听文章内容，回答两个简单的问题。 Who won a gold medal at the Athens Olympic Games? Where was Liu Xiang born? In Shanghai.2. 先让学生快速浏览短文，理解文章的主旨，并浏览3个选项，选出最佳答案。然后全班核对答案，说出选此答案的理由。a) Liu Xiang was helped by his sports school to win a gold medal.b) Liu Xiang will be a star and not a sports hero.c) Liu Xiang has trained for many years and won many gold medals.3. 让学生细读课文，梳理出每个年份发生的事情，完成管匹配。然后由部分学生汇报，全班核对答案。Step 4 Complete the passage with the correct form of the words in the box.让学生个体活动，浏览方框中给出的单词，通读短文，完成填空。全班核对答案。Step 8 Homework Finish off Workbook exerciseUnit 2 He was invited to competitions around the world（第二课时）一、教学目标1. 语言知识目标Key vocabularysportsman, ability, hurdling, sportswoman, race, record, method, hurdles, Japan, break, sportsperson, Asian, suffer, courage, prideKey structureshigh jump, set up, suffer from, first place, stop sb. from doing sth. take pride in了解这些句子和短语在文中的意思及用法。2. 语言技能目标让学生能够听懂介绍体育比赛的对话，能够谈论自己喜欢的运动队或明星，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，能够写出介绍运动员的文章。3. 情感态度目标介绍了刘翔的成长和成名的经历。让学生了解刘翔的成名的经历，培养学生积极、健康向上的精神和顽强的意志力。二、教学重点1. 学习文中的一些表达法。2. 了解一些过去时的被动语态的用法。三、教学过程Step 1 RevisionStep 2 Learning to learn To learn about the notes.Notes usually include only the most important information from a passage. Further details and some words are left out as long as the meaning is clear.Step 3 Language points1. Liu was encouraged at first to train for the high jump.encourage sb. to do sth.表示“鼓励某人去做某事”。be encouraged to do sth.表示“被鼓励去做某事”。e.g. Ms Wang always encourages us to speak English in class. 王老师总是鼓励我们课上讲英语。 We are encouraged（by Ms Wang）to speak English in class. 我们总是被（王老师）鼓励在课上讲英语。2. at the same time broke the Olympic Games record. break可作动词，意为“打破（纪录）；打碎”，它的过去式形式为broke。break常用于短语break the world record（打破世界纪录）中。如： She broke the world record for the high jump. 这次跳高比赛她打破了世界纪录。3. In 2001, a special programme was set up to help young sportsmen and sportswomen.这个句子是一般过去时的被动语态。set的过去式和过去分词都为set。set up表示“设立；创办”。e.g. She plans to set up her own company. 她计划创办自己的公司。4. His races were recorded, and he was compared with the worlds best sports stars.be compared with表示“和相比”。e.g. Dont compare me with other students. 不要把我和其他学生相比较。5. From 2008 on, he suffered a lot from his foot problem, but he didnt give up.suffer from表示“受（某种病痛）折磨，因而受苦”。e.g. I often suffer from toothaches. 我经常遭受牙痛之苦。6. He still returned to first place in the world 110m hurdles race in 2012.first place表示“第一名，冠军”。e.g. He once won the first place in the race. 他曾在比赛中获得第一名。7. It is a pity that his foot problem stopped him from completing the 2012 London Olympic Games.its a pity that .表示“很遗憾”。e.g. Its a pity that he didnt see the movie yesterday. 很遗憾他没有看到昨天的电影。stop sb. from doing sth.表示“阻止某人做某事”。e.g. I want to stop my brother from playing computer games. 我想阻止我弟弟玩电脑游戏。8. and we continue to take great pride in him.当我们想表达“为感到骄傲、自豪”时，可以用take pride in。be proud of 表示“以为骄傲”。e.g. They take great pride in their daughters achievements. 他们为女儿的成就感到非常骄傲。 Im proud of my hometown. 我以我的家乡为傲。Step 4 Writing1. 让学生根据要点写出完整的句子，然后同桌互相检查，交流补充。最后由教师核对答案。2. 让学生两人一组交流，总结一般过去时被动语态的结构。然后教师总结以加深学生对被动语态的理解。最后全班核对答案。3. 学生两人一组进行活动，思考、讨论并拟出写作提纲。然后让学生自己根据自己对张怡宁的了解写一篇介绍张怡宁的短文。Step 5 Exercises让学生通过练习巩固所学的知识。1. Our school _ a new classroom for sports. A. set down B. set up C. set off D. set at2. Liu Xiang suffered _ great pain to take part in the hurdling last year. A. at B. off C. to D. from3. At last he got the _ place in the school math competition. A. first B. one C. his first 4. Liu Xiang won the gold medal. We took _ in him. A. pride B. proud C. pridesStep 6 Homework Finish your passage about Zhang Yining.Unit 3 Language in use一、教学目标1. 语言知识目标让学生们能学会运用本单元中学过的新单词短语及表达。2. 语言技能目标学生能学会总结与巩固一般过去时的被动语态。3. 情感目标让学生能很高兴地听别人的意见和保持健康的生活方式。二、教学重点让学生学会正确运用一般过去时的被动语态。三、教学过程Step 1 Language practice让学生掌握被动语态的用法。1. Daming _ for the team last time.2. He _to competitions around the world.Keys: 1. wasnt chosen 2. was invitedStep 2 Grammar被动语态 (2)一、定义主语为动作的执行者时，表示主动语态。主语为动作的承受者时，表示被动语态。e.g. He told the story. (主动语态） The was told by him. (被动语态）二、一般过去时的被动语态我们知道，被动语态的动词形式为：be+动词的过去分词，其中be为助动词，根据不同的人称和时态有形式的变化。因此，一般过去时的被动语态为：1. 肯定句：主语+was/were+动词过去分词（ + by+动作执行者）e.g. The letter was written by Jim.2. 否定句：主语+was/were not+动词过去分词（ + by+动作执行者）e.g. The letter wasnt written by Jim.3.一般疑问句：Was/Were+主语+动词过去分词+（by+动作执行者）e.g. Was the letter written by Jim?4. 特殊疑问句：特殊疑问词+was/were+主语+动词的过去分词+（by+动作执行者）e.g. When was the letter written by Jim?动词不定式作宾语补足语当动词不定式作宾语补足语时，要把主动语态中表人的直接宾语变为被动语态的主语，宾语补足语的位置不变。e.g. The school encouraged Liu Xiang to train for the high jump. Liu Xiang was encouraged to train for the high jump.但是当to在宾语补足语里被省略时，在变被动语态时要在宾语补足语里加上to。e.g. The boss made him complete the work one day. He was made to complete the work one day (by the boss).Step 3 Practice1. SB. Part 1 Complete the conversation with the correct form of the words in the box. You need to use some words more than once.让学生个体活动，阅读对话，完成填空。然后全班核对答案。最后教师引导学生小结被动语态在特殊疑问句中的用法。2. SB. Part 2 Complete the passage with the correct form of the words in the bracket.让学生个体活动，通读短文，掌握大意。然后根据语境用动词的正确时态和语态填空。最后全班核对答案。 3. SB. Part 3让学生看图技术图片。然后两人一组，根据提示谈论图片。最后教师点名，部分小组展示，全班反馈。An Italian marathon runner, Dorando Pietri, entered the stadium and took a wrong turn during the race. He fell down. He was treated by a doctor and he was helped across the finishing line. At first, he was given first place, and the American runner Johnny Ha