Reading(1)：TheOlympicGames

Topic: Advance with English 4 Unit 2 Sports events Reading (1)The Olympic Games教学内容分析：本单元的主题是人与社会，涉及的话题是体育活动，大型体育赛事，体育与健康及体育精神。本课是一篇奥委会成员所做的一个演讲。介绍了奥运会的历史，传统，奥运健儿及奥运精神。课文按照2个问题展开。重点词汇主要涉及历届奥运会历史，传统，运动员简介及奥运成就等，词汇还涉及到奥运健儿的品质及奥运精神的描述。通过本文的学习，体会奥运精神，树立正确的体育观，从而传承奥运精神，展现青春风采。学情分析本班学生英语基础较好，学习态度认真，学习热情高。学生已经具备在阅读中获取细节信息的能力，部分学生能用英语表达自己的观点。但多数学生在理解和整合知识，逻辑推理，分析，评价等方面的能力比较欠缺。此外学生对奥运会，著名运动员及其贡献有一定的了解，但不全面，对奥运精神缺乏深层理解，对顾拜旦为世界体育事业所作出的贡献比较陌生。教学目标 概括演讲者演讲思路，理解演讲的语言特色 梳理文中有关奥运会的历史，传统；梳理顾拜旦，阿里，乔丹，许海峰，邓亚萍，刘翔，张宁的简要介绍及奥运成就的事实性信息 总结优秀运动员的精神 -永不言弃，奋勇拼搏 概括，整合，阐释奥运精神及意义并举例论证 通过了解名人的体育观，促进学生形成正确的体育观，做奥运精神的传承者，展示中国青年的青春风采教学重难点：重点：学生通过阅读，获取奥运会历史，传统，意义及著名运动员的奥运成就的事实性细节，整合推断出奥运精神。难点：学习运动员经历及取得成就过程中所付出的艰辛努力 ；在讨论奥运精神及朗诵顾拜旦诗歌中感悟古今运动员为体育事业的付出与热爱，达到对体育精神的深层理解。教学过程：Pre-readingStep 1 Ss watch a video about the opening ceremony of 2008Beijing Olympic Games and experience the pride and glory 2008Beijing Olympic Games brought to Chinese. Then do a quiz about Olympic Games to arouse the students interest in the Olympics and gain some relevant knowledge about the games)(设计意图：创设情境，引出主题，激活学生描述奥运会的主题词汇)Step 2 T directs students attention to Mr. Johnsons speech by showing the linking sentences from the speech (done in the Ss preview work plan) and show Ss how to follow Mr. Johnsons train of thought through the charts. T show the tip on how to read a speech: By answering Mr. Johnsons questions you can follow his train of thought(设计意图：利用学生预习案上所找出的衔接句导出演讲的文本结构和语言特色，为梳理信息提供线索) While-readingStep 3 Ist readingT invites Ss to list the events that happened in the following years (776BC, AD 394, 1896): Students are encouraged to mark the time axis .Then answer two questions: Who brought the Olympics back to life ? What is Coubertin s dream? Was his dream realized?After the feedback and brief introduction of Coubertin ,Ss continue reading and find out the tradition of the Olympics and take down some notes:Ancient Olympics: _Contemporary Olympics: _Step 3 2nd readingT invites students to read the 3rd part carefully and sort out famous athletes Olympic achievements. Ss are encouraged to use a dictionary if they come across any new words.（设计意图：提取有关奥运会历史，传统，及著名运动员的基本事实性信息）（核心素养提升点：语言能力：获取，概括信息 文化意识：感知体育文化信息，可进行古今奥运会传统的比较；了解中外奥运健儿的奥运成就，具有国际视野思维品质：利用时间轴整合及表格分析，概括奥运历史，传统，著名运动员的成就）Post-readingStep 4 T invites Ss to share their lists together. Before their discussion ,T invites students to read the following expressions ,which may be used in their future discussion. Rome Olympics Los Angeles OlympicsDream teamBarcelona Olympics Athens OlympicsBeijing Olympics Dream teamLight the Olympic flamehang on to bring joy topush the boundaries ofThen T invites all the groups to explore the following famous athletes personalities and influence based on the information SS have gathered T provides some short videos and pictures on the board and invites representatives from different groups to present their conclusions Then T presents famous athletes spirits and concludes the Olympic Spirits with students(设计意图：巩固并整合所学语言和内容，学生通过得体提问并理性回答，进一步加深对著名运动员的成就和体育精神的理解，师生共同探讨奥运精神，体现知识迁移和创新）（核心素养提升点：语言能力：提取概括信息；描述阐释奥运精神 文化意识：关注中国运动健儿在奥运会中的成就及精神内涵，进一步坚定文化自信 思维品质：分析论证 学习能力：自主学习，合作学习）Step 5T invites students to share great peoples view on sports and then invites all the groups to share their views on sports among themselves. T provides sentence patterns like:I hold a firm belief that.etc. on the board. Sports is a holy cause in china. -President Xi A healthy body is the basis of science. -Madam Curie. Sports is nothing but the practice of soul. -Cai YuanpeiT announces“ Lets carry forward the Olympic spirits and develop a positive view on sports! ”(设计意图：从传承奥运精神，感悟名人体育观，帮助学生树立正确的体育观，从而达到以德树人的教育目标）(核心素养提升点：思维品质：思考正确的体育观对青年学生的重要意义；文化意识：联系生活学习，形成自己的体育观)Step 6T invites Ss to read the poem of Coubertin loudly and energetically to experience his love and devotion to sports!(Read individually, in groups or in all class to music)T announces “Lets carry forward the Olympic spirits and show our elegant demeanour!”（让我们弘扬