Module 3 Unit2 This year we are training more care

Book3Module3Sports主备人：何秀敏审核人：徐月瑶复备人：____________教学内容：Unit2Thisyearwearetrainingmorecarefully.课型：Readingandwriting教学目标：1、能够正确使用下列单词和词组：beat,careless,cheer...on,coach,fanclub,against,train,practice,warm,warmup,usual,better,pleased,pass,pity,chance,loudly.2、能够读懂介绍或描写体育活动的短文，扑捉主旨大意；能结合上下文猜测词义。3、能够运用形容词的比较级形式作出合适的比较，表达个人观点。4、能使用不同的时间状语对比过去与现在的情况。教学重难点：1、能够读懂介绍或描写体育活动的短文。2、能够运用形容词的比较级形式作出合适的比较，表达个人观点。教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品。教学过程：教学步骤教师活动学生活动设计意图StepOneWarming-up(3’)1.LeadinPlayapieceofmusic“Thecupoflife”andthenhaveafreetalkwithSs:Thesongsoundsexciting,isn’tit?Doyoulikefootball?Why?1.Answerthequestions.用一首动感的歌曲进行热身，活跃了课堂气氛，并让学生快速进入本课的话题，然后就谈论歌曲引导学生回顾上节课的内容，既考验学生对Unit1知识的掌握程度，还训练了学生的反应。并在无形中培养学生大胆说英语的习惯。StepTwoPre-reading(5’)1.ShowstudentsthetwopicturesofActivity1.Leadthestudentstodescribethemandpresentnewwordsinsentencesandteachthemaswell.eg:Theblueteambeattheredteambecausetheredteamwascareless.2.Havestudentsguess:Lookatthetitle-Traininghard.Whytheytrainhard?DidLiDaming’steamwinlastyear?1.Watchandtrytodescribethetwopicturesandlearnsomenewwords.2.GuesswhetherLiDaming’steamwinlastyear.引导学生谈论图片,训练学生描述图片的能力。在描述的同时学习新单词和句型，尽量做到词不离句，为学生扫清阅读障碍。通过猜测，激发学生产生阅读的愿望和心理。StepThreeWhile-reading(24’)StepThreeWhile-reading(24’)1.ScanningAskstudentstoscanthepassageandfindoutthemainideaofit.2.Skimming（1）Askstudentstoskimthepassageandcompletethetable.T:WeknowLiDaming’steamtainhardthisyear.Whatdotheydo?Why?Readthepassagequicklyagainandcompletethetableingroups.（2）Callbacktheanswers.3.Carefulreading.(1)Paragraph1&2:①ChoosethebestanswersT:Now,weknowtheytrainhardthisyear.Whereandwhendotheytrain?ReadParagraph1&2inpairsandchoosethebestanswerstothetwoquestions.②LetthestudentsreadParagraph1&2ingroupsoffourandfindoutdifficulties.③Solvethedifficulties.T:Whytheylosttotheotherteamlastyear?Let’scontinuelearningParagraph3.(2)Paragraph3:①Presentsomesentencestothestudentsandaskthemtowrite“T”or“F”alsocorrectthewrongsentencesafterreadingParagraph3.②Askastudenttobe“alittleteacher”tochecktheanswers.③LetoneteamstudentsreadParagraph3andtheotherstudentslistencarefullytopointoutimportantpoints.④Solvethedifficulties.T:Weknowthatit’sgoodtohavemanyfansaroundwhenwe‘replayingthegame.Sodothey!Doyouknowthereason?ReadParagraph4andanswerthequestion.(3)Paragraph4:①LetthestudentsreadParagraph4andanswerthequestioninpairs.②Letthestudentsaskandanswerinpairstochecktheiranswers.③Askagroupofsixstudentstoreadparagraph4.Lettheotherstudentslistencarefullyandfindoutdifficulties.④Solvedifficulties.T:Let’sreadthelettertogether.Scanthepassageandchoosethemainidea.Theyaregoingtoplayagainstanothernextweek.It’smoredifficulttopracticeinwinter.Theircoachispleased.Theytainhard.SkimthepassageandcompletethetableinActivity2ingroups.ReadParagraph1&2:①Choosethebestanswers1.Wheredotheytain?()A.AtschoolB.Atthestadium.2.Whendoesthepracticestart?()A.At9inthemorning.B.At9intheafternoon.C.At10intheafternoon.D.At10inthemorning.What’stheweatherlikeinwinterthere?Thedaysareshortandgetsdarkearlier.Thedaysareshortandgetsdarklater.Thedaysarelongandit’scold.Thedaysarelongandgetsdarkearlier.②ReadParagraph1&2ingroupsoffourandfindoutdifficulties.③Solvethedifficultiestogether.(2)ReadtheletterofParagraphCalsocorrectthewrongsentences:①write“T”or“F”.afterreadingParagraphC1.Theyweresometimescarefulwhentheypassedtheball.()2.Thisyeartheyaretrainingmorecarefully.()②Astudenttobealittleteachertochecktheanswers.Otherstrytheirbesttoanswerthequestions.③OneteamstudentsreadParagraph3andtheotherstudentspointoutdifficultiespoints.④Tosaythedifficultiesandsolvetogether.(3)ReadParagraph4andanswerthequestion:Findouttheanswertothequestion:Whyitisgoodtohavetheirfansaround?②Thestudentsaskandanswerinpairs.③Agroupofsixstudentstoreadparagraph4.Theotherstudentslistencarefullyandfindoutdifficulties.④Saythedifficultiesandsolvethem.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深入细致的阅读。使学生可以理解文章的细节，对篇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，提高阅读效果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。StepFourPost-reading(10’)1.Retell.=1\*GB3①LetthestudentscompletethepassagewiththewordsintheboxinActivity3.=2\*GB3②Callbacktheanswersfromtwostudentsthenreadtheshortpassageinthewholeclass.2.Speaking=1\*GB3①Putthewordsintheboxintopairswithoppositemeanings.=2\*GB3②Makesentenceswiththewords.eg:Hegotuplateyesterday,buthegotuplaterthismorning.1.Completethepassagewiththewordsinthebox.2.=1\*GB3①Putthewordsintheboxintopairswithoppositemeanings.=2\*GB3②Makesentenceswiththewords.复述课文能使学生加深对课文内容的理解。适量的口头练习，让学生巩固本课时的语言重点。StepFiveSummary（2’）1.Getthestudentstosumupthelanguagepoints.T:Whathavewelearnedtoday?Ss:……2.Letthestudentschoosethebestteaminthislesson.1.Sumupthelanguagepoints.2.Tochoosethebestgroups.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。StepSixHome-work（1’）Writeapassageaboutthei