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1、教學課題：Module 8 Sports life Unit 3 Language in use 題 目 Module 8 Sports life Unit 3 Language in use 教 學 目 標 情感態(tài)度目標 學習運動員頑強拼搏的精神。 學習策略目標 自學策略：掌握記筆記的方式，記錄重點內(nèi)容，幫助記憶和表達。 合作學習策略：能夠與其他小組成員合作展開調(diào)查。 語言技能目標 聽：能夠聽懂介紹體育比賽的對話。 說：能夠談論自己喜歡的運動隊或體育明星。 讀：能夠讀懂簡單的體育報道或介紹體育明星的故事。 寫：能夠?qū)懸黄涛慕榻B乒乓球運動員

2、張怡寧。 運用：能夠?qū)ν瑢W們參加體育活動的情況進行小結(jié)并發(fā)表簡單評論。 語言知識目標 功能：能夠談論體育運動。 語法：能夠掌握一般過去式被動語態(tài)的概念和用法。 詞匯：stand for, memory, point, decision, excuse, noon, seat, no way, fair, kick, mad, sportsman, high jump, ability, hurdling, sportswoman, race, record, method, hurdles, Japan, break, sportsperson, Asian, suffer, suf

3、fer from, first place, stop sb. (from) doing sth.,courage, pride, take pride in 文化意識目標 通過學習，加深對我國體育運動狀況和體育明星的了解，加深對奧運會和殘奧會的了解。 教學 重點 一般現(xiàn)在時的被動語態(tài)的理解和運用。 教學 難點 一般現(xiàn)在時的被動語態(tài)的理解和運用。 過程 教師活動 學生活動 設計意圖 Step 1 warm-up 請學生觀察以下含一般過去時的被動語態(tài)的句子，找出其規(guī)律： 1. Daming wasn’t chosen for the team last time.

4、 2. He was invited to competitions around the world. 3. Liu Xiang was helped by his sports school to win a gold medal. 4. Liu was encouraged at first to train for the high jump. 5. In 1998, Liu Xiang’s ability in hurdling was noticed by Sun Haiping, who later became his coach. 6. In 2001, a spe

5、cial programme was set up to help young sportsmen and sportswomen. 7. His races were recorded, and he was compared with the world’s best sports stars. 8. It was also the first time an Olympic gold medal for hurdling was hung round the neck of a sportsperson from an Asian country. 認真觀察句子，找出其規(guī)律。

6、 訓練學生自主分析句子找出語法規(guī)律的能力。 請學生根據(jù)剛剛的記憶和分析，完成填空： 1. Daming _______ _______ (not choose) for the team last time. 2. He ______ _______ (invite) to competitions around the world. 3. Liu Xiang ______ _______ (help) by his sports school to win a gold medal. 4. Liu _______ _________ (encourage) at first t

7、o train for the high jump. 5. In 1998, Liu Xiang’s ability in hurdling _______ ________ (notice) by Sun Haiping, who later became his coach. 6. In 2001, a special programme ______ _______ ______ (set up) to help young sportsmen and sportswomen. 7. His races _______ _______ (record), and he ______

8、_ _________ _________ (compare with) the world’s best sports stars. 8. It was also the first time an Olympic gold medal for hurdling ______ _______ (hang) round the neck of a sportsperson from an Asian country. 根據(jù)剛剛的記憶和分析，完成填空。 鞏固記憶和肯定學生的分析能力。 Step2 引導學生小組合作分析和總結(jié)一般過去時的被動語態(tài)的用法規(guī)律。 在老師的引導下小組合作分

9、析和總結(jié)被動語態(tài)的用法規(guī)律。 訓練學生根據(jù)自己的分析找出被動語態(tài)的用法規(guī)律。 Step3 引導學生小組合作分析和總結(jié)一般過去時的被動語態(tài)和一般現(xiàn)在時的被動語態(tài)的區(qū)別。 小組合作分析和總結(jié)一般過去時的被動語態(tài)和一般現(xiàn)在時的被動語態(tài)的區(qū)別。 訓練學生自己分析問題的能力找出一般過去時的被動語態(tài)和一般現(xiàn)在時的被動語態(tài)的區(qū)別。 Step4 復習知識點和語法知識，請學生分小組練習，完成課本中的練習題，并核對答案。 復習知識點和語法知識，分小組練習，完成課本中的練習題，并核對答案。 通過練習來鞏固本模塊中學習的知識和詞匯。 板書設計 Module 8 Sports life Un

10、it 3 Language in use 一般過去時的被動語態(tài)： 肯定句： 主語+ was +及物動詞的過去分詞+(by +動作執(zhí)行者） were Liu was encouraged at first to train for the high jump. 否定句：主語+was/were+not+過去分詞 一般疑問句： Was/Were+主語+過去分詞? 作業(yè) 1. Finish the exercises in Learning English. 2. Preview the new words and expressions in Module 9. 課后反思 4