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111 外研版高中英語(yǔ)第五冊(cè)（必修5） 教案設(shè)計(jì) （B） Module 5 The Great Sports Personality 課時(shí)一 閱讀 （Introduction & Reading and Vocabulary） 教學(xué)分析 本模塊以The Great Sports Personality為話題，Introduction復(fù)習(xí)和學(xué)習(xí)與體育項(xiàng)目或設(shè)備相關(guān)的詞匯，學(xué)會(huì)簡(jiǎn)要介紹自己感興趣的體育活動(dòng)和體壇名人。Reading是一篇介紹體操王子李寧的文章，了解他在體操界所取得的成績(jī)和退役后創(chuàng)辦運(yùn)動(dòng)服裝公司所獲的成功。通過(guò)文章，希望學(xué)生學(xué)習(xí)李寧在體壇以及其他領(lǐng)域不畏艱難、奮勇拼搏的精神。 教案內(nèi)容 教學(xué)目標(biāo) 1．語(yǔ)言目標(biāo) 1）重點(diǎn)詞匯及短語(yǔ) athletic, rugby, bat, club, net, pitch, ring, stadium, track, tracksuit, trainers retire, perform, retirement, background, brand, sportswear, logo, advantage, guarantee, purchase, designer, gymnast, slogan, specific, symbol, marathon win the gold medal, as well as, compete with, be made up of, on the increase, have a major advantage over 2）重點(diǎn)句式 1. But even though he had won everything it was possible to win in his sport, Li Ning retired with the feeling that he had failed. 2. But it was this sense of failure that made him determined to succeed in his new life. 3. The number of young people with money to spend was on the increase --- and sport had never been so popular. 4. A pair of Nike trainer, for example, could cost up to five times as much as a similar Li Ning product. 5. If you go into a school or university anywhere, the chances are you will see students in Li Ning tracksuits with the familiar logo. 2. 能力目標(biāo) 1. Guess the meaning of some new words. 2. Enable?students?to?use?some?key?words?and?some?expressions?correctly. 3. Develop students’ reading ability. 4. Discuss the questions about the passage. 5. Enable students to have a good understanding of sports personalities and their spirit. 3．教學(xué)重難點(diǎn) 1. Enable students to analyze the text and grasp the main idea of the text. 2. Discuss the questions of comprehension. 3. Get students to talk about sports personalities. 4．教學(xué)方法 pair work, ask-and-answer method fast-reading and careful-reading, student-centered vocabulary learning, discussion 教學(xué)過(guò)程 Step 1 通過(guò)問(wèn)題引出本模塊話題，導(dǎo)入新課。 Do you like sports? Which sports do you like most? Can you name several different kinds of sports? Step 2 教師介紹關(guān)于體育類的詞匯，學(xué)生完成Activity 2 and Activity 3中的詞匯練習(xí)，教師可以在此基礎(chǔ)上進(jìn)行適當(dāng)拓展。 Step 3 看圖說(shuō)話，學(xué)生以小組形式，分別對(duì)Activity 1中的三幅圖片進(jìn)行描述。 Step 4 兩個(gè)人一組，圍繞自己喜歡的體育項(xiàng)目和體育明星展開(kāi)對(duì)話。 My favourite sports What ? Where ? How often ? How good ? Who with ? Step 5 Lead-in: 播放關(guān)于李寧的錄像片段，引出閱讀的中心人物。 Step 6 Pre-reading: scanning the passage and get the main idea of the text. Part 1 (Para 1) Li Ning was a great sportsman. Part 2 (Para 2-4) Li Ning succeeded in his new life as a businessman. Part 3 (Para 5) Li Ning’s dream of opening a school for gymnasts came true. Step 7 While-reading: 1. Vocabulary: check the meaning of these words. Make sure students can read the words correctly and understand the meanings. “compete, fail, guarantee, perform, retire, succeed”. Finish Activity 2 and Activity 6 2. Skimming: read the text again, get some detailed information and check the true statements in Activity 3. 3. Further reading: Answer the questions: 1) How many gold medals had he won when Li Ning retired? 2) Whose names were on the list together with Li Ning? 3) What is the red logo made up of? 4) What is their major advantage over others? 5) Are Li Ning products popular in some schools? 6) Was it Li Ning’s goal to make money when he retired? 4. Read to transfer information At the 1982 World Championship He won six gold medals. At the 1984 Olympics He won three gold medals, two silver and a bronze. At the age of 26 He had won 106 gold medals in major competitions across the world. In the 1988 Seoul Olympics He was disappointed for not performing well. A year after his retirement He began a new career --- as a businessman. In 1991 He opened a school for gymnasts. Since 1991 He has continued to help young people to achieve their sporting ambitions. In 1999 His name was on the list of the greatest sportsmen and sportswomen of the twentieth century. In a few yeas after his new career His company won more than 50% of the national market. Step 8 Post-reading: Discussion: discuss the two questions in Activity 4. Step 9 Homework 1. Workbook on P92 Exx. 5,6,7. 2. Write a short passage about Li Ning’s life. 課后反思： 在導(dǎo)入部分，教師引導(dǎo)學(xué)生圍繞自己感興趣的體育運(yùn)動(dòng)和喜歡的運(yùn)動(dòng)明星展開(kāi)聽(tīng)說(shuō)活動(dòng)，學(xué)習(xí)有關(guān)詞匯，為閱讀的學(xué)習(xí)作好準(zhǔn)備。 在閱讀課講授中，以Lead-in激發(fā)學(xué)生的閱讀興趣，引入話題。通過(guò)Pre-reading部分總結(jié)每部分的大意。這也是本課主要訓(xùn)練學(xué)生的閱讀能力——閱讀概括文章和段落大意的能力。通過(guò)圖片展示，泛讀，精讀，幫助學(xué)生理清思路，了解文章的脈絡(luò)，通過(guò)填寫(xiě)表格的形式使學(xué)生能夠按照時(shí)間順序復(fù)述文章大意，獲得更多的信息，了解李寧的人生路程。最后以討論的形式啟發(fā)學(xué)生對(duì)課文的深層意義進(jìn)行思考：我們應(yīng)該勇敢面對(duì)失敗，不能氣餒，要振作精神以取得更大成就（尤其針對(duì)那些缺乏信心、恒心和信念的學(xué)生）。在課堂教學(xué)中，教師應(yīng)該努力激發(fā)學(xué)生參與教學(xué)活動(dòng)的熱情，積極思考，相互討論，共同協(xié)作。 教學(xué)點(diǎn)評(píng)： 教師在處理閱讀教學(xué)中，以啟發(fā)學(xué)生講述自身對(duì)體育運(yùn)動(dòng)和體育明星的喜愛(ài)為切入口，順利進(jìn)入導(dǎo)入環(huán)節(jié)，教學(xué)過(guò)程和內(nèi)容緊扣閱讀文章主題。教師在培養(yǎng)學(xué)生閱讀技巧和方法的同時(shí)，滲透相關(guān)詞匯的學(xué)習(xí)，有效地幫助了學(xué)生對(duì)文章的理解。教師利用表格形式處理文章的重點(diǎn)知識(shí)，培養(yǎng)了學(xué)生捕捉相關(guān)信息歸納提煉的能力，教學(xué)體現(xiàn)了新課程所倡導(dǎo)的教師變“教”為“導(dǎo)”，學(xué)生自主學(xué)習(xí)合作學(xué)習(xí)的教學(xué)理念。 課時(shí)二 聽(tīng)說(shuō) （Listening & Function and Speaking & Everyday English） 教學(xué)分析 本模塊聽(tīng)力材料是關(guān)于三個(gè)體育明星的介紹，分為三個(gè)部分，判斷，填空和回答問(wèn)題。Function and Speaking學(xué)習(xí)和掌握一些關(guān)于表示同意或不同意的表達(dá)法。Everyday English學(xué)習(xí)和掌握幾個(gè)口語(yǔ)中的習(xí)慣表達(dá)。 教案內(nèi)容 教學(xué)目的 1．語(yǔ)言目標(biāo) （1）重點(diǎn)詞匯和短語(yǔ) final, champion, quality vote for, even if, after all, of all time, up to you, not the poin, so what （2）重點(diǎn)句式 1. That’s not the point. 2. I agree absolutely. 3. I’m afraid I don’t agree. 4. Team sports are more enjoyable than sports you do by yourself. 5. It is more important to compete than to succeed. 2．能力目標(biāo) 1. Listen to the famous persons in the sports field. 2. Develop students’ listening ability of seizing the useful information by listening to the programmes. 3. Express agreeing and disagreeing: degrees of certainty. 4. Learn several phrases: up to you; not the point; so what…. 3．教學(xué)重難點(diǎn) How to catch the key words in the listening. 4．教學(xué)方法 Listening-and-answering activities, speaking, individual or pair work. 教學(xué)過(guò)程 Step 1 Listening 1．看課本上的三幅圖片，根據(jù)圖片下面提供的信息，討論體育明星和他們從事的體育項(xiàng)目，為聽(tīng)力提供一些背景知識(shí)。 2．聽(tīng)對(duì)話的第一部分錄音，完成Activity 2的練習(xí)。 3．聽(tīng)對(duì)話的第二部分錄音，完成Activity 3的練習(xí)。聽(tīng)前應(yīng)提示學(xué)生先閱讀本活動(dòng)中的問(wèn)題，然后帶著任務(wù)聽(tīng)錄音?？筛鶕?jù)學(xué)生情況，放兩遍錄音，根據(jù)需要，適當(dāng)停頓。 4．聽(tīng)錄音，填寫(xiě)Activity 4中有關(guān)三位體育明星的信息。 5．兩人活動(dòng)，討論并回答Activity 5中的問(wèn)題，盡可能多地說(shuō)出已獲得的有關(guān)三位體育明星的信息。 Step 2 Function: Agreeing and disagreeing: degrees of certainty 1. That’s not the point. 2. I agree absolutely. 3. You may be right. 4. I’m afraid I don’t agree. 5. You’re right about that. Step 3 Speaking: Pair Work: make a reply to show degrees of certainty by using the above sentences. Step 4 Everyday English 1. 朗讀例句，根據(jù)句意判斷黑體字部分的意思，做出選擇。 2. 理解日常英語(yǔ)。 1）up to you 2）not the point 3）So what? 教學(xué)反思 本課是一堂聽(tīng)說(shuō)課，練習(xí)學(xué)生聽(tīng)的技能和口語(yǔ)的交際能力。根據(jù)所給的聽(tīng)力材料和圖片信息，使學(xué)生能挖掘相關(guān)的信息點(diǎn)。在處理聽(tīng)力練習(xí)之前，可以先給學(xué)生介紹一些與聽(tīng)力材料相關(guān)的背景知識(shí)，以降低聽(tīng)力的難度，提高學(xué)生的興趣與自信心。在聽(tīng)前應(yīng)提示學(xué)生先閱讀問(wèn)題，然后帶著任務(wù)聽(tīng)錄音。通過(guò)活動(dòng)學(xué)習(xí)“同意和不同意”的常見(jiàn)表達(dá)法，使其為意思的準(zhǔn)確表達(dá)而服務(wù)。 教學(xué)點(diǎn)評(píng)： 聽(tīng)力教學(xué)是本模塊教學(xué)中的難點(diǎn)。教師充分展示身邊可利用的資源輔助聽(tīng)力訓(xùn)練，先以簡(jiǎn)單的背景知識(shí)介紹為鋪墊，使學(xué)生在掌握一定必要知識(shí)，了解一些相關(guān)信息的基礎(chǔ)上完成聽(tīng)力教學(xué)。其結(jié)果降低了聽(tīng)力難度，增強(qiáng)了學(xué)生的自信心，提高了學(xué)生聽(tīng)和理解的能力。教師在教學(xué)中有機(jī)地將帶著問(wèn)題的“聽(tīng)”與歸納聽(tīng)到的信息表達(dá)出來(lái)的“說(shuō)”結(jié)合起來(lái)，體現(xiàn)了任務(wù)型教學(xué)的同時(shí)也幫助學(xué)生完成了知識(shí)學(xué)習(xí)到知識(shí)應(yīng)用的自然轉(zhuǎn)化。 第三課時(shí) 語(yǔ)法 ( Grammar→Revision of adverbial clauses) 教學(xué)分析 本模塊主要復(fù)習(xí)狀語(yǔ)從句，包括時(shí)間、條件和讓步狀語(yǔ)從句；以及幾個(gè)重要的介詞短語(yǔ)作定語(yǔ)的用法。通過(guò)學(xué)習(xí)，使學(xué)生能夠理解不同類型狀語(yǔ)從句的功能，理解根據(jù)所給出的主句寫(xiě)出不同類型的狀語(yǔ)從句。 教案內(nèi)容 教學(xué)目標(biāo) 1．語(yǔ)言目標(biāo)： 1）重點(diǎn)詞匯和短語(yǔ) score, ministry until, ever since, unless, as long as, although, even if, whatever, whenever, however 2) 重點(diǎn)句式 If you go into a school or university anywhere, the chances are you will see students in Li Ning tracksuits with the familiar logo. Whenever Chinese athletes step out onto the track during the 2008 Olympics, they will be wearing Li Ning tracksuits. But even if he had won everything it was possible to win in his sport, Li Ning retired with the feeling hat he had failed. 2．能力目標(biāo)：To revise the adverbial clauses and preposition 3．教學(xué)重難點(diǎn)：The usage of adverbial clauses and preposition 教學(xué)內(nèi)容 Step 1 導(dǎo)入，復(fù)習(xí)狀語(yǔ)從句的分類，歸納曾經(jīng)學(xué)過(guò)的引導(dǎo)狀語(yǔ)從句的關(guān)系詞。 時(shí)間狀語(yǔ)從句：常見(jiàn)引導(dǎo)詞：when, while, as, before , after, till, until, every time, next time, ever since, as soon as, the moment, the minute, immediately, instantly, no sooner … than, hardly … when. 條件狀語(yǔ)從句：常見(jiàn)引導(dǎo)詞：if, unless; only if, supposing, suppose (that), providing, provide (that), in case, on condition that, so / as long as. 讓步狀語(yǔ)從句：常見(jiàn)引導(dǎo)詞：though, although, even if, even though, however, whatever, whoever, wherever, whenever, no matter + how / what / which / when / where / who. Step 2 新知識(shí)灌輸，結(jié)合例句講解狀語(yǔ)從句的用法，可參照本冊(cè)書(shū)113頁(yè)的表格。 Step 3練習(xí)鞏固。 Taking a test on adverbial clauses ( ) 1. --- Remember to give my letter to Lucy. --- OK. I will give it to her ______ I see her. A. suddenly B. if only C. the moment D. while ( ) 2. It was some time ______ we realized the truth. A. when B. until C. since D. before ( ) 3. He transplanted the little tree to the garden ______ it was the best time for it. A. where B. when C. that D. until ( ) 4. This is an illness that can result in total blindness ______ left untreated. A. after B. if C. since D. unless ( ) 5. Most birds find it safe to sleep in the trees, but ______ they have eggs or young chicks, they don’t use a nest. (2007 湖南卷) A. why B. how C. unless D. where ( ) 6. You can come to the match with me ______ you are here before 12. A. until B. as long as C. although D. however ( ) 7. --- Did the guard let you in? --- No, ______ I told him who I was. A. as though B. even though C. once D. if ( ) 8. ______, I’ll wait for you to have dinner together. Come back as early as possible. A. However late it is B. However it is late C. No matter how it is late D. No matter how late is it ( ) 9. ______ you have found, you must give it back to the person it belongs to. A. Whenever B. Whatever C. However D. That Key: CDB BCB BAB Step 4 作業(yè)及反饋：完成學(xué)生書(shū)上習(xí)題Activity 2, 3, 4。 Step 5幫助學(xué)生歸納理解介詞短語(yǔ)作定語(yǔ)，掌握其用法。完成學(xué)生書(shū)上習(xí)題Activity 5, 6。 from: someone who comes form a particular place in: wearing something on: touching or being supported by a particular surface Step 6作業(yè)及反饋：Workbook on P91 Exx. 1, 2, 3, 4. 教學(xué)反思 本節(jié)課是一堂語(yǔ)法課，主要講述狀語(yǔ)從句和介詞短語(yǔ)作定語(yǔ)的用法，重在學(xué)生會(huì)靈活運(yùn)用。通過(guò)知識(shí)的講解與歸納，真正了解不同類型的狀語(yǔ)從句所表達(dá)的含義和引導(dǎo)詞的用法，正確使用，不要混淆。通過(guò)呈現(xiàn)大量練習(xí)，以填空，選擇或完成句子的方式，區(qū)分比較各類狀語(yǔ)從句的差別。在復(fù)習(xí)中，學(xué)生通過(guò)與老師一同歸納狀語(yǔ)從句的類型和關(guān)系詞的知識(shí)，培養(yǎng)他們獨(dú)立分析問(wèn)題解決問(wèn)題的能力。樹(shù)立學(xué)生的信心，相信自己能行，調(diào)動(dòng)他們的學(xué)習(xí)積極性，使學(xué)生體會(huì)到英語(yǔ)語(yǔ)法學(xué)習(xí)的趣味性。 教學(xué)點(diǎn)評(píng) 語(yǔ)法不是孤立存在的，它貫穿整個(gè)教學(xué)模塊。對(duì)于學(xué)生來(lái)說(shuō)，語(yǔ)法是很難理解和掌握的。教師在處理本模塊語(yǔ)法教學(xué)中，了解學(xué)生對(duì)語(yǔ)法學(xué)習(xí)的“怵、怕”心理，避開(kāi)滿堂灌的填充式，依照學(xué)生感知學(xué)習(xí)的規(guī)律，調(diào)整語(yǔ)法教學(xué)方法，講解、歸納、練習(xí)、總結(jié)相結(jié)合，師生共同參與教學(xué)活動(dòng)，讓學(xué)生在理解中學(xué)習(xí)，在學(xué)習(xí)中應(yīng)用，在應(yīng)用中感知，反復(fù)溫習(xí)，不斷鞏固。教學(xué)目的明確，在于樹(shù)立學(xué)生信心，變枯燥性為趣味性。本課時(shí)語(yǔ)法教學(xué)起到了事半功倍的效果。 第四課時(shí) 寫(xiě)作 （Cultural Corner & Writing） 教學(xué)分析 本模塊的寫(xiě)作任務(wù)是TASK—Writing a notice，要求學(xué)生掌握撰寫(xiě)通知的步驟和方法要領(lǐng)。Cultural corner是關(guān)于馬拉松比賽的起源和軼事，擴(kuò)展體育知識(shí)，增強(qiáng)健身意識(shí)。 教案內(nèi)容 教學(xué)目標(biāo)： 1．語(yǔ)言目標(biāo) 1）重點(diǎn)詞匯和短語(yǔ) noticeboard, regional, championship, contact marathon, ultimate, victory, dramatically, protest, declare, borough, extraordinary, competitor, tough rise to one’s feet, according to, pick up 2) 重點(diǎn)句式 One of the most famous marathons is in New York, and is watched by two million people around the streets and cross the bridges of the city’s five boroughs, and past New York’s famous landmarks. The marathon is the final Olympic event because it is though to be the hardest. 2. 能力目標(biāo) 1. Write a notice about a sports event. 2. Understand and talk about the ultimate Olympic Event — Marathon. 3．教學(xué)重難點(diǎn) 1. Get students to grasp the history of marathon. 2. Teach students the steps to write a notice about a sports event. 教學(xué)過(guò)程 Step 1 Cultural corner — Marathon: the Ultimate Olympic Event 1. While-reading: What are the origins of the marathon? When was the distance of marathon changed? Why did the 1908 Marathon end dramatically? Why don’t you have to wait for the Olympic Marathon? What is the toughest course to run in marathon? Why is the marathon the Olympic event? 2. True or False: The marathon is the first and the most exciting event in the Olympics (F) At first, the distance of marathon is 42 kilometers. (F) One of the most famous marathon is in London. (F) 3. Discussion: Discuss in groups of four: Student A: the origins of the marathon Student B: the distance of the marathon Student C: the 1908 Marathon Student D: the New York Marathon and the Great Wall Marathon Invite several groups to show their discussion. Step 2 Writing — a notice about sports event Read the notice and answers three questions on P48. The steps of writing a notice about a sports event. 1. Choose a different sport. 2. You are the trainer for your school team. Write a notice for the team giving information about the next event. 3. Use the notice on the book to give you ideas. Step 3 Writing a notice about a sports event according to the steps Athletics Next event Place Date Bus leaves Notes 教學(xué)反思 本堂課是寫(xiě)作課，寫(xiě)作教學(xué)重點(diǎn)在于培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言知識(shí)的能力。本模塊Writing部分通過(guò)范例讓學(xué)生掌握寫(xiě)notice的結(jié)構(gòu)特點(diǎn)，并過(guò)通過(guò)模仿達(dá)到會(huì)撰寫(xiě)。 教學(xué)點(diǎn)評(píng) 模塊教學(xué)中寫(xiě)作訓(xùn)練在于結(jié)合本模塊的教學(xué)知識(shí)內(nèi)容，使學(xué)生靈活運(yùn)用所學(xué)到的短語(yǔ)詞匯，正確使用語(yǔ)法，獨(dú)立完成寫(xiě)作。教師在設(shè)計(jì)本課時(shí)寫(xiě)作教學(xué)時(shí)，有計(jì)劃有目的地引導(dǎo)學(xué)生自我總結(jié)歸納與體育運(yùn)動(dòng)相關(guān)的已知短語(yǔ)詞匯，參照寫(xiě)作例文，講解分析寫(xiě)作技巧與方法，鼓勵(lì)學(xué)生自己尋找身邊的體育活動(dòng)信息，從仿寫(xiě)入手，幫助學(xué)生逐步完善寫(xiě)作能力。本課時(shí)教學(xué)設(shè)計(jì)合理，難易適中，便于學(xué)生寫(xiě)作水平的不斷發(fā)展和提高。 111