1、教 学 活 动 设 计2010 年 月 日 第 周 星期 授课时数 第 课时课题 Module 2 Unit2 The Olympic Games知 识能 力过 程方 法1、基础知识目标：让学生理解本单元所讲内容及语言知识点，学习有关奥运会的更多知识。2、能力目标：是听说读写综合能力的培养。听出不同预期表达的不同态度，听懂对奥运话题的讨论并记住要点。加强口头表达能力，使其能够谈论奥运会的历史与发展，谈论个人的兴趣爱好。训练阅读技巧，如scanning ,skimming, careful reading, generalization 等，快速从文中获取奥运会的信息，处理信息，运用信息进行推理
2、判断。能写出连贯完整饿短文，叙述事情或表达观点。情 感态 度价值观情感态度：学习奥运会的知识，培养学生热爱体育运动。学习“更快，更高，更强”的奥运精神，培养学生团体合作、努力拼搏、积极向上的精神。希望学生在人与人的交往过程中学会尊重理解别人，并交换不同看法，增进情谊。文化意识：了解奥运会，培养全球意识，认识世界一体化以及国际合作的趋势；通过对比古现代奥运会，加深对奥运会的了解。逐步推进个人意识与世界意识。教学目标重 点难 点话题：Ancient and modern Olympic Games; physical education词汇：honest ancient compete compe
3、titor medal host Greece Greek magical interview athlete admit set slave stadium gymnasium replace prize silver physical root relate sail poster advertise foolish promise golden take part in a set of as well as one after another功能：(Talking about interests and hobbies:)What are your hobbies?What do yo
4、u like doing in your free time?How do you become good at them?What is enjoyable about this hobby?What have you learned from this hobby?(Agreement and disagreement:)I think that I dont think that.I agree I dont agree.Im sure that Im not sure whetherDo you think that.? There is no doubt that 语法：一般将来时的
5、被动语态的结构和用法：When znd where will the next Olympic Games be held?The 2008 Olympics will be held in China.教 法学 法坚持“任务为基础，学生为主体，教师为主导”的教学原则。以任务型教学（Task-based Language Teaching）作为课堂教学设计的理念，具体采用交际教学法（Communication Approach） ，整体语言教学法（Whole Language Teaching）等教学方法来初步设计“P-T-P”自主学习主体模式（Pre-task-TaskPost-task）
6、。美国心理学家罗杰斯曾说：“我发现若我能帮助产生一种以真实、尊重和理解为特征的气氛，那么，激动人心的事情发生了。在这样一种气氛中的个人和小组，离开僵化走向灵活；离开凝固的生活走向变化过程的生活；离开依赖走向自由；离开防备走向自我接受；离开被预定走向一种不能预料的创造性。 ”所以作为本单元的教学，宗旨是尽可能把时间、自由和机会还给学生。运用认知、调控、情感、态度等策略来调动学生的积极性。开展以学生为中心的任务型活动，通过表演、模仿、猜测、小组讨论等形式来展开教学；借助图片、多媒体、动作、表情来辅助教学。努力让学生体会到：“Get involved and you resolve.”教学策略教具媒
7、体应用多媒体电脑，福娃玩偶，图片教学反思本单元教学过程中，注重：寓思想于教学中，寓娱乐于教学中。注重激发学生的兴趣，改变了以往的一味灌输的课堂教学模式。大多数学生都能积极参与到学习中来，表现出浓厚的学习兴趣，强烈的合作意识，竞争意识，效率意识，在老师的指导下，根据不同的学习任务，能够临时调整学习策略，通过课堂发言和课后作业的了解分析，我认为大多数学生已经较好掌握本单元重点，能够以 Olympic Games 为主题进行听说读写，尤其是写作过程中，反映出不少学生在遣词造句和文章的布局谋篇上都有所提高，综合运用语言的能力和交际能力得到加强。教 学 活 动 过 程经分析教材，根据学情，本单元可根据五
8、课时完成。在实际教学中，教师可根据自身情况调整、整和或补充。Period1:把 Warming up 作为 Reading 的导入，把 Pre-reading ，Reading 和 Comprehending整合在一起上一堂精读课。Period2:Learning about language 是一堂系统的语法课 (可结合 Workbook 中的 Using Words And Expressions 和 Using Structures)Period3:Using Language 中的 Reading 来上一堂泛读课（可结合 Workbook 中的 reading）Period4:Usin
9、g Language 中的 Listening（可结合 Workbook 中的 Listening 以及 Listening Task）Period5:Speaking and Writing(可结合 Workbook 中的 Speaking Task, Talking, Writing Task, Project 的内容 )具体程序如下：Period1 Warming up and Reading(教学过程详见 PPT)Period 2 Learning about language教学要点 教师活动 学生活动 意图设计RevisionAsk students to read the pas
10、sage “AN INTERVIEW” and pay special attention to the new words and expressions.朗读课文“AN INTERVIEW”，进一步熟悉文章中的生词和短语。复习巩固课文知识点，为方面的练习做好铺垫。Discover useful words and expressions1. Ask students to work in pairs to do exercises 1,2 and 3 on P 11 and P12.2. Then ask two students to write down the answers. Ch
11、eck the answers with all the students.1每两人一组，分小组完成练习P1112 Ex.1,2,3。2通过老师讲解订正答案。主要通过各种练习帮助学生本单元前几个部分所学的新单词和短语。Learning about word formation Turn to page 12 and find out the rules of words formation.By adding-ing to a verb, we can change the verb into a noun, which means we can change “doing some spor
12、t” into “the name of sport”.By adding-er into a verb ,we can change the verb into a noun, which means we can change “doing some sport” into “the person who does the sport” 1朗读课文Ex4,P12 中的单词，与同学讨论并体味在同一词根的基础上如何进行词性转化。2给学生时间让其完成其它相应的词性转化，然后订正答案。1学会知识的迁移，善于总结规律。2培养合作意识和自主学习能力。3引导学生学习如何进行词性转化。Consolidat
13、ionDo some exercises:Some more exercises for students to finish to consolidate the word formation.根据本节所学知识完成作业。巩固本节中动词后加-ing, -er 构成名词的用法。Summary1. Revise useful words and expressions in Warming up and Reading.2. Grammer: word formation:v.+ing/er=n. 学生回顾知识点的联系。构建知识框架，形成完整的知识系统性。HomeworkReview the wo
14、rd formation and do some similar exercises.课后完成作业。1培养学生学会归纳总结的自主学习能力。2进一步巩固本节所学内容。Period 3 Using Language: Reading教学要点 教师活动 学生活动 意图设计Led-in设计问题：You know Greece is the world-known country with ancient civilization. It has a long history with so much marvelous culture, The Greeks had wonderful stories
15、 about the Gods and Goddesses who were part of their religion. They believed that these gods or Goddesses would help humans if they felt sorry for them or if the humans were good people. Can you speak about some names of Greek Gods and Goddesses? （展示希腊神话中诸神的图片，配以文字说明） 根据自己的见解思考并回答问题,可与同学讨论。1能传递信息并就熟
16、悉的话题表达看法，培养他们独到的见解。2活跃课堂氛围，并为后面的课文阅读做好铺垫。Pre-reading设计问题：Do you think the Goddess Hera, the wife of the chief God Zeus would agree the help from Hippomenes? Give your reason.思考并回答问题。1活跃课堂气氛，真正发挥学生的主体作用。2以图片展示的形式刺激学生用英语进行语言实践活动。Fast reading 设计问题:1. What was Atlantas promble?2. What were Atlantas rule
17、s?快速浏览课文，回答问题。训练学生快速阅读并培养其能力，学会略读和跳读的技巧。Deep reading设计问题:1. Play the tape for students to listen to the article.2. Ask students to answer the following questions:1) What was Hippomenes amazement?2) hat made Hippomenes change his 1做好听前准备，带着四个问题有针对性地听课文录音。2仔细阅读课文，回答下面四个问题。1训练学生听力，让学生注意英文朗读的标准语音和语调。2培养
18、学生通过阅读获取mind?3) Who did Hippomenes turn to for help?4) Can you guess what was ending?事实性的具体信息，理解文中具体细节。3培养学生在一定程度上用英语思维、推理、判断的能力。ConsolidationAsk students to decide whether the following statements are ture or false according to the passage.1. Atlanta could run faster than any man.2. At first Hippom
19、enes understood why men ran against Atlanta.3. Atlanta was not confident she would win.4. She was so angry that she could not run in the Olympics.5. She made as many men as she could share her pain.6. Her father did not understand her wish to compete.7. He did not refuse her wish to choose a husband
20、 in a race. 通过完成根据文章内容进行判断句子对错来巩固本节内容。训练学生能够对文章所表述内容进行深刻理解的能力。HomeworkTry to write an ending of the story. 通过对课文的理解完成作业，故事的结尾可以不同，只要符合逻辑即可。拓展学生视野，培养学生自主学习和思维开阔的能力。Period 4 Listening教学要点 教师活动 学生活动 意图设计Led-in设计问题：Can you tell me the ending of the story?根据自己的思路及上节课的内容及课后作业，各抒己见。回答问题。利用熟悉的话题游戏的形势能刺激学生用英
21、语进行语言实践活动，活跃课堂气氛。Ask students to read the sentences before listening. After listening, number these sentences, then they tell the story correctly, The first one is done for you.( )One man wanted to win and marry Atlanta very much.Reading( )Atlanta married him and they lived happily.( )When the race
22、began, Atlanta ran past him.( ) He asked the Goddess of Love for help.( ) Atlanta was a very beautiful princess.( ) Many men tried to compete with her, but failed and so were killed.( ) She stopped to pick them up.( ) She gave him three golden apples.( ) She ran so slowly and he won.( ) He threw the
23、 golden apples one after another.( ) She could run faster than any other man.仔细阅读句子所表达的内容，熟悉故事的大概。阅读句子，熟悉听力话题。Listening1. Ask students to listen to the story and number the sentences above.2. Listen to the tape again and decide which of the following is best for describing what happened? Say what is
24、 wrong with the other three.1) This story is about a princess who races because she does not want to marry.2) This story is about a princess and a man who agree to marry.3) This story is about a man who cheats to marry a princess.4) This is a story of how a Goddess helps a man marry a princess.1快速浏览
25、问题，做好听前准备工作，有针对性地听录音。2边听边做摘要，回答问题。3听第三遍听力，用听得到内容填充完成第三题的句子。1能掌握较好的听力方法，如：积极预测、善于跳跃难点、学会做笔记等等。2训练学生听力，让学生注意英文朗读的标准语音和语调等。3通过完成练习，学生能抓住所听语段中的关键词，在一定程度上提高听力技能和用英语思维、推理、判断的能力。Period 5 Speaking and Writing教学要点 教师活动 学生活动 意图设计Led-in设计问题：Lets carry out a survey of the interests and write down the names of t
26、he classmates who have the same interests. You can carry out the task like this:1. Which do you like, sport, music or collection?.根据自己的爱好回答问题,进行原因分析。2可以与同学讨论，共享观点。1培养学生独到的见解，引起他们的兴趣，活跃课堂氛围。2培养学生善于利用各种机会用英语进行真实交际，为后面的内容做铺垫。2. What is your favorite sport?3. Are you interested in table tennis?(鼓励学生回答，答
27、案通过多媒体以 poster 的形式展示出来)Presentation设计问题：After the survey, the ones who have the same interests sit together and work in groups of four to talk about the interest.1. Why do you like this sport/music/collection?2. When do you begin to like it?3. Whats enjoyable about the hobby?4. What have you learned
28、 from hobby?1务必划分小组按照提示进行讨论。2每组提出四个有关爱好的问题，并为每个问题设计出答案。3向其它小组推荐自己的问卷并共享他人的问卷。1就熟悉的话题进行讨论，引起学生兴趣，活跃课堂气氛。2刺激学生用英语进行语言实践活动，真正发挥学生的主体作用，以及培养合作互助精神。3让学生制作调查问卷，为学生提供广阔空间去探讨有关爱好的话题，进一步加深对爱好话题的认识。ConsolidationWhat do you and your best friends think is cool about hobby? Look at the following photos and in sm
29、all groups talk about whether what they are doing is cool or not. You may begin like this: “I think that is cool/isnt cool because ”与同学合作完成作业。1培养学生积极用英语进行交流，发挥合作精神。2正确对待现实生活中的实际问题，树立正确的人生观和价值观。教学要点 教师活动 学生活动 意图设计Led-inAsk students to speak out some proverbs about hobby. And show them by computer.Ask
30、 students to read them carefully and pay attention to the sentences stress and intonation.与同学讨论收集有关爱好的谚语。拓宽学生知识面，为后面的写作做好准备。Presentation1. Now write down what you have to do to study a hobby.2. Imagine that you are writing for someone who has not studied this hobby but is interested in it.3. Write t
31、o tell them the good things and bad things.1写出对某种爱好的研究。2讨论一种爱好的优点和缺点。3给出建议。1提出问题。2分组讨论，培养合作精神。3学会分析问题，解决问题，表达思想，帮助他人。Assessment1. What you need for the hoppy?2. What you need to do to improve your knowledge of the hoppy.对照老师所提出的 5 个问题，逐一检学会修改润色作文，培养自主学习能力。3. What is enjoyable about this hoppy.4. Wha
32、t difficulties you might have.5. What you have learned from this hobby.查修改自己的作文，进一步提高改善。ConsolidationWrite a passage. Choose some proverbs above you agree and explain why. Then choose some you disagree and explain why.阅读这些有关爱好的谚语，在理解的基础上发表自己的见解。1让学生了解爱好的优点和缺点。2让学生学会以批判的眼光看待问题，表达自己的观点。Homework1. Ask
33、every group to make a questionnaire.2. Memorie some proverbs about hoppy and write a passage about your feeling.课后独立完成作业，复习如何表达自己的观点。1拓展学生视野，培养学生自主学习能力。2巩固并提高写作能力。九、 课堂教学的延伸： 结合实际 布置作业 作业作为课堂教学的延续，是教师教学活动的一个重要环节，也是学生学习过程的重要组成。通过笔头落实，可以检测每位学生的课堂掌握情况，同时也使小组活动不流于形式。在布置作业上，本单元也可以与实际相结合，巩固提高：打出 2008 北京奥运会的会标和吉祥物，鼓励同学谈论如何用实际行动支持北京奥运会，能为北京奥运会的成功举办做点什么。作业：Write the article down on how to assist the 2008 Olympic Games held in Beijing参考网址：http:/
