Using LanguageⅡPPT配套教学设计内容

人教版选修九Unit 1 Using Language Part II 教学设计

作者：王丽

所在单位：甘肃省榆中县第一中学

一、教材分析

选修九较之之前的八个模块无论是在话题的深度广度还是在教材的难度上都有一定的增加，因此对于学生词汇量阅读能力等各个方面的要求都提高了。本单元的中心话题是破纪录，本节课是这一单元的第二篇文章，主要是四名世界著名运动员的简介。学生可以通过文章的阅读加深对四名运动员的了解，进而了解运动精神，明白只有通过全心全意投入最终才能获得成功，一步步地突破自我，打破记录。

二、学情分析

由于本校学生只学习前八个模块，选修九不涉及，这节课只能在自己授课的高一级进行。授课班级的学生是高一普通班的，学生比较多且英语基础较薄弱，对于语言的应用能力普遍不强，对于英语学习的积极性不是很高，兴趣也不足。

三、教学方法

Task-based teaching, Multi-media teaching, Communicative Approach 四、教学目标：

At the end of the class, the students are supposed to:

1、know more about some successful sportsmen 2、find out what we can learn from them 五、教学过程：

Step 1. Greetings T and the students greet each other as usual. Step 2. Lead in

1.T shows the students an interesting picture about an old lady enjoying flying in the sky. Q: What is the old lady doing? T：It seems that she loves the sport very much. So do you like sports? Which sport do you like? T asks the students to name some students who are fond of or good at sports. T: These are all sports stars in our class. What about famous sports stars in the world? Can you name any? （设计意图: 用学生感兴趣的图片导入话题----运动，

通过对班上运动明星的介绍进一步引入世界运动明星）

2. T: It is so great that you know much about the famous sports stars in the world. Let’s play a game to see if you really know that much.

T：Do you want to know more? (设计意图：用游戏的形式进一步激发学生的兴趣，增加课堂趣味性，导入课文内容----世界著名运动明星的简介) Step 3. Introduce the learning objectives of this class Step 4 Reading

Task 1. First reading

Ask the students to look through the text quickly and find out the main idea of it. Main idea: The text is about the ____________of 4 sportsmen. Where is the text from? (设计意图: 通过快速阅读来训练学生整体把握文本主体的能力.)

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Task 2. Second reading

（group work）

Read the text again and complete the profile of each sportsman. Profile 1 Name:_________________________________________ Country:_______________________________________ Event:_________________________________________ Achievements:_________________________________________________________ Profile 2 Name:_________________________________________ Country:_______________________________________ Event:_________________________________________ Achievements: in 1991 __________________________________________________

in 1992,1993 ______________________________________________

in 2002 __________________________________________________ Profile 3 Name:_________________________________________ Country:_______________________________________ Event:_________________________________________ Achievements: in 1991 __________________________________________________

in 1992 __________________________________________________

in 1996 __________________________________________________

in 2000 __________________________________________________ Profile 4 Name:_________________________________________ Country:_______________________________________ Event:_________________________________________ Achievements: in 2000 __________________________________________________

in 2001 __________________________________________________

in 2002 __________________________________________________

in 2003 __________________________________________________

in 2004 __________________________________________________ ( 设计意图：通过学生阅读，讨论训练其获取细节信息和合作学习的能力) Step 5. Role-play

(pair work, ) Qs: 1. Are there any similarities among them?

2. What do you thing makes them so successful? Discussion (pair work, ) T: Suppose you are a reporter in our school, and your desk mate is the world champion Fu Mingxia. Please make a dialogue about the key to success. Ask one or two pairs to act out their interview. （设计意图：

利用问题引发学生思考----是什么让他们获得如此大的成功。

再用讨论表演的形式引出文章标题----focus on。

让学生意识到成功不是唾手可得的。只有通过不断坚持，

永不放弃的运动精神才能取得最终的成功。）

Step 6.Writing

(individual work, ) Qs: Which of them impresses you the most?

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What can you learn from him\her?

T gives the students an example----talking about what she herself thinks about the questions from her own experience.

Useful expressions: After reading\learning…

sb. be impressed by\with… 对

……印象深刻

\

sth. leaves a deep impression on…给……留下深刻印象

He\she is a person who…

From him\her, I have learned that…

(设计意图: 以读促写。学生经过阅读,讨论,思考,最后利用已经掌握的信息,在老师的指导下写出自己的感受,最终生成自己的文章。) Step 7. Summary What we have learnt in the class? Step 8. Assignment Polish the writing after class. 教学反思

Using language 重在综合训练学生的听、说、读、写能力。本节课由于时间关系侧重学生说读写能力的培养，以读促写。总的来说，这节课基本完成了教学目标。学生们通过阅读，了解了四名世界级运动员，进而由他们身上体现的运动精神引发思考，最终得出只有通过不懈努力，才能获得最终成功。由于学生英语基础比较薄弱，再加上把高三的内容拿到高一来上，学生的词汇量远远达不到。虽然在课前进行了预习，效果还是没有达到预期。无论如何，教学总是一种有缺憾的行为。我所能做的就是竭尽所能上好每一节课。

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