Learning about Languageppt课件教学实录

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课题

Module 2 Unit2 The Olympic Games 知

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能

力

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方

法

情

感

态

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价值观

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重

点

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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：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。

话题：Ancient and modern Olympic Games; physical education 词汇：honest

ancient

compete

competitor

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 you 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 don’t think that…. I agree…

I don’t agree…. I’m sure that…

I’m not sure whether…

Do you think that….?

There is no doubt that…

语法：

教

学

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略

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一般将来时的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.

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--Task—Post-task）。

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.”

多媒体电脑，福娃玩偶，图片

教具媒

体应用

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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。

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经分析教材，根据学情，本单元可根据五课时完成。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:Using 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

Revision 教师活动

学生活动

意图设计

复习巩固课文知识点，为方面的练习做好铺垫。

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。

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。

巩固本节中动词后加-ing, -er构成名词的用法。

构建知识框架，形成完整的知识系统性。

1．培养学Ask students to read the passage “AN

朗读课文“AN INTERVIEW” and pay special attention to INTERVIEW”，进一the new words and expressions. 步熟悉文章中的生词和短语。

1．每两人一组，分小组完成练习P11~12 Ex.1,2,3。

2．通过老师讲解订正答案。

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.

Ask students to work in pairs to do Discover useful exercises 1,2 and 3 on P 11 and P12. words and 2.

Then ask two students to write down expressions the answers. Check the answers with all the students.

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 sport” 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”

Consolidation Do some exercises:

Some more exercises for students to 根据本节所学知finish to consolidate the word formation. 识完成作业。

1.

Revise useful words and expressions in

Warming up and Reading.

学生回顾知识点2.

Grammer: word formation:v.+ing/er=n.

的联系。

Review the word formation and do some

Summary

Homework similar exercises.

课后完成作业。

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

Led-in 教师活动

学生活动

意图设计

1．能传递信息并就熟悉的话题表达看法，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。

设计问题：

You know Greece is the world-known

country with ancient civilization. It has a

long history with so much marvelous 根据自己的见解culture, The Greeks had wonderful stories 思考并回答问题,可与about the Gods and Goddesses who were 同学讨论。

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）

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

思考并回答问题。

reason.

Pre-reading

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。

训练学生快速阅读并培养其能力，学会略读和跳读的技巧。

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．培养学生通过阅读获取事实性的具体信息，理解文中具体细节。

Fast reading

设计问题: 1.

What was Atlanta’s promble? 2.

What were Atlanta’s rules? 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)

ｗhat made Hippomenes change his mind? 3)

Who did Hippomenes turn to for

快速浏览课文，回答问题。

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。

Deep reading

help? 4)

Can you guess what was ending? 3．培养学生在一定程度上用英语思维、推理、判断的能力。

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。

Consolidation Ask 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 Hippomenes 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 in a race.

Try to write an ending of the story.

Homework 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

Led-in

Reading 教师活动

学生活动

意图设计

利用熟悉的话题游戏的形势能刺激学生用英语进行语言实践活动，活跃课堂气氛。

阅读句子，熟悉听力话题。

设计问题：

根据自己的思Can you tell me the ending of the story? 路及上节课的内容及课后作业，各抒己见。回答问题。

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. (

)Atlanta married him and they lived happily. (

)When the race began, Atlanta ran past him.

仔细阅读句子所表达的内容，熟悉故事的大概。

(

) 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 golden apples one after another. (

) She could run faster than any other man.

Listening 1.

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 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

Led-in 教师活动

设计问题：

Let’s carry out a survey of the interests and write down the names of the classmates who have the same interests. You can carry out the task like this: 1. Which do you like, sport, music or collection? 2. What is your favorite sport? 3. Are you interested in table tennis?

(鼓励学生回答，答案通过多媒体以poster的形式展示出来) 学生活动

１.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。

意图设计

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。

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. What’s enjoyable about the hobby? 4. What have you learned 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。

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。

Consolidation What do you and your best friends

think is cool about hobby? Look at

与同学合作the following photos and in small 完成作业。

groups talk about whether what they are doing is cool or not. You may begin like this: “I think that …

is cool/isn’t cool because …”

教学要点

Led-in 教师活动

学生活动

意图设计

拓宽学生知识面，为后面的写作做好准备。

Ask students to speak out some proverbs

与同学讨about hobby. And show them by computer. 论收集有关爱Ask students to read them carefully and pay 好的谚语。

attention to the sentences stress and intonation. 1. 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 to 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。

对照老师所提出的5个问题，逐一检查修改自己的作文，进一步提高改善。

Presentation 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。

学会修改润色作文，培养自主学习能力。

Assessment 1. What you need for the hoppy? 2. What you need to do to improve your knowledge of the hoppy. 3. What is enjoyable about this hoppy. 4. What difficulties you might have. 5. What you have learned from this hobby.

Write a passage. Choose some proverbs

阅读这些above you agree and explain why. Then 有关爱好的谚1．让学生了解爱好的优点和缺点。

Consolidation choose some you disagree and explain why. 语，在理解的基础上发表自己的见解。

2．让学生学会以批判的眼光看待问题，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。

Homework 1. Ask every group to make a questionnaire.

课后独立2. Memorie some proverbs about hoppy and 完成作业，复习write a passage about your feeling. 如何表达自己的观点。

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://sun.wjstar.net/aoyun/ayss/hp.html/

http://zs.u88.cn/html/

http://www.chinanews.com/