2019學(xué)年九年級(jí)英語(yǔ)上冊(cè) Module 8 Sports life Unit 3 Language in use教案 （新版）外研版

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1、教學(xué)課題：Module 8 Sports life Unit 3 Language in use 題 目 Module 8 Sports life Unit 3 Language in use 教 學(xué) 目 標(biāo) 情感態(tài)度目標(biāo) 學(xué)習(xí)運(yùn)動(dòng)員頑強(qiáng)拼搏的精神。 學(xué)習(xí)策略目標(biāo) 自學(xué)策略：掌握記筆記的方式，記錄重點(diǎn)內(nèi)容，幫助記憶和表達(dá)。 合作學(xué)習(xí)策略：能夠與其他小組成員合作展開(kāi)調(diào)查。 語(yǔ)言技能目標(biāo) 聽(tīng)：能夠聽(tīng)懂介紹體育比賽的對(duì)話。 說(shuō)：能夠談?wù)撟约合矚g的運(yùn)動(dòng)隊(duì)或體育明星。 讀：能夠讀懂簡(jiǎn)單的體育報(bào)道或介紹體育明星的故事。 寫(xiě)：能夠?qū)懸黄涛慕榻B乒乓球運(yùn)動(dòng)員

2、張怡寧。 運(yùn)用：能夠?qū)ν瑢W(xué)們參加體育活動(dòng)的情況進(jìn)行小結(jié)并發(fā)表簡(jiǎn)單評(píng)論。 語(yǔ)言知識(shí)目標(biāo) 功能：能夠談?wù)擉w育運(yùn)動(dòng)。 語(yǔ)法：能夠掌握一般過(guò)去式被動(dòng)語(yǔ)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(shí)目標(biāo) 通過(guò)學(xué)習(xí)，加深對(duì)我國(guó)體育運(yùn)動(dòng)狀況和體育明星的了解，加深對(duì)奧運(yùn)會(huì)和殘奧會(huì)的了解。 教學(xué) 重點(diǎn) 一般現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)的理解和運(yùn)用。 教學(xué) 難點(diǎn) 一般現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)的理解和運(yùn)用。 過(guò)程 教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 warm-up 請(qǐng)學(xué)生觀察以下含一般過(guò)去時(shí)的被動(dòng)語(yǔ)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(rèn)真觀察句子，找出其規(guī)律。

6、 訓(xùn)練學(xué)生自主分析句子找出語(yǔ)法規(guī)律的能力。 請(qǐng)學(xué)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(xué)生的分析能力。 Step2 引導(dǎo)學(xué)生小組合作分析和總結(jié)一般過(guò)去時(shí)的被動(dòng)語(yǔ)態(tài)的用法規(guī)律。 在老師的引導(dǎo)下小組合作分

9、析和總結(jié)被動(dòng)語(yǔ)態(tài)的用法規(guī)律。 訓(xùn)練學(xué)生根據(jù)自己的分析找出被動(dòng)語(yǔ)態(tài)的用法規(guī)律。 Step3 引導(dǎo)學(xué)生小組合作分析和總結(jié)一般過(guò)去時(shí)的被動(dòng)語(yǔ)態(tài)和一般現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)的區(qū)別。 小組合作分析和總結(jié)一般過(guò)去時(shí)的被動(dòng)語(yǔ)態(tài)和一般現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)的區(qū)別。 訓(xùn)練學(xué)生自己分析問(wèn)題的能力找出一般過(guò)去時(shí)的被動(dòng)語(yǔ)態(tài)和一般現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)的區(qū)別。 Step4 復(fù)習(xí)知識(shí)點(diǎn)和語(yǔ)法知識(shí)，請(qǐng)學(xué)生分小組練習(xí)，完成課本中的練習(xí)題，并核對(duì)答案。 復(fù)習(xí)知識(shí)點(diǎn)和語(yǔ)法知識(shí)，分小組練習(xí)，完成課本中的練習(xí)題，并核對(duì)答案。 通過(guò)練習(xí)來(lái)鞏固本模塊中學(xué)習(xí)的知識(shí)和詞匯。 板書(shū)設(shè)計(jì) Module 8 Sports life Un

10、it 3 Language in use 一般過(guò)去時(shí)的被動(dòng)語(yǔ)態(tài)： 肯定句： 主語(yǔ)+ was +及物動(dòng)詞的過(guò)去分詞+(by +動(dòng)作執(zhí)行者） were Liu was encouraged at first to train for the high jump. 否定句：主語(yǔ)+was/were+not+過(guò)去分詞 一般疑問(wèn)句： Was/Were+主語(yǔ)+過(guò)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