Unit 2 the Olympics Games 教学设计07

教学设计]the OlympicsGames

1.教学目标本课旨在让学生了解奥运会的相关知识,掌握采访的基本常识,并能在完成任务的过程中学以致用

2.教学重点/难点

1.教学重点1）引导学生比较归纳古今奥运会的异同，了解奥运会的相关知识；2）通过辩论、采访活动,把知识内化为能力，以提高学生综合运用语言的能力；3）帮助学生树立主人翁的责任感,激发学生热爱祖国情怀

2.教学难点1）采访报道的文章，信息点较分散,学生较难以对文章内容生成完整的概念；2）由于学生对奥运词汇的掌握和了解有限,因此在辩论、采访活动中会受到局限,必须要作好关键词和词组的铺垫

3.教学用具课件

4.标签The Olympic GamesI教学过程Step

1.Warming-upActivity1:the Olympic Games quizthe Olympic Games quizl.In whatyear werethe Olympic Games firstheld a.1896b.1906c.776BC

2.What dothe fiveOlympic ringsstand forand whatare thefive continentsa.fivecontinents b.five well-known athletesc.five importantevents

3.What doesthe IOCstand for（）

4.The29th Olympic Games washeld in Beijing in

2008.t/f

5.The mottoof the Olympic gamesis“,,”.

6.G isthe nameof thecountry wherethe Olympic Games beganin ancienttimes.

7.When andwhere werethe firstmodern Olympic Games helda.1986in Sydneyb.1896in Athensc.1698in NewYork

8.Tell someof thesports in the Olympic Games showingsome pictures

9.With the motto newBeijing,great Olympics,Beijing promised to hosta”Olympics.学情预设:打破传统的按顺序由学生回答问题的模式，利用现代化的教学手段，采用选号码的形式，每个号码超连接一个问题，答对得一分学生普遍都有“喜新厌旧”的心理，这一活动立刻就会激发学生的学习兴趣，激活学生固有的知识，为下面的活动开了个好头设计意图课文warming up中的问题要学生回答有一定的难度，如果用此活动来激活课堂,会事与愿违因此，我一方面把问题式改为选择题式，另一方面,在保留原有的部分基本问题外，还加入一些学生感兴趣的问题,并制作成图文并茂的课件在多种感官的刺激下，充分调动起学生学习的积极性Step

2.ReadingActivity2:Pre-readingGet the students topredict what the interviewwill beabout.Give thestudents someinstructionsabout Pausanias and lily,and howto skimto findthe specificinformation inaninterview.学情预设:学生较少接触虚拟采访的文体，因此，既充满期待，又有畏难情绪教师对文章人物和背景知识的简单介绍，以及阅读这类文章的技巧指导就显得尤为重要设计意图:predict既是学生阅读的技巧之一,也是调动学生思维、注意力、求知欲的捷径让学生在预设、搜索、求证、否定等的过程中,加深对文章的理解Activity3:Fast-readingRead thetext fastand askthestudents“What isthe mainidea of the interview”It is aninterview betweenPausaniasandLili,from whichwe canlearn aboutthe similaritiesanddifferences aboutthe ancientOlympicGames and themodern OlympicGames.学情预设:采访文章不同于其它文体的文章，它的信息点较分散，学生看完后，往往很难把握住细节这时候，如果问一些深层次理解的问题，学生的自信心就会受到打击，接下去课堂可能就会陷入沉闷，刚刚培养起的学习热情就会立刻荡然无存设计意图培养学生对文章整体的理解和中心的把握从近几年的高考阅读理解题目的设置中不难看出，它要求学生不仅能够完成浅层理解题，更要能够在快速阅读后透彻理解全文并归纳全文提供的信息，从而进行正确的逻辑推理甚至对文中未提及的情况进行推理想象这就要求学生必须在平时的阅读学习中训练对文章整体的理解和中心大意的概括,培养和提高整体理解的阅读能力Activity4:Careful-readingi.read thetext carefullyand writedown thekey wordsaccording towhat theysay separately.Pausanias:lily:lived inancient Greece,only Greekcities compete,neither slavesnorwomen joinedin,the olivewreath aChinese girl,every fouryears,the summerand thewinterOlympics,the winterOlympic twoyears beforethe summerOlympic,all countriestakepart,women joinin,a specialvillage tolive in,a stadium,a swimmingpool,agymnasium,honor tohost,medals.学情预设:采访文章信息点较分散，学生较难把握设计意图:通过两个人物之间的对话，让学生把它们分成两类,并写下一些关键词一方面，有利于理清线索;另一方面，有助于下一个活动“古今奥运会的异同对比”的开展ii.read thetext carefullyand fill in theform.differences:item modernancient typecompetitors placeprize eventssimilarities:both areheldevery.both areheld notfor moneybut for.are allowedto takepart inboth inancientand modemOlympics.the mottosare thesame.They are:.some eventsare thesame,such学情预设:学生在梳理好Pausanias和lily的对话要点之后,对于古今奥运会的异同对比还未形成完整的、清晰的脉络设计意图:这个环节的设置对于学生知识的储备和接下去能力的提升起了至关重要的作用课标中也提到:教师要指导学生由被动接受的学习转变为运用观察、发现、推测、理解、记忆、对比、分析、联想、归纳、内化等策略进行学习iii.tell thefollowing sentencest or“f”.l.in theearly Olympic games,only menwere allowedto competeand watch the games.

2.themottoof the Olympic gamesis“faster,higher,further v.

3.the olivewreath hasbeen replacedby money.

4.the Olympicswere notalways heldin Greece2000years ago.

5.at first,Pausania thinkspeople maybe competingfor moneyin themodern Olympicgames.

6.we feelproud becausewe havefinally gotthe chanceto holdthe2008Olympic games.iv.fillin the blanksin thesummary ofthe interviewtheOlympicGamesare thebiggest sportsmeeting inthe world,which includetwo kinds,the andthe Olympics.Both ofthem areevery,all countriescan takepart iftheir athletesreached theto thegames,women arenot onlyto joinin butplaying avery role,ais builtfor thecompetitors tolive in,a forcompetitions,a largeswimmingpool,a aswell asseats forthose whowatchthegames,it sagreat tohost theOlympicGames,the olivewreath hasbeen bymedals,but its stillabout beingable torun,jump andthrow.学情预设以上-rue”and“false”的练习和根据课文内容填空这两项活动，在学生了解课文内容和理清线索后进行，符合学生的认知规律,是学生力所能及的任务设计意图:有助于检验学生对文章细节的了解，以及对文章整体的把握，起到进一步巩固本堂课所学知识的作用Step

3.Extensiondivide theclass into3groups.Group aand group b takepart inthe debate,and groupc takespartintheinterview.Activity5:debate i.watch avideo aboutthe2008OlympicGames,ii.group work:group a:hosting theOlympicGamesis agreat honorand agreat responsibility.It hasgood effectsonthe host city,Beijing,work togetherand writedown someoftheeffects.at leastthree.groupb:hosting theOlympicGamesisagreat honorand agreat responsibility,but ithasbad effectson thehostcity,Beijing,materials:home toa one-fifth ofthe worldspopulationa largemarket for the productsof corporatesponsors赞助商an internationalsports giant,the Chinesegovernment haspromisedtospend20billion u.s.dollars buildingsportscomplexes综合建筑plans fora newexhibition centerwith twinskyscrapers thatcould betallerthan anyinthe world about

3.7billion u.s.dollars willgo toease trafficabout400million u.s.dollars toimprove thehealth caresystem,athletes fromall overtheworldairpollution,traffic jam,crowded,terrorist,environment-••Activity6:interviewi.watch avideo aboutthe2008OlympicGames,ii.pair work:Topics:What arethe advantagesand disadvantagesto holdtheOlympicGames Whatcouldwe dofor the2008Olympicgamesif we had been inBeijing thenStudent Ais an interviewee;Student B,a reporter,is aninterviewer.tips:the interviewercould startaninterviewby introducinghimself/herself,or talkaboutsomething thatthe intervieweeis interestedin orfamiliar with,attheend ofaninterview,remember tothank theinterviewee.Material:China Dailywebsite helda pressconference onmay25,2005to formallyannouncean activitynamed useaccurate Englishtowel comethe Olympics-publicbilingual signstandardization drivein majorChinese cities,beginning fromBeijing,shanghai,Xian,and Guangzhou,let,s make a realinternational Beijingfor theOlympicGames!学情预设学生由于受到定势思维的束缚、英语词汇量的限制、知识面的局限等方面的影响，辩论和采访活动可能会出现谈的不深入，展不开的情况,这时候，教师适当的引导和鼓励，以及学生之间的合作学习十分重要设计意图:知识的积累是为了向能力转化把学生分成两部分，一部分围绕“举办奥运会是利或弊？”展开辩论，另一部分同学围绕“What couldwe doforthe2008Olympicgames ifwehadbeeninBeijingthen”进行采访让学生在个人参与、同伴互导、互相观察的过程中，不断地自我提升建构主义者认为由于经验背景的差异，学生对问题的理解常常各异,学生个体之间的差异是一种宝贵的资源开展师生、生生互动，为学生提供用英语交流的机会，培养学生与人合作交流的能力Step

4.HomeworkFrom theinterview weknow manythings aboutOlympicGames.After classyou cansurfthe internetto findmore abouttheOlympicGamesandmakeaposter accordingto page

13.。