Module 8 Sports life-Unit 2 He was invited to competitions around the world.-教案、教学设计-市级公开课-外研版九年级上册英语(配套课件编号：b09c3).doc

1、Module 8 Sports lifeUnit 2 He was invited to competitions around the worldTeaching aims : 1) Be familiar with passive voice.2) Use the reading strategies to get informationfrom the passage.3) Learn the spirit of hard work and persistence.Teaching methods: Task approach and cooperative approach.Diffi

2、cult points: The structure analyzing of the passage.Key points: Summarizing the passage and get information byusing the reading strategies.Blackboard design:Module 8 Sports lifeUnit 2He was invited tocompetitions around theworld.successStrong willHard workGet help.Teaching procedure:StepsTeachersact

3、ivitiesStudents activitiesAimsPreviewLead studentsKnow about LiuXiang.Look up informationabout Liu Xiang.Arouseinterests.Warm upPlay a video and askquestion: 1) Whatevent did Liu takepart in?2) Did he win themedal?Enjoy the video andtry to answer thequestions.Be furtherfamiliar withLiu Xiang.Fast-re

4、adingGuide students tosummarize byunderstanding theprincipal line of thepassage.Look through thepassage and get themain idea, finishActivity 2.1. Use thereadingstrategiesto getinformation.2.Befamiliar withpassivevoice.SkimmingGuide students to getmain idea of eachparagraph from thekey sentencesRead

5、the passagequickly and match themain ideas withparagraphsDetail-Guide students to getRead the passagereadingsome details from keywordscarefully and check Tor FScanningGuide students to getthe furtherinformation byreading the principalline carefullyRead carefully againand finish thetimeline(Activity

6、3).Post-readingLead students toretell LiusexperiencesTry to retell Liusexperiencesaccording to thetimelineRecall theinformationabout LiuXiang byusingpassivevoiceLead students tothink over: How canLiu Xiang succeed?What was Lius lifelike in his teenage?Enjoy the video andimitate thepronunciation andi

7、ntonation; answerthe questions.Learn fromLiu XiangGuide students tolearn to writeAnalyse the structureof the passage andlearn to writeLearn towriteReflection: 1. 前面的快读，速度阶段没有把握好时间，造成前紧后松，以致于后面的文章结构分析只走了流程没有给够学生思考的时间。2. 输出环节中学生用到的被动语态少。3. 情感渗透教育浪费时间较多，可以省略后面的两个问题(What was Lius life like in his teenage?What can you learn from him?)