1、Unit 11 Sad movies make me cry. Section B (2a-2e)The Winning Team 教学设计 一一教学目标教学目标: 1. 语言知识语言知识: 学生通过阅读能够猜出下列生动的习语和短语在文中的含义: miss scoring the goal; letdown; kickoff; pull together; be too hard on 2. 语言技能语言技能: 1) 通过阅读任务训练学生预测、略读和精度的阅读策略。 2) 通过阅读、思考和探究，学生能够从深层次理解文章。 3) 学生能够尝试用英语表达他们解决问题的方法。 3. 学习策略学习策略
2、: 1) 学生通过精读来捕捉故事的原因、发展和结果。 2) 鼓励学生小组合作学习和角色扮演来感悟文章。 4. 情感目标：情感目标： 1)通过学习学生能够认识到当和别人发生冲突时倾听和交流的重要性。 2)培养学生乐观面对生活的思维品质，即使“失败”，也能找到“获胜”的办法。 二教学重点二教学重点： 学生能够认识到如何去更好地解决问题做生活的赢家。 三三教学难点教学难点： 学生可能发现更深层次地理解文章很困难，而仅限于理解故事表面。 四四. 教学方法教学方法: 1. 任务型教学法 2. 合作学习法 五五教学步骤教学步骤: . Pre-reading 1: Free talk. T: When I
3、listen to music, it makes me happy. Soft music makes me relaxed. What about you? What makes you happy, relaxed and worried ? S:. (在自由交谈中，话题来源于日常生活，是学生愿意表达的，既活跃了课堂气氛，也加深了师生的了解。） 2: Predict:( picture& title) T: 1) Look at the picture, how do they feel?2) Guess what the picture is about? S:. (预测可提高学生的阅
4、读兴趣，起到了从话题交流到阅读文章的过度作用。） II. While-reading Part one: Fast reading 1. T: Read quickly and answer the question. Did they win the soccer game? S:. (快速阅读目的是让学生聚焦故事的核心，关注重点。） 2. T: Read the story and number the events in the correct order. S:. (“把故事情节按正确的顺序排列”是一个快速理解文章的方法。) Part two: Careful reading 1.T:
5、 At the beginning of the story, Peter missed the goal. And he was on his way home. How did he feel? Read the passage carefully and read the sentences out vividly. S:. 2.1) T: Then Peter went back home. His father gave him some advice. What advice did his father offer him? Read the passage carefully
6、and fill in the blanks. S:. 2) T: Listen to the conversation between Peter and his father. Match the feelings. S:. 3) T: Now role-play the conversation. Work in groups of four. One is director. One is narrator. One is Peter. One is Peters father.Attention to your emotion and body language. S:. After
7、 role-play: 4) T: What did peter think after listening to his fathers words? How did peter feel after listening to his fathers words and thinking? S:. T: The next day, Peter went to soccer practice. He said sorry to his teammates and talked to them. What happened after Peter told his teammates that
8、he was sorry? S:. T: How did peter feel after talking to his teammates and thinking together with his teammates? S:. （这篇文章是一个故事，它与其他文章体裁不同，所以老师应该更关注引导学生学习如何通过阅读故事背 景、发展、原因和结果来充分地理解故事，教师应该逐渐地引导学生通过边思考主人公的感情发展，尤其 是主人公的改变，边阅读。朗读句子和角色扮演不仅是改善语言技能的方法而且也是最直接的加深对故事 理解的方法。此外，角色扮演也能激发学生的学习兴趣。） . Post-reading
9、1. Further thinking T: Look at the picture and the title again and think: Why did Peter think he was on a winning team even though they lost the game? S:. (通过让学生深层次思考问题来理解文中“获胜”的含义，明白合作的重要性，从而更好地理解文章。） 2. Retelling T: We have learned the story. Now try to retell the story about Peter. Use the idioms
10、, the verb phrases and the Mind-map to help you. S:. (使用思维导图、文中的习语复述文章是语言输出的过程，强化了语言的学习，有助于对整篇文章的记忆， 并且在复述过程中学生巩固了文中的习语，达到学以致用，进而提高了口语表达能力。） 3. Sharing T: 1. Did you meet any problems before? 2. What did you do at that time? 3. What will you do if you meet the problem again? You can work in groups t
11、o discuss your experience and share your ways to solve problems. S:. (理解文章本身不是唯一的目标，更重要的是把所学到的和实际生活结合到一起，通过分享，希望学生能够 以更好的方式解决问题，做生活的赢家。) VI. Ending 1. Affection education: Try to face our life in a positive way, no matter what happens. Smile to the world, and the world will smile to you, too. (通过分享一
12、句关于人生感悟的英文句子，使文章达到情感的升华，培养学生良好的思维品质，乐观面对 生活的态度。） 2. Homework: Retell Peters story after class or write down a story about your own experience. (阅读和写作结合，帮助学生更好地解决问题，提高写作技能。） Blackboard Design Unit 11 Section B (2a-2e) Mind-map:）Idioms and phrases: miss scoring the goal let.down kick.off be too hard on pull together sadwas hopefulwas happy wasangryfeltless worriedfelt lucky worriedless sorry talk listentalk thinkthink
